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
Costley, Carol; Lester, Brian Stanley (2011)
Publisher: Routledge
Languages: English
Types: Article
The growth and evolution of professional doctorates in Australia, the UK and other parts of the English-speaking world has been widely reported and discussed. Recently, forms of doctorate have emerged that are not geared to specific professions or disciplines and are used by senior practitioners as vehicles for professional extension and for addressing complex work issues. These transdisciplinary, candidate-centred, research-and-development programmes can collectively be referred to as work-based doctorates. Although stemming from more than one tradition they are evolving towards a set of common practices that reflect the transdisciplinary model of work-based learning used in some UK and Australian universites. Evidence is beginning to indicate that these doctorates have significant value in terms of organisational benefit and individual professional development, and although they still occupy disputed territory within the university they are capable of being conceptualised and implemented in a way that is intellectually rigorous and robust.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ackoff, R. L. (1974). Redesigning the future: a systems approach to societal problems. New York: John Wiley.
    • Bituskova, A. (2008). New challenges in doctoral education in Europe. In D. Boud & A. Lee (Eds.) Changing Practices of Doctoral Education. London: Routledge Boud, D. (2001). Creating a work-based curriculum. In D. Boud & N. Solomon (Eds.) Work-based Learning: a new higher education. Buckingham: Society for Research into Higher Education / Open University Press.
    • Boud, D. & Costley, C. (2007). From project supervision to advising: new conceptions of the practice.
    • Innovations in Education and Teaching International. 44 (2), 119-130.
    • Boud, D. & Lee, A. (2005). Peer learning as pedagogic discourse for research education.
    • Studies in Higher Education. 30 (5), 501-516.
    • Boud, D. & Solomon N. (Eds.) (2001). Work-Based Learning: A New Higher Education. Buckingham: Society for Research into Higher Education / Open University Press.
    • Boud, D. & Tennant, M. (2006). Putting doctoral education to work: challenges to academic practice.
    • Higher Education Research and Development 25 (3) 293-306.
    • Checkland, P. (1981). Systems thinking, systems practice. London: John Wiley.
    • Chisholm, C. & Davis, M. (2007). Analysis and evaluation of factors relating to accrediting 100% of prior experiential learning in UK work-based awards. Assessment & Evaluation in Higher Education 32 (1), 45-59.
    • Costley, C. & Armsby, P. (2007a). Work-based learning assessed as a field or mode of learning.
    • Assessment & Evaluation in Higher Education 32 (1), 21-33.
    • Costley, C. & Armsby, P. (2007b). Methodologies for undergraduates doing practitioner investigations at work. Journal of Workplace Learning 19 (3), 131-145.
    • Costley, C. & Armsby, P. (2007c). Research influences on a professional doctorate. Research in PostCompulsory Education, 12 (3), 343-355.
    • Costley, C. & Stephenson, J. (2008). Building doctorates around individual candidates' professional experience. In D. Boud & A. Lee (Eds.) Changing Practices of Doctoral Education. London: Routledge.
    • Cullen, D., Pearson, M., Saha, L. & Spear, R. (1994). Establishing effective PhD supervision.
    • Dewey, J. (1916). Democracy and Education: an introduction to the philosophy of education. New York: Free Press.
    • Doncaster, K. (2000) The Middlesex University professional doctorate: a case study. Continuing Professional Development 3 (1), 1-6 Doncaster, K. & Lester, S. (2002). Capability and its development: experiences from a work-based doctorate. Studies in Higher Education 27 (1), 91-101.
    • Evans, T. (2001) Tensions and pretensions in doctoral education. In B. Green, T. W. Maxwell & P.
    • Garnett, J. (2007) “Challenging the structural capital of the university to support work-based learning.
    • Graham, C. & Smith, R. (2002). Transdisciplinarity in practice: the Central Queensland University professional doctorate. Paper presented at the Fourth International Professional Doctorates Conference, University of Queensland, Brisbane.
    • Hoyle, E. & John, P. D. (1995). Professional Knowledge and Professional Practice. London: Cassell.
    • Kitchener, K. S. & King, P. M. (1981). Reflective judgment: concepts of justification and their relationship to age and education. Journal of Applied Developmental Psychology 2, 89-116.
    • Lee, A. & Boud, D. (2008). Framing doctoral education as practice. In D. Boud & A. Lee (Eds.) Changing Practices of Doctoral Education. London: Routledge.
    • Lester, S. (2004) Conceptualising the practitioner doctorate. Studies in Higher Education 29 (5), 757- 770.
    • Lester, S. & Costley, C. (2010). Work-based learning at higher education level: value, practice and critique. Studies in Higher Education 34 (5) Lewin, K. (1946). Action research and minority problems. Journal of Social Issues 2, 34-46 McLeod, K. & Holdridge, L. (2004). The Doctorate in Fine Art: the importance of exemplars to the research culture. International Journal of Art & Design Education 23 (2), 155-168.
    • Maxwell, T. & Shanahan, P. (2001). Professional doctoral education in Australia and New Zealand: reviewing the scene. In B. Green, T. W. Maxwell & P. J. Shanahan (Eds.) Doctoral Education and Professional Practice: The next generation? Armidale NSW: Kardoorair Press.
    • Maxwell, T. (2003). From first generation to second generation professional doctorate. Studies in Higher Education 28 (3), 79-91.
    • Morley, C. & Priest, J. (2001). Developing a professional doctorate in business administration: reflection and the 'Executive Scholar.' In B. Green, T. W. Maxwell & P. Shanahan (Eds.) Doctoral Education and Professional Practice: The next generation? Armidale NSW: Kardoorair Press.
    • NQAI (National Qualifications Authority of Ireland) (2006). Review of Professional Doctorates. Dublin: National Qualifications Authority of Ireland.
    • Nixon, I., Willis, K., Major, D., Young, D., Tongue, A., Costley, C., Abukari, A., Biddle, P., Graham, S., McClenaghan, K., Helyer, R., Beadsmoore, A., Karuk, V., Siara, B. & Urwin, P. (2008). Work-based learning impact study. York: Higher Education Academy.
    • Nowotny, H., Scott, P. & Gibbons, M. (2003). Mode 2 revisited: the new production of knowledge.
    • Minerva 41, 179-194.
    • O'Mullane, M. (2005). Demonstrating significance of contributions to professional knowledge and practice in Australian professional doctorate programs: Impacts in the workplace and professions. In T. W. Maxwell, C. Hickey & T. Evans (Eds.) Working doctorates: the impact of Professional Doctorates in the workplace and professions. Geelong, Vic: Deakin University.
    • Perry, C. & Zuber-Skerritt, O. (1994). Doctorates by action research for senior practising managers.
    • Management Learning 1 (1), 341-364.
    • Portwood, D. & Thorne, L. (2000). Taking work based learning to doctoral level. In D. Portwood & C.
    • Portwood, D. (2007). Can work-based learning add to the research inventory of higher education? The case of collaborative research. Research in Post-Compulsory Education 12 (3), 279-290.
    • Powell, S. & Long, E. (2005). Professional Doctorate Awards in the UK. Lichfield: UK Council for Graduate Education.
    • Reason, P. & Rowan J. (1981). Human Inquiry: a sourcebook of new paradigm research. Chichester: John Wiley.
    • Revans, R. W. (1980). Action Learning: new techniques for management. London: Blond & Briggs.
    • Rittel, H. J. W. & Webber, M. (1984). Planning problems are wicked problems. In N. Cross (Ed.) Developments in Design Methodology. New York: John Wiley.
    • Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
    • Scott, D., Brown, A., Lunt, I. & Thorne, L. (2008). Specialised knowledge in UK professions: Relations between the state, the university and the workplace. In D. Boud & A. Lee (Eds.) Changing Practices of Doctoral Education. London: Routledge.
    • Seddon, T. (2001). What is 'doctoral' in doctoral education? In B. Green, T. W. Maxwell & P.
    • Stephenson, J., Malloch, M. & Cairns, L. (2006). Managing their own programme: a case study of the first graduates of a new kind of doctorate in professional practice. Studies in Continuing Education 28 (1), 17-32.
    • Taylor, J. (2008). Quality and Standards: the Challenge of the Professional Doctorate. Southampton: University of Southampton Centre for Higher Education Management and Policy.
    • Tennant, M. (2004) Doctoring the Knowledge Worker. Studies in Continuing Education 26 (3), 431- 441.
    • Thorne, L. & Francis, J. (2001). PhD and professional doctorate experience: the problematics of the National Qualifications Framework. Higher Education Review 33 (3), 13-29.
    • Usher, R. (2002) A diversity of doctorates: fitness for the knowledge economy? Higher Education Research & Development 21 (2), 143-153.
    • Wulff, D., Austin, A. et al (2004). Paths to the Professoriate: strategies for enriching the preparation of future faculty. San Francisco: Jossey-Bass.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article