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

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Publishing Pedagogies for the Doctorate and Beyond, 2010, 1, pp. 12 - 29
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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).
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