Attainment of a research doctorate is a pinnacle of academic
achievement. In any national system, the PhD demonstrates the
ability to produce original, significant and important knowledge in
a specialised field. Its attainment signifies the capacity to
produce and reproduce knowledge at the most advanced level.
Advice about how to achieve a PhD usually falls short of
relevance because the ways of creating and reporting knowledge
differ dramatically from one disciplinary field and specialisation
to another. Yet supervisors and doctoral candidates alike know that
there are certain protocols or parameters, often inexplicit in
nature, that govern its achievement and that need to be mastered.
This book sets out to explore the nature of these protocols and
parameters, linking them to the cognate characteristics of fields
of knowledge and to social conventions constraining how new
knowledge is reported.
Disciplines and Doctorates provides a detailed analysis of the
experience of learning to make new knowledge at the level of the
research doctorate. It does so from the perspectives of both
supervisors and candidates across a range of disciplines in
different university settings. It draws principally upon a very
large-scale, empirical investigation at a number of Australian
universities. It also provides a comparative account of doctoral
study in different national systems.
This book can be counted as making a significant contribution to
the scholarly literature on postgraduate education. It is however
more than that: individual doctoral students and supervisors as
well as University Graduate Schools will be able to benefit from
the book s practical advice, and it also promises to be a valuable
addition to courses on Teaching and Learning.
A striking feature of the book is the use of quotations from
numerous interviews. The author uses these skilfully to illustrate
her analysis, bringing added life to an already well written and
readable text
Professor Tony Becher"
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