Grasping the nettle of ‘doctorateness’ for practitioner academics: a framework for thinking critically about curriculum design

References

• Armsby, P. 2012. “Accreditation of Experiential Learning at Doctoral Level.” Journal of Workplace Learning 24 (2): 133–150. doi: 10.1108/13665621211201715
   Google Scholar
• Armsby, P., C. Costley, and J. Garnett. 2006. “The Legitimisation of Knowledge: A Work-based Learning Perspective of APEL.” International Journal of Lifelong Education 25 (4): 369–383. doi: 10.1080/02601370600772368
   Google Scholar
• Baillie, C., J. A. Bowden, and J. H. F. Meyer. 2013. “Threshold Capabilities: Threshold Concepts and Knowledge Capability Linked Through Variation Theory.” Higher Education 65: 227–246. doi: 10.1007/s10734-012-9540-5
   Web of Science ®Google Scholar
• Barradell, S. 2013. “The Identification of Threshold Concepts: A Review of Theoretical Complexities and Methodological Challenges.” Higher Education 65: 265–276. doi: 10.1007/s10734-012-9542-3
   Web of Science ®Google Scholar
• Baumfield, V., E. Hall, R. Lofthouse, and K. Wall. 2016. “What Do We Mean When We Talk About Practice? Working In Partnership To Understand Teachers’ Labour, Work And Action In The Classroom.” Paper presented at the European conference on educational research, University College Dublin, August 23–26.
   Google Scholar
• Bernstein, B. 1996. Pedagogy, Symbolic Control and Identity, Theory, Research, Critique. London: Taylor and Francis.
   Google Scholar
• Biesta, G., and M. Priestley. 2014. “Capacities and the Curriculum.” In Reinventing the Curriculum, edited by M. Priestley and G. Biesta, 35–49. London: Bloomsbury.
   Google Scholar
• Billett, S. 2006. “Constituting the Workplace Curriculum.” Journal of Curriculum Studies 38 (1): 31–48. doi: 10.1080/00220270500153781
   Web of Science ®Google Scholar
• Cooper, L., and J. Harris. 2013. “Recognition of Prior Learning: Exploring the ‘Knowledge Question’.” International Journal of Lifelong Education 32 (4): 447–463. doi: 10.1080/02601370.2013.778072
   Google Scholar
• Dewey, J. 1986. “Experience and Education.” The Educational Forum 50 (3): 241–252. doi: 10.1080/00131728609335764
   Google Scholar
• Dmitrov, N. 2012. Mastering “Doctorateness”: Helping Graduate Students Understand How to Move from ABD to PhD. Ontario: Reflections Newsletter Western University. http://www.uwo.ca/tsc/resources/publications/newsletter/selected_articles/mastering_doctorateness.html.
   Google Scholar
• Ecclestone, K. 2000. “Bewitched, Bothered and Bewildered: A Policy Analysis of the GNVQ Assessment Regime 1992–2000.” Journal of Education Policy 15 (5): 539–558. doi: 10.1080/026809300750001685
   Web of Science ®Google Scholar
• Eraut, M. 1994. Developing Professional Knowledge and Competence. London: Falmer.
   Google Scholar
• Gibbons, M., C. Limoges, H. Nowotny, S. Schwartzman, P. Scott, and M. Trow. 1994. The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. London: SAGE.
   Google Scholar
• Goncalves, M. M., and A. P. Ribiero. 2012. “Therapeutic Change, Innovative Moments, and the Reconceptualization of the Self: A Dialogical Account.” International Journal for Dialogical Science 6 (1): 81–98.
   Google Scholar
• Hattie, J. 2012. Visible Learning for Teachers: Maximising Impact on Learning. London: Routledge.
   Google Scholar
• Hessels, L. K., and H. van Lente. 2008. “Re-thinking new Knowledge Production: A Literature Review and a Research Agenda.” Research Policy 37: 740–760. doi: 10.1016/j.respol.2008.01.008
   Web of Science ®Google Scholar
• James, M., and S. Brown. 2005. “Grasping the TLRP Nettle: Preliminary Analysis and Some Enduring Issues Surrounding the Improvement of Learning Outcomes.” Curriculum Journal 16 (1): 7–30. doi: 10.1080/0958517042000336782
   Google Scholar
• Keefer, J. M. 2015. “Experiencing Doctoral Liminality as a Conceptual Threshold and How Supervisors Can Use it.” Innovations in Education and Teaching International 52 (1): 17–28. doi: 10.1080/14703297.2014.981839
   Web of Science ®Google Scholar
• Kiley, M. 2015. “‘I Didn’t Have a Clue What They Were Talking About’: PhD Candidates and Theory.” Innovations in Education and Teaching International 52 (1): 52–63. doi: 10.1080/14703297.2014.981835
   Web of Science ®Google Scholar
• Kiley, M., and G. Wisker. 2009. “Threshold Concepts in Research Education and Evidence of Threshold Crossing.” Higher Education Research & Development 28 (4): 431–441. doi: 10.1080/07294360903067930
   Web of Science ®Google Scholar
• Knorr Cetina, K. 2001. “Objectual Practice.” In The Practice Turn in Contemporary Theory, edited by T. R. Schatzki, K. Knorr Cetina, and E. von Savigny, 175–188. Abingdon: Routledge.
   Google Scholar
• Land, R. 2016. “Toil and Trouble.” In Threshold Concepts in Practice, edited by R. Land, J. H. F. Meyer, and M. T. Flanagan, 11–24. Rotterdam: Sense Publishers.
   Google Scholar
• Makinen, M., and J. Annala. 2010. “Meanings Behind Curriculum Development in Higher Education.” Prime 4 (2): 9–24.
   Google Scholar
• Meyer, J. H. F., and R. Land. 2005. “Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning.” Higher Education 49: 373–388. doi: 10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Mezirow, J. 2003. “Transformative Learning as Discourse.” Journal of Transformative Education 1 (1): 58–63. doi: 10.1177/1541344603252172
   Google Scholar
• Neumann, R. 2005. “Doctoral Differences: Professional Doctorates and PhDs Compared.” Journal of Higher Education Policy and Management 27 (2): 173–188. doi: 10.1080/13600800500120027
   Google Scholar
• Pearce, L. 2005. How to Examine a Thesis. Maidenhead: OUP.
   Google Scholar
• Peirce, C. S. 1877. The Fixation of Belief Popular Science Monthly 12 (November 1877), 1–15.
   Google Scholar
• Priestley, M., and G. Biesta, eds. 2014. Reinventing the Curriculum. London: Bloomsbury.
   Google Scholar
• QAA. 2015. Characteristics Statement – Doctoral Degree UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards http://www.qaa.ac.uk/en/Publications/Documents/Doctoral-Degree-Characteristics-15.pdf.
   Google Scholar
• Quinlan, K. M., S. Male, C. Baillie, A. Stamboulis, J. Fill, and Z. Jaffer. 2013. “Methodological Challenges in Researching Threshold Concepts: A Comparative Analysis of Three Projects.” Higher Education 66: 585–601. doi: 10.1007/s10734-013-9623-y
   Web of Science ®Google Scholar
• Reskin, B. F. 2003. “Including Mechanisms in Our Models of Ascriptive Inequality.” American Sociological Review 68 (1): 1–21. doi: 10.2307/3088900
   Web of Science ®Google Scholar
• Schildkraut, J., and M. C. Stafford. 2015. “Researching Professionals or Professional Researchers? A Comparison of Professional Doctorate and PhD Programs in Criminology & Criminal Justice.” American Journal of Criminal Justice 40: 183–198. doi: 10.1007/s12103-014-9240-z
   Web of Science ®Google Scholar
• Sfard, A. 2016. “Ritual for Ritual, Exploration for Exploration or What the Learners Get is What You Get from Them in Return.” In Research for Educational Change: Transforming Researchers’ Insights Into Improvement in Mathematics Teaching and Learning, edited by J. Adler and A. Sfard, 41–63. London: Routledge.
   Google Scholar
• Shinners-Kennedy, D., and S. A. Fincher. 2013. “Identifying Threshold Concepts: From Dead End to a New Direction.” Paper presented at ICER ‘13 proceedings of the ninth annual international ACM conference on international computing education research, New York, NY, USA. Accessed September 12, 2016. http://dl.acm.org/citation.cfm?id=2493396.
   Google Scholar
• Trafford, V., and S. Leshem. 2009. “Doctorateness as a Threshold Concept.” Innovations in Education and Teaching International 46 (3): 305–316. doi: 10.1080/14703290903069027
   Web of Science ®Google Scholar
• van der Vleuten, C., and L. Schuwirth. 2005. “Assessing Professional Competence: From Methods to Programmes.” Medical Education 39 (3): 309–17. doi: 10.1111/j.1365-2929.2005.02094.x
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. 1978. Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wellington, J. 2013. “Searching for ‘Doctorateness’.” Studies in Higher Education 38 (10): 1490–1503. doi: 10.1080/03075079.2011.634901
   Web of Science ®Google Scholar
• Wenger-Trayner, E., M. Fenton-O'Creevy, S. Hutchinson, C. Kubiak, and B. Wenger-Trayner. 2014. Learning in Landscapes of Practice: Boundaries, Identity, and Knowledgeability in Practice Based Learning. Abingdon: Routledge.
   Google Scholar
• Weresh, M. H. 2014. “Stargate: Malleability as a Threshold Concept in Legal Education.” Journal of Legal Education 63: 689–728.
   Web of Science ®Google Scholar
• Wittek, L., and T. Kvernbekk. 2011. “On the Problems of Asking for a Definition of Quality in Education.” Scandinavian Journal of Educational Research 55 (6): 671–684. doi: 10.1080/00313831.2011.594618
   Web of Science ®Google Scholar
• Wittgenstein, L. (1953) 2001. Philosophical Investigations, 107. London: Blackwell.
   Google Scholar