What are professional doctorates? How do they change professional knowledge and improve practice? How can universities organize doctoral programs to facilitate professional learning and development? What is the most appropriate relationship between professional and academic knowledge? This book examines the relationship between advanced study on higher education courses and professional practice. It explores contributions made by research on practice to professional development.The editors document and explain strategies that universities use in recruitment: aims and purposes of the degree; selection of content and focus; assessment procedures; curricular structures; pedagogy; teaching strategies; conditions for learning; support for professionals; and relations with interested bodies and stakeholders. The book uses in-depth case studies of three professional doctorates: the doctorate in business administration (DBA), the engineering doctorate (DEng) and the education doctorate (EdD). "Examining Professional Doctorates" makes an important contribution to this neglected area of research.
This is an essential reading for policy makers in higher education and anyone interested in professional doctoral study.
Buy Professional Doctorates book by David Scott from Australia's Online Bookstore, Boomerang Books.
(90mm x 60mm x 4mm)
Open University Press
Publisher: Open University Press
Country of Publication:
Author Biography - David Scott
David Scott is Professor of Educational Leadership and Learning at the University of Lincoln. He has researched widely in the field of education including projects on: citizenship education, professional doctorates, accelerated learning programmes and language teaching in higher education. His extensive publications in the fields of curriculum, assessment, higher education and research methodology include Reading Educational Research and Policy and A Realist Approach to Educational Research. Andrew Brown is Coordinator of the EdD programme in the University of London Institute of Education Doctoral School. He is European Director of an EU/US funded project on doctoral education and Director of the Institute's TQEF funded learning and teaching research projects. He has published widely in the fields of Mathematics Education, Professional Doctorates and Pedagogy, including co-authoring Doing Research/ Reading Research: A Mode of Interrogation for Education. Ingrid Lunt is Professor of Educational Psychology, Dean of the Doctoral School and has responsibility for Doctoral Education and research degrees at the University of London Institute of Education. She is Director of an EU funded project on higher professional education in psychology and a past President of the British Psychological Association. Her research interests include professional doctorates, continuing professional development, education policy, school organization and collaboration. She has published widely in these fields. Lucy Thorne works at the Learning and Skills Development Agency. She has previously worked at the University of Middlesex, and has published widely on higher professional degrees, professional doctorates and reflective practice.