| Description |
xi, 126 pages ; 25 cm |
| Series |
Evaluations and Investigations Program report ; 02/8
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| Contents |
Executive summary -- 1. The professional doctorate as postgraduate research -- 1.1 Definition -- 1.2 Institutional relationships: The triple helix model -- 1.3 Status confusion and the professional doctorate -- 1.4 Emergence of professional doctorates -- 1.5 Traditional models of doctoral education -- 1.6 Re-culturing doctoral education -- 1.7 The nature of our study -- 1.8 The method -- 2. Doctoral education and higher education policy -- 2.1 The Dawkins reforms -- 2.2 The second moment: The Kemp white paper -- 2.3 Professional doctorates as doctoral training -- 2.4 Unresolved matters in both policies -- 3. Doctoral education and the knowledge economy -- 3.1 Introduction -- 3.2 The new knowledge economy -- 3.2.1 Understanding "knowledge" -- 3.3 Knowledge, risk and the new economy of doctoral education -- 3.3.1 The historical development of universities as knowledge centres -- 3.3.2 The emerging role of universities -- |
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3.4 Implications for research training and professional doctorates -- 4. Changing research training agendas -- 4.1 Mode 1 and Mode 2 approaches to knowledge production -- 4.2 Research training and career development -- 4.2.1 Short-shelf-life of worker skills -- 4.2.2 Decline in career opportunities -- 4.2.3 Growth in skill-seeking -- 4.2.4 Credentials are proxies for skills -- 4.2.5 Diversity in training needs -- 4.3 Implications for research training -- 4.4 The contexts of knowledge production -- 4.4.1 Universities and research training -- 4.4.2 "Research institutes" and research training -- 4.4.3 "Industry" settings and research training -- 4.5 Implications for "industry-focused" research training -- 5. The study -- 5.1 Introduction -- 5.1.1 Survey 1 -- 5.1.2 Survey 2 -- 5.1.3 Survey 3 -- 5.2 Questionnaire design -- 5.2.1 Survey 1: The professional doctorate coordinator's questionnaire -- 5.2.2 Survey 2: Industry/professions questionnaire -- |
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5.2.3 Survey 3: Professional doctorate participant questionnaire -- 5.3 Results of the three surveys -- 5.3.1 Survey 1: Professional doctorate coordinator's survey -- 5.3.2 Qualitative data -- 5.4 Possible micro-studies -- 5.5 Survey 2: Industry/profession survey -- 5.6 Survey 3: Professional doctorate participant survey -- 5.6.1 Overall summary -- 6. Micro-studies -- 6.1 Micro-study A: Program initiation and sustainability -- 6.1.1 method -- 6.1.2 Program One: Doctor of Creative Arts, University of Wollongong -- 6.1.3 Program Two: Doctor of Education, Monash University -- 6.1.4 Program Three: Doctor of Education, University of Newcastle -- 6.1.5 Program Four: Doctor of Health Science, Queensland University of Technology -- 6.1.6 Program Five: Doctor of Strategic Foresight, Swinburne University -- 6.1.7 Program Six: Doctor of Education, Edith Cowan university -- 6.1.8 Discussion -- 6.2 Micro-study B: Professions and professional doctorates -- |
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6.2.1 Method -- 6.2.2 Program One: Doctor of Business Administration, Southern Cross University -- 6.2.3 Program Two: Doctor of Science Education and Doctor of Mathematics Education, Curtin University of Technology -- 6.2.4 Program Three: Doctor of Nursing, Adelaide University -- 6.2.5 Program Four: Doctor of Psychology, Edith Cowan University -- 6.2.6 Program Five: Doctor of Education, University of South Australia -- 6.2.7 Program Six: Doctor of Business Administration, APESMA and Charles Sturt University -- 6.2.8 Professions / professional bodies -- 6.3 Micro-study C: Industry-focused views -- 6.3.1 Industry-university relations: Views in DETYA reports -- 6.3.2 Engineering doctorate programs: An example from the UK -- 6.3.3 Views from a knowledge manager -- 6.4 Conclusion -- 7. Recommendations -- 7.1 The nature of links -- 7.2 Partnerships -- 7.3 Industry-focused research -- 7.4 Expectations of "research" -- 7.5 Quality issues -- Appendices: Survey instruments |
| Summary |
This report discusses the relatively recent experience of offering doctoral education through professional doctorate programmes as a contribution to the improvement of doctoral education in Australian universities. The evaluation focused on the extent to which such programmes had developed practices for sustaining closer collaboration between universities and industry |
| Analysis |
Postgraduate education |
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Training |
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Research |
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Industry |
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Case studies |
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Professional doctorates |
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Higher education |
| Notes |
DEST no. 6913.HERC02A |
| Bibliography |
Includes bibliographical references |
| Notes |
Also available online via the World Wide Web |
| Subject |
Doctor of philosophy degree -- Australia -- Evaluation.
|
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Management -- Study and teaching (Higher) -- Australia.
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| Author |
McWilliam, Erica.
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Australia. Department of Education, Science, and Training. Evaluations and Investigations Programme
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| LC no. |
00002470 |
| ISBN |
0642773068 |
|
0642773076 internet version |
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