Work-based doctorates: professional extension at the highest levels

Abstract

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Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship

“…Where students may be attracted to professional doctorates providing more structured and taught components (Bourner, Bowden, and Laing 2001), others offer considerably more flexibility in the negotiation of constituent elements such as the work-based doctorates described by Costley and Lester (2012). This has implications for student and tutor conceptions of the doctoral supervision process and presents challenges for the mix of student-managed and tutor-led activities.…”

“…It is in this sense that group supervision adds value by moving beyond the 'interdependence of knowing and doing' associated with the epistemology of the professional doctorate (Costley and Lester 2012) to recognise 'being', through enabling the doctoral student to be comfortable in the transitional spaces between the workplace and the creative tensions and uncertainties associated with becoming a scholarly professional. As such, the benefits of group supervision and potential of online strategies should be encouraged across all doctoral education.…”

“…Doctoral education is characterised by increasing provision of nontraditional routes and growth of professional doctorates in a wide range of disciplines geared to developing 'researching professionals' rather than 'professional researchers' (Gregory 1995;Doncaster and Thorne 2000;Bourner, Bowden, and Laing 2001;Usher 2002;Galvin and Carr 2003). The development of these programmes has generated 'creative tensions' (Malfoy 2005) and 'issues of validity' (Costley and Lester 2012) associated with their scope and delineation, particularly when compared with the conventional PhD. These tensions impact on students and supervisor relationships, highlighting the need to consider alternative, more innovative and enabling pedagogic support strategies that can address these challenges and create opportunities for more collective and collaborative research cultures and environments (Delamont, Atkinson, and Parry 1997;Cousin and Deepwell 2005;Malfroy 2005;Samara 2006;Wisker, Robinson, and Shacham 2007) focused on 'nourished scholarship' (Carr, Galvin, and Todres 2010).…”

The landscape of professional doctorate provision in English higher education institutions: Inconsistencies, tensions and unsustainability

“…PDs are typically undertaken by professionals and practitioners working in a professional context; they provide opportunities for these groups to undertake research directly related to their professional practice, and to reflect critically upon this. PDs tend to be practitionerdriven: they focus on an aspect of professional practice that practitioners or professionals themselves want to explore (Costley and Lester, 2012;Costley, 2013), and thus have the potential to make a significant and direct impact on professional practice and/or policy. Professional and practice-based doctorates normally include structured elements such as lectures, seminars, and workshops on both discipline-specific and researchspecific content, with an emphasis on the candidate acquiring skills relevant to their professional practice, in addition to producing original research (QAA, 2011: 15).…”

Typical and Individual Doctoral Processes and Lifecourses: The Types of Narratives of the Project Manager, the Survivor and the Seeker

“…Students graduating outside the graduate schools, the work-based doctorates, indeed adopted more knowledge for working life than others (Costley & Lester, 2012). The ethos of lifelong learning as well as the spontaneous activity which is an important factor from the point of view of the doctoral process, are reflected in the Survivor's actions (Lahenius, 2012).…”