The American Doctorate and Dissertation: Six Developmental Stages

Goodchild, Lester F.; Miller, Margaret

doi:10.1002/he.9902

Cited by 11 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The award of a doctorate required successful attendance at seminars, submission of an acceptable thesis, and the passing of a comprehensive oral New Variant PhD in the UK 191 examination, and the emphasis was on original and creative research (Goodchild and Miller, 1997). Academic staff were invariably required to hold a PhD degree, engage in research and publish scholarly material.…”

Section: Genesismentioning

confidence: 99%

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

Park

2005

Journal of Higher Education Policy and Management

256

150

View full text Add to dashboard Cite

Since the early twentieth century the PhD has been the research degree of choice in the UK, but traditional ideas and practices relating to the degree are now being challenged. This paper sketches out the main drivers of change and explores the main challenges confronting doctoral study within the UK. It explains why there is a need for a wholesale revision of assumptions and expectations about what the PhD is, and it charts the genesis and evolution of the PhD in the UK. Key drivers for change include a new emphasis on skills and training, submission rates and quality of supervision, changes in the examination of the thesis, and the introduction of national benchmarking. The paper then explores changes in the PhD as product and as process, and outlines how and why new forms of doctorate are emerging. It asks, rhetorically, whether the changing nature of the doctorate reflects adaptation to changing circumstances in order to survive.

show abstract

Section: Genesismentioning

confidence: 99%

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

Park

2005

Journal of Higher Education Policy and Management

256

150

View full text Add to dashboard Cite

show abstract

“…There are other practical reasons for symbolic citation connected with “bulking up” a dissertation or thesis; 80,000 to 100,000 words is now widely regarded as a standard length of a doctoral thesis in most parts of the West. However, the PhD thesis used to be more succinct and often published as a short book when first introduced to British higher education in the 1920s (Goodchild & Miller, 1997, p. 26). Hence, at a more mundane level, symbolic citation helps to pad out the thesis.…”

Section: Faking Qualitative Researchmentioning

confidence: 99%

Methodology, Fake Learning, and Emotional Performativity

Macfarlane

2021

ECNU Review of Education

View full text Add to dashboard Cite

Purpose: Academics are at the forefront of criticisms about so-called “fake news” considered to undermine evidence-based approaches to the understanding of complex social, political, and economic issues. However, universities contribute to the production of fake news through the legitimization of measures that promote student performativity rewarding their academic non-achievements. This conceptual article will seek to illustrate how this can occur via the writing of methodology chapters by postgraduate students. Design/Approach/Methods: This article provides a critical analysis of the writing of methodology chapters in dissertations and theses in postgraduate education in the social sciences. In so doing, it applies the concept of performativity to student learning. Findings: It is argued that the pressures on students to comply with the requirements of emotional performativity in respect to ideology and method in close-up, qualitative research can lead to fake learning. This phenomenon may be exemplified by reference to a number of practices, namely, phony positionality, methodolatry, ethical cleansing, participatory posturing, and symbolic citation. Originality/Value: This article provides an illustration of the concept of student performativity. It demonstrates that emotional performativity plays a significant role in the way in which students are required to comply with expectations that give rise to inauthenticity in learning.

show abstract

“…These observations are not new. More than twenty years ago, writers like Noble (1994) and Goodchild and Miller (1997), observed that theses were being written in new ways and the formatting of academic thesis often deviated significantly from prescriptions offered by published guides and university handbooks (Swales & Najjar 1987, Partridge 2002.…”

Section: Introductionmentioning

confidence: 99%

The visible voice: Typographical distinction in thesis writing

Ings

2016

Text

View full text Add to dashboard Cite

In 2012 Paltridge, Starfield, Ravelli and Tuckwell noted that recent exegetical doctoral writing does 'not necessarily have to fit with a pre-conceived template, or indeed straight-jacket' (342). In discussing a diversity of approaches taken to developing the tenor of the scholar's voice, the essay built on a heritage of discourse that has examined the nature of subjective academic writing. This article contributes to that discourse but with an emphasis that is less commonly discussed. It considers the role of typography in constructing academic dialect and communicative quality in exegetical writing. Employing four case studies from practice-led, creative research projects undertaken in visual communication design at a New Zealand University between 2011 and 2015, it examines the contribution typography makes to identity construction in academic writing. In addition, it unpacks ways in which individual researchers navigate the shape of language when communicating both the content and ethos of their thesis writing.

show abstract

The American Doctorate and Dissertation: Six Developmental Stages

Cited by 11 publications

References 0 publications

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

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

Methodology, Fake Learning, and Emotional Performativity

The visible voice: Typographical distinction in thesis writing

Contact Info

Product

Resources

About