Relevant bibliographies by topics / Creative Writing PhD Thesis

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Creative Writing PhD Thesis'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Creative Writing PhD Thesis"

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Lyall, Mark. "Method emerging: a statement of poetics for a project-based PhD." Qualitative Research Journal 14, no. 2 (2014): 134–49. http://dx.doi.org/10.1108/qrj-05-2013-0035.

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Purpose – The purpose of this paper is to give an account of the methods used for the author's project-based doctoral thesis, Hatred and History. The methodology is offered not as an exemplar, but rather as a case study of an integrated approach where exegesis and creative work are conceived as intertwining explorations of the same research materials. Design/methodology/approach – Hatred and History creatively explores the idea that science and intuition frame our experience of the world in distinct ways, and is expressed across an audio production and a written exegesis. The dyad of scientific and intuitive knowledge is embedded deeply within the production, from the initial choice of subject through the structuring and writing of the script to the techniques employed to write the music. This paper traces the transformation of the dyad from academic construct to creative construct, and should therefore be considered a statement of poetics. Findings – The creative exploration of science and intuition encouraged me to consider the “double articulation” of theory and practice, where poetics ceases to be merely a theory of rhetorical design and is assimilated into a theory of self-knowledge. Originality/value – This paper is offered in the hope that it will be of value to commencing PhD candidates in the creative arts who must navigate the waters between exegesis and creative output for themselves.
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Larcombe, W., A. McCosker, and K. O'Loughlin. "Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles." Journal of University Teaching and Learning Practice 4, no. 1 (2007): 61–71. http://dx.doi.org/10.53761/1.4.1.6.

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This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.
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Goward, Penelope. "Stories from my PhD journey: rewriting my methodology chapter." International Journal for Researcher Development 6, no. 1 (2015): 93–104. http://dx.doi.org/10.1108/ijrd-06-2014-0013.

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Purpose – This paper aims to describe a case study of how an unexpected event created an opportunity to reconsider and rewrite the methodology chapter in the author’s PhD thesis. Design/methodology/approach – The approach that the author used that assisted her to change her methodology involved a combination of reflective and reflexive reading, thinking and writing. It was a slow and thorough process through which the author considered widely the choices that she was making. Through an iterative process of writing, reading and talking, and then re-writing, the author was able to establish a position or standpoint from which she felt confident about the underpinnings of her study. Findings – The author came to understand herself ontologically in a new way. The author could see how she had moved significantly from a positivist view of static bodies of knowledge creation to a paradigm involving a more dynamic knowledge creation. Correspondingly, the author was able to revise and focus her methodology, and in the course of the process, she learnt and grew as a person and as a researcher. The author understood her values, assumptions and beliefs about the world much more clearly. The author also became much more aware of her own PhD journey, how she was developing personally and how her identity was evolving. Originality/value – This paper will be useful for those who are embarking on their PhD journey and attempting to critique and/or rethink their methodological approach in the qualitative or interpretivist paradigm.
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Pechnikov, Andrey, and Grigoriy Yakuba. "The adjunct’s initial level of training and creativity property as factors of a Ph.D. thesis successful defence." Ergodesign 2021, no. 1 (2021): 64–69. http://dx.doi.org/10.30987/2658-4026-2021-1-64-69.

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The article presents the results of studying the influence of the adjuncts’ initial level of training and creative abili-ties on the timeliness of writing and the success of defending candidate theses. Forecasting this indicator of the suc-cessful completing training in postgraduate studies has been determined.
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Rocha, Ana Isabel Serra de Magalhães. "Cardography as a research method through writing and drawing in higher education workshops." Journal of Writing in Creative Practice 14, no. 2 (2021): 193–207. http://dx.doi.org/10.1386/jwcp_00022_1.

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This article is supported by the author’s experience through a methodology created during her Ph.D. thesis ‘The experience of book’s place at the university’, also during COVID-19 restrictions. The student transformed public presentations into collaborative research workshops, where new interrelations and concepts occurred rooted in arts-based research methodologies, exploring art and education, in its scope. Cardography is an invented designation based on a/r/tography, as a creative living research methodology that uses cards as a device for a visual inquiry, considering that each book’s page is a card to be written or drawn (digital or paper), documenting the dialogic process during each research workshop. The research result contemplates an artistic object, which is displayed afterwards in university and art exhibitions. The reader is invited to follow a fil rouge alignment, inspired by a book structure, reflecting upon concepts and research methods not yet implemented at the art education doctoral course.
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Henckel, Ole, and Susan Wright. "The Bologna Process: a voluntary method of coordination and marketisation?" Learning and Teaching 1, no. 2 (2008): 1–24. http://dx.doi.org/10.3167/latiss.2008.010202.

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Ole Henckel is writing his PhD thesis on the relationship between national and European higher education policy as well as the history of the Bologna process. The aim of this interview was to learn about the historical background to the Bologna process, which interests were involved and which were excluded, what their motivations were, why they thought it was a good idea, and what they were trying to achieve? As the interview progressed, it focused on three themes. First, at what points did it become clear to participants that they were engaged in a new European 'great game' of creating not just a standardised Higher Education Area, but a global market? Second, how does the Bologna process work as an exemplar of the European Union's new form of governance through freedom, often referred to as the operation of 'soft power' or the Open Method of Coordination? Third, what are the most recent developments, and what kind of future is emerging?
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Williams, Annabel, and Annabel Williams. "A Conversation with Martin Stannard and Barbara Cooke." Exchanges: The Interdisciplinary Research Journal 4, no. 1 (2016): 1–13. http://dx.doi.org/10.31273/eirj.v4i1.143.

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Martin Stannard is Professor of Modern English Literature at the University of Leicester. He read for his first degree in English at Warwick (1967-70), before taking an MA at Sussex University, and a DPhil at Oxford. Professor Stannard’s two-volume literary biography of Evelyn Waugh (1986, 1992), and his biography of Muriel Spark (2009) are essential reading for Waugh and Spark scholars, and are each studies in the value of historical contextualisation for appreciating the literary oeuvre of a writer. Stannard’s 1995 Norton Critical Edition of Ford Madox Ford’s modernist novel, The Good Soldier, similarly brings context to bear through his rigorous textual editing, annotation and critical apparatus. Stannard is currently the Principal Investigator for the Complete Works of Evelyn Waugh project, which is supported by a grant of £822,000 from the AHRC, and which will see Oxford University Press publish 43 scholarly edition volumes of Waugh – the first of which appears next year. This year marks the fiftieth anniversary of Waugh’s death.Dr Barbara Cooke also teaches at the School of English at the University of Leicester. She received a BA and MA from Warwick (dates), and a PhD in Creative and Critical writing from the University of East Anglia for her interdisciplinary thesis Oil Men: the Twinned Lives of Arnold Wilson and Morris Young. Dr. Cooke is Research Associate for the Complete Works of Evelyn Waugh, providing a vital link between the project's 23 editors, of which she is one, editing Waugh’s autobiography A Little Learning (1964).
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Jeffery, Ella, Alex Philp, and Emily O’Grady. "Blueprints: constructing the creative writing PhD." New Writing 17, no. 4 (2019): 391–401. http://dx.doi.org/10.1080/14790726.2019.1660373.

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Arnold, Josie. "The PhD In Writing Accompanied By An Exegesis." Journal of University Teaching and Learning Practice 2, no. 1 (2005): 39–53. http://dx.doi.org/10.53761/1.2.1.5.

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The position of this paper is to further the discussion on what constitutes academic assessment in the PhD by artefact and exegesis. In doing so, it explores some of the ideas that arose in setting up the PhD in creative writing at Swinburne University of Technology. Thus, I: • survey some of the questions that arise about the journeys made by the candidate, supervisor and examiner of the PhD in creative writing; • introduce discussion about what constitutes academic knowledge with particular reference to the PhD in writing at Swinburne University of Technology, Lilydale Campus; • bring to the fore multiple possibilities in understanding possible conceptualizations of legitimate scholarly, intellectual and cultural research; and • survey some ideas about research and/as creativity. In doing so, I provide the basis for discussion of the dynamic nature of research, and situate this discussion within the framework of assessment.
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Лучка, Л. "BOOK SHOWS AND THE READING UNIVERSE PROFESSOR VK YAKUNINA." Problems of Political History of Ukraine, no. 15 (February 5, 2020): 34–40. http://dx.doi.org/10.33287/11924.

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The research deals with creating a diverse reader image of an intellectual personality of a historian. V.K. Yakunin started his reading career as a student of Dnipropetrovsk State University in the 1960’s. During his studies he constantly visited the scientific library. It was at this time when he first became acquainted with rare and valuable editions on historical subjects. The reading experience of the historian is about 60 years. While writing his Candidate dissertation (1972) and PhD thesis (1990), he worked with a significant number of sources and literature, and he also used interlibrary loan services. He was a high-level bibliographer, he constantly searched and selected carefully new books of political and historical content. V.K.Yakunin began to collect his own library from the late 1960s. The analysis of his reader cards from the departments of scientific literature and fiction shows that scientist V.K. Yakunin paid primary attention to documents, book sources and periodicals. He perfectly knew the works of foreign historical science classics. He was interested in memoir literature. Psychological and art literature was not ignored by the scientist. The historian always turned to classical works and editions of contemporary Ukrainian writers. V. K. Yakunin’s private library totals about 2000 copies in Ukrainian, Russian and German. It has been stored in the Scientific Library since 2017. Each copy of the professor’s book collection received the stamp «Professor V.K. Yakunin’s Library». The chronological limits of the book collection cover the 20th – the beginning of the 21st century. Most publications are books of social and humanitarian directions. He was interested in the history of the 20th century: political history, public opinion, World War II, history of Nazism, the Ukrainian national movement. Memories held a special place in the book collection. Ways of acquisition to the Library: donations and purchasing. The historian was surrounded by books during his life. Thus, the value of the book collection of Professor V.K. Yakunin is in the presence of a large number of publications that give an idea of the state of book publishing in Ukraine and Russia and indicate the high intellectual level of its owner.
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Dissertations / Theses on the topic "Creative Writing PhD Thesis"

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Manwaring, Kevan. "The Knowing : a Fantasy ; An epistemological enquiry into creative process, form, and genre." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43111.

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This creative writing PhD thesis consists of a novel and a critical reflective essay. Both articulate a distinctive approach to the challenges of writing genre fiction in the 21st Century that I define as 'Goldendark' - one that actively engages with the ethical and political implications of the field via the specific aesthetic choices made about methodology, content, and form. The Knowing: A Fantasy is a novel written in the High Mimetic style that, through the story of Janey McEttrick, a Scottish-Cherokee musician descended from the Reverend Robert Kirk, a 17th Century Episcopalian minister from Aberfoyle (author of the 1691 monograph, The Secret Commonwealth of Elves, Fauns and Fairies), fictionalises the diasporic translocation of song- and tale-cultures between the Scottish Lowlands and the Southern Appalachians, and is a dramatisation of the creative process. In the accompanying critical reflective essay, 'An Epistemological Enquiry into Creative Process, Form and Genre', I chart the development of my novel: its initial inspiration, my practice-based research, its composition and completion, all informed both by my practice as a storyteller/poet and by my archival discoveries. In the section 'Walking Between Worlds' I articulate my methodology and seek to defend experiential research as a multi-modal approach - one that included long-distance walking, illustration, spoken word performance, ballad-singing and learning an instrument. In 'Framing the Narrative' I discuss matters of form - how I engaged with hyperfictionality and digital technology in destabilising traditional conventions of linear narrative and generic expectation. Finally, in 'Defining Goldendark' I articulate in detail my approach to a new ethical aesthetics of the fantasy genre.
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Capelo, Maria Jose de Brito. "Away, a novel, and a critical essay on narrative space with reference of Paul Auster's fiction." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1191.

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My novel, Away, is mainly the story of a woman travelling alone, leaving all friends and relatives behind. She seeks out remote, beautiful and difficult places where, firstly, she has travelled to before and, then, different locations that she hasn’t known in the past. We discover that, through trauma, she has lost her sense of identity – she is in the midst of a psychological crisis that becomes clear only after the journey has been underway for some time, when circumstances force her to accept help from others. With the protagonist my aim was to portray a permanent and continuous possibility of ending, stretching endlessly. This idea is irretrievable from the notion of space, as conceived here. In Part I, I explore how not only this main character, but also, Fred embody space. Here, I examine the conception of space, taking in various perspectives raging from philosophy, geography, culture and literature studies, where we find an interdisciplinary approach to space. My contention, drawing on mainly Lefebvre’s and Massey’s investigations, is that space is produced and is simultaneously a product embodied by the characters. In addition, I analyse how a particular territory – the desert – enacts the nature of space, as defined before, in selected works by T. E. Lawrence, Wilfred Thesiger and Paul Bowles. Also, I argue that this conception of space is explored in some narratives of Paul Auster - CG, MC and CLT - in part II. Further, I examine other features of space. I contend that Auster’s writing explores space as a realm upon which Auster’s characters engage in a process of construction and disintegration both of space and their identity. Therefore, here, space is considered as a sphere constituted by a process of an ever-opened, changing and ongoing interrelation with the characters and the text. Finally, although space is presented in this essay as the major tool for investigation through composition and critical analysis, other tools, intrinsically, and I argue inseparable in fact, I proceed to an investigation, in part III, of notions of time, identity, writing and narrator in my creative work. Beside these, I investigate particularly the relationships between characters. The thesis concludes by demonstrating that writing as space evolves in more subtle, more transient and labyrinthian ways through the reference to other writers whose writing has significantly influenced my creative work.
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Bonhomme, Desmond. "Creative Writing Thesis: Poetry." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/563.

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The title of this compilation of my own creative writings is Trees, Breathe, Paper. This unique collection of poetry, short stories and prose contains a range of work, composed from 2002-2012. The thematic goal of this undertaking is to ballast as many implicit and explicit meanings as are comprehensible, and to extrapolate a distinct spectrum of latent and straightforward explanations with discernible psycho-analytical accuracy. We all know poetry is truly formless and based on springs of natural inspiration. Thus, we derive our purest inspiration from the natural world and we prune it in its unfiltered, raw state. Poetry is an externality that materializes from thin air.
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King, Willow. "Yantra: A creative writing thesis (Original writing, Poetry, Creative fiction)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425764.

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Harris, Jane. "Home rules : a PhD in creative and critical writing." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389331.

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Knez, Dora. ""The Release" : a creative writing thesis." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60609.

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The genre of fantasy contains texts which are unlike, or distance from, the real or empirical world--the world of the reader's experience. Nevertheless, fantasy texts can reveal truths which are relevant to the empirical world, and thus fantasy texts can be said to have cognitive value. The notion of possible worlds, the semiotic theory of metaphor, and a discussion of ambiguity are the three critical approaches used to investigate the cognitive value of fantasy texts. The stories in this collection provide a sampler of fantasy figures--such as mermaids, ghosts and living mummies--and make use of the emotional power of ambiguity.
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Gutierrez-Jones, Marina. ""Embers" and "Crossing Paths:" A Creative Writing Thesis." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/832.

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Abstract These two stories, written in first person, are two statements on the nature of self-love, romance, and loneliness. Embers voices a girl in a dying relationship as she tries to establish human connections before her best and only friend leaves the country. Crossing Paths is Jonathan’s beginning, an awakening triggered by a move to a new, uncanny and thickly forested environment. He begins the story as a grim, solitary figure, and through a gradual series of risks and victories, he succeeds in escaping his solitude and building a more complete life for himself. Though the two protagonists are separated my age, distance, and profession, the conclusions of both stories make similar statements with regards to the value of human connection, romantic and otherwise.
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Goetchius, Kaitlin T. "Creative Nonfiction Thesis -"Becoming Normal"." ScholarWorks@UNO, 2017. https://scholarworks.uno.edu/td/2406.

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The following Creative Nonfiction Thesis delves into the suppressed past of a girl who experienced brief episodes of adolescent epilepsy. She was diagnosed with Rolandic seizures when she was eight years old and eventually “grew out” of them when she hit puberty. Since that time, the author had not spoken of these events with her family. The topic of her epilepsy remained, somewhat, the elephant in the room until the epilepsy discontinued. She interviewed her mother and her sister to see the perspectives of those people who were closest to her throughout this era. Through these interviews, the author learns of what her family truly experienced and their opinions of these events. These events largely affected the past and future relationship between her mother, her sister, and the relationship the author has with herself.
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Dyer, Emily L. "Sugar Nine: A Creative thesis." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1342.

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This collection of short stories explores the different ways women tolerate violence in exchange for some form of validation. The narratives focus on women and the reverberations of small moments which carry violent mass. While the violence occasionally includes physical elements, the collection is more concerned with the ways women accept emotional and psychological violence—specifically from men. Themes, motifs and symbols from the Clytie-Helios myth are threaded throughout the collection as well as a concern for space and touch, art and the creation of art, silence and voice. All of these elements involve control as the women characters in these stories struggle to resist their own objectification. A critical introduction which explains how form and language amplify story precedes the collection.
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Mullen, Regina O. "Drought Measures and The Coffee Girl: A Creative Writing Thesis." Scholarship @ Claremont, 2015. https://scholarship.claremont.edu/cmc_theses/1151.

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Based in the modern day San Francisco Bay Area, these two stories intend to utilize “outsider”-labeled protagonists to portray de-familiarized accounts of two specific Bay Area realities. “Drought Measures” depicts a new student at a diverse and de-facto segregated public high school, following her as she learns to navigate the unspoken status quo of a long-entrenched racial divide. This story is neither a commentary on nor a critique of contemporary racial issues, but rather a portrayal of some of the many ways in which socioeconomic status and race inform day-to-day interactions. Half-Spanish, the protagonist is confronted with the paradox of being too white-passing in certain contexts, and not white-passing enough in others. “The Coffee Girl” strives to explore the way in which various trivialities of status – appearance, dress, the perceived value of one’s job – become toxic and inflated once deemed important. Though the issue of status is certainly not unique to the Bay Area, the influence of Silicon Valley, Sand Hill Road, (etc.) can lead to a narrow definition of what it means to be successful. Occupying a perceived “menial” job, the protagonist serves to provide an outsider perspective on a white-collar event, and to illustrate how this disparity of status can breed insecurity within a relationship, limiting its ability to function. As a café employee, she finds it particularly difficult to navigate the vague norms and boundaries of modern-day dating from a position of lower occupational status.
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Books on the topic "Creative Writing PhD Thesis"

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Dunleavy, Patrick. Authoring a PhD: How to plan, draft, write, and finish a doctoral thesis or dissertation. Palgrave Macmillan, 2003.

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Authoring a PhD: How to plan, draft, write and finish a doctoral thesis or dissertation. Palgrave Macmillan, 2003.

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Moore, Kathleen Muller. Techniques for college writing: Techniques for college writing: the thesis statement and beyond. Cengage Learning, 2011.

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How to write a thesis. Open University Press, 2002.

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Paul, Gruba, ed. How to write a better thesis. 2nd ed. Melbourne University Press, 2002.

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J, Heppner Mary, ed. Writing and publishing your thesis, dissertation, and research: A guide for students in the helping professions. Thomson/Brooks/Cole, 2004.

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How to Write a Thesis. 2nd ed. Open University Press, 2006.

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Evans, David, and Paul Gruba. How to Write a Better Thesis. Melbourne University Publishing, 2003.

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How to Write a Better Thesis. Springer, 2014.

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Heppner, P. Paul, and Mary J. Heppner. Writing and Publishing Your Thesis, Dissertation, and Research: A Guide for Students in the Helping Professions. Wadsworth Publishing, 2003.

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Book chapters on the topic "Creative Writing PhD Thesis"

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Thomas, Desmond. "Completing your PhD Thesis." In The PhD Writing Handbook. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-49770-3_14.

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Gosling, Patricia, and Bart Noordam. "Writing Your Doctoral Thesis with Style." In Mastering Your PhD. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15847-6_19.

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Thomas, Desmond. "The Stages of PhD Thesis Writing." In The PhD Writing Handbook. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-49770-3_2.

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O’Mahony, Nessa. "Chapter 4. That Was the Answer: Now What Was the Question? The PhD in Creative and Critical Writing: A Case Study." In Creative Writing Studies, edited by Graeme Harper and Jeri Kroll. Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690210-006.

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Webb, Joan. "‘I Only Look Forward to Mondays’. Facilitating Creative Writing Groups: Ageism, Action and Empowerment." In Structuring the Thesis. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0511-5_15.

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Wisker, Gina. "Writing Up: Definitions and Qualities of a Good MA, MPhil, EdD and PhD Thesis." In The Postgraduate Research Handbook. Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-36494-3_27.

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Danaher, Mike, and Margaret Jamieson. "On Manoeuvre: Navigating Practice-Led Methodology in a Creative Writing PhD for the First Time." In Constructing Methodology for Qualitative Research. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59943-8_11.

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"The Studio Model: developing community writing in creative, practice-led PhD design theses." In Writing Groups for Doctoral Education and Beyond. Routledge, 2014. http://dx.doi.org/10.4324/9780203498811-23.

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Aiello, Salvatore. "Training to Be an MD/PhD." In Advances in Medical Education, Research, and Ethics. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1468-9.ch026.

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The most influential assignment of the author's career was the first assignment in his first undergraduate class: take a picture and describe it in a thousand words. From there, the author found a way to spend each semester of college writing about the photo essays by Robert Frank and Brassai, exploring surrealistic works by Jorge Luis Borges and Federico Garcia Lorca, or pursing artistic musings. Given the author's enthusiasm for creative pursuits, his standing as an MD/PhD student may come as a surprise. However, creative courses served as outlets from his medical school prerequisite-heavy course load. The author craved their self-guided and exploratory approach. This craving grew to incorporate an interest in research. What follows is the tortuous route that led the author to join an MD/PhD program.
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"Writing the thesis." In Getting a PhD. Routledge, 2005. http://dx.doi.org/10.4324/9780203023457-17.

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Conference papers on the topic "Creative Writing PhD Thesis"

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Pinto, Susana. "Research development in doctoral education: role of languages and cultures." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12804.

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Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking Countries at the level of PhD studies, namely from Brazil, Angola, Cape Verde and Mozambique. As acknowledged by research, undertaking a PhD overseas entails several challenges and one of the deepest concerns the implications of languages and cultures in several doctoral activities, since they act as significant research reconfiguration agents. Against this background, this paper reports on a study that aimed at understanding the role of languages and cultures in doctoral research development. For this matter, and within a qualitative approach, semi-structured interviews were conducted with doctoral students from Portuguese-Speaking Countries attending a Portuguese university. Results from thematic analysis reveal that students’ linguistic and cultural backgrounds influence several stages of the research process: theme and research objetives definition, theorisation of the research problem and concept mobilisation, construction of data collection instruments and data collection and thesis writing. Implications of findings for institutional policy and practice concerning doctoral education and research are put forward.
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Grandon Gill, T., and Uwe Hoppe. "The Business Professional Doctorate as an Informing Channel: A Survey and Analysis." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3326.

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Although growing in popularity in other countries, the business professional doctorate has yet to gain traction in the U.S. Such programs, intended to offer advanced disciplinary and research training to individuals who later plan to apply that training to employment in industry, are frequently seen to be inferior to their academically-focused Ph.D. program counterparts. Furthermore, if the sole purpose of a doctorate is to develop individuals focused on producing scholarly research articles, that assessment may well be correct. We argue, however, that such a narrowly focused view of the purpose of doctoral programs is self-defeating; by exclusively focusing on scholarly research and writings, we virtually guarantee that our research will never make it into practice. The paper begins by identifying a variety of types of doctoral programs that exist globally and placing these in a conceptual framework. We then present a detailed case study of the information systems (IS) doctoral programs offered in Osnabrueck, Germany—where as many as 90% of candidates choose careers in industry in preference to academia. Finally, we propose— supported using both conceptual arguments drawn from the study of complex informing and observed examples—that the greatest benefit of business professional doctorates may be the creation of enduring informing channels between practice and industry. Presented in this light, the business professional doctorate should be viewed as an essential part of the broader research ecology, rather than as a weak substitute for the disciplinary Ph.D.
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