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• W18758061 abstract "Background to the EdD The existence of a professional doctorate in Australia, as elsewhere, is relatively new (Holdaway, 1994; Burgess, 1994). The Higher Education Council in 1990 recommended the introduction of “doctoral programs more suited to professional settings in fields such as engineering, accounting, law, education and nursing” (Higher Education Council, 1990, p 28). Such a recommendation clearly continued the federally-led emphasis on vocational education and on the service role of universities in the production of useful knowledge to provide Australia with economic advantage in a global economy. The first Education Doctorates (EdDs) were introduced in Australia in 1990 and most universities in the country now offer professional doctorates or plan to, not just in education but in other professional fields. These doctorates have elicited two main kinds of reactions, both of which tend to be accommodative at best or, more often, dismissive. One is to see them as a necessary pragmatic reaction to the pressure for increased credentials among professional groups, thereby enabling the university to live up to its ‘service’ function for professional groups and attract student numbers for funding faculty continuation in times of competitive pressure. A second reaction treats them as second-class degrees, a compromise which allows for the necessary expansion in higher degrees but does not compete with the central function of the PhD as an induction into research and the academy generally. There are also two main approaches in those universities which offer the award: one treats it mainly as a continuation of masters’ coursework studies, somewhat on the lines of an American doctorate with pre-set content units and a smaller dissertation or thesis. The second aims to develop the degree still as a research degree but one which offers a more structured approach to the development of major research projects. Usually, in this case the final product is a portfolio of research-oriented work, including a dissertation Both the reactions to the EdD and the approaches to its practice embody quite divergent views about the nature of universities, knowledge production and the place of the intellectual. In particular they reveal the habituated dualisms between vocational and academic education, between theory and practice, and between knowledge workers in universities and in other institutions. In this paper I argue that professional doctorates such as the EdD offer a means for reconstructing relations between academic and other sites of knowledge and practice by demanding a reconfiguration of university research relations with professionals in the field. In turn, I suggest that this change of relations is only made possible by altering the ways in which universities have conceptualised and taught research. In developing this argument, I focus on the Education Doctorate as a particular instance of professional doctorate work which reflects a range of issues facing universities and their teaching of research generally at the current time." @default.
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• W18758061 date "1995-01-01" @default.
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• W18758061 title "Education Doctorates: Reconstructing Professional Partnerships around Research?." @default.
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