| Abstract: | 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. |
