The design of doctorate curricula for practising professionals
Article
Armsby, P., Costley, C. and Cranfield, S. 2018. The design of doctorate curricula for practising professionals. Studies in Higher Education. 43 (12), pp. 2226-2237. https://doi.org/10.1080/03075079.2017.1318365
Type | Article |
---|---|
Title | The design of doctorate curricula for practising professionals |
Authors | Armsby, P., Costley, C. and Cranfield, S. |
Abstract | Expansion and changes in doctoral education globally have challenged universities to meet the needs of practising professionals. Values and purposes, structure and content and pedagogy of the provision are key considerations. This curriculum evaluation work investigated the views of 68 higher education staff mainly from Europe and North America involved in the development and delivery of professional doctorates on current issues in designing an appropriate curriculum for practitioners. Analysis of views from two international workshops suggested that while the social benefits of practitioner research were acknowledged, staff struggled with tensions in their higher education contexts to manage practitioner-focused elements, including the balance between theory and practice, recognition of practitioner methodologies and provision of appropriate supervision. The paper concludes that a wider understanding of the values and purpose of doctoral education within and beyond the academy is required that recognises the production of knowledge through practice, and supports ethical social action. |
Keywords | Doctorates; professional doctorates; curriculum design; practice-based learning; values |
Research Group | Work and Learning Research Centre |
Publisher | Taylor & Francis (Routledge) |
Journal | Studies in Higher Education |
ISSN | 0307-5079 |
Electronic | 1470-174X |
Publication dates | |
Online | 25 Apr 2017 |
02 Dec 2018 | |
Publication process dates | |
Deposited | 20 Apr 2017 |
Accepted | 08 Apr 2017 |
Output status | Published |
Accepted author manuscript | |
Copyright Statement | This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 25/04/2017, available online: http://www.tandfonline.com/10.1080/03075079.2017.1318365 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/03075079.2017.1318365 |
Scopus EID | 2-s2.0-85018675999 |
Web of Science identifier | WOS:000451593300007 |
Language | English |
https://repository.mdx.ac.uk/item/86y6z
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