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Centre for the Advancement of Teaching and Learning
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The place of professional doctorates in Australian Universities
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Page ID: 103994
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| Short Page Name | The place of professional doctorates in Australian Universities |
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The first professional doctorate (PD) program in an Australian university was inaugurated in 1990 1. The introduction of this program coincided with the abolition of the ‘two-tier’ higher education system - whereby colleges of advanced education and universities had distinct roles and profiles, as well as different academic structures - and the introduction of the Unified National System. Over the ensuing fifteen years, PDs have continued to proliferate and diversify. PDs have now secured a legitimate position in postgraduate degree offerings at most Australian universities. In fact thirty universities today offer robust PD programs, all taking their place alongside the more ‘traditional’ research-based PhD. Nevertheless, there are suggestions that the success of professional doctorates may be short-lived, primarily because traditional PhD programs are now accommodating the need for applied research training and professional development.
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ideological critique ranks leaders academics appropriateness employment argued generally professionalism seeks purpose inject enhance scholarship discipline groups through reinforced short-lived research-based diversify provide orientation seminars meetings two-tier title project broadening reorientating address commerce sector concerns historical shift doctor creative arts council deans graduate studies likely quality assigned attribute trends flexibility outside allow collaboration directors alternate concern work-focused portfolio agenda learning towards emerged authors 1983 assessment become austalia evolve controversial wollongong issue attendance submission cutting realistic collaborative edge questions normally answers environments comparison narrow isolated orientated focus specialised academically overly undertaken methods substantial period less component formally another directed includes assessed transferable toward acquisition generic knowledge geared disciplinary often intellectually specified examinable thesis expert include 1980s consideration submit independently admission requirements array work call dissertation field late prior bachelor being past experience criteria candidates expected achievements minimum influence exert academia deal great interesting note prestige rts shared agendas degrees developed interests disciplines specific organisations conferences response analysis 2005 called unpublished related doc areas particular interacting business health 2.4 relationships show psychology times proportional thought 2000 testaments furthermore total largest tangible continue types however see both awarded relatively within australia amp evans doctoral growth relevant phds number international skills offered future 2002 three workplace coursework greater between fields paper question needs state meet study professionally development 1990s increased increasingly prodoc www.deakin.edu.au rads 3evansmacauley pearson.pdf 2006 http publications prof f.h clark 1996 faulding noble tregenza limited working conference concludes providing model support throughout funding difficult high expense professions impact 5th 2nd retrieved 1998 guidelines view k.a viability rapidly projects linkages government advantage results form institutional western consequently evolved blocks industrially while intrinsic local numbers press open changing pearson macauley 1994 buckingham perspective society alliances charitable collaborations provided detailed contemporary proliferation industry
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http://www.catl.uwa.edu.au/page/103994
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Issues of Teaching & Learning
Volume 12 2006 - Issues of Teaching & Learning
Issues of Teaching and Learning, 12(3)
The place of professional doctorates in Australian Universities
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Today's Date is Tuesday, 24th November 2009 |
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