A networked pathway to the PhD: The African-Norwegian case of Productive Learning Cultures

  • A Hattingh
  • S Lillejord
Keywords: Doctoral learning, international cooperation, network, Community of Practice, academic writing, female student support


How do PhD students become socialised into the professional world of academic work? This article pays attention to a ‘networked’ support pathway towards a PhD. The network constitutes an international research collaboration through a programme called Productive Learning Cultures (PLC) (2002-2011) between Norway and seven countries, developing or in transition, in sub-Saharan Africa. The purpose of this article is to describe how researchers within PLC have over the years developed a support structure for PhD students. PLC has had intended and unintended outcomes. While the education of PhD students was an intended outcome, unintended outcomes include the establishment of a peer-reviewed journal, and the development of a networked doctoral school. Special attention will also be paid to the programme design structures that assist female PhD students from partner universities and promote sustainability once PLC donor funding terminates.   

Journal Identifiers

print ISSN: 0258-2236