Towards a reconceptualisation of the doctorate

Issues arising from comparative data relating to the EdD degree in Australia

Bibliographic Data

ID4096859
AuthorsThomas W Maxwell (0000-0003-3160-7254, University of New England), P J Shanahan, Peter Shanahan (University of New England)
Year1997
Volume22
Issue2
Pages133-150
Publication date1997-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079712331381004
OpenAlexW2081810587
LanguageEN
Citations received9
References cited10

The Doctor of Education (EdD) in Australia has burgeoned to the extent that in the 1990s more than half of Australian universities have introduced the award and more than 550 students have enrolled. A survey of EdD provision found that, although literature provided by universities indicated that the awards were professional in orientation, the structures of the awards were typically academic: coursework plus thesis with the majority being one-third coursework. The nature of the awards was likely to be academic in the majority of cases. Questions raised by these findings underpinned the rethinking of the nature of professional doctorates via an argument that placed the context of the professional as central, with the culture of academia being less central. The reconceptualisation is explored further through a consideration of policy issues including the nature of programmes and the relations between academics and professionals

Coursework · Higher education · Pedagogy · Political science · Professional development · Sociology · Adult and Continuing Education Topics · Higher Education and Employability · Higher Education Learning Practices · Law

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