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Abstract

Details

Business and Management Doctorates World-Wide: Developing the Next Generation
Type: Book
ISBN: 978-1-78973-500-0

Abstract

Details

Completing Your EdD: The Essential Guide to the Doctor of Education
Type: Book
ISBN: 978-1-78973-563-5

Book part
Publication date: 17 May 2021

Dionisia Tzavara and Victoria L. O’Donnell

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more…

Abstract

Professional Doctorates (PDs) have been added to the curriculum of many universities worldwide, as an alternative to the traditional Doctor of Philosophy (PhD). PDs are more focused on practice-based knowledge that advances professional practice and contributes to society, industry and the economy. The dominance of the PhD as the typical higher degree by research has led universities to develop frameworks for their PDs which are very similar to the PhD framework. This includes the assessment of the PD, which in many cases follows the same process and is based on the same criteria as for the PhD. This similarity in the assessment of the two types of doctorates creates challenges for external examiners (EEs), who are invited to evaluate the contribution of the PD within frameworks which are tailored around the PhD. Here, the authors focus the investigation on the Doctorate in Business Administration and conduct a review and analysis of institutional documents from universities in England in an attempt to understand the similarities and differences between the examination process of the PD and the PhD and the extent to which the examination process of the PD supports the evaluation of the practice-based contribution that is at its heart. Through this review and analysis, the authors identify the challenges that exist for EEs who are called to assess PDs, and make recommendations which will support EEs to evaluate the contribution of the PD.

Abstract

Details

Business and Management Doctorates World-Wide: Developing the Next Generation
Type: Book
ISBN: 978-1-78973-500-0

Abstract

Details

Education Policy as a Roadmap for Achieving the Sustainable Development Goals
Type: Book
ISBN: 978-1-83909-298-5

Article
Publication date: 25 October 2022

Kay Guccione and Billy Bryan

The purpose of this study is to understand the interaction between the component domains of doctoral value to identify those which have a greater influence on overall perceptions…

Abstract

Purpose

The purpose of this study is to understand the interaction between the component domains of doctoral value to identify those which have a greater influence on overall perceptions of the value of a doctorate. This study also investigates what may lead an individual to say the doctorate was not worth doing.

Design/methodology/approach

Using Bryan and Guccione’s (2018) conceptual model of “doctoral value”, this study used a qualitative survey, to examine 261 perceptions of the value of the doctorate in a range of employment contexts.

Findings

Individual perceptions of value are dynamically influenced by the fulfilment of expectations, career achievements and the employer’s perception of the doctorate’s value. The authors found that the circumstances of respondents’ current employment are the most common predictor of overall perceived value and that those who reported that their doctorates were “not worth doing” attributed this to lack of a positive career outcome.

Originality/value

A recurring concept was that respondents considered that their doctorate had been “worth doing” for the value it conveyed to them personally, but not “worth having” because of its low value to employers. This new understanding illustrates the complexity of decision-making and the individual career timelines that influence value. This study positions the “career value” and “personal value” domains as determinant in informing individual value judgements. The findings of this study lend weight to calls for doctoral education to focus on non-academic careers and also inspire further investigation into how non-academic employers recruit, motivate and value doctoral graduates.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Article
Publication date: 8 January 2019

Sónia Cardoso, Orlanda Tavares and Cristina Sin

Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run…

Abstract

Purpose

Industrial doctorates have arisen in recent decades as a new form of doctoral education which has the potential to innovate the curriculum, among other things. Such programmes run in a number of countries including Sweden, Finland, Denmark, Estonia or Italy. In Portugal, industrial doctorates are very recent. The purpose of this paper is to understand whether Portuguese industrial doctorates distinguish themselves through collaboration with industry, specifically in curriculum development and delivery, or if they replicate the traditional doctorates under a new name.

Design/methodology/approach

Data from self-assessment reports of existing programmes submitted to the Portuguese accreditation agency and interviews with programme leaders were analysed.

Findings

The findings suggest that despite the fact that there is space for improvement in the collaboration in curriculum development and delivery, this is nonetheless a dimension which differentiates industrial doctorates. Industrial doctorates can, therefore, be “judged by their cover” because they are indeed a new category of doctoral degrees.

Originality/value

Although circumscribed to the Portuguese context and focussed on a particular aspect of university–industry collaboration, the paper contributes to further knowledge on industrial doctorates, a topic on which research is still scarce.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 June 2002

Stephen Hoddell, Deborah Street and Helena Wildblood

Since the 1980s, the traditional research‐based route to a PhD and the PhD by publication have been joined by practice‐based doctorates, professional doctorates and recently by…

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Abstract

Since the 1980s, the traditional research‐based route to a PhD and the PhD by publication have been joined by practice‐based doctorates, professional doctorates and recently by the new route PhD. The National Qualifications Framework was intended to provide points of reference for the setting, assessment and maintenance of standards at all levels of qualification. Qualification descriptors are intended to articulate the achievements and wider abilities which candidates at any level should be able to demonstrate. Examines the implications of the NQF for doctorates, and reviews the extent to which the various doctoral routes meet its requirements. Regulations, award processes and submission requirements frequently offer inadequate opportunities for candidates to demonstrate the NQF descriptors, and there is considerable divergence in practice as well as in title. There is a need for consistency, which could be achieved with the convergence of doctoral routes towards the new route PhD and the professional doctorate.

Details

Quality Assurance in Education, vol. 10 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 9 April 2018

Jisun Jung

The purpose of this paper is to explore the development and challenges of doctoral education in Korea. In particular, it focusses on the differences between overseas and domestic…

Abstract

Purpose

The purpose of this paper is to explore the development and challenges of doctoral education in Korea. In particular, it focusses on the differences between overseas and domestic doctorates in terms of training, supply and demand in the academic workforce, their academic entry-level jobs and employment status.

Design/methodology/approach

This study applied document analysis to mainly secondary data sources. The data were drawn from the Statistical Yearbooks of Education, Annual Science and Technology Statistics, the Database for Overseas Doctorates Registration and the Organisation for Economic Co-operation and Development.

Findings

The findings indicate that the doctoral education system in Korea, in terms of both size and quality, has demonstrated significant development for last four decades. However, the results also show that overseas doctorates have relative advantages for their academic job entry over domestic doctorates, and the major research universities are more likely to hire those with overseas doctorates than domestic doctorates.

Originality/value

This study presents the evolution of the doctoral education system in Korea, which has not yet been considered in the international research.

Details

Asian Education and Development Studies, vol. 7 no. 2
Type: Research Article
ISSN: 2046-3162

Keywords

Article
Publication date: 13 February 2017

Michael Charles, Ben Farr-Wharton, Tania von der Heidt and Neroli Sheldon

The purpose of this paper is to investigate examiner reactions to doctorate of business administration (DBA) theses at an Australian university applying Perry’s structured…

Abstract

Purpose

The purpose of this paper is to investigate examiner reactions to doctorate of business administration (DBA) theses at an Australian university applying Perry’s structured approach to thesis presentation, which had its origin in the marketing discipline, but is now widely applied to other business disciplines.

Design/methodology/approach

This paper examines 49 DBA examiner reports relating to 19 DBA theses using the structured Perry approach, with emphasis paid to comments relating to thesis structure and presentation. Only those theses that acknowledged Perry or demonstrated Perry-like characteristics were interrogated.

Findings

The use of Perry’s structured approach can lead to DBA theses that place excessive emphasis on description rather than practical outcomes, as should occur with a professional doctorate, and also fosters excessive repetition and scaffolding that unduly interferes with the candidate’s “story telling”. Many examiners found theses using Perry’s structured approach problematic, particularly with respect to a lack of integration with the literature and reflection on the findings in relation to previous studies.

Research limitations/implications

The use of Perry’s structured approach potentially acts as a further barrier to DBA theses, and other professional doctorates by extension, sufficiently differentiating themselves from PhDs. This has implications for the examination of such theses, which are sometimes viewed as lower-quality PhDs instead of professional doctorates.

Originality/value

Applying a traditional PhD thesis structure, such as the model advocated by Perry with its use of five chapters, to DBA theses potentially exacerbates existing professional doctorate “image” issues, thereby leading to ambiguity for examiners and the candidates themselves.

Details

Education + Training, vol. 59 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

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