Conceptualizing the practitioner doctorate

Lester, Stan

doi:10.1080/0307507042000287249

Cited by 98 publications

(71 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Professional doctorates focus attention on the workplace and advanced professional practice have been, for example, a natural institutional responses to a knowledge economy now focused on "useful" knowledge in higher education (Neumann, 2002;Usher, 2002;Tennant, 2004). Practice-based degrees in Art & Design emphasize the material creative tradition of design with such doctorates representing a challenge to conventional PhD traditions, including in their insistence of the place of material outputs (Candlin, 2000;Winter et al, 2000;Hoddell et al, 2002;Dallow, 2003;Lester, 2004;Pedgley & Wormald, 2007).…”

Section: An Expanded Pragmatist Inquiry Paradigm For Academic Designmentioning

confidence: 99%

An Enlarged Pragmatist Inquiry Paradigm for Methodological Pluralism in Academic Design Research

Melles

2008

Artifact

View full text Add to dashboard Cite

As part of a process of academic legitimization, design has made claims to be epistemologically and methodologically distinct from the Arts and Sciences. Among the multiple propositions that have been made about this distinctiveness little has been said about the fundamentally pragmatic nature of design research and practice. Pragmatism in both instrumental and critical forms is a robust epistemological and methodological terrain for design research, which architecture and built environment disciplines have explored as a basis for their methodological pluralism. In the newer design disciplines of industrial, interior, and communication design, theory fashions and the market (e.g. human-centred design, interaction design, retail design) predominate, and the rich heritage and relevance of pragmatism is poorly understood. An expanded pragmatist inquiry paradigm, incorporating visual and material argumentation and the opportunity for engagement with critical pragmatism, offers a way beyond the current "conceits" of design. Such a theoretically and philosophically informed epistemology has particular relevance to the current debates about scholarship in design as it proposes a provisional metanarrative -pragmatism -as the broad epistemological and methodological base for methodological pluralism in design research and practice.

show abstract

Section: An Expanded Pragmatist Inquiry Paradigm For Academic Designmentioning

confidence: 99%

An Enlarged Pragmatist Inquiry Paradigm for Methodological Pluralism in Academic Design Research

Melles

2008

Artifact

View full text Add to dashboard Cite

show abstract

“…Имеются работы, в которых ОСР осмысляется с точки зрения адек-ватности, эффективности [68] и перспектив «жизнеспособности» [69][70]. Авторы полагают, что низкой степенью адекватности обладают цели дос-тижения пороговых стандартов, необходимых для выполнения конкрет-ной работы.…”

Section: теоретические основы обучения совмещенного с работойunclassified

A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Talbot¹,

Costley²,

Дремина³

et al. 2017

Obraz. nauka

View full text Add to dashboard Cite

Аннотация. Цель публикации -показать наиболее важные элементы и представить организационные и теоретические основы обучения, совме-щенного с работой (ОСР -англ. WBL).Методы. В работе использовались методы системного и сравнительного анализа, моделирования, синтеза и обобщения.Результаты. В обзорном порядке кратко изложены особенности социаль-ных характеристик студентов, предпочитающих обучение по программам ОСР; актуальные требования работодателей к качеству подготовки кадров; новая по-литика вузов в организации обучения и их вклад в создание инновационных об-разовательных пространств на рабочем месте; имеющиеся проблемы в установ-лении долгосрочных партнерских отношений вузов и предприятий и способы преодоления данных проблем; организационные и теоретические основы ОСР. Выдвинут ряд критических замечаний относительно программ ОСР. Подчеркну-та значимость трансдисциплинарной рамки для обучающихся, которая позволяет им самостоятельно управлять процессом обучения. При проведении обзора авто-ры ссылаются преимущественно на опыт университетов Великобритании, а так- Образование и наука. Том 19, № 6. 2017/The Education and Science Journal. Vol. 19, № 6. 2017 92 же на практику высших учебных заведений других англоязычных стран (Австра-лии и США), успешно развивающих рассматриваемый концепт.Научная новизна. Впервые в российской научной педагогической лите-ратуре предлагается аналитический обзор организационных и теоретических аспектов и проблем обучения, совмещенного с работой, -формы приобрете-ния высшего образования, получившей широкое распространение в англо-язычных странах за последние 25 лет.Практическая значимость. Информация, представленная в работе, мо-жет быть полезна руководителям и преподавателям системы высшего образо-вания, методистам высшего и среднего профессионального образования, а также службам по обучению и повышению квалификации персонала высо-котехнологичных производств.Ключевые слова: обучение, совмещенное с работой (ОСР), трансдисцип-линарное обучение, инновационное обучение, образовательная программа, обра-зовательный контракт, партнерство, валидация неформального и спонтанного обучения, тьютор, универсальные жизненные навыки, ECTS, ECVET.Благодарности. Это исследование частично было поддержано: Abstract. The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. A REVIEW OF THE BASIC ELEMENTS, ORGANIZATIONAL AND THEORETICAL FOUNDATIONS OF WORK-BASED LEARNING (WBL) IN THE HIGHER EDUCATIONMethodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used.Results. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at work...

show abstract

“…This indicates that the QAA guidance is influencing PhDs and concurring with PDs. Lester (2004) has drawn attention to the importance of combining research activity with development activity and in relation to doctorate learning he points out that while the prevailing academic conception of doctorateness is rooted primarily in research, the chief concern of professional people undertaking work-based practitioner doctorates is more usually with creating development and change than with research as an end in itself. Lester (2011) continued this reasoning and created a typology of workplace knowledge production from doctoral candidates' research projects.…”

Section: An Expanding Literature Regulation and Guidancementioning

confidence: 99%

“…These are not aligned with any specific profession. The Doctor of Professional Studies is an example of what has been termed a practitioner doctorate (Lester, 2004), 'third-generation' (Stephenson et al, 2006), or work-based doctorate (Boud & Tennant, 2006, Costley & Lester, 2011.…”

Section: An Expanding Literature Regulation and Guidancementioning

confidence: 99%

Evaluation of the current status and knowledge contributions of professional doctorates

Costley

2013

Quality in Higher Education

View full text Add to dashboard Cite

The paper examines the status and knowledge contributions of Professional Doctorates undertaken by practicing professionals who in most cases are not intending to join the academic community. The purpose of these doctorates is usually to research and develop an original contribution to practice through practitioner-research. Giving greater primacy to practice knowledge has caused new developments in doctoral education.The discussion is based upon a research project and an extensive literature review. Internationally, quality assurance agencies have generally embraced more work-related and practice oriented criteria in doctoral learning. Doctoral learning that seeks to enhance practice and develop benefit to communities and organisations in professional contexts leads to different pedagogic protocols for higher education, for example a differently ordered approach to ethical issues of research, assessment and peer review. More curriculum development and understanding of the wider knowledge contributions of doctorates is needed across higher education and professional communities.

show abstract

Conceptualizing the practitioner doctorate

Cited by 98 publications

References 9 publications

An Enlarged Pragmatist Inquiry Paradigm for Methodological Pluralism in Academic Design Research

An Enlarged Pragmatist Inquiry Paradigm for Methodological Pluralism in Academic Design Research

A Review of the Basic Elements, Organizational and Theoretical Foundations of Work-Based Learning (Wbl) in the Higher Education

Evaluation of the current status and knowledge contributions of professional doctorates

Contact Info

Product

Resources

About