Research Influences on a Professional Doctorate

Autor/inn/en	Costley, Carol; Armsby, Pauline
Titel	Research Influences on a Professional Doctorate
Quelle	In: Research in Post-Compulsory Education, 12 (2007) 3, S.343-355 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Research and Development; Research Methodology; Focus Groups; Epistemology; Higher Education; Learning Modules; Cognitive Style; Doctoral Programs; Professional Education; Foreign Countries; Context Effect; Evaluation Research; Content Area Writing; Research Papers (Students); United Kingdom + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Research method; Forschungsmethode; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning module; Lernmodul; Cognitive styles; Kognitiver Stil; Doktorandenprogramm; Berufsausbildung; Ausland; Evaluationsforschung; Schriftliche Übung; Großbritannien
Abstract	The article is concerned with the research approaches and nature of methodologies and epistemologies used by practitioner-researchers in a range of occupational areas. The authors use the experiences of candidates on a generic Doctorate in Professional Studies who undertake a module on research and development for professional practice. They also bring their experience as tutors and programme leaders and the results from focus groups with their peers in other universities to this current and topical area of the higher education curriculum. Part of the module asks candidates to write an assignment in which they investigate the methodologies and epistemologies used as a practitioner-researcher. A close analysis of ten of these assignments reveals that the methodologies selected for practice-based projects may be as a result of the candidates' personal, professional and disciplinary backgrounds as well as a time imperative and desire for brevity that arises from an immediacy in the situation. The authors also conclude that a range of factors were important to the practitioner-researchers and that these have important epistemological implications. The social-science-oriented approaches introduced on the programme offer tried and tested ways to research, but more practice-based approaches to practitioner-research could be developed further. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10