RE: Turner, R. (1993). Editorial. American Journal of Audiology, 2 (2), 2. Thornton, A. (1993). One Audiologist Too Many. American Journal of Audiology, 2 (2), 5. Humes, L., & Diefendorf, A. (1993). Chaos or order? Some thoughts on the transition to a professional doctorate in audiology. American Journal of Audiology, 2 (2), 7–16

1994 ◽  
Vol 3 (1) ◽  
pp. 84-86
Author(s):  
Ronald L. Schow ◽  
Thayne C. Smedley
Keyword(s):  
Professional Doctorate

OR experience in the professional doctorate

AORN Journal ◽  
1980 ◽  
Vol 31 (6) ◽  
pp. 1027-1030
Author(s):  
Jannetta MacPhail
Keyword(s):  
Professional Doctorate

scholarly journals Pensive professionalism: The role of 'required reflection' on a professional doctorate

2018 ◽  
Author(s):  
Bryan Cunningham
Keyword(s):  
Professional Identity ◽  
Reflective Writing ◽  
Short Paper ◽  
Doctoral Thesis ◽  
Self Reflection ◽  
Professional Doctorate ◽  
Professional Doctorates ◽  
Made In

This short paper examines the origins and nature of the reflective writing that is presently required on one part-taught doctorate in education (EdD) programme. It explores the various ways in which EdD candidates have engaged with self-reflection, using a number of extracts from writing submitted for formal assessments (including of the doctoral thesis itself, the culmination of their doctoral journey). The specific ways in which individuals have been caused to interrogate their place within, and contributions to, their respective professional realms are examined, as is the question of how writing in reflective vein has contributed to the evolution of professional identity. In the context of reflective writing, particular attention is paid to the ways in which the specific matter of developing confidence with accessing and manipulating language is frequently cited by individuals. As appropriate, connections are made in the paper between the above dimensions of what I am terming pensive professionalism and the perspectives of certain writers. The article concludes by drawing attention to the ways in which those of us involved in delivering professional doctorates need to be aware of, and induct our candidates into, the benefits of pensive professionalism.

scholarly journals The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates

2018 ◽  
Vol 13 (6) ◽  
Author(s):  
Luis Miguel Dos Santos ◽  
Ho Fai Lo
Keyword(s):  
Doctoral Students ◽  
Career Counseling ◽  
Social Cognitive ◽  
Life Experience ◽  
Doctoral Degree ◽  
University Administrators ◽  
Practical Applications ◽  
Doctoral Level ◽  
Professional Doctorate ◽  
The Rich

The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion.  Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level.  Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly.  Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience.  This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitative

scholarly journals ‘Our Breadcrumb Trail through the Woods’: Reflections on the Use of a Secret Facebook Group as a Strategy for Surviving and Thriving on the Doctoral Journey

10.28945/2306 ◽  
2015 ◽  
Vol 10 ◽  
pp. 465-482 ◽  
Author(s):  
Candice Satchwell ◽  
Hazel Partington ◽  
Lynne Barnes ◽  
Ridwanah Gurjee ◽  
Susan Ramsdale ◽  
...  
Keyword(s):  
Peer Support ◽  
Emotional Support ◽  
Education Students ◽  
Student Ownership ◽  
Social And Emotional ◽  
Ethical Implications ◽  
Key Characteristics ◽  
Professional Doctorate ◽  
Group Members ◽  
Doctoral Candidates

This article explores the value of attending to the emotional side of the doctoral journey by focusing on the use of a ‘secret’ Facebook group amongst a cohort of EdD (Professional Doctorate in Education) students at one English university. Presented as a piece of action research in which the participants created an intervention to address a perceived problem and then reflected on its effectiveness, it is co-authored by the cohort of six students and their tutor. The stresses and loneliness of the doctoral journey have been well documented and constitute the ‘problem’ addressed by this cohort of students. Their inception and use of a Facebook group was a response to challenges experienced in their studies, with the expectation of facilitating peer support. As will be shown this aim was successfully met with enhancements in academic, social, and emotional support. However, unexpected benefits arose from the interactions within the group including a normalization of the challenges of the doctoral quest and the advantage of being able to follow the ‘breadcrumb trail’ found in the group postings as group journal and aid to reflection. Further, both tutors and students have noted the development of a strong sense of ‘cohortness’ and inclination to work collaboratively. Through a process of individual and group reflection on experiences of the intervention, combined with analysis of the content of the postings, this article examines the characteristics of the Facebook intervention and considers some ethical implications. We suggest that key characteristics that have contributed to its success include the student ownership, the protection of the secret format, and the combination of emotionally supportive, academic, and irreverent exchanges between group members. It is hoped that these insights may be useful to future doctoral candidates and their tutors as they negotiate their own way through the doctoral woods.

scholarly journals The Professional Doctorate: Its Relativity to the PhD and Relevance for the Knowledge Economy

10.28945/2979 ◽  
2006 ◽  
Author(s):  
Dieter Fink
Keyword(s):  
Information Systems ◽  
Knowledge Economy ◽  
Business Administration ◽  
Ethnographic Approach ◽  
Professional Doctorate

The Professional Doctorate (ProfDoc) is attracting increasing attention because of its perceived greater than the Doctor of Philosophy’s (PhD’s) focus on meeting the needs of the knowledge economy. The paper examines the nature of the ProfDoc vis-a-vis the PhD and identifies significant characteristics of the ProfDoc, especially in respect of relevance and performativity. It then analyses these characteristics in the context of the professional Doctorate in Business Administration (DBA) in Information Systems (IS) at an Australian university. An ethnographic approach is used to examine the internal (university) and external (student) environments of the DBA(IS). Recommendations are made to increase its effectiveness for the knowledge economy, including moving to a greater student and industry centred approach. Finally, conclusions are drawn to determine its relevance to the knowledge economy.

Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures

2017 ◽  
pp. 1505-1531
Author(s):  
Elan Nicole Paulson
Keyword(s):  
Educational Leadership ◽  
Educational Reform ◽  
Cultural Norms ◽  
Structural Forces ◽  
Professional Doctorate ◽  
Challenges And Opportunities ◽  
Distance Delivery ◽  
Changing Times ◽  
Doctorate Programs

The purpose of this chapter is to underscore the importance of recognizing how complex cultural and structural forces shape the design and delivery of a fully online professional doctorate (EdD) program. This chapter considers various challenges and opportunities of a new distance-delivery EdD program in Educational Leadership offered by a leading Canadian university in order to examine how the pressures of educational reform and academic cultural norms shape professional doctorate programs and their components. Ultimately, this chapter calls for promoting greater adaptability within EdD program designs and stronger championing of the program's value and distinctiveness, especially its capacity to be adaptable to the expectations of student stakeholders.

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