Re-imagining doctoral education: Professional Doctorates and beyond

Higher Education Research and Development

Volumn 28, Issue 3, 2009, Pages 275-287

  Lee, Alison ^a   Brennan, Marie ^b   Green, Bill ^c  

^a UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

^b UNIVERSITY OF SOUTH AUSTRALIA   (Australia)

^c CHARLES STURT UNIVERSITY   (Australia)

Author keywords

Doctoral education; Knowledge economy; PhD; Professional Doctorate; The university

Indexed keywords

EID: 68149149691     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360902839883     Document Type: Article

References (33)

1. Brennan, M. (1998). Struggles over the definition of the education doctorate in Australia. Australian Educational Researcher, 25(1), 71-89.
2. Brennan, M., Green, B., & Lee, A. (1998, September). Research, knowledge and the professional doctorate and supervising the professional doctorate: Pedagogy and policy. Twin keynote papers presented at the 2nd International Professional Doctorates Conference, Coffs Harbour, NSW.
3. Carnegie Foundation. (2008) Carnegie project on the education doctorate. Retrieved 15 May, 2008, from http://www.carnegiefoundation.org/ general/index.asp?key=1867
4. Cervini, E. (2004, December 12). PhD favoured over Prof Doc. Financial Review, p. 31.
5. Council for the Humanities, Arts and Social Sciences. (2008) The PhD in the Arts, Humanities and Social Sciences: Report of workshop held at the university of New South Wales, March 08. Retrieved April 25, 2008, from http://www.chass.org.au/events/2008/phd/
6. Council of Australian Deans and Directors of Graduate Studies (DDOGS). (2005). Framework for best practice in doctoral education in Australia. Retrieved September 1, 2007, from http://www.ddogs.edu.au/cgi-bin/papers.pl?cmd= v&f=33340
7. Etzkovitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: From national systems and 'Mode 2' to a triple helix of university-industry- government relations. Research Policy, 29(2), 109-123.
8. Evans, T., Fisher, A., & Grichting, W. (1998) Guidelines: Professional Doctorates. Unpublished paper prepared for DDOGS.
9. Evans, T.D., Macauley, P., Pearson, M., & Tregenza, K. (2005). Why do a 'prof doc' when you can do a PhD? In T. Maxwell, C. Hickey, T.D. and Evans (Eds.), Professional Doctorates: Working towards impact. Proceedings of the 5th International Professional Doctorates Conference, Deakin University, Geelong (pp. 24-34). Geelong, Australia: Research Institute for Professional & Vocational Education & Training, Deakin University.
10. Foucault, M. (1972). The archaeology of knowledge. London: Tavistock.
11. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. London: Sage.
12. Green, B., Maxwell, T., & Shanahan, P. (Eds.). (2000). Doctoral education and professional practice: The next generation? Armidale, Australia: Kardoorair Press.
13. Kemmis, S. (2005). Knowing practice: Searching for saliences. Pedagogy, Culture and Society, 13(3) 391-426.
14. Kemmis, S. (in press). What is professional practice? In C. Canes (Ed.), Developing professional practice. Dordrecht: Springer.
15. Kemp, S. (2004). Professional doctorates and doctoral education. International Journal of Organisational Behaviour, 7(4), 401-410.
16. Lee, A., Green, B., & Brennan, M. (2000) Organisational knowledge, professional practice and the professional doctorate at work. In J. Garrick & C. Rhodes (Eds.), Research and knowledge at work: Perspectives, case studies and innovative strategies (117-136). New York and London: Routledge.
17. Macauley, P., Evans, T.D., Pearson, M., & Tregenza, K. (2005). Using digital data and bibliometric analysis for researching doctoral education. Higher Education Research & Development, 24(2), 189-199.
18. Maxwell, T. (2003). From first to second generation professional doctorate. Studies in Higher Education, 28(3) 279-291.
19. Maxwell, T., & Shanahan, P. (Eds.). (1996). Which way for Professional Doctorates: context and cases? Proceedings of the Which Way for Professional Doctorates? Conference, Coffs Harbour, NSW, 16-18 October. Armidale, Australia: Faculty of Education and Professional Studies, University of New England.
20. Maxwell, T., & Shanahan, P. (Eds.). (1998). Professional Doctorates: Innovations in Teaching and Research. Proceedings of the 'Professional Doctorates: Innovations in teaching and research' Conference, Coffs Harbour, NSW, 16-18 October. Armidale, Australia: Faculty of Education and Professional Studies, University of New England.
21. Maxwell, T., Hickey, C., & Evans, T.D. (2005). Professional Doctorates: Working towards impact: Proceedings of the 5th Biennial International Conference on Professional Doctorates, Deakin University, Geelong. Retrieved July 25, 2006, from http:// www.deakin.edu.au/education/ rads/conferences/publications/prodoc/index.php
22. McWilliam. E., Taylor, P., Thomson, P., Green, B., Maxwell, T., Wildy, H., et al. (2002). Research training in doctoral programs: What can be learned from professional doctorates? Canberra, Australia: DEST, Commonweath of Australia, Evaluations and Investigations Program.
23. National Board of Employment Education and Training. (1989). On public funding of research: A discussion paper. Canberra, Australia: Australian Government Printing Press.
24. Park, C. (2007). Redefining the doctorate. London: UK Higher Education Academy.
25. Schatzki, T.R., Knorr-Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in cntemporary theory. London: Routledge.
26. Schön, D.A. (1995). The new scholarship requires a new epistemology. Change, 27(6), 26-34.
27. Scott, D., Brown, A., Lunt, I., & Thorne, L. (2004). Professional doctorates: Integrating professional and academic knowledge. Maidenhead, Berks: Society for Research into Higher Education and Open University Press.
28. Scott, D., Brown, A., Lunt, I., & Thorne, L. (2009). Specialised knowledge in UK profesions: relations between the state, the university and the workplace. In D. Boud & A. Lee (Eds.), Changing Practices of Doctoral Education (pp. 143-156). London: Routledge.
29. Seddon, T. (1999). Research, recommendations and realpolitik: Implications for consolidating he EdD. Australian Educational Researcher, 26(3), 1-14.
30. Sharrock, G. (2007). After Copernicus: Beyond the crisis in Australian universities. Australian Universities Review, 49(1-2), 2-14.
31. Shulman, L.S., Golde, C.M., Bueschel, A.C., & Garabedian K.J. (2006). Reclaiming education's doctorates: A critique and a proposal. Educational Researcher, 35(3), 25-32.
32. Simpson, R. (1983). How the PhD came to Britain: A century of struggle for postgraduate education. Guildford, UK: Society for Research in Higher Education.
33. Wellington, J., & Sikes, P. (2006). 'A doctorate in a tight compartment': Why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31(6), 723-734.