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This study aims to investigate the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. There is substantial literature on this relationship in higher education, and there has been much debate about whether they are complementary or competitors for the resources of universities. There is however, little research at the level of doctoral education. This may be because it appears to be self evident that there is a posit. ve link at the doctoral level. However this is a hypothesis that needs testing. In order to do this testing, a questionnaire composed of two major dimensions of doctoral education - Supervision and Research environment for doctoral students - was distributed to about 2,200 full-time doctoral students in Education and Chemistry in UK universities. The dimension of supervision was divided into three components - the supervisor's facilitation of learning, his or her accessibility and the relevance of the supervisor's research to that of the student. The dimension of research environment for doctoral students was categorised into four components - the academic culture of social interaction, the intercultural facilitation of research (for international students), the research training programmes and research facilities. The relationship between staff research (the 1996 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed along the above dimensions. Follow-up interviews were also conducted with students. On the whole, little relationship between departmental research performance (the RAE scores) and effectiveness of doctoral education is found in Education and Chemistry, especially pertaining to the aspects of supervision. However, the results of research environment are more complex. With regard to disciplinary differences, although the general findings of a lack of a significant relationship between research and teaching apply to both Education and Chemistry departments, it is interesting to note that doctoral education is more favourably perceived on most counts in supervision and research environment for doctoral students in Chemistry than in Education. Finally, a theoretical framework of research training structures to discuss these findings is offered.

This study adopts a qualitative approach to explore the link between international student mobility and employability. The findings are from the perspectives of international students based on their perceptions of undertaking degree-level study in a university in China in relation to their employability. Two key research questions are posed for exploring that link. The first research question explores the reasons why individuals choose to do Master's studies in China, particularly with respect to their perceived value of overall educational and international student mobility (ISM) experiences to their future career prospects. The second question looks at how international students develop employability by understanding their reported study and living experiences in China. To those ends, this study examined international students' mobility experiences by employing qualitative research methods: semi-structured, in-depth interviews and document analysis. Research participants were a group of 23 international students from 20 different countries across the six continents (Asia, Africa, Europe, North America, South America, Australia), and undertaking a Master's degree in one of eight disciplinary areas (Education, Medicine, Agriculture, Economics, Public Affairs, Politics and Chinese studies, Chemical Engineering, Bridge and Tunnel Engineering). The findings were analysed and discussed from the theoretical perspective of a capability approach in order to capture and frame students' perceived value of mobility experiences to employability beyond the human capital or positional conflict conceptualisations. The findings, drawing on students' perspectives, indicate that students linked study abroad in China with their employability development either explicitly or implicitly. First, students perceived the link between valuable elements of ISM and its corresponding aspect of employability differently in relation to internal capabilities and external conditions. Second, findings suggest that these variations in students' perceptions are due to a wide range of influential factors (i.e. individual or contextual). Third, by looking at their subsequent study and living experiences in China, students managed to develop internal capabilities and seek external opportunities through a combination of resources and internal and external conversion factors. Based on these findings, the study further proposes implications for government and university policies to support individuals by expanding their freedoms (capabilities and agency).

Adopting a critical realist framework, this study explored how medical doctors come to understand and espouse, or resist, their roles as teachers in clinical settings and how they seek to become more proficient in that role. This work builds on earlier research on doctors' professional development as teachers and extends it into the particular cultural context of medical practice and education in the Sultanate of Oman. A qualitative approach was adopted. Data were collected in 2016 through semi-structured in-depth interviews with 27 senior clinicians and by the examination of relevant institutional policy documents. Interviews were conducted in two hospital settings: the Sultan Qaboos University Hospital (SQUH) and the Royal Hospital (RH), which is a Ministry of Health Hospital (MoHH). The findings suggest that Omani medical doctors' orientation to their roles as teachers and their understanding of their responsibility to prepare the next generation of medical professionals have been transformed by three main events over the last 3 decades. First was the establishment of Sultan Qaboos University College of Medicine and Health Sciences (CoMHS) in 1986. Next came the governmental authorities' decision to train medical doctors in the overseas hospitals that have structured postgraduate clinical training since the 1990s. Thus, while the senior doctors contributing to this study had received some or all of their medical training outside of Oman, they were helping to build a medical education system which sought to raise the next generations of doctors at home. Finally came the establishment of the Oman Medical Speciality Board (OMSB) in 2006 as the official body responsible for the graduate medical education in Oman. However, due to a lack of clear policy regarding their teaching roles, the Ministry of Health (MoH) doctors felt that they, as compared to their colleagues in the university teaching hospital (SQUH), were being expected to make an extra effort to teach in their clinical setting. All respondents, whether recruited from RH or SQUH, recognised the influence their own experience of being taught had on their personal development as clinical teachers on their return to Oman. Respondents' exposures to different teaching and learning cultures and styles contributed to their motivation to teach and learn about teaching. In particular, many respondents believed that the religious culture of the country contributed to a pervasive attitude of altruism in the orientation of doctors to both their patients and their students. However, demotivators such as the health system's hierarchical structure, unclear educational roles, lack of resources-time, human and suitable facilities-for teaching in their hospitals are significant challenges in accomplishing their multiple roles and developing themselves for their educational roles. What emerged as a fundamental challenge for the RH respondents was the lack of any clear policy regarding the doctor's role as a teacher. The respondents believed that having a clear policy would empower the doctors and give them the support they need for their multiple roles in the clinical setting. Such policy would also guide the administrators and decision-makers in the support and resourcing that they provide to doctors, which they believed were so essential to ensure the next generation of doctors developed according to Oman's mission and vision. This study's findings show clearly the need to establish and standardise national medical education policy and procedures for the MoH doctors, thus giving them a clarity of roles and responsibilities they believe to exist for their SQUH colleagues. Having such national standards and policy is an essential part of a health organisation, and hence its implication for the doctors will be to provide them with the road map for the day-to-day management of their multiple complex roles. It is also clear that the Ministry of Health and the educational institutions (governmental and private at both the undergraduate and the postgraduate levels) need to collaborate and cooperate to establish an integrated medical education system for clinical settings, not just for the learners but also for the doctors who teach them, and thus to establish a stable teaching and learning environment. The presence of such a national policy for medical education will have a positive impact upon the quality of medical education, patient care, and upon junior doctors' willingness to pursue careers as medical educators in clinical settings.