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Journal articles on the topic 'Doctorateness'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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10

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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11

Hall, Elaine. "Grasping the nettle of ‘doctorateness’ for practitioner academics: a framework for thinking critically about curriculum design." Studies in Continuing Education 41, no. 2 (September 26, 2018): 157–72. http://dx.doi.org/10.1080/0158037x.2018.1526781.

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12

Tore Johansen, Bjørn, Rose Mari Olsen, Nina cecile T Øverby, Rudy Garred, and Elisabeth Enoksen. "Team Supervision of Doctoral Students: A Qualitative Inquiry." International Journal of Doctoral Studies 14 (2019): 069–84. http://dx.doi.org/10.28945/4177.

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Aim/Purpose: The aim of this study is to contribute to current knowledge of team supervision. Specifically, we examine the relationship between main supervisor and co-supervisor regarding credibility in the division of roles and responsibilities within supervision teams. Background: The overall intention of this article is to provide more information about the dynamics in the relationship between supervisors and to identify and describe the mechanisms that support the doctoral students in their endeavor for doctorateness. Methodology: A qualitative descriptive approach combined with a thematic analysis is used to analyze in-depth interviews with ten supervisors working in five different doctoral supervision teams. Contribution: The body of literature in the field of doctoral supervision at Norwegian universities is scarce. Moreover, the supervisor perspective has received less attention than the doctoral student perspective. We contribute to reduce this knowledge gap by bringing forward the voices of five supervisor teams at three different universities. Findings: The informants of this study reported that the responsibilities within their respective supervisor teams were clarified and well understood. There was a unanimous agreement that the main responsibility of the supervisor process lays with the main supervisor. Furthermore, it was claimed that this main responsibility includes both monitoring progress, ensuring feasibility, and acting if something is not going according to plan. Our results clearly support the fact that there is power imbalance within the teams, but this does not seem to lead to any conflicts in our sample. Although the power dynamics took on a hierarchical form as opposed to a horizontal form, none of the informants mentioned conflicts related to division of responsibility. Recommendations for Practitioners: This paper invites others to consider their learning journey as well as their experience and reflection of the relationship between main supervisor and co-supervisor within supervision teams. Recommendation for Researchers: The study provides a framework for exploring power dynamics in the relationship between main supervisor and co-supervisor regarding the division of roles and responsibilities within a supervisory team from different institutions and academic fields. Impact on Society: Providing better team supervision for doctoral students is crucial for creating doctorateness. Clarity about division of responsibility and power is of crucial importance for the well-functioning of supervisor teams. Future Research: We recommend future research to examine whether the findings presented here could be replicated in other supervisory contexts. New studies should aim to use additional data collection approaches such as focus groups, including doctoral students, as well as obtaining data via survey approaches. Future research could benefit from a multi-pronged data collection approach, which was not feasible within the current project.

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13

Nilsson, Fredrik, and Halina Dunin-Woyseth. "Doctorateness in Design Disciplines. Negotiating Connoisseurship and Criticism in Practice-related Fields." FormAkademisk - forskningstidsskrift for design og designdidaktikk 5, no. 2 (January 20, 2013). http://dx.doi.org/10.7577/formakademisk.499.

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Discussions on the concept of ‘doctorateness’ have been growing during last years in traditional academic disciplines as well as in creative fields. This paper is a brief report from the first stage of a research project which studies how the concept of ‘doctorateness’ could be considered in the field of architecture, design and arts. The project builds upon a series of doctoral courses for architects and designers, and includes the study and evaluation of already accepted doctoral theses. In analyses of assessment assignments, the ‘connoisseurship model’ of Elliot W. Eisner was found to be useful. Eisner’s model of Connoisseurship & Criticism has served as the main tool for the analyses of empirical data, and as a framework for developing the concept of ‘doctorateness’ further. From the first phase of studies in the research project, the importance of particular kinds of awareness can be stressed as crucial for ‘doctorateness’, and here the model of connoisseurship and criticism has been operative. A more elaborate definition of ‘doctorateness’ is presumed to be of use as a pedagogical tool in research education in design fields as well as in dialogues between professionals of design practice and research.

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14

Dunin-Woyseth, Halina, and Liv Merete Nielsen. "Noen tanker om ”doctorateness”." FormAkademisk - forskningstidsskrift for design og designdidaktikk 2, no. 2 (December 31, 2009). http://dx.doi.org/10.7577/formakademisk.80.

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Dette nummeret av FORMakademisk er i hovedsak viet ett aspekt ved profesjonaliseringen av dr.gradsstudier innen design og designdidaktikk i Norge, med vekt på dr.gradsutdanningen ved Arkitektur- og designhøgskolen i Oslo (AHO). Det er et aspekt som, sammen med andre, konstituerer det som i nyere forskningsdidaktisk litteratur kalles ”doctorateness”.

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15

Ferreira, J. T. "Reflecting on the Viability of Twitter as Tool in the Postgraduate Supervision Process." Frontiers in Education 6 (September 6, 2021). http://dx.doi.org/10.3389/feduc.2021.705451.

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Much has been written on the implementation of Twitter in the higher education environment, but few essays exist on the role that this social media space could potentially fulfill in the postgraduate supervision process. This role is reflected on in this paper. Key literature is reviewed that discusses the essential components of doctorateness: enculturation, communities of practice, and research identity for both student and supervisor that this role could serve. The position of this role in Africa is briefly highlighted. We postulate that Twitter may indeed serve as a valuable and meaningful platform that serves the intersection between the four components of doctorateness.

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16

Bitzer, Eli. "Language of the doctorate: Doctorateness as a threshold concept in doctoral literacy." Per Linguam 30, no. 3 (February 2, 2015). http://dx.doi.org/10.5785/30-3-585.

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17

Stock, Cheryl. "Acquiring ‘doctorateness’ in the Creative Industries: an Australian perspective on professional research doctorates." TEXT, October 31, 2013. http://dx.doi.org/10.52086/001c.28304.

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