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Learning From Failure for Doctoral Education

Elke Stracke et al.

Higher Education Quarterly2026https://doi.org/10.1111/hequ.70114article
AJG 2ABDC C
Weight
0.50

What the paper says

ABSTRACT Failure in doctoral education is a taboo topic for many supervisors and doctoral candidates. Failure in thesis doctoral examination is hard to admit to or explain and has not been deeply investigated. We aim to disrupt the silence around failure in the doctoral context and generate new discussions relevant to doctoral education. We conduct a theoretical integrative review (TIR), which allows for the inclusion of primary research studies, along with other documents (such as policy documents), in the international context. We seek to explore the learning potentials presented by a better understanding of failure to influence the broader debates about the future of the doctorate in times of uncertainty and crisis.

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https://doi.org/https://doi.org/10.1111/hequ.70114

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@article{elke2026,
  title        = {{Learning From Failure for Doctoral Education}},
  author       = {Elke Stracke et al.},
  journal      = {Higher Education Quarterly},
  year         = {2026},
  doi          = {https://doi.org/https://doi.org/10.1111/hequ.70114},
}

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Learning From Failure for Doctoral Education

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Evidence weight

0.50

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.50 × 0.4 = 0.20
M · momentum0.50 × 0.15 = 0.07
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.