One University's Approach to Defining and Supporting Professional Doctorates

Autor/in	Salter, Daniel W.
Titel	One University's Approach to Defining and Supporting Professional Doctorates
Quelle	In: Studies in Higher Education, 38 (2013) 8, S.1175-1184 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.833030
Schlagwörter	Doctoral Programs; Doctoral Degrees; Professional Education; Graduate Students; Theory Practice Relationship; Credentials; Program Evaluation; Program Development; Teacher Selection; Student Research; Research Skills; School Policy; Masters Degrees; College Faculty; Minnesota + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral degree; Doktorgrad; Berufsausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Theorie-Praxis-Beziehung; Studienbuch; Programme evaluation; Programmevaluation; Programmplanung; Studentenforschung; Forschungsleistung; Schulpolitik; Fakultät
Abstract	The changing market for doctorally prepared workers led one institution to examine its overall approach to defining and supporting professional doctorates. After a review of existing scholarship and internal practices, a white paper was created to capture the various ways that these degrees can be distinguished from the academic doctorate (PhD) at this university. This article summarizes its key conclusions in areas such as relationship to the masters, program goals and foci, research training, the doctoral capstone, and faculty selection. Ways that these recommendations have begun to effect policies and practices at this particular institution are also highlighted, especially program development and evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10