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Editorial

The impact of the doctorate

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Pages 513-525 | Published online: 10 Aug 2011

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (27)

Carley Foster, Susan Kirk, Nadia K. Kougiannou & Tracy Scurry. (2024) Mind the gap: DBA students, knowledge generation, transfer and impact. Studies in Higher Education 49:4, pages 623-638.
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Yumei Li. (2024) “I Had so Many Conflicts in My Mind”: Navigating the Doctoral Journey across Languages and Cultures. Journal of Language, Identity & Education 23:1, pages 111-125.
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Sue Cronshaw, Peter Stokes & Alistair McCulloch. (2022) Online communities of practice and doctoral study: working women with children resisting perpetual peripherality. Journal of Further and Higher Education 46:7, pages 959-971.
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Beau B. Beza, Joshua Zeunert, Simon Kilbane & Sara Padgett Kjaersgaard. (2022) Examining PhD modes in the Australian landscape architecture academy. Landscape Research 47:5, pages 679-694.
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Jon Cornwall, Elizabeth C. Mayland, Jacques van der Meer, Rachel A. Spronken-Smith, Charles Tustin & Phil Blyth. (2019) Stressors in early-stage doctoral students. Studies in Continuing Education 41:3, pages 363-380.
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R. Dann, J. Basford, C. Booth, R. O’Sullivan, J. Scanlon, C. Woodfine & P. Wright. (2019) The impact of doctoral study on university lecturers’ construction of self within a changing higher education policy context. Studies in Higher Education 44:7, pages 1166-1182.
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T. W. Maxwell. (2019) Impact of education doctorates: the case of developing country, Bhutan. Studies in Continuing Education 41:2, pages 226-240.
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Michael Byram, Adelheid Hu & Mizanur Rahman. (2019) Are researchers in Europe European researchers? A study of doctoral researchers at the University of Luxembourg. Studies in Higher Education 44:3, pages 486-498.
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Billy Bryan & Kay Guccione. (2018) Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research & Development 37:6, pages 1124-1140.
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Shrehan Lynch, K. Andrew, R. Richards & Colin Pennington. (2018) “What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process. Studying Teacher Education 14:2, pages 194-211.
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Andrew Loxley & Mark Kearns. (2018) Finding a purpose for the doctorate? A view from the supervisors. Studies in Higher Education 43:5, pages 826-840.
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Gerlese Åkerlind & Lynn McAlpine. (2017) Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education 42:9, pages 1686-1698.
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Jared Russell, Karen Lux Gaudreault & K. Andrew R. Richards. (2016) Doctoral Student Socialization: Educating Stewards of the Physical Education Profession. Quest 68:4, pages 439-456.
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Marguerite Koole & Sara Stack. (2016) Doctoral students’ identity positioning in networked learning environments. Distance Education 37:1, pages 41-59.
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Elaine Walsh, Caroline Hargreaves, Ulrike Hillemann-Delaney & Jizhen Li. (2015) Doctoral researchers' views on entrepreneurship: ranging from ‘a responsibility to improve the future’ to ‘a dirty word’. Studies in Higher Education 40:5, pages 775-790.
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Sandra Acker & Eve Haque. (2015) The struggle to make sense of doctoral study. Higher Education Research & Development 34:2, pages 229-241.
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Alison Fox & Bonnie Slade. (2014) What impact can organisations expect from professional doctorates?. Professional Development in Education 40:4, pages 546-560.
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Inger Mewburn, Ekaterina Tokareva, Denise Cuthbert, Jennifer Sinclair & Robyn Barnacle. (2014) ‘These are issues that should not be raised in black and white’: the culture of progress reporting and the doctorate. Higher Education Research & Development 33:3, pages 510-522.
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Yolande Amy-Adeline Strengers. (2014) Interdisciplinarity and industry collaboration in doctoral candidature: tensions within and between discourses. Studies in Higher Education 39:4, pages 546-559.
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Claire Aitchison & Susan Mowbray. (2013) Doctoral women: managing emotions, managing doctoral studies. Teaching in Higher Education 18:8, pages 859-870.
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Swapna Kumar & Kara Dawson. (2013) Exploring the impact of a professional practice education doctorate in educational environments. Studies in Continuing Education 35:2, pages 165-178.
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Christine Halse & Peter Bansel. (2012) The learning alliance: ethics in doctoral supervision. Oxford Review of Education 38:4, pages 377-392.
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Christine Halse. (2011) Confessions of an ethics committee chair. Ethics and Education 6:3, pages 239-251.
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Articles from other publishers (39)

Signe Skov & Søren Smedegaard Bengtsen. (2024) Living with the impact agenda – humanities academics negotiating and resisting the impact agenda as researchers and doctoral supervisors. Studies in Graduate and Postdoctoral Education 15:2, pages 169-184.
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Matteo Opizzi, Michela Loi & Orsola Macis. (2024) Entrepreneurship by Ph.D. students: intentions, human capital and university support structures. Journal of Small Business and Enterprise Development 31:2, pages 325-349.
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Rosa Vinciguerra, Francesca Cappellieri, Michele Pizzo & Rosa Lombardi. (2023) Higher education system and doctoral programmes: a renewed multi-criteria evaluation model of European Accounting Doctoral Programmes. Meditari Accountancy Research 32:2, pages 452-486.
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Sophie E. Etomes & Ernest L. Molua. (2023) Analysis of the market for Doctor of Philosophy (PhD) and economic returns in Cameroon: An archetypical African economy. Heliyon 9:11, pages e21679.
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Jennie Golding. (2023) Supporting Doctoral Students in Crisis. Encyclopedia 3:4, pages 1197-1207.
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Matthew Harper & Kathleen Smithers. (2023) Fieldwork from A–Z? Exploring shifting identities in doctoral research in Australia and Zimbabwe. The Australian Educational Researcher.
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Richard Hanania & Max Abrahms. (2023) What Do Think Tanks Think? Proximity to Power and Foreign Policy Preferences. Foreign Policy Analysis 19:1.
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Max Soar, Lucy Stewart, Sylvia Nissen, Sereana Naepi & Tara McAllister. (2022) Sweat Equity: Student Scholarships in Aotearoa New Zealand’s Universities. New Zealand Journal of Educational Studies 57:2, pages 505-523.
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Adriana Bin, Sergio Salles-Filho, Ana Carolina Spatti, Jesús Pascual Mena-Chalco & Fernando Antonio Basile Colugnati. (2022) How much does a Ph.D. scholarship program impact an emerging economy research performance?. Scientometrics 127:12, pages 6935-6960.
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Cláudia S. Sarrico. (2022) The expansion of doctoral education and the changing nature and purpose of the doctorate. Higher Education 84:6, pages 1299-1315.
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Vincenzo Alfano, Giuseppe Gaeta & Mauro Pinto. (2021) Non-academic employment and matching satisfaction among PhD graduates with high intersectoral mobility potential. International Journal of Manpower 42:7, pages 1202-1223.
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Patrícia Santos. (2021) Public policies for university–business collaboration in Portugal: An analysis centred on doctoral education. Portuguese Journal of Social Science 20:1, pages 65-86.
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Daniel Gama e Colombo & Renato de Castro Garcia. (2021) The role of academic relations of former graduate students in university-firm collaboration: evidence from Brazil. The role of academic relations of former graduate students in university-firm collaboration: evidence from Brazil.
M.S. Reed, M. Ferré, J. Martin-Ortega, R. Blanche, R. Lawford-Rolfe, M. Dallimer & J. Holden. (2021) Evaluating impact from research: A methodological framework. Research Policy 50:4, pages 104147.
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Gary Barkhuizen. 2021. Language Teacher Educator Identity. Language Teacher Educator Identity.
Päivikki Kuoppakangas, Kati Suomi, Elias Pekkola, Jussi Kivistö, Tomi Kallio & Jari Stenvall. (2020) Theoretical, practical and hybrid ex-academics: Career transfer stories. European Educational Research Journal 20:1, pages 14-41.
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Liezel Frick. 2021. The PhD at the End of the World. The PhD at the End of the World 143 153 .
T. W. Maxwell & Dendup Chophel. (2020) The impact and outcomes of (non-education) doctorates: the case of an emerging Bhutan. Higher Education 80:6, pages 1081-1102.
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M.S. Reed, M. Ferré, J. Martin-Ortega, R. Blanche, R. Lawford-Rolfe, M. Dallimer & J. Holden. (2020) WITHDRAWN: Evaluating impact from research: A methodological framework. Research Policy: X, pages 100012.
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Oliver Entrop & Matthias F. Merkel. (2018) Managers’ research education, the use of FX derivatives and corporate speculation. Review of Managerial Science 14:4, pages 869-901.
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Ahmad Thamrini Fadzlin Syed Mohamed, Ahmad Fahimi Amir, Nur Khadirah Ab. Rahman, Emily Abd Rahman & Afifah Quraishah Abdul Nasir. (2020) Preparing for PhD: exploring doctoral students’ preparation strategy. Studies in Graduate and Postdoctoral Education 11:1, pages 89-106.
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Petra Angervall & Eva Silfver. (2019) Assembling lines in research education. Studies in Graduate and Postdoctoral Education 10:2, pages 142-154.
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E Marcia Johnson. (2018) Towards an enhanced view of doctoral writing environments: Learning alliances to reconceptualise practice. Policy Futures in Education 17:2, pages 140-152.
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Kristel Alla, Wayne D. Hall, Harvey A. Whiteford, Brian W. Head & Carla S. Meurk. (2017) How do we define the policy impact of public health research? A systematic review. Health Research Policy and Systems 15:1.
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Gitte Wichmann-Hansen & Kim Jesper Herrmann. (2016) Does external funding push doctoral supervisors to be more directive? A large-scale Danish study. Higher Education 74:2, pages 357-376.
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Antonio Di Paolo. (2016) (Endogenous) occupational choices and job satisfaction among recent Spanish PhD recipients. International Journal of Manpower 37:3, pages 511-535.
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Juan Francisco Canal Domínguez & César Rodríguez Gutiérrez. (2016) Doctoral training and labour market needs. Evidence in Spain. Research Evaluation 25:1, pages 79-93.
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Gavin Turner. 2016. Transformative Doctoral Research Practices for Professionals. Transformative Doctoral Research Practices for Professionals 75 89 .
Adriana Bin, Sergio Salles-Filho, Fernando A. Basile Colugnati & Fábio Rocha Campos. 2016. The Science and Technology Labor Force. The Science and Technology Labor Force 317 339 .
Adriana Bin, Ana M. Carneiro, Sergio Salles-Filho & Fernando A. B. Colugnati. (2015) Employment, research performance and decentralization: The experience and perspectives of doctorate holders in Brazil. Science and Public Policy 42:5, pages 646-660.
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Jaclyn Schildkraut & Mark C. Stafford. (2014) Researching Professionals or Professional Researchers? A Comparison of Professional Doctorate and PhD Programs in Criminology & Criminal Justice. American Journal of Criminal Justice 40:1, pages 183-198.
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Minna Maunula. (2015) Building Individual Expertise in Doctoral Studies the Significance of Everyday Experiences and Changing Contexts. Procedia - Social and Behavioral Sciences 174, pages 2326-2330.
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Adriana Bin, Sergio Salles-Filho, Luiza Maria Capanema & Fernando Antonio Basile Colugnati. (2014) What difference does it make? Impact of peer-reviewed scholarships on scientific production. Scientometrics 102:2, pages 1167-1188.
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Filomena Parada & John Peacock. 2015. The European Higher Education Area. The European Higher Education Area 593 612 .
Swapna Kumar & Kara Dawson. (2014) The impact factor: Measuring student professional growth in an online doctoral program. TechTrends 58:4, pages 89-97.
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Swapna Kumar. (2014) A systematic approach to the assessment of impact in a professional doctorate. Higher Education, Skills and Work-based Learning 4:2, pages 171-183.
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A. -Chr. Engels-Schwarzpaul. 2013. Of Other Thoughts: Non-Traditional Ways to the Doctorate. Of Other Thoughts: Non-Traditional Ways to the Doctorate 163 179 .
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