Relevant bibliographies by topics / Doctorateness

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

Academic literature on the topic 'Doctorateness'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Doctorateness"

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Wellington, Jerry. "Searching for ‘doctorateness’." Studies in Higher Education 38, no. 10 (December 2013): 1490–503. http://dx.doi.org/10.1080/03075079.2011.634901.

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Yazdani, Shahram, and Foroozan Shokooh. "Defining Doctorateness: A Concept Analysis." International Journal of Doctoral Studies 13 (2018): 031–148. http://dx.doi.org/10.28945/3939.

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Aim/Purpose: This study analyses the concept of doctorateness and its defining characteristics and gives a definition for it by examining the various ways it is used in doctoral education literature. Background: The term ‘doctorateness’ is an immature unclarified concept referred to as a common quality for all doctoral awards. With the emergence of different types of doctoral studies worldwide, a clear definition for this concept is a requirement. Defining doctorateness can result in major implications for research and the practice of doctoral education, as determining attributes of doctorateness will pose serious expectations regarding standard setting for the process and outcome of doctoral programs and requirements of doctoral students. Methodology: In this study, Walker and Avant’s eight step method of concept analysis is used. The method is a systematic approach frequently used to analyze relatively new concepts. Contribution: The current study moves beyond the earlier studies by isolating defining attributes of the concept and giving a clear conceptual definition for doctorateness. Findings: Five defining attribute of doctorateness refined from literature include independent scholar, developmental and transformative apprenticeship process, original conceptual contribution/scholarship, highest academic degree, and stewardship of the discipline. Based on the defining attributes a definition is formulated for the concept of doctorateness. In addition to giving a definition a conceptual model consisting of five conceptual areas of purpose, process, product, prerequisite, and impact according to the usage of concept in the literature is also presented. Recommendations for Practitioners: By using the conceptual model and defining attributes presented in this study practitioners and professionals in doctoral education can study the effective design for doctoral programs and utilize the definition as a basis for evidencing doctoral awards. Future Research: Defining attributes can also contribute to psychometric researches related to tool development and constructing tools with explicit criteria for doctorate judgment.
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Trafford, Vernon, and Shosh Leshem. "Doctorateness as a threshold concept." Innovations in Education and Teaching International 46, no. 3 (August 2009): 305–16. http://dx.doi.org/10.1080/14703290903069027.

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Coghlan, David, Paul Coughlan, and Abraham B. Shani. "Exploring Doctorateness in Insider Action Research." International Journal of Action Research 15, no. 1/2019 (April 4, 2019): 47–61. http://dx.doi.org/10.3224/ijar.v15i1.04.

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While debates about the nature of ‘doctorateness’ are prevalent in higher education, what this might mean in the context of insider action research, where action research is undertaken by members of an organisation or community, has not received any attention. This article explores how an insider action research engagement in a thesis and core project generates a synergy between the actions, a deep discipline knowledge, competence in research through first, second and third person processes, and competence in presentation can serve as a foundation for doctorateness. The dissemination contributes to a community of practice and inquiry.
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Poole, Brian. "Doctorateness and the DBA: what next?" Higher Education, Skills and Work-Based Learning 8, no. 2 (May 14, 2018): 211–23. http://dx.doi.org/10.1108/heswbl-08-2017-0051.

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Purpose The purpose of this paper is to examine the extent to which Doctor of Business Administration (DBA) programmes currently offered by UK universities are appropriate to the needs of all stakeholders, including those of the experienced business and management professionals who enrol on them. Design/methodology/approach The paper proceeds to its conclusions by scrutinising DBA programme descriptors on UK university websites, by critically reviewing the content of recent academic papers on doctorates in the fields of business and management, and by considering current provision in the light of ongoing debates about the nature of “doctorateness” taking place in the field of doctoral education as a whole. Findings On the basis of a detailed review of relevant scholarly literature and of UK university website material, the paper concludes by suggesting, among other things, three possible futures for the DBA: one in which essentially the status quo prevails; a second in which all doctorates carry the award title PhD (though with two variants); and a third in which, in response to views expressed elsewhere in Europe, the current “professional doctorate” in business administration is no longer referred to as a “doctorate” but takes on a new title. Originality/value This paper is an original contribution to the debate about the value and purpose of professional doctorates (and, in particular of the DBA) to the professional development of experienced managers and to their skills in research and workplace problem solving and decision making.
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Burner, Tony, Eva Bjerkholt, Andre V. Gaathaug, Synne Kleiven, and Tone Marte Ljoså. "Doctorateness across Higher Education Institutions in Norway." Uniped 43, no. 01 (March 27, 2020): 3–18. http://dx.doi.org/10.18261/issn.1893-8981-2020-01-02.

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Poole, Brian. "The rather elusive concept of ‘doctorateness’: a reaction to Wellington." Studies in Higher Education 40, no. 9 (February 5, 2014): 1507–22. http://dx.doi.org/10.1080/03075079.2013.873026.

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Rabe, Marlize, Caroline Agboola, Sahmicit Kumswa, Helen Linonge-Fontebo, and Lipalese Mathe. "Like a bridge over troubled landscapes: African pathways to doctorateness." Teaching in Higher Education 26, no. 3 (March 13, 2021): 306–20. http://dx.doi.org/10.1080/13562517.2021.1896490.

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9

Salama, Ashraf M. "BOOK REVIEW: NEW PERSPECTIVES ON RESEARCH ASSESSMENT IN ARCHITECTURE, MUSIC, AND THE ARTS - DISCUSSING DOCTORATENESS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 1 (March 29, 2018): 393. http://dx.doi.org/10.26687/archnet-ijar.v12i1.1573.

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‘Perspectives on Research Assessment in Architecture, Music, and the Arts – Discussing Doctorateness,’ edited by Fredrik Nilsson, Halina Dunin-Woyseth, and Nel Janssens, is a new important undertaking that re-establishes the essence, values, and needs of research in architecture, music, and the arts. Divided in three sections that accommodate twelve contributions, the book encompasses arguments, frameworks, experiments and experiences written by a group of eminent scholars, academics, as well as doctoral researchers, from various fields that include architecture, urban design, global culture, music, art and design, and management and social sciences. The book is trans-disciplinary in nature and breaks the boundaries between the overarching disciplines of these fields. What this book offers is an invaluable resource for educators, academics, practitioners in the relevant disciplines, and higher education institutions needing to reconsider their assessment methods of doctoral research to meet emerging demands within the creative and cultural industries. A series of conceptual and practical inspirations that stem from a wide spectrum of concepts, arguments, case studies demonstrate experimental and innovative assessment approaches of ‘Doctorateness.’ This is not all, while the book paves the road to openly discuss innovative assessment approaches of doctoral research, it also provides the basis for thinking about tenure and promotion criteria for academics in architecture, music, and the arts.
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Atalay Franck, Oya. "Criteria for ‘Doctorateness’ in the Creative Fields: A Focus on Swiss Architecture." ARENA Journal of Architectural Research 1, no. 1 (April 22, 2016): 3. http://dx.doi.org/10.5334/ajar.11.

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Dissertations / Theses on the topic "Doctorateness"

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Poole, Brian David. "Perspectives on the EdD from academics at English universities." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571874.

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Since first appearing in British universities during the early 1990s, the Doctor of Education (EdD) degree has spread rapidly through the UK higher education sector. However, despite the existence of a single set of Quality Assurance Agency (QAA) descriptors for doctoral level achievement, some in academia have always been willing to describe the EdD, either openly or in private, as inferior to the PhD. This thesis endeavours (through a wide-ranging questionnaire completed anonymously by 27 academics from a total of 16 English universities, and follow-up interviews with seven individuals selected from the original sample) to discover how a sample of those who teach on such programmes (EdD academics) view the EdD, in general terms. For instance, it seeks to ascertain how widespread among EdD academics is the notion that the EdD does not reach the ‘gold standard’ represented by the PhD in Education. As data collection proceeds from the questionnaire to the interviews, the focus narrows to three key topics: specific characteristics of the EdD as compared with the PhD in Education (in terms, for example, of learning experience, programme aims, and modes of assessment); strengths, weaknesses and purposes of the EdD viva voce examination; and the concept of 'originality' as operationalised by EdD academics/examiners in deciding whether or not an EdD candidate/thesis displays 'doctorateness'. A range of informed and sometimes forthright views from EdD academics on these matters is recorded. On the basis of data analysis and interpretation, the thesis concludes with proposals for further, more extensive research, and a call for one of two courses of action: either the abolition of the EdD, or the appointment of a committee to review EdD practices nationally, and to recommend ways of strengthening EdD rigour and reputation.
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Thani, Xolile Carol. "Methodological preparedness of doctoral candidates in public administration : an interpretive phenomenological approach." Thesis, 2018. http://hdl.handle.net/10500/25400.

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Being a lecturer and serving in the Higher Degrees Committee of the Department of Public Administration and Management at Unisa for several years, gave me exposure to master’s and doctoral candidates’ scholarly work. I realised that the doctoral candidates, in particular, were facing methodological challenges. This realisation triggered my curiosity in the methodological preparedness of doctoral candidates. My scholarly curiosity prompted me to undertake a preliminary literature review which has identified a number of scholarly contributions on the quality of research in Public Administration. These studies have not established or attempted to establish conceptual frameworks for understanding this phenomenon. I deduced that the lack of scholarly contributions on the methodological preparedness of doctoral candidates indicates a knowledge gap that compromises scholarly understanding of methodological preparedness, both as a concept and a phenomenon. The main purpose of this research was to generate theory, by means of the development of a conceptual framework, in response to the identified knowledge gap in the literature. Consequently, a qualitative theory generating research design was chosen and actualised in three interrelated research phases. Phase 1 provides a theoretical perspective by turning to the scholarly literature and institutional documents to obtain a deepened understanding of the concept methodological preparedness relevant to Public Administration doctoral candidates. This phase serves, firstly, to provide an overview of the characteristics of the doctorate in Public Administration as an immediate context for methodological preparedness, and secondly, to do a concept analysis to identify and describe the meaning of the concept methodological preparedness with reference to a doctoral candidate. Phase 2 aimed to make sense of the methodological preparedness of Public Administration doctoral candidates at Unisa by exploring, through an Interpretive Phenomenological Analysis (IPA), how doctoral candidates and supervisors make sense of this phenomenon. This study makes a methodological contribution by employing the IPA for the first time in the South African Public Administration fraternity. Phase 3 generates a conceptual framework for understanding the methodological preparedness of Public Administration doctoral candidates at Unisa. The framework contributes to the understanding of the under- vi researched concept and phenomenon methodological preparedness of doctoral candidates in Public Administration. This study has shown that a candidate’s methodological preparedness (the state of being competent to independently make a methodological decision relevant to his or her doctoral research project), is not a once-off gate-keeping phenomenon, but an ongoing and fluent state of being.
Public Administration
D. Litt. et Phil. (Public Administration)
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Books on the topic "Doctorateness"

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Perspectives on Research Assessment in the Arts, Music and Architecture: Discussing Doctorateness. Taylor & Francis Group, 2017.

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Book chapters on the topic "Doctorateness"

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Biggs, Michael. "Doctorateness." In Perspectives on Research Assessment in Architecture, Music and the Arts, 3–14. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315526652-1.

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Wellington, Jerry. "Enacting ‘doctorateness’." In Examining Doctoral Work, 30–38. New York, NY : Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2020. http://dx.doi.org/10.4324/9781003001607-3.

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Denicolo, Pamela M., and Chris Park. "Doctorateness – An Elusive Concept?" In Critical Issues in Higher Education, 191–97. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-046-0_15.

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Burland, Karen, Michael Spencer, and Luke Windsor. "Exploring, enhancing and evaluating musical ‘doctorateness’." In Perspectives on Research Assessment in Architecture, Music and the Arts, 114–28. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315526652-8.

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Franck, Oya Atalay. "Criteria for ‘doctorateness’ in the creative fields." In Perspectives on Research Assessment in Architecture, Music and the Arts, 51–68. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315526652-4.

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Nygaard, Lynn P., and Kristin Solli. "Demonstrating doctorateness through the narrative." In Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities, 72–98. Routledge, 2020. http://dx.doi.org/10.4324/9780429261671-4.

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7

"Conceptual Frameworks as a Threshold Concept in Doctorateness." In Threshold Concepts within the Disciplines, 273–88. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789460911477_021.

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Journal articles
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