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Studies in Higher Education Volume 43, 2018 - Issue 5: The Modern Doctorate: Purposes, Form and Pedagogy
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Foreword

Introduction

Annette Fillery-TravisHead of the Wales Institute for Work Based Learning, University of Wales Trinity Saint David, Carmarthen, UKCorrespondence[email protected]
Pages 809-813 | Published online: 12 Apr 2018

References

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  • Brown, K., and C. Cooke. 2010. Professional Doctorate Awards in the UK. Staffordshire: Council for Graduate Education.
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  • Fillery-Travis, A. J. 2014. “The Framework of a Generic DProf Programme – a Reflection on Its Design, the Relational Dimension for Candidates and Advisers and the Potential for Knowledge Co-creation.” Studies in Higher Education 39 (4): 608–20. doi: 10.1080/03075079.2012.729031
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  • Lester, S. 2004. “Conceptualizing the Practitioner Doctorate.” Studies in Higher Education 29 (6): 757–70. doi: 10.1080/0307507042000287249
  • Maxwell, T. 2003. “From First to Second Generation Professional Doctorate.” Studies in Higher Education 28 (3): 279–91. doi: 10.1080/03075070309292
  • Mellors-Bourne, R., C. Robinson, and J. Metcalfe. 2016. Provision of Professional Doctorates in English HE Institutions. Cambridge: Careers Research & Advisory Centre (CRAC). Accessed 15 February 2018. http://www.hefce.ac.uk/pubs/rereports/year/2016/profdoc/
  • Ruona, W. E., and J. W. Gilley. 2009. “Practitioners in Applied Professions: A Model Applied to Human Resource Development.” Advances in Developing Human Resources 11 (4): 438–53. doi: 10.1177/1523422309344719
  • Schön, D. 1983. The Reflective Practitioner: How Practitioners Think in Action. London: Temple Smith.

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