The design of doctorate curricula for practising professionals
调查了68名高校教师对执业博士课程设计的看法，发现他们在平衡理论与实践、认可实践者方法论和提供适当指导方面面临挑战，呼吁更广泛地理解博士教育的价值与目的。
Expansion and changes in doctoral education globally have challenged universities to meet the needs of practising professionals. Values and purposes, structure and content and pedagogy of the provision are key considerations. This curriculum evaluation work investigated the views of 68 higher education staff mainly from Europe and North America involved in the development and delivery of professional doctorates on current issues in designing an appropriate curriculum for practitioners. Analysis of views from two international workshops suggested that while the social benefits of practitioner research were acknowledged, staff struggled with tensions in their higher education contexts to manage practitioner-focused elements, including the balance between theory and practice, recognition of practitioner methodologies and provision of appropriate supervision. The paper concludes that a wider understanding of the values and purpose of doctoral education within and beyond the academy is required that recognises the production of knowledge through practice, and supports ethical social action.