Impact of education doctorates: the case of developing country, Bhutan

Abstract

Higher education in Bhutan changed irrevocably in 2003 with the amalgamation of disparate colleges to form the country’s first university. Research was not well known or understood. Over the last two decades doctorates were obtained outside Bhutan. The focus of this study is the impact of those who returned with an education doctorate. Using a questionnaire addressed to all but one education doctorate holder in Bhutan and a similar one to key persons in Bhutan, a range of impacts was evident. There were the anticipated personal outcomes but also considerable professional gains in the two education colleges. In particular, mentoring was building capacity in research. Research now appears to be on the agenda. Some doctorate returnees had taken well to leadership roles. Others however, returned and did not take up the intellectual leadership that might be expected. There were other negative impacts. The two colleges, and indeed the Royal University of Bhutan (RUB), need to address the issues of workload and promotion. These are discussed and other ways forward are addressed in the paper.