<p>  </p> <p>Widely recognized as bridging graduate coursework and independent research, doctoral examinations also (re)-produce disciplinary norms and map trajectories for graduate student professionalization. This institutional ethnography investigates doctoral exam processes as a component of curricular infrastructure, a term that I describe in functional, relational, temporal, and heuristic terms. This study begins with a discipline-wide survey (Chapter 3) reaching 81 PhD programs in Rhetoric and Composition, building on previous programmatic research in the field to identify constellations of exam formats and their stated purposes. From this broad view, institutional ethnography re-orients analysis by focusing on the standpoints of individual stakeholders (graduate students and faculty) and the ways that work processes point toward broader structural tendencies and assumptions.  From the survey, individual perspectives through interviews with faculty at nine different universities (Chapter 4) and a large focus group with graduate students (Chapter 5) to identify work practices and the institutional and disciplinary factors that direct them. This project yields an empirically grounded description of current graduate pedagogical practices, and through those practices, describes several contours of curricular infrastructure. Temporal boundary objects describe how the meaning and significance of an experience like a doctoral exam can change across time, yielding insight into how curricular practices transfer from one intuition to another. Institutional inertia appears as common iteration of curricular infrastructure, representing the tendency of intuitions to self-replicate and resist change, and nonverbal visually embodied actions serve as a key to understanding communication about institutions that avoids talking about institutions. The project culminates in Chapter 6 with a three-part heuristic, described as an aspect of curricular infrastructure, designed as a resource to faculty and administrators who are in decision-making positions with respect to doctoral exams.  </p>

Digitaliseringen är något som ständigt påverkar samhället och medför att arbetsuppgifterförändras. Det leder till att vissa arbetsuppgifter utförs automatiskt och byts ut mot exempelvismer analytiska arbetsuppgifter. Förändringar som sker i samhället medför att bådeekonomiarbetsmarknaden och ekonomiutbildningar behöver anpassa sig efter dessaförändringar vilket inte alltid är helt enkelt. Tidigare forskning visar på att förändringar inomuniversitet ofta tar längre tid att genomföra än på arbetsmarknaden då universitet kan ansesvara trögrörliga. Därav kan det upplevas att det existerar ett gap mellan ekonomiyrken ochekonomiutbildning. Det ledde till studiens syfte som var att skapa en förståelse för hurinnehållet i ekonomiutbildningar återspeglas av de förändringar som sker inom ekonomiyrkeni samband med digitaliseringen samt att undersöka huruvida det existerar ett gap mellanarbetsmarknaden och ekonomiutbildningen. För att kunna undersöka detta gjordes en fallstudieav Handelshögskolan i Göteborg som är en av de största handelshögskolorna i Sverige. Denteoretiska referensram som skapades ämnade att ligga till grund för att kunna analysera ämnet. Studien utgick från en kvalitativ metod då empiriinsamlingen som genomfördes främstfokuserade på tolkning och granskning av data. Empirin som samlades in hade som syfte skapaen förståelse för hur ekonomiutbildningarna ser ut idag och samlades in genom att studeraprogrambeskrivning och kursplaner på Handelshögskolan i Göteborg samt genom en intervjumed en programansvarig på samma universitet. Resultatet av analysen visade på attdigitalisering framträder i programbeskrivningen och kursplaner genom digitala verktyg ochkompetenser samt att studenterna får förståelse för digitaliseringens effekter i samhället. Vidarevisade resultatet att universitets förändringar i undervisningen inte alltid är synliga iutbildningens kursplaner vilket kan vara en anledning till att det upplevs att digitaliseringeninte tar sig anspråk i utbildningen i den omfattning som den faktiskt gör. / Digitization is something that constantly affects society and causes tasks to change. This leadsto certain tasks being performed automatically and being replaced by more analytical tasks.Changes that take place in society result in that both the economics labor market and economicseducation need to adapt to these changes, which is not always simple. Previous research showsthat changes within universities often take longer to implement than in the labor market becauseuniversities can be sluggish. Therefore, it can be experienced that there is a gap betweeneconomics professions and economics education. This led to the purpose of the study, whichwas to create an understanding of how the content of economics education is reflected in thechanges that are taking place in the economics professions in connection with digitalization,and to investigate whether there is a gap between the labor market and economics education.In order to investigate this, a case study was conducted by the Gothenburg School ofEconomics, which is one of the largest business schools in Sweden. The theoretical frameintended to form the basis for analyzing the subject. The study was based on a qualitativemethod since the empirical collection that was carried out mainly focused on interpretation andreview of data. The purpose of the empirical data collection was to create an understanding ofwhat economics education looks like today and was collected by studying program descriptionsand syllabi at the Gothenburg School of Economics and an interview with a program managerat the same university. The results of the analysis showed that digitization appears in theprogram description and syllabi by digital tools and competencies together with that studentsgain an understanding of the effects of digitization in society. Furthermore, the results showedthat the university's changes in teaching are not always visible in the education's syllabi, whichmay be a reason why it is felt that digitalization does not take hold in the education to the extentthat it actually does.