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1.
A Diversity Of Doctorates: Fitness for the knowledge economy? 总被引：1，自引：2，他引：1
Robin Usher 《高等教育研究与发展》2002,21(2):143-153
There is now an increasing diversity of doctoral education in the Australian higher education landscape. As well as the traditional PhD by thesis, there are professional doctorates, doctorates by publication and PhDs by project. The latter are a particularly significant development since for the most part they are entirely work-based with minimal formal disciplinary input. This paper seeks to relate this diversity of doctoral degrees to the growth of the knowledge economy and the imperatives it is said to impose on universities and the education of doctoral students. Changes in knowledge production and what constitutes legitimate knowledge are related to doctoral education. Can research training any longer remain an education in disciplinary knowledge and skills? Does it also need to include the skill development required by the knowledge economy? In this context, the growth of doctorates by project becomes particularly significant since these programs, it is argued, are most appropriate for fitting doctoral studies to the needs of the knowledge economy. However, their growth also poses serious problems of accreditation and assessment, in the process raising fundamental issues concerning the academic mission and purpose of universities. 相似文献
2.
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
3.
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
4.
《Journal of Vocational Education & Training》2012,64(2):177-188
Abstract At a time of continuing concern about the nature and meaning of doctoral education in the United Kingdom, this paper outlines the moves by an increasing number of universities towards ‘part‐taught’ doctorates. Focusing on the new degree of Doctor of Education now offered by over seven British universities, the paper outlines the differences between EdD and PhD in education, and questions the need for any differentiation. Arguing that the ‘statistics of failure’ in doctoral education in the United Kingdom continue to mount a challenge to universities in the United Kingdom, the paper argues for a refocus on process as well as product, where the goal should be on learner empowerment and transformation, rather than on the misassumptlons that doctoral study is primarily an ‘academic apprenticeship’. Finally, the paper indicates an agenda to establish doctoral programmes and structures capable of developing and fostering creative talent whether the individuals undertaking doctoral study are going to become professional researchers or researching and scholarly professionals. 相似文献
5.
Carol Costley 《Studies in Continuing Education》2018,40(1):30-45
Doctoral programmes in which candidates research their own practice can be characterised as having transdisciplinary (TD) qualities. While most of the emphasis in the literature and in policy on TD is on research in teams, we argue for an expansion of the scope in the conception and understanding of TD research to include the way it can be articulated and assessed in practice-led and practice-based doctorates. In this sense, it is worth exploring instances of doctoral programmes that potentially allow doctoral researchers to undertake projects that have TD qualities. In these doctoral projects, researchers draw from a variety of perspectives, for example from their work practices, the theorisation of those practices, experiential learning, multiple disciplinary knowledge and approaches as well as communications and networking with appropriate stakeholders. Drawing from previous scholarship of TD in other fields we analyse and evaluate the TD qualities of a particular doctoral programme. This analysis reveals a set of qualities recognised by the literature as TD and relevant to doctoral researchers: Researching collaboratively with stakeholders; Diversity of disciplinary expertise and assessment criteria; Integration of different methodologies; Situating the research in multiple contexts; Impact on the ‘situation’ through novel procedures or products; Ethics and the importance of trust; Reflection/reflexivity. The paper posits a convergence between practice doctorates and TD research and demonstrates how TD qualities help doctoral candidates to situate their research at the interface between academia and their professional work and develop projects that have creative and beneficial relevance for practice. 相似文献
6.
The knowledge economy has increased the demands on our university systems to create innovative, flexible doctoral programs. Some countries have responded to this challenge by developing professional doctorates. In the province of Ontario (Canada), the trend appears to be to re-invent the traditional PhD rather than to develop professional doctorates. This paper traces historical, political, economic and social reasons for this trend. It focuses, in particular, on the case of the longstanding Doctor of Education (EdD) at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Enrolment in the EdD program has dropped significantly in the past few years. Drawing on a variety of sources including evaluation data from PhD and EdD students, this paper examines reasons for this development. The authors conclude that the same climate that is fostering professional doctorates is also changing the landscape for PhD education, making the degree more responsive to the needs of educational stakeholders. 相似文献
7.
This article reports on a study of alumni who completed their doctorates 2, 5 and 10 years ago at a Graduate School of Education in the University of London (n=162). It investigates the circumstances within which these research students started and completed their research and how they have subsequently used their studies, showing the particular place of the Ph.D. and the new Ed.D. in professional development in the field of education internationally. It questions current national proposals to ‘improve’ doctoral ‘training’ in the UK by enhancing students' employability and suggests that policy should be based on the actual employment and other life needs of postgraduate students in different disciplines. It argues that research students are paying for the privilege of satisfying their intellectual curiosity and making an original contribution to knowledge and are as concerned with personal growth as with vocational development. 相似文献
8.
《Teaching and Teacher Education》2004,20(2):203-215
This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world. 相似文献
9.
10.
Coralie McCormack 《Studies in Continuing Education》2013,35(2):141-156
Storytellers have always known that there is more to a story than ‘just a good yarn’. It is through stories that individuals construct and reconstruct their sense of self as they learn ‘to be’ in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are under-utilised in supervisor professional development programs. This paper argues that telling, receiving, reading, writing and re-writing stories can open to doctoral supervisors a way to negotiate the chaotic pedagogy of becoming and being a doctoral supervisor. Two examples of storytelling – interactive telling and reading of stories of research student experience and supervisor autobiographical writing – illustrate how the art of storytelling can return personal narrative ways of knowing to professional development in today's performance-driven higher degree by research context. 相似文献
11.
James Burford 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):473-484
This article proposes that a queer reading of failure might offer opportunities to re-think the affective-political practice of doctoral writing. It examines data from one case in Aotearoa New Zealand to illustrate how a doctoral student negotiates ‘failure’ in relation to their writing practice and identity. While higher education researchers have tended to interpret failure as something to avoid, or learn from in the pursuit of normative success, queer research offers us new pathways into analysis. In this article, I argue that we can recognize ‘writing failures’ as possible modes of being and becoming doctoral. Despite being frequently associated with affective practices of guilt, shame, and disappointment, failure might also open onto alternative feelings such as relief, joy, and satisfaction. Ultimately, the article contends that queer concepts might assist higher education researchers to interrogate normative framings of failure, and to glimpse alternative possibilities for understanding ‘success’. 相似文献
12.
John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
13.
CHRISTOPHER WINCH 《Journal of Philosophy of Education》2010,44(4):551-567
Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti‐intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a central feature of Ryle's account of knowing how and that account cannot be adequately understood without an appreciation of their importance. The paper will offer a qualified defence of anti‐intellectualism about practical knowledge, paying particular attention to the importance of intelligence epithets and, second, argue that anti‐intellectualism offers the best opportunity for constructing a rationale for vocational and professional education that gives broad forms of agency, autonomous action and the pursuit of excellence their due place in such programmes. 相似文献
14.
Colin Wringe 《Journal of Philosophy of Education》2015,49(1):32-44
While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and the interpersonal or cultural self of the Symbolic Interactionists and Communitarians. Particular attention, however, is given to Heidegger's three categories of entities experienced by the phenomenological self: the ‘present at hand’, the ‘ready to hand’ and those entities with whom we share the experience of ‘being with’. An attempt is made to interpret important aspects of education in terms of the development of learners' growing knowledge and deepening understanding of these three kinds of entity and the relation in which they stand to them. 相似文献
15.
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
16.
Employing the Twenty Statements Test and a framework of self‐motives (self‐esteem, self‐efficacy, authenticity), this paper examines the self‐concept of Ukrainian doctoral students while means–ends decoupling takes place at the state level. The latter implies that the practices of state policies are disconnected from the state’s core goal of creating public welfare. Data are taken from a survey of 125 doctoral students at one Ukrainian university and supplemented with 30 personal interviews within the sample of respondents. The findings reveal that in the Ukrainian case, means–ends decoupling at the state level causes institutional complexity, which results in means–ends decoupling at the organisational level, which in turn leads to cultural complexity. Institutional and cultural complexities experienced by doctoral students trigger them to sustain means–ends decoupling at the individual level. The main decoupling for most Ukrainian PhD students is that doctoral education neither increases their employability nor contributes to the development of science, economy or society. Means–ends decoupling at all levels results not only in a severe diversion of financial and human capital but also has a negative impact on individuals’ well‐being, hindering their personal and professional development and evoking a sense of meaninglessness, alienation and cognitive dissonance. 相似文献
17.
ABSTRACTThis article examines and analyses the authentic experiences of a doctoral student, Kate, in the period just prior to Confirmation, an academic milestone in the Australian doctoral education context. The article uses qualitative phenomenological inquiry as the methodology and employs ideas drawn from the writings of hermeneutical phenomenologist, Paul Ricoeur, especially his notions of narrative, self, time, and human agency. These ideas are utilised in order to ‘get inside’ the constructions of self, the strategies of learning and adaptation, and the experiences of being a doctoral candidate within the milieu of an Australian university education faculty. The writers argue that such a close and personal examination of experience and a hermeneutical approach to analysis is important for a deep understanding about how Kate negotiated her way through the hurdles of early candidature and adapted her life and identities towards success. Particular focus is given to Kate’s experiences of transition and change and the formation of her academic identity that emerged out of these experiences, which led to successful negotiation of this early period of candidature. The research findings reported in this article suggest that Kate’s deep reflexivity, enjoyment of her research and sense of her own well-being as a doctoral student are significant for her perseverance through difficult milestones and ultimately her successful completion of her PhD. 相似文献
18.
This paper points to a new discursive order in teacher education policy and professional development practice which is actively producing teachers as ‘corporatising’ professionals. The authors note certain rhetoric shifts in Australian teacher education policy which, they argue, constitute quite a radical departure from notions of the professional worker which proliferated less than a decade ago. Drawing on Foucaultian notions of the discursive nature of knowledge and identity formation, they discuss the implications of this rhetorical shift in terms of its impact on the ‘professional’ identity of the teacher. 相似文献
19.
PhD by publication as an argument for innovation and technology transfer: With emphasis on Africa 
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下载免费PDF全文 The contribution of African researchers to knowledge by means of scientific publications is low compared to other regions of the world. This paper presents an argument in favour of PhD by publication as a tool for innovation and technology transfer. The conception of PhD by publication used in this study is more suited for doctorates in science and technology. Building on the literature on the key role of a knowledge economy in 21st‐century development and catch‐up processes, we argue that: (a) in order for PhD dissertations to be more useful to society, they should be harmonised with scientific publications which centre on improving the design and quality of existing and new products in developing countries; (b) obtaining a doctorate degree should not simply be reduced to a change in candidate's title; and (c) the PhD by publication is a more effective route to ensuring that the contribution to knowledge is widely disseminated. The conceptual framework consists primarily of the clarification of the models of PhD by publication and the linkages between the doctoral education, innovation, technology transfer and development catch‐up. Implications for scientific research policies in the light of contemporary challenges to African development are discussed. 相似文献
20.
Stephen J. Ball 《Cambridge Journal of Education》1999,29(2):195-206
This paper considers Labour's education policy portfolio in two loosely related ways. Firstly, I argue for the need to see the policy continuities between the Conservatives and Labour in an international context and to suggest that in a sense Labour's policies are not specific to Labour at all; they are local manifestations of global policy paradigms. Secondly, I begin to sketch out an argument which suggests that in one key respect Labour's policy thrust is contradictory in its own terms. That is, the over‐riding emphasis on education's role in contributing to economic competitiveness rests on a set of pedagogical strategies the effects of which are actually antithetical to the needs of a ‘high skills’ economy. This contradiction arises in part from an inherited, and ultimately self‐defeating, impoverished view of ‘learning’. I shall also point to some of the effects of performativity in relation to teaching and learning 相似文献