Regulatory Regimes in Doctoral Education

Tennant, MC

Regulatory Regimes in Doctoral Education

Tennant, MC

Permalink

Publisher:: Routledge
Publication Type:: Chapter
Citation:: Changing Practices of Doctoral Education, 2009, 1, pp. 225 - 236
Issue Date:: 2009-01

Closed Access

	Filename	Description	Size
	2009000774OK.pdf		10.39 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Tennant, MC https://orcid.org/0000-0002-6371-0523	en_US
dc.contributor.editor	Boud, D	en_US
dc.contributor.editor	Lee, A	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Changing Practices of Doctoral Education, 2009, 1, pp. 225 - 236	en_US
dc.identifier.isbn	978-0-415-44270-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/12455
dc.description.abstract	Doctoral education has been increasingly the object of public scrutiny, policy debate and academic analysis. Critical appraisals are being made of the traditional PhD; new programs and new professional doctorates are being established; the role of supervisors is being examined and challenged; and the need for doctorates to support innovation and economic development is being actively promoted. All this is occurring in a period of significant growth in student numbers, increasing diversity in the student population, and a burgeoning international student demand.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Changing Practices of Doctoral Education	en_US
dc.title	Regulatory Regimes in Doctoral Education	en_US
dc.type	Chapter
utslib.location	Oxford, UK	en_US
utslib.for	130103 Higher Education	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Oxford, UK	en_US

Abstract:

Doctoral education has been increasingly the object of public scrutiny, policy debate and academic analysis. Critical appraisals are being made of the traditional PhD; new programs and new professional doctorates are being established; the role of supervisors is being examined and challenged; and the need for doctorates to support innovation and economic development is being actively promoted. All this is occurring in a period of significant growth in student numbers, increasing diversity in the student population, and a burgeoning international student demand.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/12455