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Conclusions: The Doctoral Dividend; Leading, Learning, Researching

Investing in our Education: Leading, Learning, Researching and the Doctorate

ISBN: 978-1-78441-132-9, eISBN: 978-1-78441-131-2

Publication date: 31 October 2014



The purpose of this chapter is to consider a doctoral dividend in regard to leading, learning and researching.


Our methodology is to analyse the chapters here presented and argue for key findings of the doctorate as an educational dividend. The doctorate yields a distinctive dividend in three important ways. First, it provides a strategic approach to purposes, processes and practices embedded in professional learning that is required for a profession committed to self-improving education systems to provide high quality learning opportunities for students in their local and globalized contexts culturally, economically and politically. Second, because it provides a valuable contribution to the knowledge economy and role models the discovery approach to knowledge generation. Third, it enables the profession to develop the knowledge, skills and experience required to engage with what counts for evidence when making decisions.


The profession can share these ways of thinking and doing with all stakeholders in communities of practice which move beyond students and staff within education systems.


The social implications are that the doctorate enables capacity building for professional, organizational and participant learning communities and networks, thus creating new and effective directions for knowledge creation, transformative learning and an understanding of quality in a local, national and international context.



Rayner, S. and Taysum, A. (2014), "Conclusions: The Doctoral Dividend; Leading, Learning, Researching", Investing in our Education: Leading, Learning, Researching and the Doctorate (International Perspectives on Higher Education Research, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 233-247.



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