Higher Education and Human Capital: Re/thinking the Doctorate in America

Cover......Page 0
Higher Education and Human Capital......Page 4
ISBN: 9789460914171 (hardback)......Page 5
TABLE OF CONTENTS......Page 6
The Doctorate and Cultural Capital......Page 8
ORGANIZATION OF THE BOOK......Page 11
CULTURE: INSTITUTIONAL COHESION AND IDENTITY......Page 14
REFERENCES......Page 16
CONTRIBUTORS......Page 17
SECTION I: A GENERAL APPROACH: COMPREHENSIVE ANALYSIS OF DOCTORAL PROGRAMS......Page 18
ORIGINS AND PURPOSE OF THE PH.D.......Page 20
Dr. Adams’ Doctoral Process......Page 22
Dr. Cox’s Doctoral Process......Page 24
Dr. St. Omer’s Doctoral Process......Page 25
Common Experiences......Page 27
EXPECTATIONS OF A NEW PH.D.......Page 28
ALTERNATE MODELS......Page 29
Doctoral Student Exchanges......Page 30
Multiple Mentoring Models......Page 31
REFERENCES......Page 32
CONTRIBUTORS......Page 34
THE NATURE OF WORK IN THE ACADEMY......Page 36
THE PROFESSOR IN THE “PRESTIGE-SEEKING UNIVERSITY”......Page 37
Effects on Teaching......Page 39
Effects on Research and Scholarship......Page 40
Effects on Institutional Service......Page 41
ORGANIZATIONAL STRUCTURES WITHIN UNIVERSITIES AND IMPLICATIONS FOR INTENSIFICATION......Page 42
THE NATURE OF THE PROFESSORIATE AND IMPLICATIONS FOR INTENSIFICATION......Page 44
REFERENCES......Page 45
CONTRIBUTOR......Page 47
3. RE/THINKING RESEARCH TRAINING: Scientific Productivity as the Beginning of a Life Program
......Page 48
CRITERIA FOR THE CREATION AND IMPROVEMENT OF DOCTORAL PROGRAMS ACCORDING TO THE ORGANIZATION OF IBERO-AMERICAN STATES FOR EDUCAT......Page 49
RESEARCH TRAINING IN THE CONTEXT OF THE SEVENTH FRAMEWORK PROGRAMME OF THE EUROPEAN UNION......Page 55
RE/THINKING DOCTORAL PROGRAMS IN IPN CONTEXT: RE/DESIGNING RESEARCH TRAINING......Page 59
RE/THINKING DOCTORATE RE/DESIGNING PIFI-IPN: SCIENTIFIC PRODUCTIVITY AS THE BEGINNING OF A RESEARCH LIFE PROGRAM......Page 63
REFERENCES......Page 67
CONTRIBUTORS......Page 69
SECTION II: RETHINKING THE CONCEPT OF EVALUATION AND PROGRAMMATIC COHERENCE......Page 70
CLARITY OF INSTITUTIONAL PURPOSE......Page 72
ADULT DEVELOPMENT AND PROGRAM PLANNING......Page 74
DEVELOPING A CULTURE OF SCHOLARSHIP......Page 76
COMMUNITIES OF SCHOLARLY INQUIRY AND PRACTICE......Page 77
Clarity of Institutional Purposes for Engaging in Doctoral Education......Page 78
Communities of Scholarly Inquiry and Practice......Page 79
REFERENCES......Page 80
CONTRIBUTORS......Page 81
OTHER ADVANTAGES OF PURSUING DOCTORAL DEGREES......Page 82
PROLIFERATION OF DOCTORAL DEGREES......Page 83
NATURE IS INTERDISCIPLINARY......Page 84
THE ACCREDITATION PROCESS WILL BECOME LESS DAUNTING......Page 85
Ph.D. (Management – Discipline)......Page 86
Ph.D. (Research – Discipline)......Page 87
Ph.D. (Honorary – Discipline)......Page 88
REFERENCES......Page 89
CONTRIBUTOR......Page 90
6. KNOWLEDGE MANAGEMENT AS AN APPROACH TO EVALUATION OF ADVANCED GRADUATE PROGRAMS......Page 92
KNOWLEDGE MANAGEMENT OVERVIEW......Page 93
KNOWLEDGE MANAGEMENT FOR ADVANCED GRADUATE EDUCATION......Page 95
KM’s Utility for Advanced Graduate Programs......Page 96
Teaching......Page 97
Research......Page 98
Outcomes Measurement in Advanced Graduate Education......Page 99
Transparency......Page 100
Connectedness......Page 101
Speed (Just in Time)......Page 102
REFERENCES......Page 104
CONTRIBUTOR......Page 105
SECTION III: BEYOND PRACTICE: THE DOCTORAL DEGREE BEYOND THE DISCIPLINE, SUBJECT, AND FIELD......Page 106
7. THE EDD V2.0: Imagining a New Doctorate in Education
......Page 108
Adapted from U. S. doctorates in the 20th century (NSF, 2006, p. 13)......Page 110
Adapted from U. S. doctorates in the 20th century (NSF, 2006, p. 37)......Page 111
REFERENCES......Page 118
CONTRIBUTORS......Page 119
8. THE NEW “PROPOSED” DOCTORAL DEGREE IN EDUCATIONAL LEADERSHIP (ED. D.) AT A COMPREHENSIVE UNIVERSITY IN SOUTHERN CALIFORNIA......Page 120
CONTOURS OF DOCTORAL EDUCATION IN CALIFORNIA......Page 121
BRIEF REVIEW OF LITERATURE......Page 122
CALIFORNIA STATE UNIVERSITY, DOMINGUEZ HILLS......Page 123
Rationale for the New Ed.D.......Page 124
Student Demand......Page 126
Ed.D. Development: Internal and External Partners......Page 127
PreK-12 Collaboration as “Signature Pedagogy”......Page 128
Rigorous Expectations for Students......Page 132
The Dissertation......Page 133
Creating a Doctoral Culture among Faculty......Page 134
Creating a Doctoral Culture among Students......Page 135
Assessment and Evaluation......Page 137
Formative and Summative Assessment......Page 138
Responsibilities of External Reviewers......Page 139
FINAL REFLECTIONS......Page 140
REFERENCES......Page 142
CONTRIBUTORS......Page 144
INTRODUCTION......Page 146
Immersion in authentic mathematics and science education and teacher education experiences, including:......Page 147
ENERGY AND ENVIRONMENT NEXUS DRIVER......Page 148
COMPLEXITY AND UNCERTAINTY AS DRIVING THEMES......Page 150
INTEGRATED SCIENCE – COMPUTATIONAL SCIENCE DRIVER......Page 152
COGNITION DRIVER......Page 153
APPRENTICESHIP DRIVERS......Page 155
RECRUITING, RETENTION, AND DIVERSITY......Page 157
SUMMARY......Page 158
REFERENCES......Page 159
CONTRIBUTORS......Page 161
SECTION IV: THE IMPLICATIONS OF INDIVIDUAL IDENTITY WITHIN THE DOCTORATE: INDIVIDUAL PERSPECTIVES ON NEGOTIATING THE DOCTORAL EX......Page 162
10. DOCTORAL PROGRAMS IN SPECIAL EDUCATION: What Can We Do to Recruit Culturally and LinguisticallyDiverse Students?......Page 164
RECRUITMENT OF FACULTY FROM DIVERSE BACKGROUNDSINTO SPECIAL EDUCATION......Page 165
USING INFORMATION AND COMMUNICATION TECHNOLOGY TO IDENTIFYDOCTORAL PROGRAMS IN SPECIAL EDUCATION......Page 168
CONCLUSION......Page 173
REFERENCES......Page 174
CONTRIBUTORS......Page 175
Institutional Diversity......Page 176
THEORETICAL FRAMEWORK......Page 177
Program Performance......Page 178
Journey: Soul Searching, Relationships, and Stewards of the Profession......Page 181
CONCLUSION: IDENTITY DEVELOPMENT IN THE DOCTORAL PROGRAM......Page 183
CONTRIBUTORS......Page 185
INTRODUCTION AND FRAMEWORK......Page 186
Andrew Kemp, Ed.D.......Page 187
Samara Madrid, Ph.D.......Page 188
All three of us.......Page 189
Two days later, the safety issue hit home.......Page 190
Samara Madrid.......Page 191
Samara Madrid.......Page 192
Joseph Flynn.......Page 193
Andrew Kemp.......Page 194
Andrew Kemp.......Page 195
Samara Madrid.......Page 196
Joseph Flynn.......Page 197
Samara Madrid.......Page 198
Joseph Flynn.......Page 199
Andrew Kemp.......Page 200
Joseph Flynn.......Page 201
Samara Madrid.......Page 202
Andrew Kemp.......Page 203
CONCLUSION......Page 204
CONTRIBUTORS......Page 205
13. RETHINKING THE DOCTORATE FROMA LIBERAL ARTS COLLEGE......Page 206
TEACHING AND ADVISING......Page 208
CURRICULAR DEVELOPMENT......Page 211
INTEGRATION OF RESEARCH AND TEACHING......Page 216
CONCLUSIONS......Page 219
CONTRIBUTOR......Page 220
14. DOCTORAL STUDY: A View from a Veteran of Advanced Study Wars
......Page 222
Selection Process......Page 224
Coursework......Page 225
Assessment/Outcomes......Page 226
The Dissertation......Page 227
The Dissertation Supervisors......Page 228
Program Financial Stability......Page 229
CONCLUSIONS......Page 230
CONTRIBUTOR......Page 231
15. RE-DEFINING THE MEANING OF IMPACT......Page 232
TEACHING......Page 234
Delivering Lectures Using a Variety of Teaching Methodologies......Page 235
Developing an Effective Strategy for Student Assessment......Page 237
Student Advising......Page 238
Student-Led Research......Page 240
Student-Assisted Research......Page 241
CONTRIBUTOR......Page 242