International Perspectives on Designing Professional Practice Doctorates
Description
An outcome of international conferences on the professional practice doctorate has been a continuing conversation amongst scholarly practitioners focused on addressing challenges and issues being encountered concerning in the number and variety of professional practice doctorates in the twenty-first century. These conversations have resulted in a proliferation of programs utilizing a variety of pedagogical models focused on practicing professionals undertaking research and development in the workplace. Grounded by critical friend theory, contributions from scholar practitioners in Australia, Canada, England, Ireland, Israel, New Zealand, USA, and Wales address trends and themes in international professional practice doctoral programs. These include how knowledge is produced, organized, developed and used; doctoral program design; program capstone models; insider- outsider collaborative research partnerships; and collaborative ways to work across national boundaries in different settings.
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Person
Valerie A. Storey is Associate Professor and Coordinator of the EdD in Education and the Executive EdD in Educational Leadership programs in the School of Teaching, Learning & Leadership in the College of Education, University of Central Florida, USA.
Content
Foreword; Gail Sanders
Introduction: Crossing Borders with Critical Friends: Applying An International Lens to Innovative Professional Practice Doctorates; Valerie A. Storey
1. Critical Friends and the Evolving Terminal Degree; Valerie A. Storey and R. Martin Reardon
2. Psychology and Medicine Professional Doctorates in New Zealand and Australia: Context of Development and Characteristics; Charles Mpofu
3. Trends in Doctoral Education in Australia; Margaret Malloch
4. Australian EdDs: At a Crossroad?; T. W. (Tom) Maxwell
5. Professional Doctorates as a Means to Impacting Practice: Reflections from Critical Friends in New Zealand; Liz Smythe, Gary Rolfe, and Peter Larmer
6. Redesigning the EdD at the Institute of Education, London, England: Thoughts of the Incoming EdD Program Leader; Denise Hawkes and Sue Taylor
7. A Different Practice? Professional Identity and Doctoral Education in Art and Design in England; Jacqueline Taylor and Sian Vaughan
8. Pedagogical Strategy Design and Positioning of Practitioner Doctorates: Grounding Business Practice in Subjectivism and First-Person Research in an Irish Institution; Eleanor Doyle
9. Postgraduate WBL for 'Non-Traditional' Learners: Focused Across all Four UK Regions; Elda Nikolou-Walker
10. Transforming Doctoral Leadership Program Design Through US-Israeli Cross-National Dialog; Carol Kochar-Bryant
11. The Transition from Discipline-Based Scholarship to Interdisciplinarity: Implications for Faculty; Siomonn Pulla and Bernard Schissel
12. Dissertation in Practice: Re-conceptualizing the Nature and Role of the Practitioner-Scholar; Valerie A. Storey and Bryan Maughan
13. Critical Friendship as a Pedagogical Strategy; Joan Smith, Philip Wood, Gareth Lewis, and Hilary Burgess
14. Indigenising the EdD in New Zealand: Te Puna W?nanga EdD; Jenny Bol Jun Lee
Epilogue; Karri Holley