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Studies in Continuing Education Volume 41, 2019 - Issue 2: Professional Doctorate Curriculum, Pedagogy and Achievements
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Editorial

Editorial

Pauline ArmsbyGuest Editors, Middlesex UniversityCorrespondence[email protected]
&
Carol CostleyGuest Editor, Middlesex University
Pages 135-140 | Published online: 22 May 2019

References

  • Armsby, P. M., C. Costley, and S. Cranfield. 2018. “The Design of Doctorate Curricula for Practising Professionals.” Studies in Higher Education 43 (12): 2226–2237. doi: 10.1080/03075079.2017.1318365
  • Burnard, P., T. Dragovic, K. Ottewell, and W. M. Lim. 2018. “Voicing the Professional Doctorate and the Researching Professional’s Identity: Theorising EdD's Uniqueness.” The London Review of Education 16 (1): 40–55. doi: 10.18546/LRE.16.1.05
  • Costley, C. 2013. “Evaluation of the current status and knowledge contributions of Professional Doctorates.” Quality in Higher Education 19 (2): 7–27. doi: 10.1080/13538322.2013.772465
  • Costley, C., and S. Lester. 2012. “Work-based Doctorates: Professional Extension at the Highest Levels.” Studies in Higher Education 37 (3): 257–269. doi: 10.1080/03075079.2010.503344
  • Dall’Alba, G., and R. Barnacle. 2014. “Exploring knowing/being through discordant professional practice.” Educational Philosophy & Theory 13–14: 1452–1464. doi:10.1080/00131857.2014.947562.
  • East, L., R. Stokes, and M. Walker. 2014. “Universities, the Public Good and Professional Education in the UK.” Studies in Higher Education 39 (9): 1617–1633. doi: 10.1080/03075079.2013.801421
  • Hawkes, D. and Yerrabati, S. 2018. A Systematic Review of Research on Professional Doctorates, London Review of Education, 16, 1, 10-27. doi: 10.18546/LRE.16.1.03
  • Kot, F. C., and D. D. Hendel. 2012. “Emergence and Growth of Professional Doctorates in the United States, United Kingdom, Canada and Australia: A Comparative Analysis.” Studies in Higher Education 37 (3): 345–364. doi: 10.1080/03075079.2010.516356
  • Lester, S. 2012. “Creating Original Knowledge in and for the Workplace: Evidence from a Practitioner Doctorate.” Studies in Continuing Education 34 (3): 267–280. doi: 10.1080/0158037X.2011.613595
  • Poole, B. 2015. “The Rather Elusive Concept of ‘doctorateness’: A Reaction to Wellington. Studies in Higher Education 40 (9): 1507–1522. doi: 10.1080/03075079.2013.873026
  • Quality Assurance Agency. 2015. “Doctoral Degree Characteristics.” Accessed February 22, 2019. https://www.qaa.ac.uk/docs/qaa/quality-code/doctoral-degree-characteristics-15.pdf.
  • Roumell, E., and D. Bollinger. 2017. “Experiences of Facutly with Doctoral Student Supervision in Programs Delivered via Distance.” The Journal of Continuing Higher Education 65: 82–93. doi:10.1080/07377363.2017.1320179.
  • Salter, D. 2013. “One University’s Approach to Defining and Supporting Professional Doctorates.” Studies in Higher Education 38 (8): 1175–1184. doi: 10.1080/03075079.2013.833030
  • Strengers, Y. 2014. “Interdisciplinarity and Industry Collaboration in Doctoral Candidature: Tensions within and Between Discourses.” Studies in Higher Education 39 (4): 546–559. doi: 10.1080/03075079.2012.709498
  • Wellington, J. 2013. “Searching for Doctorateness.” Studies in Higher Education 38 (10): 1490–1503. doi: 10.1080/03075079.2011.634901
  • Winch, C. 2015. “Towards a Framework for Professional Curriculum Design.” Journal of Education and Work 28 (2): 165–186. doi: 10.1080/13639080.2014.1001335

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