Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Weller, Gordon; Garelick, Hemda; Naylor, David; Sherry, Richard
Publisher: Middlesex University
Languages: English
Types: Article
This paper describes the Doctorate in Professional Studies (DProf) as developed at a UK University and specifically focuses on the specialist doctoral pathways in Health, Environment and Risk in the School of Health and Social Sciences. The paper considers the role of the major stakeholders; Doctoral candidate, Employer Organisation hosting the research, and the University. Since the inception of the DProf there has been recognition of the need for the employer organisation to be an active partner in the research by supporting it through being receptive to the emerging research findings. There is also recognition of the differences between traditional doctoral study and that of the work based professional doctoral candidate. Portwood (2000) considered the concept of the learned worker as the person who is able to develop a reflective and cognisant view of organisational developments and change. Armsby and Costley (2009) took the learned worker concept further by considering the potential risks and barriers encountered through the “situatedness” of the professional doctoral candidate in the organisation, and ultimately their vulnerability should there be internal resistance or apathy towards the research. The paper considers two examples of such resistance and analyses the support required for the learned professional doctoral candidate through utilising the resources of “organisation sapiens”. Recommendations are made on strategy for leading the change process and understanding positive and constructive approaches to questioning organisational change. The paper concludes with a consideration of a more inclusive and participatory approach to organisation stakeholder involvement and potential methodologies that may enable greater partnership in the research.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ackroyd, S & Fleetwood, S. (2004) Critical realist applications in organisation and management studies. London: Routledge.
    • Argyris, C. (1964). Integrating the individual and the organization. London and New York: Wiley.
    • Argyris, C. (1999). On organisational learning (2nd Edition). London: Blackwell.
    • Argyris, C. (2000). Flawed advice and the management trap.
    • Oxford: Oxford Armsby, P. & Costley, C. (2009). „Developing work based learning at doctoral level‟ in J. Garnett, C. Costley, B. Workman (Eds.) Work based learning: Journeys to the core of higher education. London: Middlesex University Press.
    • Boxer, P. & Palmer, B. (1997). The architecture of quality: The case of the specialist care organisation. [Internet] available from: http//www.brl.com [Accessed 20/02/10].
    • Checkland, P. (1981). Systems thinking, systems practice. Chichester: Wiley.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article