University and workplace in doctoral education : a study in two programs

Malfroy, Janne

University and workplace in doctoral education : a study in two programs

Malfroy, Janne

Permalink

Publication Type:: Thesis
Issue Date:: 2005

Closed Access

	Filename	Description	Size
	01Front.pdf	contents and abstract	388.92 kB	Adobe PDF	View/Open
	02Whole.pdf	thesis	9.21 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	Malfroy, Janne
dc.date.accessioned	2017-01-23T21:50:02Z
dc.date.available	2017-01-23T21:50:02Z
dc.date.issued	2005
dc.identifier.uri	http://hdl.handle.net/10453/75803
dc.description	University of Technology, Sydney. Faculty of Education.	en_AU
dc.description	NO FULL TEXT AVAILABLE. Access is restricted indefinitely. The hardcopy may be available for consultation at the UTS Library.
dc.description.abstract	NO FULL TEXT AVAILABLE. Access is restricted indefinitely. ----- This thesis is an ethnographic research study of two doctoral programs at two different universities. The aim of the study was to see what was actually being realised in doctoral programs that had stated intentions to involve both university and workplace in research activity and outcome; how, in practice, relationships between workplace and university were enacted, what curriculum and supervision issues were arising, and what forms of knowledge were being drawn on and produced. University and workplace relationships have not eventuated as forecast in the literature, but have been formed through deep integration of workplace issues in the doctoral curriculum, the research topics, the research sites, the research outcomes, and through the experiences and interests of both the academic supervisors and doctoral students. Rather than just responding to external pressures to link with workplaces, the doctoral programs in this study were deliberatively constructed to create new forms of research intervention in their field. This involved shifting the disciplinary knowledge of their traditional areas, establishing a moral and political framework for research and using research to influence practices in the workplace. In response to the new agendas in doctoral education, new types of students and new types of doctoral degrees, traditional pedagogical relationships for doctoral supervision have developed into more flexible, collegial and open relationships. Within this context, however, uncertainty and confusion continued to be a feature of the doctoral experience, and was related to disjunction about expectations, the creative tension of doctoral research and the relatively new research territory of the programs. The use of collective and interactive seminars facilitated a process of embedding the epistemological shifts into the academic culture, building a collaborative knowledge-sharing environment and reducing the reliance on a single supervisor. This conception of collective supervision resonated with the students' prior experiences of professional partnerships of the workplace. This study argues for a broader interpretation of postgraduate pedagogy, and for more explicit curricula to identify the interplay of key themes and key elements of reconceptualised knowledge-building. This study shows insights into doctoral supervisors and doctoral students creatively determining new ways of researching practice and new ways of taking that knowledge into the broader society in order to contribute to improvement. Whilst the study shows the emergence of some new practices, it also shows the continuation and adaptation of other doctoral education practices.	en_AU
dc.format	Thesis (Ed.D)
dc.language.iso	en_AU	en_AU
dc.rights	info:eu-repo/semantics/closedAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.title	University and workplace in doctoral education : a study in two programs	en_AU
dc.type	Thesis	en_AU
utslib.copyright.status	closed_access

Abstract:

NO FULL TEXT AVAILABLE. Access is restricted indefinitely. ----- This thesis is an ethnographic research study of two doctoral programs at two different universities. The aim of the study was to see what was actually being realised in doctoral programs that had stated intentions to involve both university and workplace in research activity and outcome; how, in practice, relationships between workplace and university were enacted, what curriculum and supervision issues were arising, and what forms of knowledge were being drawn on and produced. University and workplace relationships have not eventuated as forecast in the literature, but have been formed through deep integration of workplace issues in the doctoral curriculum, the research topics, the research sites, the research outcomes, and through the experiences and interests of both the academic supervisors and doctoral students. Rather than just responding to external pressures to link with workplaces, the doctoral programs in this study were deliberatively constructed to create new forms of research intervention in their field. This involved shifting the disciplinary knowledge of their traditional areas, establishing a moral and political framework for research and using research to influence practices in the workplace. In response to the new agendas in doctoral education, new types of students and new types of doctoral degrees, traditional pedagogical relationships for doctoral supervision have developed into more flexible, collegial and open relationships. Within this context, however, uncertainty and confusion continued to be a feature of the doctoral experience, and was related to disjunction about expectations, the creative tension of doctoral research and the relatively new research territory of the programs. The use of collective and interactive seminars facilitated a process of embedding the epistemological shifts into the academic culture, building a collaborative knowledge-sharing environment and reducing the reliance on a single supervisor. This conception of collective supervision resonated with the students' prior experiences of professional partnerships of the workplace. This study argues for a broader interpretation of postgraduate pedagogy, and for more explicit curricula to identify the interplay of key themes and key elements of reconceptualised knowledge-building. This study shows insights into doctoral supervisors and doctoral students creatively determining new ways of researching practice and new ways of taking that knowledge into the broader society in order to contribute to improvement. Whilst the study shows the emergence of some new practices, it also shows the continuation and adaptation of other doctoral education practices.

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

http://hdl.handle.net/10453/75803