The design of doctorate curricula for practising professionals

Armsby, P., Cranfield, S. and Costley, C. 2017. The design of doctorate curricula for practising professionals. Studies in Higher Education.

TitleThe design of doctorate curricula for practising professionals
AuthorsArmsby, P., Cranfield, S. and Costley, C.
Abstract

Expansion and changes in doctoral education globally have challenged universities to meet the needs of practising professionals. Values and purposes, structure and content and pedagogy of the provision are key considerations. This curriculum evaluation work investigated the views of 68 higher education staff mainly from Europe and North America involved in the development and delivery of professional doctorates on current issues in designing an appropriate curriculum for practitioners. Analysis of views from two international workshops suggested that while the social benefits of practitioner research were acknowledged, staff struggled with tensions in their higher education contexts to manage practitioner-focused elements, including the balance between theory and practice, recognition of practitioner methodologies and provision of appropriate supervision. The paper concludes that a wider understanding of the values and purpose of doctoral education within and beyond the academy is required that recognises the production of knowledge through practice, and supports ethical social action.

Keywordsdoctorates; professional doctorates; curriculum design; practice based learning; values
JournalStudies in Higher Education
ISSN0307-5079
Year2017
PublisherTaylor & Francis
Digital Object Identifier (DOI)doi:10.1080/03075079.2017.1318365
Publication dates
Published online25 Apr 2017

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