The design of doctorate curricula for practising professionals

ABSTRACT

Expansion and changes in doctoral education globally have challenged universities to meet the needs of practising professionals. Values and purposes, structure and content and pedagogy of the provision are key considerations. This curriculum evaluation work investigated the views of 68 higher education staff mainly from Europe and North America involved in the development and delivery of professional doctorates on current issues in designing an appropriate curriculum for practitioners. Analysis of views from two international workshops suggested that while the social benefits of practitioner research were acknowledged, staff struggled with tensions in their higher education contexts to manage practitioner-focused elements, including the balance between theory and practice, recognition of practitioner methodologies and provision of appropriate supervision. The paper concludes that a wider understanding of the values and purpose of doctoral education within and beyond the academy is required that recognises the production of knowledge through practice, and supports ethical social action.

KEYWORDS:

• Doctorates
• professional doctorates
• curriculum design
• practice-based learning
• values

Acknowledgements

We would like to acknowledge the participants who took part in the two international workshops for their helpful contributions, and the reviewers for their helpful comments.

Disclosure statement

No potential conflict of interest was reported by the authors.