Paradigm Devolution: The Twilight of Traditional Doctoral Education

Autor/in	Sonstrom, Wendy Jean
Titel	Paradigm Devolution: The Twilight of Traditional Doctoral Education
Quelle	In: Adult Learning, 20 (2009) 3-4, S.35-37 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Graduate Students; Models; Doctoral Programs; Higher Education; Full Time Students; Adult Education; College Faculty; Doctoral Dissertations; Graduate Study; Adult Learning + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Analogiemodell; Doktorandenprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vollzeitstudium; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fakultät; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Adulte education
Abstract	In this reflection, the author proposes that doctoral education is currently undergoing paradigm devolution. Her perspective is that of a doctoral student, specifically a full-time graduate student working towards a Ph.D. in adult education. This fall semester marks her last of coursework, and she finds herself searching to make meaning of the experience. The author functions in the universe of her university in an elliptical orbit. At the risk of swelling faculty egos, she faces a gravitational pull towards a center of faculty with the light and heat of their reputations, training, experiences, and publications. Her peers could be separated into orbits that differ by distance: (1) the "lifers"; (2) the "vampires"; and (3) the "who's". The author offers descriptions of these orbits. (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10