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1.
This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case‐study approach to investigate the EdD student experience. Four themes emerge which are developed into a model of professional outcomes: professionalisation; professional change; bridging the academic/professional divide; and professional self‐esteem. We argue none of these outcomes would have been achieved so effectively for these distance students without a highly structured but flexible support system. 相似文献
2.
David Coghlan 《Higher Education》2007,54(2):293-306
The aim of this article is to contribute to understanding of the issue raised when executives do action research in their
own organizations for doctorates. There are a number of significant challenges for those executives considering action research
in their own organization, which are explored under the headings of, preunderstanding, role duality and organizational politics.
The article reflects on the executive action research doctorate in terms of the engagement of the individual manager–researcher
in first person inquiry, the collaborative activities with others in second person inquiry and the third person contribution
of actionable knowledge to the practitioner and academic communities. 相似文献
3.
Despite the increasing numbers of candidates embarking on higher degrees by research (HDRs, e.g., PhD, professional doctorate, practice-based doctorate), we still have limited knowledge about why they are choosing this path. What are the factors that motivate students to embark on research degrees? Given that many of those who succeed in completing their doctorates will not go into academic positions, the motivations for choosing to undertake a research degree may not match the experience or outcomes (and hence, perhaps, contribute to incompletion rates). This article investigates the motivations of students in all faculties embarking on HDRs at an Australian university. A survey of 405 students was subjected to a factor analysis. Five factors emerged: family and friends, intrinsic motivation, lecturer influence, research experience, and career progression. 相似文献
4.
The doctorate in Fine Art has had a troubled history in the UK. Although there are growing numbers of doctorates being undertaken and over forty institutions which offer doctoral study, there is still little understanding of this research culture. There is a developing literature, but it remains curiously focused on research methods and protocols rather than on establishing the character of the culture through what is being produced by doctoral students. Macleod and Holdridge have produced an AHRB‐funded study of selected exemplars of doctoral submissions. The study seeks to make both a practical and strategic intervention in the ongoing ‘making/writing’, ‘theory/practice’ debate. It also seeks to clearly demonstrate how artist researchers have dealt with the academic requirements of the PhD and how the production of a substantial written text (generally 30,000 words plus) showing a keen knowledge and criticality of the subject field has been achieved. The exemplars demonstrate both the distinctive and the normative character of the PhD in Fine Art. However, the underpinning empirical research for the study (1996 —) has also demonstrated the critical independence of such exemplars within the broader field of academic research. Through a brief analysis of three doctoral submissions selected from the study, the paper seeks to draw out some of the more important findings and their implications for the developing research culture. 相似文献
5.
David Hyatt 《Teaching in Higher Education》2013,18(8):833-845
This paper addresses an issue of increasing significance in the context of taught educational doctorates and argues that this may have wider applicability for doctoral students across a range of social science disciplines. It identifies the need to engage with policy analysis as a key element of such programmes and attempts to address students' concerns over a lack of practical approaches to do so by offering an analytical framework drawing on critical discourse analysis. This paper highlights the affordances of a taught doctorate context to consider the potential for more collaborative community approaches to doctoral pedagogies through reflecting upon the way the frame was introduced and used by one group of EdD students. In doing so, this paper offers both a practical analytical tool for doctoral students but also a pedagogical approach grounded in an invitation to dialogue and induction into the academic discourse community, through a notion of critical inclusion. 相似文献
6.
Terry Evans 《Studies in Continuing Education》2013,35(2):174-182
This article outlines the current position and debates concerning professional doctorates in Australia. The growth in professional doctorates has been substantial over recent years with most of the nation's thirty‐seven universities offering such awards. However, there are many challenges stemming from these developments which range from concerns over: the status of doctoral degrees; fostering research which is useful for professions, industry, commerce and government; developing and sustaining appropriate research and dissemination skills in students; developing and sustaining appropriate supervision qualities in staff, and appropriate examining qualities in others; and calculating the balance between courseworkand research. The focus here is on the ‘delivery’ of ‘flexible researching’ often found in professional doctorate programs which differ from traditional notions of doctoral supervision incorporating views of research, a thesis and supervision which can be characterised as rather inflexible. This article analyses the contribution that theories and practices of flexible learning can make to the understanding and practice of professional doctorates and the relationships and characteristics which are required of organisations and their staff as they provide and ‘ facilitate doctoral learning and research for professional contexts. The article raises some issues and questions which arise for those involved with and concerned about ensuring and are enhancing the quality of professional doctorates. 相似文献
7.
DOUGLAS H. MCQUEEN 《European Journal of Engineering Education》1994,19(2):215-225
The paths of university students from first matriculation to achievement of the doctorate are compared for nine technically-oriented universities in six countries. Although the ages at which doctorates are awarded vary by 6 or 7 years, the amount of effort invested in research in preparation of dissertations appears to vary little, from just under 3 years to just over 3½ years. The differences in ages at doctorate are mainly due to differences in the breadths of secondary education, in language studies and abilities, in military service and in teaching and administration required of doctoral students. The latter can be reduced by requiring an increased number of qualified researchers to take active roles in university level teaching. 相似文献
8.
Janne Malfroy 《The Australian Educational Researcher》2004,31(2):63-79
Professional doctorates are frequently described as research degrees that combine workplace and professional engagement with
the scholarly rigour of the university. This paper draws on findings from an empirical study of a professional doctorate program
in nursing. During this study, a curriculum model that focuses on the intersecting spheres of university, profession and workplace
was used as a prompt in interviews. Although this curriculum model has become a reference point for any discussion about the
framework for professional doctorates in Australia, it became clear during the study that the predominant themes in the nursing
program were different to those in the model. The disparity between the accepted model and the findings from the nursing program
are discussed and an alternative model is offered. In this alternative model, the university retains its central role, combined
with the themes of professional practice and change. These themes provide a curriculum framework that reflects the knowledge,
experiences and intentions of both the students and the staff. The broader implications of the alternative model are also
discussed. 相似文献
9.
Professional doctorates designed to meet the needs of particular groups (education, nursing, business, law, etc.) have been established, and the PhD now encompasses a wide range of academic pursuits. However, the combination of the PhD and designated professional doctorates does not exhaust the range of doctoral‐level education. Is there a particular role for a doctoral‐level qualification for those who do not wish to follow the academic path of the PhD, or the designated path of existing professional doctorates? This paper argues that there is such a need, and identifies and explores some of the issues to be faced in addressing such a need. The paper focuses on three challenges for academic practice in doctoral education arising from this. First, the impetus for new forms of doctoral education is considered and what this implies for the diversity of current provision. Second, the target population for new professionally orientated doctorates is examined, namely ‘new knowledge workers’, those who operate in areas not covered by specialized doctorates and those who wish to negotiate transdisciplinary programs. Finally, the paper examines issues universities face in meeting the needs of new populations of doctoral candidates, particularly the need to develop new academic cultural practices. 相似文献
10.
This exploratory study investigates gender-specific differences in the challenges of the doctoral experience through the observations of a counsellor working with doctoral students. The article first contextualises the study within the literature investigating doctoral attrition and gender equity, showing that identity transformation over the doctorate is problematic in particular aspects for women. We confirm that cultural expectations regarding women passivity, family nurturance and (at least symbolic) subordination to male authority can cause tensions between women's social relationships and academic performance which values assertiveness, clear communication and confident management of power relationships. We identify various conflicts between the female roles of the social sphere and the academic arena that problematise the identity transition of the doctorate from student to independent researcher. 相似文献
11.
Doctoring the knowledge worker 总被引：2，自引：1，他引：1
Mark Tennant 《Studies in Continuing Education》2013,35(3):431-441
In this paper I examine the impact of the new ‘knowledge economy’ on contemporary doctoral education. I argue that the knowledge economy promotes a view of knowledge and knowledge workers that fundamentally challenges the idea of a university as a community of autonomous scholars transmitting and adding to society's ‘stock of knowledge’. The paper examines and then dismisses the proposition that professional doctorates are the principal vehicle through which ‘working knowledge’ is incorporated into doctoral education. While professional doctorates may have been tactically useful for universities, there are broader transformations in doctoral education that transcend the professional doctorate/Ph.D. distinction. I argue that as doctoral education adopts the practices of ‘self’ pertinent to the knowledge economy, the ‘subject’ of doctoral education shifts from that of the ‘autonomous student’ to that of the ‘enterprising self’. 相似文献
12.
现代意义上的专业博士学位在美国已有200年的历史,美国教育部国家教育统计中心(NCES)关于博士的新定义,不仅使得其博士数据出现重大变化,也体现了对于专业博士的认可和肯定。我国专业博士生教育启动较晚,尽管发展速度很快,但绝对和相对规模都远低于美国。应充分认识高等教育发展的外部因素和自身动力,明确专业博士生教育的培养定位与质量标准,优化规模结构,加大产教融合,健全评价体系,科学比较借鉴,实现高质量内涵式发展。 相似文献
13.
Faculty perceptions of the viability of candidates with online doctorates for a tenure-track assistant professor position in management were examined. Survey results of U.S. faculty members in management departments at institutions accredited by the Association to Advance Collegiate Schools of Business (AACSB) indicated that most (90%) would not hire someone with an online degree for a tenure-track faculty position. Given comparable teaching and research records, all candidates with traditional doctorates were rated higher than those with online doctorates. Common reasons given by respondents as to why they would not consider someone with an online doctorate included poor quality of instruction, lack of credibility of an online degree, lack of face-to-face contact, lack of AACSB accreditation, lack of rigorous discourse, and lack of mentoring. 相似文献
14.
Callie R. Bowles 《Community College Journal of Research & Practice》2013,37(1-4):53-67
The data for this report came from nationwide surveys sponsored by the National Endowment for the Humanities and the National Science Foundation. The questionnaires dealt with the instructional materials used by full‐ and part‐time instructors on the two‐year college level. First, cross‐tabulations of highest degree of full‐ and part‐time instructors and their amount of participation in the selection of textbooks revealed five correlations. In all three categories of humanities instructors, more full‐ than part‐time faculty selected texts, p < .05. In the category of science instructors holding a master's degree or a doctorate, the same correlation occurred. Second, humanities teachers with either a bachelor's degree or a doctorate assigned significantly more reading,p < .05, than did their part‐time counterparts in three different types of instructional materials. Science teachers with doctorates were also found to assign a greater number of pages of reading than did their part‐time counterparts but in two additional types of instructional materials. Last, data analysis indicated that overall, with increased years of experience, full‐time humanities instructors assign more extensive reading than do their part‐time counterparts. 相似文献
15.
Lawrence J. Stricker 《Research in higher education》1994,35(5):569-587
The aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive
their degrees and the institutional characteristics linked with it. Variables describing graduate departments in three disciplines
(chemistry, English, and psychology) and their parent universities were obtained from available records. In analyses of departments
in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the
department, after controlling for characteristics of students in the department, and these relationships differed from discipline
to discipline. The clearest and most extensive findings emerged for psychology: the institutional variables identified primarily
concerned faculty accessibility (student/faculty ratio and department size)—a longer time to the doctorate for departments
with many students per faculty member or many students. 相似文献
16.
Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents’ and teachers’ academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals. 相似文献
17.
18.
Callie R. Bowles 《Community College Journal of Research & Practice》2013,37(1):39-48
Data from a national survey sponsored by the Center for the Study of Community Colleges formed the basis for this study of the course aims and instructional practices of the two‐year college literature instructor. Lecture and discussion are the two most used teaching strategies, and nontraditional teaching strategies are nearly nonexistent. Approximately 60% of the literature teachers have between 3 and 10 years of classroom experience, but nearly 31% have taught more than 10 years. A majority of respondents indicated that aesthetic appreciation is their primary course aim. Type of degree held by respondents affected their answers on four items: (1) those with doctorates and 3 to 10 years of teaching experience lecture more than their nondoctorate‐holding counterparts, p = .0125; (2) nondoctorate holders with more than 10 years of experience use audiovisual aids more often than their doctorate‐holding colleagues, p = .0005; (3) nondoctorate holders with more than 10 years of experience use student oral presentations more often than their doctorate‐holding colleagues, p = .0008; and (4) doctorate holders with more than 10 years of experience think that critical thinking ability is more important than do their nondoctorate holding counterparts, p = .002. 相似文献
19.
Income levels and percentage change in 1971–1975 income were regressed on personal and institutional variables for husband and wife doctorates holding full-time academic positions. Results of the composite equation indicate a $1,254 premium associated with being male after controlling for the other variables. Composite results also indicate a negative relationship between income for one spouse and the perceived opportunities for employment of the other spouse. Separate equations for the spouses indicate that this result related only to the wives' perceived opportunities of their husbands' income. By eliminating individuals with education doctorates and substituting the husbands' weights for the wives', the $1,254 differential was partially eliminated. The remaining differential between husbands' and wives' income was due to the greater involvement of the males in consulting and administration, greater involvement of the women in education, and fewer number of years of full-time experience of the wives. Comparison of income changes in both the composite and separate equations indicate that the wives received an 8–9% greater income increase than their husbands. 相似文献
20.
Patterns of doctoral study and subsequent career progress were compared for 756 men and women doctoral graduates in education at a research university from two six-year periods, one before and one after a rapid nation-wide increase in the percentage of women doctorates. Despite advantages relative to men in admission, financial support and full-time study, women doctorates of both periods had achieved less career progress than men but held similarly positive perceptions concerning career impact of the degree. Work experience prior to doctoral study strongly predicted career progress for both genders. Thus, affirmative action may have positively affected the careers of recent women doctorates who were younger and who began study with less established careers than women doctorates prior to 1970. 相似文献