PhD by Publication – Panacea or Paralysis?

Frick, Liezel

doi:10.1080/18146627.2017.1340802

Cited by 29 publications

(17 citation statements)

References 13 publications

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“…The university in question changed to a new doctoral curriculum program to improve the institutional capital (Bourdieu, 1986) so that it could better respond to students' cultural capital and dispositions needed to function in related fields of practice. This is in line with international trends which have seen a remarkable transformation to align doctoral degrees with national priorities and global employment demands (Frick, 2019;Guerin, 2016). The findings demonstrate that human institutions are driven by habitus and the pursuit of different forms of capital that are relevant to their socioeconomic needs (Coccio, 2018;Loomis & Rodriguez, 2009).…”

Section: Discussionsupporting

confidence: 72%

“…The USA, for example, considers the doctoral degree as an opportunity for training researchers to grow the national research capacity, knowledgeable workforce to advance the economy, and highquality staff for higher education institutions. Similar outcomes drive the pursuant and funding of doctoral degrees even in non-western countries (Frick, 2019;Lee, 2010;Niven & Grant, 2012). Holders of the Doctorate worldwide contribute significantly to national and international development through the creation of new knowledge in education, engineering, medical interventions, space explorations, economic theories, and social protection programs and policies (Clarke, 2014, Standing, 2010Walker et al, 2009).…”

Section: Use Of Pierre Bourdieu's Concepts In Researchmentioning

confidence: 97%

“…Currently, different modes of doctoral programs are evolving to address the complex needs of society as well as respond to new workforce requirements and national priorities and goals (Bawa et al, 2014;Boulos, 2016;Confait, 2018). For example, some doctoral students opt for 'thesis by publication' requiring a series of peer-reviewed papers based on their research, either published or accepted for publication, to be examined as part of the fulfillment of the requirements for the award of the Ph.D. degree (Frick, 2019;Guerin, 2016;Jackson, 2013;Lee, 2010;Niven, & Grant, 2012). African universities are responding to these global changes, although gradually, and are aligning their doctoral programs with the socio-economic needs and context of society (Cross & Backhouse, 2014;Dybas, 2013;Hodges et al, 2011;Hopwood et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

Salifu

Agbenyega

2021

IJDS

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Aim/Purpose: To utilize Pierre Bourdieu’s (1984, 1986) concepts of capitals, habitus, and field to explore and critically analyze doctoral students’ learning experiences with a new doctoral curriculum introduced by a Ghanaian university. Background: Global competition and labor market reforms have ignited the need for higher education institutions to reimagine their doctoral programs, develop and align them with labor market demands and national priorities. Methodology: The research was conducted as a qualitative inquiry based on which the purposive sampling technique was used with 18 doctoral students from a Ghanaian university. Participants took part in individual interviews and data were analyzed using thematic coding procedures developed based on Bourdieu’s (1984; 1986) theorization of capital, habitus, and field Contribution: The study may benefit universities in monitoring the quality of doctoral students’ learning experiences. Findings: The research found that, although the participants were broadly satisfied with some aspects of their programs, the additional cost associated with its duration, the lack of quality and timely feedback from supervisors, and difficulty accessing conference funding were key challenges to achieving the ultimate goals of the new doctoral curriculum. Recommendations for Practitioners: The paper draws attention to human dispositions, values, and beliefs (habitus) which operate with different forms of capital in fields of doctoral training. Recommendation for Researchers: Researchers may focus on tools that help to transform supervisor habitus and the kinds of support that work for individual students. Impact on Society: The strongest message gleaned from this study is that to improve doctoral students’ learning experiences, it is necessary first to develop a student-supervisor relationship built on mutual respect, clear timelines for achieving supervision targets, and commitment to achieving the targets. The research further challenges the higher education system in Ghana and in deed, the world at large, to look beyond the objectified capital (certificates) and to develop relevant skills that students require to be professionally ready for the labor market. Future Research: One of the study’s limitations is that the sample was selected from one university in Ghana. Future research may compare doctoral curriculums and students’ learning experiences across several Ghanaian universities. Again, this research used the perspectives of only students. A future study may draw on multiple perspectives to provide depth and breadth of knowledge on the doctoral program.

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Section: Discussionsupporting

confidence: 72%

Section: Use Of Pierre Bourdieu's Concepts In Researchmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

Salifu

Agbenyega

2021

IJDS

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“…Another explanation for the increasing number of published studies might be the growing use of the 'PhD by publication' model whereby journal articles comprise part of the doctorate itself. 14 Recent work in this area conducted at one institution (2008)(2009)(2010)(2011)(2012)(2013)(2014) suggested that this model has been adopted for approximately 26% of all theses. 15 Although Table 4 shows that an increasing number of doctoral graduates publish from their thesis (the 'during' category), we were also interested to establish whether this finding meant that the average number of articles per thesis had increased over this time period.…”

Section: Resultsmentioning

confidence: 99%

A systematic analysis of doctoral publication trends in South Africa

et al. 2020

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It is incumbent upon doctoral students that their work makes a substantive contribution to the field within which it is conducted. Dissemination of this work beyond the dissertation, whether whilst studying or after graduation, is necessary to ensure that the contribution does not remain largely dormant. While dissemination can take many forms, peer-reviewed journal articles are the key medium by which knowledge is shared. We aimed to establish the proportion of doctoral theses that results in journal publications by linking South African doctoral thesis metadata to journal articles authored by doctoral candidates. To effect this matching, a customised data set was created that comprised two large databases: the South African Theses Database (SATD), which documented all doctoral degrees awarded in South Africa (2005–2014), and the South African Knowledgebase (SAK), which listed all publications submitted for subsidy to the South African Department of Higher Education and Training (2005–2017). The process followed several iterations of matching and verification, including manual inspection of the data, in order to isolate only those records for which the link was established beyond doubt. Over the period under review, 47.6% of graduates, representing 22 of the 26 higher education institutions, published at least one journal article. Results further indicate increasingly higher publication rates over time. To explore whether the journal article identified was a direct product of the study, a similarity index was developed. Over 75% of records demonstrated high similarity. While the trend towards increasing publications by graduates is promising, work in this area should be ongoing.

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“…The traditional thesis is a highly pedagogical text, one that seeks to benefit the writer while requiring additional effort to arrive at publishable material for professional benefit (Paré, 2017). On the other hand, a true portfolio thesis can move the needle entirely in the direction of professional benefit without necessarily giving the writer the pedagogical benefits of thesis writing (Frick, 2019). Arguably, the PBT affords a doctoral writer the professional benefit of publishing while still requiring the development of crucial academic skills: the ability to articulate a sustained research agenda and the formation of an identity as an academic writer to communicate that research.…”

Section: Value Of a Genre-based Approachmentioning

confidence: 99%

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

Goldsmith

2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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PhD by Publication – Panacea or Paralysis?

Cited by 29 publications

References 13 publications

Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

Doctoral Students’ Learning Experiences in Ghana: Exploring a New Curriculum Using Bourdieu’s Concepts

A systematic analysis of doctoral publication trends in South Africa

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

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