Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21402
Title: Australian EdDs: At a Crossroad?
Contributor(s): Maxwell, Thomas W  (author)
Publication Date: 2016
DOI: 10.1057/9781137527066_5
Handle Link: https://hdl.handle.net/1959.11/21402
Abstract: Australia has been a leader in doctoral education over the last two decades. Proponents of the doctor of education (EdD), among others, in the early 1990s led the development of a range of awards termed "professional doctorates" (Maxwell & Shanahan, 1996), which were intended to contrast with the traditional PhD. The latter was then considered more academic, the former more professional, in orientation. A professional doctorate holder would not normally aspire for employment in a university though a good case can be made for professional doctorate holders to be hired by universities. A body of Australian professional doctoral literature has developed in Australia (see, e.g., Brennan, 1995; Ellis, 2006; Lee, Brennan, & Green, 2009; Malloch, 2010; Maxwell, 2011; Maxwell, Hickey, & Evans, 2005; Maxwell & Shanahan, 1996, 1998, 2001; McWilliam, 2003; Neumann, 2005; Pearson, 2006; Stock, 2013; Trigwell, Shannon, & Maurizi, 1997; Voudouris & Hunter, 2011). Some international comparative studies have been undertaken (e.g., Kot & Hendel, 2012; Servage, 2009; Whitechurch, 2009). A key doctoral education meeting place for 20 years has been the Quality in Postgraduate Research series of conferences held in Adelaide (see http:// www.qpr.edu.au/). In Australia we have previously made a distinction between in-service and preservice doctorates. A preservice doctorate is one that follows directly from undergraduate education leading to qualifications to act in a professional capacity. Preservice doctorates are also known as first degree doctorates in North America. In-service doctorates are awarded following some years of experience in the field. In Australia this distinction has become especially necessary because in recent times the University of Melbourne has followed the North American model and introduced what it terms the "Melbourne model" for certain prestigious master's (second cycle) awards. It includes in the award title the word "doctor," for example, doctor of medicine (MD) (see UMelb, 2011, p. 1). My concern here is with in-service professional doctorates. Additionally, I shall use the term "supervisor" of doctoral students. This term is equivalent to the North American term "advisor."
Publication Type: Book Chapter
Source of Publication: International Perspectives on Designing Professional Practice Doctorates: Applying the Critical Friends Approach to the EdD and Beyond, p. 79-98
Publisher: Palgrave Macmillan
Place of Publication: New York, United States of America
ISBN: 9781137527066
9781349563852
9781137527059
Field of Research (FOR): 130103 Higher Education
Socio-Economic Outcome Codes: 9304 School/Institution
930501 Education and Training Systems Policies and Development
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/217167055
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Appears in Collections:Book Chapter
School of Education

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