Learning like Adults: A Hybrid Interdisciplinary Doctoral Program for Mid-Career Professionals

Cohen, Judith Beth; Gammel, Jo Ann; Rutstein-Riley, Amy

doi:10.1108/s2055-364120160000006032

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…life-long learning) hence, the industry settings need to be “legitimized, understood more fully and on their own terms as environments in which individuals come to participate and learn” (Billett, 2014, p. 690). Furthermore, as industrial PhD students often are mid-life professional students there is a need to proceed from the pedagogical discourse of adult learners (andragogy) when designing an industrial PhD education (Caley et al , 2021; Cohen et al , 2016) to capture the full potential of WIL.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…PhD (Littlefield et al , 2015; Roos et al , 2021). The doctorate degree covers skills and tools that are essential to all sectors of contemporary society (Cohen et al , 2016; McCarthy and Wienk, 2019). There is, thus, an increased interest in collaborative doctoral education as industry employees need to expand their knowledge and skills (Borrell-Damian et al , 2010, 2015; Gill and Mullarkey, 2015; Grimm, 2018; Jones, 2018; Roolaht, 2015) along with the continuous up-skilling demands of the workplace (Blessinger and Stockley, 2016).…”

Section: Introductionmentioning

confidence: 99%

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One foot in academia and one in work-life – the case of Swedish industrial PhD students

Bernhard

Olsson

2023

JWL

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Purpose The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning. Design/methodology/approach The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students. Findings Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas. Research limitations/implications Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society. Originality/value This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

One foot in academia and one in work-life – the case of Swedish industrial PhD students

Bernhard

Olsson

2023

JWL

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“…One of the central tenets of the CCL program is that modeling and mentoring are critical to leadership development. Faculty serve as models, which supports student development of essential leadership skills (Cohen et al, 2016). For example, faculty actively engage in professional and public scholarship focused on equity, social justice, and student success.…”

Section: Models and Mentorsmentioning

confidence: 99%

An Approach to an Online EdD in Community College Leadership Program

Harrington

Hooper

Hughes

et al. 2021

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The purpose of this article is to provide an example of how an EdD in Community College Leadership program is offered in an online format. First, the benefits of online programs, including increased access and flexibility for working professionals and higher levels of diversity among the student body are discussed. Then, several strategies to promote connection among students and to facilitate a supportive, engaging learning environment virtually are shared. For example, the value of using a cohort model, a carefully designed curriculum with assignments that have practical value, and a balance of synchronous and asynchronous learning activities is described. Finally, the important role of and strategies for incorporating models and mentors into an online doctoral program are discussed.

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Learning like Adults: A Hybrid Interdisciplinary Doctoral Program for Mid-Career Professionals

Cited by 2 publications

References 6 publications

One foot in academia and one in work-life – the case of Swedish industrial PhD students

One foot in academia and one in work-life – the case of Swedish industrial PhD students

An Approach to an Online EdD in Community College Leadership Program

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