Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980665
Helena Troiano, Albert Sánchez-Gelabert, M. Elias
ABSTRACT The present paper explores the role the private university plays in the horizontal stratification of the university system in Catalonia, a context where, like in the rest of Spain, there has been little tradition of private universities but there has been a strong expansion in recent years. From a sample of 807 students who have accessed university and who we have been following since the last year of compulsory secondary education, we measure the importance attributed to two horizontal stratification criteria, the degree programme and whether the university is private. We then explore which socio-demographic and academic variables can explain the different assessments students make of the private university, differentiated by fields of study. The results show that in the Catalan university system, the degree programmes are more important than university ownership. Furthermore, students from higher sociocultural backgrounds and those with better marks do not value the prestige of the private university highly, except in the area of the social sciences and, to a small degree, the sciences. Thus, there has been a slight advance in the private university within the context of the university field in recent years, showing a weak capacity to generate horizontal stratification.
{"title":"The horizontal stratification of the Catalonian university system: the role of the private university","authors":"Helena Troiano, Albert Sánchez-Gelabert, M. Elias","doi":"10.1080/13596748.2021.1980665","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980665","url":null,"abstract":"ABSTRACT The present paper explores the role the private university plays in the horizontal stratification of the university system in Catalonia, a context where, like in the rest of Spain, there has been little tradition of private universities but there has been a strong expansion in recent years. From a sample of 807 students who have accessed university and who we have been following since the last year of compulsory secondary education, we measure the importance attributed to two horizontal stratification criteria, the degree programme and whether the university is private. We then explore which socio-demographic and academic variables can explain the different assessments students make of the private university, differentiated by fields of study. The results show that in the Catalan university system, the degree programmes are more important than university ownership. Furthermore, students from higher sociocultural backgrounds and those with better marks do not value the prestige of the private university highly, except in the area of the social sciences and, to a small degree, the sciences. Thus, there has been a slight advance in the private university within the context of the university field in recent years, showing a weak capacity to generate horizontal stratification.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"503 - 524"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46681931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980663
M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang
ABSTRACT The present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.
{"title":"Exploring quality teacher education programmes in Lebanon, Qatar, and China","authors":"M. El-Abd, Youmen Chaaban, Xiangyun Du, Li Wang","doi":"10.1080/13596748.2021.1980663","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980663","url":null,"abstract":"ABSTRACT The present quantitative study explored pre-service teachers’ perspectives regarding the quality of their Teacher Education Programme (TEP) in Lebanon, Qatar, and China. The sample consisted of 326 pre-service school teachers who completed a survey designed to examine their perception of the following indicators of TEP quality: (1) a shared vision of good teaching, (2) coherence, or alignment among TEP courses, and (3) opportunities for pre-service teachers to enact their own teaching practice. An exploratory factor analysis indicated the underlying factors were instead theory and vicarious experiences, reflections on authentic experiences, and programme coherence. Overall, pre-service teachers in all countries rated their TEP highest on programme coherence, while reflections on authentic experiences received the lowest ratings. Pre-service teachers in Lebanon and Qatar rated their TEPs significantly higher than did participants in China (p < .01), which could be attributed to differences in TEP structure. Practical implications and recommendations were discussed.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"461 - 478"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46555631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980660
Florinda Sauli, M. Wenger, Jean-Louis Berger
ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.
{"title":"Supporting Apprentices’ Integration of School- and Workplace-Based Learning in Swiss Initial Vocational Education and Training","authors":"Florinda Sauli, M. Wenger, Jean-Louis Berger","doi":"10.1080/13596748.2021.1980660","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980660","url":null,"abstract":"ABSTRACT In a dual initial vocational education and training (IVET) system, an integration between school- and work-based learning is essential to provide apprentices with necessary trade-specific skills and to ensure the quality of training. However, apprentices often perceive a disconnection between learning sites. Accordingly, based on the concepts of boundary crossing and school-workplace connectivity, this study aimed to investigate how the integration between school- and work-based learning contributed to the quality of Swiss IVET from the perspective of apprentices, vocational teachers and in-company trainers. Data were collected through focus groups (n = 64) and thematic data analysis was carried out following an inductive and deductive approach. Key findings indicated some issues related to sociocultural differences between school and training company: a general devaluation of school-based learning (non-aligned with workplace-learning or perceived as useless) and the diversity of apprentices’ experiences at the training company. Furthermore, the analysis revealed how these situations perceived as disconnected can become learning opportunities: by applying a skill acquired at school in the workplace that is not part of the routine (learning mechanism of transformation); by bringing in the classroom authentic situations experienced by apprentices at work (learning mechanism of reflection). Implications for training and teaching are addressed.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"387 - 409"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980666
Gemma R. Martin
ABSTRACT This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer’s curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings.
{"title":"For the curious: A multi-method exploration of curiosity in further education colleges through the narratives of lecturers","authors":"Gemma R. Martin","doi":"10.1080/13596748.2021.1980666","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980666","url":null,"abstract":"ABSTRACT This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer’s curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"525 - 541"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980661
A. Gill
ABSTRACT This paper explores the difficulties and support experienced by non-traditional students during their first-year transition to a sport and exercise course at a post-1992 university. The transition to HE presents simultaneous educational, ecological and developmental changes for students and their capability to navigate changes may affect experience, satisfaction and engagement with courses. Sixteen students were interviewed twice during their first academic year. Findings indicate that students feel anxious about the transition period, with low self-efficacy surrounding their academic potential, despite still being optimistic about their learning. Social factors positively impact their progression, especially the support from peers. Relationships with both staff and peers support transition, with an effective induction praised. Student support services were praised as supportive by students. Difficulties were experienced regarding work-loading, staff availability, and a hesitancy to seek support. Recommendations are made to support post-1992 institutions’ and non-traditional entrants’ transition to Higher Education.
{"title":"Difficulties and support in the transition to higher education for non-traditional students","authors":"A. Gill","doi":"10.1080/13596748.2021.1980661","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980661","url":null,"abstract":"ABSTRACT This paper explores the difficulties and support experienced by non-traditional students during their first-year transition to a sport and exercise course at a post-1992 university. The transition to HE presents simultaneous educational, ecological and developmental changes for students and their capability to navigate changes may affect experience, satisfaction and engagement with courses. Sixteen students were interviewed twice during their first academic year. Findings indicate that students feel anxious about the transition period, with low self-efficacy surrounding their academic potential, despite still being optimistic about their learning. Social factors positively impact their progression, especially the support from peers. Relationships with both staff and peers support transition, with an effective induction praised. Student support services were praised as supportive by students. Difficulties were experienced regarding work-loading, staff availability, and a hesitancy to seek support. Recommendations are made to support post-1992 institutions’ and non-traditional entrants’ transition to Higher Education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"410 - 441"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42934742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/13596748.2021.1980664
Damien Homer
ABSTRACT This study explores student voice practice from a student’s viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu’s notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.
{"title":"Listening to further education students’ perspectives: examining student voice practice through the lens of auto-driven photo elicitation","authors":"Damien Homer","doi":"10.1080/13596748.2021.1980664","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980664","url":null,"abstract":"ABSTRACT This study explores student voice practice from a student’s viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu’s notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"479 - 502"},"PeriodicalIF":0.7,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-11DOI: 10.1080/13596748.2021.1980662
Lynette Shotton
ABSTRACT Care experienced students are among the least represented university students and are more likely to undertake vocational courses in post-92 universities. This study aims to provide insight into understanding more about the journeys of five care experienced students into, through and beyond nurse education. Data was collected using individual narrative interviews and was analysed thematically using Bourdieu’s theory of practice. The findings reveal that primary and secondary habitus are important in shaping aspirations for university, but equally work on the self-helped the students accumulate academic capitals which enabled them to enter the university field. Whilst there remains debate about the extent to which vocational education challenges structural inequality, for these five students their nurse education had a transformational impact and allowed them to achieve their aspirations of joining the nursing profession and move from care to caring.
{"title":"From care to caring. Using Bourdieu to explore care experienced students journeys into and through nurse education","authors":"Lynette Shotton","doi":"10.1080/13596748.2021.1980662","DOIUrl":"https://doi.org/10.1080/13596748.2021.1980662","url":null,"abstract":"ABSTRACT Care experienced students are among the least represented university students and are more likely to undertake vocational courses in post-92 universities. This study aims to provide insight into understanding more about the journeys of five care experienced students into, through and beyond nurse education. Data was collected using individual narrative interviews and was analysed thematically using Bourdieu’s theory of practice. The findings reveal that primary and secondary habitus are important in shaping aspirations for university, but equally work on the self-helped the students accumulate academic capitals which enabled them to enter the university field. Whilst there remains debate about the extent to which vocational education challenges structural inequality, for these five students their nurse education had a transformational impact and allowed them to achieve their aspirations of joining the nursing profession and move from care to caring.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"442 - 460"},"PeriodicalIF":0.7,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48807398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13596748.2021.1920261
Marjorie Ceballos, T. Vitale, W. Gordon
ABSTRACT Educational leadership scholarship, research on school individuals at the helm of achieving school goals, is well documented. However, less is known regarding educational leaders’ research in professional doctorate programmes, where practice may influence scholarship. This study sought to add to professional doctorate research by using directed qualitative content analysis guided by educational administration schools of thought described in a review of the literature to uncover educational leaders’ interests and concerns through an examination of 101 professional doctorate dissertations completed between 2013 and 2019. Of the 101 dissertations analysed, 88 aligned with the educational administration corpus. Educational leaders focused the majority of their research on school improvement and school effectiveness (65.9%), while leading teachers (5.7%) was of less concern. This result suggests that educational leaders with the agency or power to implement the findings from their doctoral dissertation may consider research in school improvement and school effectiveness as the most critical education administration school of research. Results from this study could be used by other educational leadership programmes to determine the prevalence of education administration research, examine the role of practice in research completed, and to broaden the scope of leaders’ research.
{"title":"Educational leaders and the professional doctorate dissertation: an analysis of leaders’ interests within the educational leadership corpus","authors":"Marjorie Ceballos, T. Vitale, W. Gordon","doi":"10.1080/13596748.2021.1920261","DOIUrl":"https://doi.org/10.1080/13596748.2021.1920261","url":null,"abstract":"ABSTRACT Educational leadership scholarship, research on school individuals at the helm of achieving school goals, is well documented. However, less is known regarding educational leaders’ research in professional doctorate programmes, where practice may influence scholarship. This study sought to add to professional doctorate research by using directed qualitative content analysis guided by educational administration schools of thought described in a review of the literature to uncover educational leaders’ interests and concerns through an examination of 101 professional doctorate dissertations completed between 2013 and 2019. Of the 101 dissertations analysed, 88 aligned with the educational administration corpus. Educational leaders focused the majority of their research on school improvement and school effectiveness (65.9%), while leading teachers (5.7%) was of less concern. This result suggests that educational leaders with the agency or power to implement the findings from their doctoral dissertation may consider research in school improvement and school effectiveness as the most critical education administration school of research. Results from this study could be used by other educational leadership programmes to determine the prevalence of education administration research, examine the role of practice in research completed, and to broaden the scope of leaders’ research.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"312 - 332"},"PeriodicalIF":0.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41513827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13596748.2021.1920260
P. Alves, Amélia Lopes, I. Menezes, Marta Kowalczuk-Walędziak
ABSTRACT The recent shift towards more practice-oriented doctoral training programmes relevant for non-academic settings raises the important, but still largely unexplored, question regarding how the relationships between research and professional practice are understood, experienced, and developed in contemporary doctoral education. Drawing on a mixed-methods study, combining a survey (n = 188) and individual interviews (n = 14), this paper explores the nature of the research-practice nexus in doctoral education from the perspective of PhD candidates and graduates with different professional backgrounds in social and health sciences in Poland and Portugal. Overall, the study findings suggest that this nexus is viewed as a dynamic, multidimensional relationship imbued with both connections and tensions. While the majority of the participants reported that their doctoral research influenced their professional practice positively and vice versa, there were also some respondents who identified negative impacts of their research on their practice and vice versa. The paper ends with some implications, thus providing a basis for reappraisal of current doctoral education provision in terms of deepening the relationship between research and professional practice.
{"title":"The research-practice nexus in doctoral education: the voices of social and health sciences PhD candidates and graduates","authors":"P. Alves, Amélia Lopes, I. Menezes, Marta Kowalczuk-Walędziak","doi":"10.1080/13596748.2021.1920260","DOIUrl":"https://doi.org/10.1080/13596748.2021.1920260","url":null,"abstract":"ABSTRACT The recent shift towards more practice-oriented doctoral training programmes relevant for non-academic settings raises the important, but still largely unexplored, question regarding how the relationships between research and professional practice are understood, experienced, and developed in contemporary doctoral education. Drawing on a mixed-methods study, combining a survey (n = 188) and individual interviews (n = 14), this paper explores the nature of the research-practice nexus in doctoral education from the perspective of PhD candidates and graduates with different professional backgrounds in social and health sciences in Poland and Portugal. Overall, the study findings suggest that this nexus is viewed as a dynamic, multidimensional relationship imbued with both connections and tensions. While the majority of the participants reported that their doctoral research influenced their professional practice positively and vice versa, there were also some respondents who identified negative impacts of their research on their practice and vice versa. The paper ends with some implications, thus providing a basis for reappraisal of current doctoral education provision in terms of deepening the relationship between research and professional practice.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"290 - 311"},"PeriodicalIF":0.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13596748.2021.1920260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/13596748.2021.1920259
J. Creaton
ABSTRACT This study explores the impact of professional doctorates in the workplace in the specific context of the criminal justice sector, through a qualitative study of practitioners who have graduated from professional doctorates in criminal justice and security risk management. A thematic analysis of semi-structured interviews with 25 graduates was undertaken to identify the nature and extent of impact on their workplaces. The study suggests that professional doctorates may potentially have a significant impact on the workplace, but the actual extent is shaped by three interrelated factors: the motivations of students, the role of their employer and the nature of the programme in which they are enrolled. The article concludes with a discussion of the implications for how institutions could design and deliver professional doctorate programmes in order to extend workplace impact.
{"title":"The impact of professional doctorates in the workplace: evidence from the criminal justice sector","authors":"J. Creaton","doi":"10.1080/13596748.2021.1920259","DOIUrl":"https://doi.org/10.1080/13596748.2021.1920259","url":null,"abstract":"ABSTRACT This study explores the impact of professional doctorates in the workplace in the specific context of the criminal justice sector, through a qualitative study of practitioners who have graduated from professional doctorates in criminal justice and security risk management. A thematic analysis of semi-structured interviews with 25 graduates was undertaken to identify the nature and extent of impact on their workplaces. The study suggests that professional doctorates may potentially have a significant impact on the workplace, but the actual extent is shaped by three interrelated factors: the motivations of students, the role of their employer and the nature of the programme in which they are enrolled. The article concludes with a discussion of the implications for how institutions could design and deliver professional doctorate programmes in order to extend workplace impact.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"26 1","pages":"274 - 289"},"PeriodicalIF":0.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13596748.2021.1920259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43252965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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