University of Hertfordshire

Comparative Review of Education Doctorates in Three Countries.

Research output: Chapter in Book/Report/Conference proceedingChapter

  • M East
  • Eva Brown Hajdukova
  • M. E Carr
  • W. H Evans,
  • G. Hornby
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Original languageEnglish
Title of host publicationThe Future of Accessibility in International Higher Education
PublisherIGI Global Publishing
Pages175-201
ISBN (Electronic)9781522525615
ISBN (Print)9781522525608
DOIs
Publication statusPublished - 2017

Abstract

Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.

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