The Development of Doctoral Degree Curriculum in England: Perspectives from Professional Doctoral Degree Graduates

Autor/inn/en	Dos Santos, Luis Miguel; Lo, Ho Fai
Titel	The Development of Doctoral Degree Curriculum in England: Perspectives from Professional Doctoral Degree Graduates
Quelle	In: International Journal of Education Policy and Leadership, 13 (2018) 6, (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Foreign Countries; Doctoral Programs; Program Development; Graduates; Career Counseling; Student Experience; College Admission; Professional Personnel; Semi Structured Interviews; Time Management; Relevance (Education); Curriculum Development; Course Content; Networks; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Programmplanung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Studienerfahrung; Hochschulzugang; Hochschulzulassung; Zulassung; Personalbestand; Zeitmanagement; Relevance; Relevanz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursprogramm; Qualitative Forschung
Abstract	This article investigates why potential doctoral students decided to enroll in a professional doctorate program instead of a traditional Doctor of Philosophy (PhD), and how it enhanced their professional development and career promotion. Twenty professional doctorate graduates were invited to participate in this study, which was guided by the Social Cognitive Career Theory (SCCT). The article reveals that the program offers the flexibility for professionals to enjoy the rigorous education at the doctoral level. Second, the curriculum allows graduates to apply both theories and practical applications directly into their current workplace. Third, the lecturers enhance the professional doctorate graduates' life experience. This study provides recommendations for university administrators, policymakers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01