New Variant PhD: The changing nature of the doctorate in the UK

Park, Chris

doi:10.1080/13600800500120068

Cited by 256 publications

(178 citation statements)

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“…How do students perceive supervision during their dissertation processes (Health, 2002) or how do supervisors describe their supervision work (Johnson, 1997) are interesting questions that needs to be addressed and further studied as the number of doctoral theses increases and how their supervision has to adjust to the current requirements (see e.g., Park, 2005). Certainly, supervision practices will get new forms, but the core is still the interaction between the supervisor and student.…”

Section: Resultsmentioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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This article describes the elements of caring supervision of doctoral theses. The purpose was to describe the best practices as well as challenges of supervision especially from the supervisor's perspective. The analysis is based on the author's extensive experience as a supervisor and related data obtained for research and developmental purposes. Caring supervision is summarized into ten facts that illustrate the multidimensional nature of a supervision relationship. The findings can help supervisors develop in their important work of supervising doctoral theses.

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Section: Resultsmentioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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“…La dificultad, se me ocurre a mí, radica en que entre las buenas intenciones y la acción suele haber mucha diferencia. Repasemos, por un momento, en síntesis, cuáles son esas transformaciones radicales que se están operando en el postgrado global (Barber et al, 2013;Chiang, 2012;Pellegrino y Hilton, 2012;BOE, 2011;Pulido San Román, 2009;IESALC, 2008;Walker et al, 2008;Espacio Europeo de Educación Superior, 2005;Palacio, 2005;Park, 2005;Green y Powell, 2005;Montesinos et al, 2003;Nyquist, 2002;UK Research Council, 2001). A saber, cambios en:…”

Section: Modelo De Formaciónunclassified

“…En tercer lugar, un requisito sine qua non será que la formación postgraduada, en América Latina, haga esfuerzos serios para asegurar que los usuarios de estos programas apropien las competencias básicas que forzosamente tendrán que exhibir para desempeñarse exitosamente en sus entornos laborales, académicos, científicos y productivos (Gómez, 2009;Council for Australian Deans and Directors of Graduate Studies, 1999;Nyquist y Woodford, 2000;Montesinos et al, 2003;Gilbert et al, 2004;Park, 2005;European University Association, 2007). Los postgrados y, en particular, los doctorados debieran coadyuvar a que sus usuarios desarrollen una competencia básica o una ventaja sostenible, duradera, insustituible o difícilmente imitable que, en condiciones de escasez, demanda externa y apropiabilidad que pueda contribuir efectivamente a la construcción de una sociedad del conocimiento.…”

Section: Retosunclassified

Tendencias del postgrado en Iberoamérica

Cardona

2014

cys

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Ante todo, quisiera anticipar que mi intervención 2 [en este evento] debiera constituir un pequeño pero significativo desarrollo de los planteamientos que he tenido oportunidad de hacer en varios escenarios académicos y advertir que, aunque siguen siendo válidos, tenemos mucho camino aún, por recorrer. La radiografía que he intentado describir ha sido, sin duda, la de un escenario catastrófico pero con matices optimistas, realista, por decir lo menos, pero viable, si quienes asumimos alguna responsabilidad por la formación postgraduada en nuestras universidades nos decidiéramos a actuar, a hacer algo para que, en palabras de Michael Barber y su equipo (Barber et al., 2013), la "avalancha" no se nos venga encima (ver también Altbach et al., 2009, IESALC, 2008, CINDA, 2007.Ante este escenario quisiera, por tanto, más que abordar la pregunta de qué tanto hemos hecho desde la academia para alterar significativamente los paradigmas convencionales de formación

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“…It will be noted that great attention is paid to widely-cited work by Park on doctoral education (Park 2003(Park , 2005(Park , 2007 and that -as noted on page 16…”

Section: Chapter One Literature Reviewmentioning

confidence: 99%

Perspectives on the EdD from academics at English universities

Poole

2012

Jnl of Research in Internatl Education

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This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purpose of consultation. DECLARATION OF AUTHENTICITY OF THE THESISI hereby declare that this thesis, submitted in partial fulfilment of the requirements for the degree of Doctor of Education, contains no material previously published or written in any medium by another person, except where appropriate reference has been made. Pitted against each other are "young Kenny Trabner of Australia" (immaculate shorts, crew-cut, "playing the ruthless tennis they play now") and "the Old Fox" (full-length pre-war flannels, bald, "green eye-shade on his forehead above his bifocals"). As one might expect, things do not go well for the Old Fox. Trabner wins the first set 6-0, and the second set by the same margin.All too soon, it is 5-0 in the third set and 40-0 in its sixth game, with Trabner serving. But the Old Fox has one thing going for him: "the crowd is on his side". Hence, when he "pulls out from the pocket of his flannel trousers an ancient matchlock pistol" and shoots Trabner, just as the latter is throwing up the ball to serve for match point, "the crowd is on ten thousand delirious, cheering, swooning, feet." Since Trabner is dead, the umpire awards the match to the Old Fox.The successful completion of a doctorate four-fifths of the way through one's working life (bald, varifocal lenses, no eye shade) does not normally require the discharging of firearms, but it is not easy, and I would like to thank those who supported me even when it felt to me as though I was match point down. Emeritus Professor Jeff Thompson has, from the beginning, been a reassuring, resourceful and cheerful supervisor. Even before Dr Mary Hayden joined Jeff as a cosupervisor she frequently passed to me valuable references or ideas, and since then she has re- ABSTRACTSince first appearing in British universities during the early 1990s, the Doctor of Education (EdD) degree has spread rapidly through the UK higher education sector. However, despite the existence of a single set of Quality Assurance Agency (QAA) descriptors for doctoral level achievement, some in academia have always been willing to describe the EdD, either openly or in private, as inferior to the PhD. This thesis endeavours (through a wide-ranging questionnaire completed anonymously by 27 academics from a total of 16 English universities, and follow-up interviews with seven individuals selected from the original sample) to discover how a sample of those who teach on such programmes (EdD academics) view the EdD, in general terms. For instance, it seeks to ascertain how widespread among EdD academics is the notion that the EdD does not reach the 'gold standard' represented by the PhD in Education.As data collection proceeds from the questionnaire to the interviews, the focus narrows to three key topics: specific characteristics of the EdD as compared with the PhD in Education (in terms, for example, of learning experience, programme aims, and...

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New Variant PhD: The changing nature of the doctorate in the UK

Cited by 256 publications

References 62 publications

A Good Supervisor–Ten Facts of Caring Supervision

A Good Supervisor–Ten Facts of Caring Supervision

Tendencias del postgrado en Iberoamérica

Perspectives on the EdD from academics at English universities

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