The 'Academic' Qualities of Practice: What are the criteria for a practice-based PhD?

Winter, Richard; Griffiths, Morwenna; Green, Kath

doi:10.1080/030750700115993

Cited by 95 publications

(46 citation statements)

References 2 publications

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“…An interesting contrast to the U.S. literature is provided by several studies from the United Kingdom and Australia, where dissertations and research tieses are normally adjudicated by outside examinen who submjt written reports (Delamont, Atkinson, & Parry, 2000;Johnston, 1997;Nightingale, 1984;Pitkethly & Prosser, 1995;Winter, Griffiths, & Green, 2000). Noting the vagueness and ambiguity of commonly espoused goals for dissertations, these studies analyzed the examiners'reports to better undentand the criteria and standards of evaluation.…”

Section: The Titeraqrementioning

confidence: 99%

Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

Boote

Beile²

2005

Educational Researcher

639

389

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A thorough, sophisticated literature review is the foundation and inspintion for substantial, useful research. The complex naure of education research demands such thorough, sophistjcated reviews.Although doctoral education is a key means for improving education rsearch, the literature has given shon shrift to the dissertation literature review. This anicle sugtests criteria to evaluate the quality of dissenation literature reviews and reports a study that e:

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Section: The Titeraqrementioning

confidence: 99%

Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

Boote

Beile²

2005

Educational Researcher

639

389

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“…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

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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.

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“…Still, the student has the ultimate responsibility for putting the thesis to the official review. Realizing the possible deficits in the thesis, the student likely finds it easier to wait for the pre-examiners' statements and to revise the thesis according to them (see Winter, Griffiths, & Green, 2000).…”

Section: A Caring Supervisor Monitors the Fulfillment Of The Quality mentioning

confidence: 99%

A Good Supervisor–Ten Facts of Caring Supervision

Määttä¹

2015

IES

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This article describes the elements of caring supervision of doctoral theses. The purpose was to describe the best practices as well as challenges of supervision especially from the supervisor's perspective. The analysis is based on the author's extensive experience as a supervisor and related data obtained for research and developmental purposes. Caring supervision is summarized into ten facts that illustrate the multidimensional nature of a supervision relationship. The findings can help supervisors develop in their important work of supervising doctoral theses.

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The 'Academic' Qualities of Practice: What are the criteria for a practice-based PhD?

Cited by 95 publications

References 2 publications

Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation

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

A Good Supervisor–Ten Facts of Caring Supervision

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