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Abstract
This paper advocates clearer conceptual and operational distinctions in doctoral education based on the professional functions that graduates of doctoral programs are expected to perform. Starting from the premise of educating for professional leadership, it is argued that unless doctoral education for advanced practice is distinguished programmatically from education for knowledge production through research, the quality of the educational product in either function may be seriously compromised. A number of content areas whose inclusion in the curriculum could justify educating for practice functions at the doctoral level are outlined.
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Notes on contributors
Aaron Rosen
AARON ROSEN is a professor of social work and psychology in the George Warren Brown School of Social Work at Washington University in St. Louis. This paper is based on an address delivered at the National Conference of the Group for the Advancement of Doctoral Education in Austin, Texas, October 1979.