II Collaborations and funding

The global variety of doctoral programmes discussed in Part I also gets expressed in their range of developmental maturity. The development of institutional structures that enhance doctoral research is therefore part of funding schemes. Funding for institutional developmental ranges from Global North and South collaboration, intra-European collaboration and national centres for doctoral education, to intrauniversity structures. The issues that show up in these settings vary. In a Global North-South collaboration project, run and studied by Almlov, Capurchande, Januario and Geschwind, trust was shown to be key. The aim was to develop doctoral research organisation and education in the university in the South. While working to realise this, trust emerged as both partners suspended uncertainty and any ensuing doubt about commitment. Funding for collaboration between universities within or between national borders requires rigorous assessment of research skills that fill gaps between technology, business and social issues. Spencer and Khawaja share their experience with such assessments leading to successful bids. Can collaborating universities offer joint training programmes to doctoral researchers and third-space professionals that go beyond sheer research skills? And who should evaluate the bids so as to ensure that not only research projects but also research culture - in terms of working ethics and conditions - get promoted? These questions are addressed by Schroijen and Malaguarnera, and Coriat, respectively. What the challenges are when a consortium of doctoral programmes acquires the financial means to co-construct programmes and courses for their doctoral researchers as well as supervisors is illustrated by Krumsvik, Maeland and Solstad’s case study.



Trust within capacity building for the development of supervision training: A case study of Sweden and Mozambique

Cecilia Almlov, Rehana Capurchande, Francisco Januario, and Lars Geschwind

The fruitful development of doctoral education requires, as might be expected, a great investment of resources. In the case of sub-Saharan universities, one of the routes to such investment has been the implementation of capacity-building projects. These major investments in research are a way of combating poverty and developing this part of the African continent (Akuffo et al. 2014; OECD 2013; Fellesson and Mahlck 2013; Freeman et al. 2010). Among all donors, Sweden has supported East Africa and Mozambique via capacity building for decades (SIDA 2014). However, research literature also shows that inter-institutional collaborations need to overcome certain challenges, predominantly those linked to miscommuni- cation and lack of trust (Saenz et al. 2005; Sawyerr 2004).

Trust has been found to be a constitutive element and one of the key factors for the establishment of successful collaborations (Bond-Barnard et al. 2018; Girgis 2007). Given that trust is deemed essential, it is of vital interest to analyse the experiences around trust itself in capacity building more closely. This chapter therefore builds upon a single case study focusing on one project group within a typical capacity-building project with Mozambican and Swedish partners, ‘Quality assurance of research and post-graduate training’, taking place at one of the largest universities in Mozambique, the Eduardo Mondlane University (UEM) in Maputo. The case study aims at developing an in-depth understanding of the social phenomenon of trust as it is experienced by both Swedish and Mozambican project members collaborating to develop doctoral supervision training. The following research questions were posed:

  • (1) How do project members in a capacity-building project experience trust?
  • (2) What are the dimensions of trust experienced in this context?
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