Professional Doctorates: A Pathway to Legitimacy for Non-Academic HE Professionals?

Autor/inn/en	Moran, Eamonn; Misra, Debananda
Titel	Professional Doctorates: A Pathway to Legitimacy for Non-Academic HE Professionals?
Quelle	In: London Review of Education, 16 (2018) 1, S.75-89 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Doctoral Degrees; Professional Identity; Foreign Countries; Graduate Students; Student Attitudes; Higher Education; Semi Structured Interviews; College Faculty; Teacher Attitudes; Educational Change; Educational Policy; Models; Classification; Work Environment; Career Development; Comparative Analysis; Occupational Aspiration; Career Choice; India; United Kingdom; Ireland + Suchen Sie Ihr Suchwort? Doctoral degree; Doktorgrad; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Bildungsreform; Politics of education; Bildungspolitik; Analogiemodell; Classification system; Klassifikation; Klassifikationssystem; Arbeitsmilieu; Berufsentwicklung; Berufsneigung; Berufsziel; Indien; Großbritannien; Irland
Abstract	This article discusses the current challenges faced by the two authors--both participants on a professional doctorate (PD) programme in education at a leading UK university--in gaining legitimacy as higher education (HE) professionals. By: (1) reflecting upon their own professional experiences in HE and as PD students; (2) utilizing semi-structured interviews with academic and non-academic professionals from their home institutions (in Ireland and India); and (3) drawing on Celia Whitchurch's typologies of 'third-space' HE professionalism, they found that in Ireland the current reform of the HE policy and praxis environment offers some real and positive opportunities for PD participants through the emergence of more progressive models of HE professionalism. In contrast, the relative lack of reform and a highly regulated Indian HE environment, presents ongoing difficulties in terms of applying one's PD learning in the work environment. This suggests that in India, PD graduates might, in fact, be afforded greater career progression opportunities by transitioning to a more traditional academic role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01