Grasping the Nettle of 'Doctorateness' for Practitioner Academics: A Framework for Thinking Critically about Curriculum Design

Autor/in	Hall, Elaine
Titel	Grasping the Nettle of 'Doctorateness' for Practitioner Academics: A Framework for Thinking Critically about Curriculum Design
Quelle	In: Studies in Continuing Education, 41 (2019) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2018.1526781
Schlagwörter	Critical Thinking; Curriculum Design; Doctoral Programs; Foreign Countries; Doctoral Students; Student Attitudes; College Faculty; Law Schools; Professional Development; Instructional Leadership; Qualifications; Doctoral Degrees; Alignment (Education); Personal Autonomy; Expertise; Knowledge Level; Research Skills; Self Concept; Professional Identity; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kritisches Denken; Lehrplangestaltung; Doktorandenprogramm; Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Fakultät; Instruction; Leadership; Bildung; Erziehung; Führung; Qualifikation; Qualifikationsstufe; Doctoral degree; Doktorgrad; Individuelle Autonomie; Expert appraisal; Wissensbasis; Forschungsleistung; Selbstkonzept
Abstract	This paper is both a reflexive report on an attempt to operationalise 'doctorateness' in a specific case context and a synthesis of theory from the philosophy of education and curriculum design. Using the context of a new Professional Doctorate programme in Law (the DLaw) at a University in the North-East of England, it is an exploration of the conceptual framework of the students and the curriculum designer. All participants have consented to the use of their reflections and contribution to discussions, recognising the potential for them to be identified through publically available data about the programme and cohort members. This was the focus of discussion in the group and the decision --that whilst individuals are not directly identified, there has been no attempt to conceal the identity of the institution or programme -- was made collaboratively. The paper articulates the particularity of the 'Category 3' doctorate and its position as a pathway for staff development and recognition (within post-1992 institutions in particular) as a way of setting the boundaries and context of what follows. Experiential data in this paper describes both my aspirations for the DLaw and how that initial model has been developed through dialogue with the first cohort of students as a vehicle for illuminating the theoretical discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01