When the article is the dissertation- Pedagogies for a PhD by publication

Lee, A

When the article is the dissertation- Pedagogies for a PhD by publication

Lee, A

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Publishing Pedagogies for the Doctorate and Beyond, 2010, 1, pp. 12 - 29
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Lee, A	en_US
dc.contributor.editor	Aitchison, C	en_US
dc.contributor.editor	Kamler, B	en_US
dc.contributor.editor	Lee, A	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Publishing Pedagogies for the Doctorate and Beyond, 2010, 1, pp. 12 - 29	en_US
dc.identifier.isbn	0-415-48018-3	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14330
dc.description.abstract	My purpose in doing so is twofold. First, a close examination of one doctoral graduate's experience is a useful way to make visible and articulate some of the often conflicting positions taken within the field of doctoral education about what is and is not an appropriate outcome for a period of doctoral study. The PhD, as a kind of 'gold standard' for the highest award offered by the university, is replete with deeply held beliefs about what is necessary and sufficient as evidence of doctoral 'standard' (Lee, Brennan and Green, 2009). At the same time, however, it is changing and metamorphosing rapidly into a wide variety of different forms of output and different 'routes' to the attainment of a doctoral qualification (Park, 2007).	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Publishing Pedagogies for the Doctorate and Beyond	en_US
dc.title	When the article is the dissertation- Pedagogies for a PhD by publication	en_US
dc.type	Chapter
utslib.location	Oxon, United Kingdom	en_US
utslib.for	1302 Curriculum and Pedagogy	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/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Oxon, United Kingdom	en_US

Abstract:

My purpose in doing so is twofold. First, a close examination of one doctoral graduate's experience is a useful way to make visible and articulate some of the often conflicting positions taken within the field of doctoral education about what is and is not an appropriate outcome for a period of doctoral study. The PhD, as a kind of 'gold standard' for the highest award offered by the university, is replete with deeply held beliefs about what is necessary and sufficient as evidence of doctoral 'standard' (Lee, Brennan and Green, 2009). At the same time, however, it is changing and metamorphosing rapidly into a wide variety of different forms of output and different 'routes' to the attainment of a doctoral qualification (Park, 2007).

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

http://hdl.handle.net/10453/14330