Practitioner-centred research and the Ph.D.

This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence.     

The Supervision of Practice-based Research Degrees in Art and Design

Literature on the supervision of practice-based research degrees in art and design is at present relatively underdeveloped, particularly in relation to empirical studies. This paper, which is based on qualitative interviews with 50 supervisors engaged in the supervision of practice-based doctorates in a range of UK universities and colleges, aims to begin to remedy this lacuna. It examines specific problems encountered by supervisors of practice-based research degrees, and portrays some of the strategies developed and employed by supervisors as they attempt to guide student endeavour towards the successful combining of creative and analytical work.     

Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies

Despite the increasing numbers of candidates embarking on higher degrees by research (HDRs, e.g., PhD, professional doctorate, practice-based doctorate), we still have limited knowledge about why they are choosing this path. What are the factors that motivate students to embark on research degrees? Given that many of those who succeed in completing their doctorates will not go into academic positions, the motivations for choosing to undertake a research degree may not match the experience or outcomes (and hence, perhaps, contribute to incompletion rates). This article investigates the motivations of students in all faculties embarking on HDRs at an Australian university. A survey of 405 students was subjected to a factor analysis. Five factors emerged: family and friends, intrinsic motivation, lecturer influence, research experience, and career progression.     

Women in doctoral education: Clues and puzzles regarding institutional discrimination

This paper begins by asking what evidence would be needed in order to determine whether or not women graduate students are treated unfairly. Historical patterns of doctoral awards by sex are discussed, including share of bachelor's recipients who get doctorates, time between B.A. and Ph.D., and field distribution of doctorates. Then more refined data for a few schools and several fields are presented with the conclusion that more data on application and admission rates by sex and application rates for and awards of fellowships would be extremelv useful if available for a more representative sample of schools. Dropout rates by sex are discussed. Evidence on geographic mobility is analyzed; the results seem to demonstrate that women are less mobile than men. Statistics are presented to show that although female doctoral holders demonstrated higher ability while in high school, women tended to graduate from lower quality institutions than men in fields where women were comparatively highly represented, but from equal or higher quality schools when doctorates were received in what have been considered male fields.The author would like to acknowledge useful comments by Michelle Patterson, Lindsey Harmon, and Paul Wachtel. Views expressed are those of the author and not those of any individual or institution with which he is affiliated.     

A Diversity Of Doctorates: Fitness for the knowledge economy?

There is now an increasing diversity of doctoral education in the Australian higher education landscape. As well as the traditional PhD by thesis, there are professional doctorates, doctorates by publication and PhDs by project. The latter are a particularly significant development since for the most part they are entirely work-based with minimal formal disciplinary input. This paper seeks to relate this diversity of doctoral degrees to the growth of the knowledge economy and the imperatives it is said to impose on universities and the education of doctoral students. Changes in knowledge production and what constitutes legitimate knowledge are related to doctoral education. Can research training any longer remain an education in disciplinary knowledge and skills? Does it also need to include the skill development required by the knowledge economy? In this context, the growth of doctorates by project becomes particularly significant since these programs, it is argued, are most appropriate for fitting doctoral studies to the needs of the knowledge economy. However, their growth also poses serious problems of accreditation and assessment, in the process raising fundamental issues concerning the academic mission and purpose of universities.     

Writing the Practice/Practise the Writing: Writing challenges and pedagogies for creative practice supervisors and researchers

Abstract

There is now an increasing body of knowledge on creative practice-based doctorates especially in Australia and the United Kingdom. A particular focus in recent years has been on the written examinable component or exegesis, and a number of studies have provided important information about change and stability in the form and nature of the exegesis and its relationship to the creative project. However, we still know relatively little about the pedagogical practices that supervisors use to support these students’ development as scholarly writers, nor of how supervisors view ‘writing’ in relation to the creative practice components of the degree endeavour. This paper draws on data from a recent study of supervision in creative practice higher research degrees and it highlights the transformative nature of writing for the development of creative practice research scholars in the context of competing discourses on research writing. In contrast to institutional silencing of writing, the study relates numerous examples of effective writing-rich supervisory pedagogies illustrating how successful supervisors work with their students to bring their creative projects into articulation.     

Transdisciplinary qualities in practice doctorates

Doctoral programmes in which candidates research their own practice can be characterised as having transdisciplinary (TD) qualities. While most of the emphasis in the literature and in policy on TD is on research in teams, we argue for an expansion of the scope in the conception and understanding of TD research to include the way it can be articulated and assessed in practice-led and practice-based doctorates. In this sense, it is worth exploring instances of doctoral programmes that potentially allow doctoral researchers to undertake projects that have TD qualities. In these doctoral projects, researchers draw from a variety of perspectives, for example from their work practices, the theorisation of those practices, experiential learning, multiple disciplinary knowledge and approaches as well as communications and networking with appropriate stakeholders. Drawing from previous scholarship of TD in other fields we analyse and evaluate the TD qualities of a particular doctoral programme. This analysis reveals a set of qualities recognised by the literature as TD and relevant to doctoral researchers: Researching collaboratively with stakeholders; Diversity of disciplinary expertise and assessment criteria; Integration of different methodologies; Situating the research in multiple contexts; Impact on the ‘situation’ through novel procedures or products; Ethics and the importance of trust; Reflection/reflexivity. The paper posits a convergence between practice doctorates and TD research and demonstrates how TD qualities help doctoral candidates to situate their research at the interface between academia and their professional work and develop projects that have creative and beneficial relevance for practice.     

Flexible doctoral research: emerging issues in professional doctorate programs

This article outlines the current position and debates concerning professional doctorates in Australia. The growth in professional doctorates has been substantial over recent years with most of the nation's thirty‐seven universities offering such awards. However, there are many challenges stemming from these developments which range from concerns over: the status of doctoral degrees; fostering research which is useful for professions, industry, commerce and government; developing and sustaining appropriate research and dissemination skills in students; developing and sustaining appropriate supervision qualities in staff, and appropriate examining qualities in others; and calculating the balance between courseworkand research. The focus here is on the ‘delivery’ of ‘flexible researching’ often found in professional doctorate programs which differ from traditional notions of doctoral supervision incorporating views of research, a thesis and supervision which can be characterised as rather inflexible.

This article analyses the contribution that theories and practices of flexible learning can make to the understanding and practice of professional doctorates and the relationships and characteristics which are required of organisations and their staff as they provide and ‘ facilitate doctoral learning and research for professional contexts. The article raises some issues and questions which arise for those involved with and concerned about ensuring and are enhancing the quality of professional doctorates.     

The reconceptualisation of outdoor education in the primary school classroom in Aotearoa New Zealand: how might we do it?

The powerful learning that occurs outdoors has been well documented in this journal, as has an array of barriers teachers typically face in providing outdoor learning experiences. This paper draws on findings from a collaborative, practice-based research project examining the reconceptualisation of outdoor education in two Year 4 classes in a primary school in Aotearoa New Zealand. Teachers note four factors to be integral to supporting the transformation of curriculum and pedagogical practice. The first two, (Re)establishing what we stand for and a willingness to let go of control, underscore the importance of teachers’ ongoing critical analysis of their philosophies and of the impact adopting inquiry approaches had on establishing and sustaining pedagogical change. The third, local places matter points to the significance of the innovation itself of adopting place-responsive approaches to sustaining change. The final factor, a climate of support, examines the key roles that senior teachers, colleagues, and students’ families have in supporting teachers’ endeavours to transform practice.     

Putting doctoral education to work: challenges to academic practice

Professional doctorates designed to meet the needs of particular groups (education, nursing, business, law, etc.) have been established, and the PhD now encompasses a wide range of academic pursuits. However, the combination of the PhD and designated professional doctorates does not exhaust the range of doctoral‐level education. Is there a particular role for a doctoral‐level qualification for those who do not wish to follow the academic path of the PhD, or the designated path of existing professional doctorates? This paper argues that there is such a need, and identifies and explores some of the issues to be faced in addressing such a need. The paper focuses on three challenges for academic practice in doctoral education arising from this. First, the impetus for new forms of doctoral education is considered and what this implies for the diversity of current provision. Second, the target population for new professionally orientated doctorates is examined, namely ‘new knowledge workers’, those who operate in areas not covered by specialized doctorates and those who wish to negotiate transdisciplinary programs. Finally, the paper examines issues universities face in meeting the needs of new populations of doctoral candidates, particularly the need to develop new academic cultural practices.     

Continuing professional and career development: the doctoral experience of education alumni at a UK university

This article reports on a study of alumni who completed their doctorates 2, 5 and 10 years ago at a Graduate School of Education in the University of London (n=162). It investigates the circumstances within which these research students started and completed their research and how they have subsequently used their studies, showing the particular place of the Ph.D. and the new Ed.D. in professional development in the field of education internationally. It questions current national proposals to ‘improve’ doctoral ‘training’ in the UK by enhancing students' employability and suggests that policy should be based on the actual employment and other life needs of postgraduate students in different disciplines. It argues that research students are paying for the privilege of satisfying their intellectual curiosity and making an original contribution to knowledge and are as concerned with personal growth as with vocational development.     

The Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students

This paper outlines curriculum considerations for the ordering, enactment and experiencing of practice-based experiences (e.g. practicums) in tertiary education programs developing occupational specific capacities. Increasingly, these programs are engaging students in practicum experiences (i.e. those in the circumstances of practice). These practice-based experiences require considerable investment on the part of all involved and so need to be used in ways that do justice to those investments. However, such experiences are often provided and engaged in by students without consideration being given to their educational purposes; their likely contributions and how they can be sequenced and utilised to achieve those purposes. Here, the specific concern is to identify bases for considering these purposes and how these might be realised through the selection and sequencing of student experiences. A case study of two practicum experiences comprising midwifery students’ ‘follow-through’ experiences with birthing women and clinical placements is used to identify the kinds of learning that can arise through different kinds of practice-based experiences and how they might be most effectively organised. The concern, therefore, is to identify how the midwifery curriculum (i.e. pathways of experiences) can be ordered and augmented by particular pedagogic practices that assist realise the program’s intended learning outcomes. The two different practice-based experiences are found to generate distinct learning outcomes for the students. The follow-throughs generate understandings about the birthing process from the birthing mothers’ perspectives and provide goal states for midwifery work and understandings about midwifery practice, whereas the development of clinical capacities that arise through clinical placements. Consequently, the formers kinds of experiences might be best provides before, or in conjunction with second. Importantly, rather than viewing these experiences as being supplementary to what is provided within tertiary education institutions, they need to be consider as particular kinds of experiences on their own terms and engage with and utilise their contributions accordingly.     

Responding to the Field and to the Academy: Ontario's evolving PhD

The knowledge economy has increased the demands on our university systems to create innovative, flexible doctoral programs. Some countries have responded to this challenge by developing professional doctorates. In the province of Ontario (Canada), the trend appears to be to re-invent the traditional PhD rather than to develop professional doctorates. This paper traces historical, political, economic and social reasons for this trend. It focuses, in particular, on the case of the longstanding Doctor of Education (EdD) at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). Enrolment in the EdD program has dropped significantly in the past few years. Drawing on a variety of sources including evaluation data from PhD and EdD students, this paper examines reasons for this development. The authors conclude that the same climate that is fostering professional doctorates is also changing the landscape for PhD education, making the degree more responsive to the needs of educational stakeholders.     

实践教学法在法学教学中的运用

实践教学法打破了传统的部门法教学的藩篱,使同学们把部门法教学中割裂的知识密切地联系了起来。它比案例教学法、模拟审判教学提供了更加灵活和真实的训练机会,更能充分调动同学们学习的积极性和主动性。实践教学法运用中遇到的一些问题,比如如何处理好实践教学法与传统教学法之间的关系,如何处理好运用实践教学法的课程与别的课程之间的关系,如何建立对学生的评价体系等都有待于进一步的探讨。     

Evaluating university education: Graduates give their views

Conclusion The graduates' evaluation of the evaluation system makes it clear that in their view the assessment of knowledge acquired is not a way of improving training. The evaluation carried out is very narrow, covering few fields. Basically, it deals only with the acquisition by students of the material and ideas transmitted in courses. It is not always objective, and the pass system in force gives precedence to quantity over quality. It gives an illusory picture of training and success. Original language: French Farid Boubekeur (Algeria) Lecturer in educational sciences at the University of Constantine. Holds doctorates from the Strasbourg Institute of Human Sciences (France) and the Sophia Antipolis University at Nice (France). Chair of the Science Council of the Institute of Psychology and Educational Sciences of the University of Constantine. His research deals with higher education problems, the role of social actors in academic failure and the structural analysis of discourse as educational theory and method. He is the author of several articles on education recently published in educational journals. This article is taken from a report based on an activity financed as part of the study programme of African Universities on the Management of Higher Education in Africa, a special project of the Association of African Universities. The study programme was financed by the Netherlands Ministry for Foreign Affairs and the Swiss Agency for International Co-operation for Development. Neither the Association nor the providers of funds are in any way responsible for the views expressed here.     

Gender and British Postgraduate Funding Policy: a critique of the Winfield Report

This research note critically reviews the ESRC‐sponsored Winfield Report on Ph.D. completion rates and the allocation of research studentships. It is argued that the report was insensitive to issues of gender, and failed to consider research relevant to that topic. In consequence, the Winfield Report, and policies implemented on the basis of it, incorporate unexamined assumptions about social science doctorates and the students pursuing higher degrees. The model social science student portrayed is a young, geographically mobile male. Female candidates, especially those of mature age, are likely to be disadvantaged by current policies and their presuppositions.     

‘Opening up’ a science task: an exploration of shifting embodied participation of a multilingual primary student

Culturally and linguistically diverse (CLD) students have different home languages and cultures from many of their peers, In our context, these students suffer from higher school drop-out rates than their peers and are far behind their peers in sciences. This study investigates the interactions of a nine-year-old child whose home language is Portuguese and who learns science in this specific case in a diglossic environment in the Luxembourgish school system, in which his teacher used German for written tasks and Luxembourgish for oral communication. We examine, moment-by-moment, the interactions around a task regarding environmental protection. The role of this Lusoburguês (Luxembourgish and Portuguese identities and nationalities combined) student and his embodiment and participation changes when his group is confronted with an activity that requires an increased amount of manipulation. His identity evolves in interaction, as he becomes the leader in his group, and through a playful stance, manages to open the task so that his peers can further explore. Implications include the value of including more open-ended investigations in the teaching and learning of science as well as implications for further study concerning practice-based approaches in science classrooms with CLD students, particularly in increasingly multilingual/cultural and/or diglossic or heteroglossic school contexts.     

Teaching academic writing at Spanish universities: analysis of relevant experiences and practices / La enseñanza de la escritura académica en la universidad española. Análisis de experiencias y prácticas relevantes

Abstract

This paper reports on the various training initiatives available in some Spanish universities which aim to promote academic writing. It focuses mainly on three existing writing initiatives developed at the Ramon Llull University, the Faculty of Education of the Complutense University of Madrid and the University of Deusto. These initiatives aim to meet the needs of students who would like to improve the quality of their academic writing and are addressed to students in any degree programme, including undergraduate degrees, Master’s and doctorates. Feedback on students’ written work is essential in all three programmes. In addition, student support throughout the writing process is available, as are sessions where students can enlist the guidance of a tutor.