Abstract:

Doctoral schools around the world have four problems:
(1) the curriculum design carries within it the Bandwagon Effect bias
(2) the decreasing interest in academic careers,
(3) the supply in the publishing market is many times less than the demand,
(4) Positivism has won among those who feel like losers and those who feel like winners. Here and now, we are only interested in the first one, since the next three cannot appear without its solution.

A dissertation must be completed after seven or eight semesters of collaborative work. We are aware that it's a Ph.D., not a Nobel prize, but it's not an everyday task. Small but not irrelevant welcomed novelty, this is our aspiration. The crucial question is whether a dissertation result is a novelty or a set of published journal articles. It is now the time when publishing is more important than originality. This wave takes a lot of things. Just like in other places, the flood does not choose here. A paper-based dissertation also made a change in the habitus of the supervisor and also the habitus of the doctoral students.

The contribution of our paper is a new type of curriculum designer. The by-product of it is a definition and taxonomy of new biases. We will show that there is a benevolent bias and a harmful bias. The organizing principles in making of taxonomy: (1) Memory - the locus of control which has external and internal parts. (2) Social context which has peer pressure and turnaround parts. Curriculum designers when developing the program encountered two opposing biases. Regarding the design process of the doctoral program curriculum the "Bandwagon Effect" was a harmful bias, and the "Genius Effect" is a benevolent bias.

Keywords:

Curriculum designer, Cognitive bias, habitus, transdisciplinary.