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| doctorate in education policy: Education Policy Les Bell, Howard Stevenson, 2006-09-27 The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell As global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context. Education Policy is divided into three sections, which examine: the development of policy at the levels of the nation state and individual institutions the forces that shape policies with emphasis on human capital theory, citizenship and social justice and accountability research-based case studies highlighting the application of policy in a range of situations. The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes. |
| doctorate in education policy: Handbook of Education Policy Research Gary Sykes, Barbara Schneider, David N. Plank, 2012-09-10 Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/. |
| doctorate in education policy: Achieving Your Doctorate in Education Hilary Burgess, Sandy Sieminski, Lore Arthur, 2006-03-01 'anyone seeking doctoral status would benefit from dipping into or immersing themselves in this well written text. Clearly formatted pages with bold section headings make for quick and easy access to relevant passages where readers can watch the authors skilfully untangle the mysteries of research language such as 'theoretical framework', methodology and data analysis. I recommend Achieving Your Doctorate in Education to students and new supervisors involved in the doctoral research process' - ESCalate This book is designed to help students to achieve an understanding of the practical and theoretical issues involved in a doctorate in education, and how to link their studies with their professional experience. The chapters provide a detailed examination of all aspects of completing a doctorate in education: from research methodologies, to the analysis of data, reflection on the student's own experience, and the critical issues involved in writing a thesis. Detailed case study material is used throughout. The editors are experienced supervisors of EdD courses and have created an essential companion for all education students pursuing a doctorate. SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university. Visit the SAGE Study Skills website for tips, quizzes and videos on study success! Read the full review as posted on the ESCalate website, the Education Subject Centre for the Higher Education Academy |
| doctorate in education policy: The Professional Doctorate in Education Lesley Saunders, David Trotman, 2022-02-08 The book explores and analyses, from a variety of conceptual perspectives, the encounters with self and others that professional doctorate programmes in education both necessitate and enable. It documents the ways in which professional identities, bodies of knowledge and practices are thereby challenged, renegotiated and strengthened. It comprises 14 chapters written by academic staff engaged in professional doctorate programmes in education and by professional practitioners who have undertaken doctoral study. The volume is both useful and provocative, offering insights to colleagues who design and deliver EdD programmes in thinking through some crucial conceptual and practical issues. It will also help existing and potential EdD students to assess what they can gain from, and contribute to, doctoral-level study and their professional contexts. |
| doctorate in education policy: We Be Lovin’ Black Children Gloria Swindler Boutte, Joyce Elaine King, George Lee Johnson, LaGarrett J. King, 2021-03-24 A 2022 SPE Outstanding Book Award Winner We Be Lovin' Black Children is a pro-Black book. Pro-Black does not mean anti-white or anti anything else. It means that this little book is about what we must do to ensure that Black children across the world are loved, safe, and that their souls and spirits are healed from the ongoing damage of living in a world where white supremacy flourishes. It offers strategies and activities that families, communities, social organizations, and others can use to unapologetically love Black children. This book will facilitate Black children's cultural and academic excellence. Meet the editors: https://youtu.be/q21_yZCblk8 Perfect for courses such as: Multicultural Education | Black Education | Urban Education | Culturally Relevant Teaching |
| doctorate in education policy: Completing Your EdD Iona Burnell Reilly, Jodi Roffey-Barentsen, 2020-09-14 This is an essential text for students pursuing the Doctor of Education programme (EdD). Written by EdD teachers and course leaders, it covers essential elements of the EdD including reading and writing at doctoral level, planning and executing research, and much more, and will accompany students as they successfully progress through their EdD. |
| doctorate in education policy: Globalization and Its Impacts on the Quality of PhD Education Maresi Nerad, Barbara Evans, 2014-07-03 This book, the second in the projected three-volume Forces and Forms in Doctoral Education Worldwide series sponsored by the Center for Innovation in Graduate Education (CIRGE) at the University of Washington, invites readers to listen in as nearly thirty distinguished scholars and thought leaders confront urgent questions about doctoral education in a globalizing world: • How are research doctoral education and the research PhD degree evolving in different national contexts? • How do researchers in the early stage of their careers assess the value of doctoral education? • What are the challenges of using international demographic data from existing PhD programs to analyze trends in doctoral education? • What can happen when regional issues intersect with the need to evaluate doctoral education and ensure its quality? • Which quality-assurance model has been gaining favor in PhD education, and what challenges does it pose? • What accounts for conflict between national interests and international collaboration in doctoral education? • Is there empirical evidence of globalization’s impact on doctoral education and the labor market for PhD graduates? This follow-up to Toward a Global PhD? (University of Washington Press, 2008), the first volume in the series, includes case studies illustrating global trends in the structure, function, and quality frameworks of doctoral education, and it develops a conceptual framework linking globalization to trends in doctoral education while showing the particular history that has led to the convergence of a number of practices in one or more countries. |
| doctorate in education policy: Research and Innovation Policy G. Bruce Doern, Christopher Stoney, 2009-01-01 This collection is the first systematic examination of the evolving relationship between the federal government and Canadian universities as revealed through changes in federal research and innovation policies. |
| doctorate in education policy: The Doctorate Worldwide Powell, Stuart, Green, Howard, 2007-06-01 Taking a country-by-country approach, The Doctorate Worldwide examines doctoral study in North and South America, South Africa, Europe, Australia, India, China, Japan and Thailand. Each chapter presents demographic and other data, and considers key questions such as: What are the different forms of doctoral study and qualification available? How are institutions organised? How are candidates supervised, funded and examined? Are there identifiable differences in gender, race, religion etc.? What is the role of the doctorate in relation to national research policy? |
| doctorate in education policy: Politics, Education and Social Change Agnieszka Gromkowska-Melosik, Inetta Nowosad, Aleksandra Boroń, Marzanna Farnicka, Marcin Gierczyk, Arkadiusz Tyda, 2024-01-22 The authors analyse macro-level political decisions across various societies as well as individual actions and experiences to advocate for a more inclusive and effective education system capable of driving social change. They consider relationships between politics, education and social change – in various contexts and dimensions. The macro level of educational policy (and politics) is confronted with the micro realities of human biographies. However, the authors do not consider people who are influenced by political decisions as incapacitated mass. Thus, social change always results from these macro-micro connections. This interdisciplinary book includes themes related to political sciences, education, and sociology, which resulted from the authors' study of contemporary social and education phenomena. It gives insight into interesting paradoxes and controversies. |
| doctorate in education policy: Beyond the Skills Gap Matthew T. Hora, 2019-01-02 2018 Frederic W. Ness Book Award, AAC&U How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Drawing on interviews with educators in two- and four-year institutions and employers in the manufacturing and biotechnology sectors, the authors demonstrate the critical importance of habits of mind such as problem solving, teamwork, and communication. They go on to show how faculty and program administrators can create active learning experiences that develop students’ skills across a range of domains. The book includes in-depth descriptions of eight educators whose classrooms exemplify the effort to blend technical learning with the cultivation of twenty-first-century habits of mind. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators. |
| doctorate in education policy: Changing Practices of Doctoral Education David Boud, Alison Lee, 2009-05-07 Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work. New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and departments can best respond to the increasing demands that are being made. Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book acquaints the readers with new international trends in doctoral education identifies new practices in supervision, research, teaching and learning enables practitioners of doctoral education to contribute to the debates and help shape new understandings questions the purposes of doctoral study and how they are changing considers the balance between equipping students as researchers and the conduct of original research Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. |
| doctorate in education policy: Achieving Your Doctorate While Working in Higher Education Merryl Harvey, Barbara Howard-Hunt, 2021-06-09 Undertaking a part-time doctorate when you’re working full-time in higher education can be daunting. This guide gives you realistic and reassuring support for the complexities and challenges you might face. Each chapter helps you map the next step in your doctoral journey, from discovering your motivations and making important decisions about where to study, to preparing for thesis submission and your viva – and how to navigate the ‘after’ when you’ve completed your doctorate. The book: Gives you honest, down-to-earth advice about how to navigate professional and personal challenges, such as continuing professional development and maintaining motivation. Discusses unique tensions additionally faced by academics studying in their own institution, such as managing supervisory relationships. Showcases a diverse range of student experiences, with over 20 case studies of postgraduate researchers. Includes practical activities and reflective questions to help you make the right decisions for you. You can also find templates for helpful techniques, such as doing a SWOT analysis, and a collection of carefully-chosen weblinks to handy resources, such as funding information, on the book′s website. This book is a companion for anyone undertaking doctoral research while working in an academic post. |
| doctorate in education policy: A Handbook for Doctoral Supervisors Stan Taylor, Margaret Kiley, Robin Humphrey, 2019-02-13 Across the globe, doctoral education is in the throes of change. Diversification, regulation and proliferation are just a few of the developments that pose major challenges for those supervising doctoral candidates. The second edition of A Handbook for Doctoral Supervisors has been fully updated to assist doctoral supervi |
| doctorate in education policy: Child Advocacy and Early Childhood Education Policies in the Caribbean Ilene R. Berson, Michael J. Berson, 2015-10-01 This volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean. The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young. |
| doctorate in education policy: Towards a Global Core Value System in Doctoral Education Maresi Nerad, David Bogle, Ulrike Kohl, Conor O’Carroll, Christian Peters, Beate Scholz, 2022-09-27 Recent decades have seen an explosion in doctoral education worldwide. Increased potential for diverse employment has generated greater interest, with cultural, political and environmental tensions focusing the attention of new creative, responsible scholars. Towards a Global Core Value System in Doctoral Education provides an evaluation of changes and reforms in doctoral education since 2000. Recognising the diversity of academic cultures and institutional systems worldwide, the book advocates for a core value system to overcome inequalities in access to doctoral education and the provision of knowledge. Building on in-depth perspectives of scholars and young researchers from more than 25 countries, the chapters focus on the structures and quality assurance models of doctoral education, supervision, and funding from an institutional and comparative perspective. The book examines capacity building in the era of globalisation, global labour market developments for doctoral graduates, and explores the ethical challenges and political contestations that may manifest in the process of pursuing a PhD. Experts and early career researchers in the Global North and South collaborated in interdisciplinary and intergenerational teams to develop guidelines for doctoral education. They learned from each other about how to act courageously within a complex global context. The resulting recommendations and reflections are an invitation to reflect on the frames and conditions of doctoral education today. |
| doctorate in education policy: Reshaping Doctoral Education Alison Lee, Susan Danby, 2012-03-12 The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: the changing nature of doctoral education the need for systematic and principled accounts of doctoral pedagogies the importance of disciplinary specificity the relationship between pedagogy and knowledge generation issues of transdisciplinarity. Reshaping Doctoral Education provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctioral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. |
| doctorate in education policy: Doctoral Education and the Faculty of the Future Ronald G. Ehrenberg, Charlotte V. Kuh, 2011-05-02 American colleges and universities simultaneously face large numbers of faculty retirements and expanding enrollments. Budget constraints have led colleges and universities to substitute part-time and full-time non-tenure-track faculty for tenure-track faculty, and the demand for faculty members will likely be high in the decade ahead. This heightened demand is coming at a time when the share of American college graduates who go on for PhD study is far below its historic high. The declining interest of American students in doctoral programs is due to many factors, including long completion times, low completion rates, the high cost of doctoral education, and the decline in the share of faculty positions that are tenured or on the tenure track. In short, doctoral education is in crisis because the impediments are many and the rewards are few; students often choose instead to enroll in professional programs that result in more marketable credentials. In Doctoral Education and the Faculty of the Future, scientists, social scientists, academic administrators, and policy makers describe their efforts to increase and improve the supply of future faculty. They cover topics ranging from increasing undergraduate interest in doctoral study to improving the doctoral experience and the participation of underrepresented groups in doctoral education. |
| doctorate in education policy: Doctoral Education in South Africa Cloete, Nico, Mouton, Johann, 2015-12-08 Worldwide, in Africa and in South Africa, the importance of the doctorate has increased disproportionately in relation to its share of the overall graduate output over the past decade. This heightened attention has not only been concerned with the traditional role of the PhD, namely the provision of future academics; rather, it has focused on the increasingly important role that higher education - and, particularly, high-level skills - is perceived to play in national development and the knowledge economy. This book is unique in the area of research into doctoral studies because it draws on a large number of studies conducted by the Centre of Higher Education Trust (CHET) and the Centre for Research on Evaluation, Science and Technology (CREST), as well as on studies from the rest of Africa and the world. In addition to the historical studies, new quantitative and qualitative research was undertaken to produce the evidence base for the analyses presented in the book. The findings presented in Doctoral Education in South Africa pose anew at least six tough policy questions that the country has struggled with since 1994, and continues to struggle with, if it wishes to gear up the system to meet the target of 5 000 new doctorates a year by 2030. Discourses framed around the single imperatives of growth, efficiency, transformation or quality will not, however, generate the kind of policy discourses required to resolve these tough policy questions effectively. What is needed is a change in approach that accommodates multiple imperatives and allows for these to be addressed simultaneously. |
| doctorate in education policy: The Doctorate as Experience in Europe and Beyond Michael Byram, Maria Stoicheva, 2019-11-20 The Doctorate as Experience in Europe and Beyond presents a detailed and fascintating account of completing a doctorate from the perspectives of researchers, supervisors and students. It provides an in-depth insight through qualitative data, interpretative methods and insider experiences for a truly unique perspective. Given the popularity of doctoral studies and their increasing importance outside of academia, the PhD has needed to evolve and develop, particularly given its role in the internationalization of universities. Drawing on in-depth interviews with international participants, this book explores case studies and comparative analysis of the dimensions of researcher identity, the processes of supervision and the use of languages for teaching and learning and conducting research. Providing a keen insight into how the internationalization of higher education is affecting the doctoral experience, The Doctorate as Experience in Europe and Beyond is ideal reading for all academics, doctoral supervisors and examiners as well as postgraduate students involved in doctoral education. |
| doctorate in education policy: Higher Education and Human Capital: Re/thinking the Doctorate in America David M. Callejo Pérez, Stephen M. Fain, Judith J. Slater, 2011-10-21 This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars. |
| doctorate in education policy: A Scholarship of Doctoral Education Petro du Preez, 2018-11-19 This edited collection is cohesive by a focus on becoming: becoming a doctoral student, becoming a researcher, becoming an academic, and becoming a supervisor. This journey of becoming takes us from pre-enrolment in a doctoral programme, through the many phases of candidature and into the post-doctoral environment. Both advancing theory, and providing very practical examples, this book is of immense value to doctoral students and academics not only in South Africa - for whom it should be a mandatory read - but also for doctoral education researchers, doctoral students and supervisors worldwide, as the themes covered extend well beyond the borders of South Africa. |
| doctorate in education policy: Out-of-Field Teaching and Education Policy Anna Elizabeth Du Plessis, 2020-01-11 This book focuses on the elusive out-of-field teaching phenomenon and its direct effects on quality education globally. Based on the experiences and concerns of teachers and school leaders, it investigates the phenomenon’s impact on everyday teaching and school practices, and offers insights into the challenges that out-of-field teachers face in maintaining their role as the “knowledgeable counterpart” in their teaching and learning environments. In this frame, it also highlights the often-overlooked importance of initial teacher education and its preparation of prospective teachers for employment in complex school contexts, subjects or year levels. The book emphasises the need to develop specific policy strategies to effectively address the global implications of out-of-field teaching, and explores the potential of micro-education policies as targeted support resources for teachers in these challenging positions. Through this new policy lens, which renegotiates the discourse of education policy as a quality education improvement framework, the book offers readers a comprehensive understanding of the urgent need for policy to uphold all stakeholders involved in these unique and complex environments. Accordingly, the book is a valuable resource for academic advisors, decision-makers, policy-makers, and educational and school leaders in developing new approaches to improving school outcomes that promote the retention of teachers for a strong and stable teaching workforce. |
| doctorate in education policy: Placing Practitioner Knowledge at the Center of Teacher Education Margaret Macintyre Latta, Susan Wunder, 2012-05-01 Rethinking the Education Doctorate so that practitioner knowledge is at the center of programmatic concern in teacher education raises provocative education policy/practice considerations. Participants in the national Carnegie Project on the Education Doctorate (CPED) are doing just this. Their accounts of rethinking what counts as educational knowledge and their reconsideration of the roles of teacher educators, scholar-practitioners, students, policy makers, and others are illuminated in this book. Asserting the primacy of practitioner knowledge, the book generates a rich and complex terrain of issues and considerations that participating CPED institutions navigate as multiple technical, normative, and political questions at the crux of educator preparation, professional growth, and control of their field. And, it is this terrain that calls attention to the nature of practitioner knowledge and its inherent potential for redirecting, mediating, and generating education policy. Conversations within and across national and local levels orient away from technical means-ends “what works” questions alone, and open into normative and political questions about educational value and professional action. In documenting the largest, most coordinated effort to rethink the educational doctorate in a century of such efforts, this book will interest teacher educators and programs engaged in pre-service and graduate level teacher education, practicing K-16 teachers, and education policy/practice interest groups and individuals. Illustrating a policy development method that is neither top-down nor necessarily ‘grass roots’, it also invites the interest of other educational sectors. Additionally, as CPED implementation contexts value interdisciplinarity, multiple methodological perspectives, and interactions and deliberations across interests, the lived consequences and significances of doing so are mapped out and, as such, hold much potential for policy/practice intersections within manifold education settings, and beyond, to settings of all kinds invested in the primacy of practitioner knowledge. Thus, a core goal of this volume is to broach these considerations with a broad readership. |
| doctorate in education policy: Policy and Politics in Nursing and Healthcare - Revised Reprint - E-Book Diana J. Mason, Judith K. Leavitt, Mary W. Chaffee, 2013-10-01 Featuring analysis of healthcare issues and first-person stories, Policy & Politics in Nursing and Health Care helps you develop skills in influencing policy in today’s changing health care environment. 145 expert contributors present a wide range of topics in policies and politics, providing a more complete background than can be found in any other policy textbook on the market. Discussions include the latest updates on conflict management, health economics, lobbying, the use of media, and working with communities for change. The revised reprint includes a new appendix with coverage of the new Affordable Care Act. With these insights and strategies, you’ll be prepared to play a leadership role in the four spheres in which nurses are politically active: the workplace, government, professional organizations, and the community. Up-to-date coverage on the Affordable Care Act in an Appendix new to the revised reprint. Comprehensive coverage of healthcare policies and politics provides a broader understanding of nursing leadership and political activism, as well as complex business and financial issues. Expert authors make up a virtual Nursing Who's Who in healthcare policy, sharing information and personal perspectives gained in the crafting of healthcare policy. Taking Action essays include personal accounts of how nurses have participated in politics and what they have accomplished. Winner of several American Journal of Nursing Book of the Year awards! A new Appendix on the Affordable Care Act, its implementation as of mid-2013, and the implications for nursing, is included in the revised reprint. 18 new chapters ensure that you have the most up-to-date information on policy and politics. The latest information and perspectives are provided by nursing leaders who influenced health care reform with the Patient Protection and Affordable Care Act of 2010. |
| doctorate in education policy: Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work 2012 Peterson's, 2012-05-15 Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work 2012 contains a wealth of info on accredited institutions offering graduate degrees in these fields. Up-to-date info, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable data on degree offerings, professional accreditation, jointly offered degrees, part-time & evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. Also find valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies. |
| doctorate in education policy: Future Directions of Educational Change Helen Malone, Santiago Rincón-Gallardo, Kristin Kew, 2017-08-09 Future Directions of Educational Change brings together timely discussions on social justice, professional capital, and systems change from some of the leading scholars in the field of education. Engaging in theory and evidence-based debates covering issues such as literacy education, whole system reform, and teacher leadership, this volume argues that quality and equity are equally important in reshaping existing education systems both within the United States and globally. The authors offer contextual analyses of current educational research and practice while looking toward the future and offering thought-provoking arguments for challenging and rectifying the systemic inequalities within education today. |
| doctorate in education policy: Examining Doctoral Work Jerry Wellington, 2020-09-03 Written in clear, straight-forward language, Examining Doctoral Work considers how the practice of doctoral examination can be improved to ensure that both examiners and students can make the most of the assessment process. This book analyses both good and bad practice to promote fair, thorough and productive examination. With insight into how to prepare for a viva, as well as a consideration of the responsibilities afterwards, the book de-mystifies this crucial part of the doctoral examination process to provide a comprehensive overview of the principles, criteria and processes needed to ensure success. Key points covered include: The different forms doctoral submission can take How examiners are chosen Where to begin when reading a thesis Managing your time as an examiner What makes a ‘good’ doctoral thesis? How to prepare for the viva How to develop a preliminary report The role of the supervisor before, during and after the viva Examiners’ roles and responsibilities Working through agreements and disagreements Feeding back both orally and in writing. Drawing from a mixture of personal experience, existing research and anecdote, this book is ideal reading for anyone new to the world of doctoral examination, or equally those looking to improve their practice. |
| doctorate in education policy: The Formation of Scholars George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings, 2012-06-19 This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking. |
| doctorate in education policy: Just Great Teaching Ross Morrison McGill, 2019-09-05 'Bursting with fresh ideas, packed with practical tips, filled with wise words, this is an inspiring guide for all teachers.' Lee Elliot Major, Professor of Social Mobility, University of Exeter and co-author of What Works? 50 tried-and-tested practical ideas to help you tackle the top ten issues in your classroom. Ross Morrison McGill, bestselling author of Mark. Plan. Teach. and Teacher Toolkit, pinpoints the top ten key issues that schools in Great Britain are facing today, and provides strategies, ideas and techniques for how these issues can be tackled most effectively. We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, and analyses best practice in teaching. Supported by case studies and research undertaken by Ross in ten primary and secondary schools across Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work, Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD. With a foreword by Lord Jim Knight and contributions from Priya Lakhani, Andria Zafirakou, Mark Martin, Professor Andy Hargreaves and many more, this book inspires readers to open their eyes to how particular problems can be resolved and how other schools are already doing this effectively. It is packed with ideas and advice for all primary and secondary classroom teachers and school leaders keen to provide the best education they possibly can for our young people today. |
| doctorate in education policy: Intimate Accounts of Education Policy Research Camilla Addey, Nelli Piattoeva, 2021-09-30 What do we actually do when we research education policy and governance? Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process? In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional. They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions. Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself. This methodological openness helps to examine how research reproduces scholars’ metaphysics, how research is a deeply embodied process encompassing all senses, how scholars’ concerns interfere in the worlds they study, but also how these equally interfere with researchers. By challenging smooth methodological accounts which conceal the complex and provisional nature of research, this book offers new approaches in education policy and governance research that are more generative, insightful, and sincere. Offering new ways of thinking about research methodologies, the book will be of great interest to researchers, academics, and post-graduate students in the fields of education research and education theory, as well as social scientists interested in research methodologies more broadly. |
| doctorate in education policy: EBOOK: Achieving your Professional Doctorate Nancy-Jane Smith, 2008-11-16 Achieving your Professional Doctorate is a stimulating and very useful book for professional doctorate students, their tutors, researchers and practitioners interested in this form of doctorate and all those with an interest in doctorate education. Nancy-Jane Lee manages to combine a deeply scholarly approach with a highly readable text, setting professional doctorates in their historical context, and seeing the doctoral project from the point of view of the student. She has identified some of the strengths and challenges of professional doctorate study, such as the nature of professional knowledge, the importance of a reflective approach to practitioner research and some of the ethical challenges.Professional doctorate students from all professional backgrounds will find this a useful and reassuring text at whatever stage of their doctorate. I would also suggest that it has a wider audience of doctoral students and that PhD students in professional domains would find considerable interest in the book. I welcome the publication of this book as an important addition to the growing literature in this area of higher education. Ingrid Lunt, Professor of Educational Studies, University of Oxford What is the difference between a professional doctorate and a PhD? How would a professional doctorate help my career? When and where can I start? If these are the questions you have been asking, then help is at hand. This comprehensive text is designed to meet the needs of professional doctorate students from diverse subject disciplines. It contains analysis of the issues that may be encountered when developing research in a professional practice setting as well as outlining the process of doctoral study for professionals. Practical activities and exercises are used throughout to help students plan the professional doctorate journey. Snippets from actual student experiences as well as case studies are used to illustrate the rewards and challenges of professional doctorate study. The text also draws on the author’s experience of leading a professional doctorate programme and supervising professional doctorate and PhD students. In particular, it explores: The origins and characteristics of professional doctorates Expectations of professional doctorate study Advanced study skills; managing time, good writing style, personal and professional development planning Balancing the roles of professional practitioner and researcher Leading research in professional practice The ethics of practitioner research Tips for successful writing and completion of studies Career options following completion of a professional doctorate Achieving Your Professional Doctorate is key reading for professional doctorate students as well as PhD, DPhil, MRes and other master’s students who may be considering current or future study options. |
| doctorate in education policy: Implementing Education Policies Achieving the New Curriculum for Wales OECD, 2020-10-05 This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation -curriculum policy design, stakeholders' engagement, policy context and implementation strategy- and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales. |
| doctorate in education policy: Daring the Doctorate Ada Demb, 2012-12-15 One of the best kept secrets about doctoral education is the large proportion of students who are mid-career. Yet, few researchers focus on these students. Daring the Doctorate is the first major work to address the life circumstances of these mid-career doctoral students. Based on the experiences of fifteen successful graduates, the author develops perspectives and frameworks to assist those contemplating doctoral study, as well as faculty and staff advisors and even recent graduates who wonder whether only they found the road to graduation so complicated. In this thorough guide to the doctorate degree, study participants speak freely about their reasons for pursuing doctorates, as well as the financial, personal, intellectual and professional challenges they faced. Their circumstances reflect a variety of situations: single, married and partnered; some mothers and fathers; male and female; some as young as twenty-six, and others approaching their middle ages. We learn about their passion for learning, about guilt and isolation, the time pressures, the exhilaration, and key supporting roles played by family, peers, advisors, mentors, Wizards and Guardians. We come away with a profound appreciation of the courage and tenacity of these talented individuals and a better understanding of how to help others like them succeed. |
| doctorate in education policy: Publishing Pedagogies for the Doctorate and Beyond Claire Aitchison, Barbara Kamler, Alison Lee, 2010-01-21 Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. Publishing Pedagogies for the Doctorate and Beyond explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. |
| doctorate in education policy: Doctoral Education as If People Matter , 2022-09-12 With the view of improving doctoral education, contributors from diverse cultural, political and disciplinary contexts critically analyse challenges and opportunities that impact on the experience of doctoral researchers and university staff, providing reflection opportunities for readers including policy makers. |
| doctorate in education policy: A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD) Policy and Global Affairs, Board on Higher Education and Workforce, 2011-08-26 A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included. The book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings. Included with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment. As an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet. PhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities. |
| doctorate in education policy: A Practitioner’s Guide to Supporting Graduate and Professional Students Valerie A. Shepard, April L. Perry, 2022-02-24 This guide helps faculty and student affairs practitioners better serve graduate and professional school students as they navigate what can be an isolating, taxing, and unfamiliar context. Providing actionable strategies, as well as a common language for practitioners to advocate for themselves and for their students, this book is a quick start manual that defines current issues around graduate and professional student development. Drawing together current resources and research around post-baccalaureate student outcomes, this book explores the diverse student needs of graduate and professional students and provides a clear understanding of their social, personal, and psychological development and how to support their success. Case studies showcase specific examples of practice including a holistic development model for graduate training; integrating academic, personal, professional, and career development needs; promising practices for engagement; a diversity, equity, and inclusion approach to access and outcomes; how graduate schools can be important partners to student affairs professionals; and examples of assessment in action. This book provides tools, resources, communication strategies, and actionable theory-to-practice connections for practitioners, professionals, and faculty at all levels who work to support post-baccalaureate student thriving. Appendix available for download online at www.routledge.com/9780367639884 on the tab that is entitled Support Material. |
| doctorate in education policy: Redesigning Higher Education Initiatives for Industry 4.0 Raman, Arumugam, Rathakrishnan, Mohan, 2019-03-29 The Fourth Industrial Revolution is introducing automation technology into all major disciplines, including business, engineering, and education. Higher education institutions need to incorporate this digital transformation in order to remain competitive. Redesigning Higher Education Initiatives for Industry 4.0 is an essential reference source that discusses education strategies for human-computer interactions in an automated world and the role of education in conjunction with artificial intelligence and virtual technologies. Featuring research on topics such as e-learning, mobile devices, and artificial intelligence, this book is ideally designed for professionals, IT specialists, researchers, librarians, administrators, and educators. |
| doctorate in education policy: Becoming a Scholar Maria Savva , Lynn P. Nygaard , 2021-03-01 Becoming a Scholar provides a window into the lives of nine non-traditional doctoral students. As mature, part-time, international students enrolled in a professional doctorate programme, they reflect on the transformation process of becoming scholars, and their narratives provide breadth and depth to themes that represent a diverse cross-section of cultures, identities and communities. Recognising that the process of becoming a scholar is as much internal as it is external, the book provides an opportunity to engage with authentic personal stories that remain firmly rooted in academic literature. By bringing the ‘human face’ behind the doctoral journey to the forefront, the narratives draw much-needed attention to the personal journey that inevitably parallels and intersects with the academic journey. Although the narratives are drawn from a professional Doctor in Education (EdD) programme based in the UK, the struggles are sure to resonate with a much wider range of doctoral students and academics, sparking lively discussion, debate and reflection. A must-read for students preparing to embark on the doctoral journey, and essential reading for doctoral programmes that wish to equip students with important knowledge about the challenges ahead. |
Doctorate - Wikipedia
A doctorate (from Latin doctor, meaning "teacher") or doctoral degree is a postgraduate academic degree awarded by universities and some other educational institutions, derived from the …
What is the Difference Between a PhD and a Doctorate?
Jun 4, 2021 · Doctorate, or doctoral, is an umbrella term for many degrees — PhD among them — at the height of the academic ladder. Doctorate degrees fall under two categories, and here is …
What Is a Doctorate or a Doctoral Degree? - U.S. News & World …
Sep 22, 2023 · A doctorate is the type of graduate degree that is usually required for tenure-track faculty positions. Learn more about this degree from industry experts here.
Find Online Doctoral Programs From Top Universities
Sep 17, 2024 · With a doctorate, you can become an expert in your field and qualify for leadership roles in academia, research, professional settings, and the government sector.
What Is a Doctorate? - Coursera
Feb 21, 2025 · An academic doctorate, often called a PhD (short for Doctor of Philosophy), is a research degree that typically requires completing a dissertation. Students enrolled in a PhD …
What is a Doctorate: Everything You Need to Know - Franklin …
The doctorate is the most advanced academic degree you can earn, symbolizing that you have mastered a specific academic discipline or field of profession. Doctorate degrees require a …
What Is a Doctorate? (And How To Get One in 3 Steps)
Mar 26, 2025 · In this article, we discuss what a doctorate is and the different types that exist, explore how to get a doctorate degree, discover its benefits and review the answers to some …
Doctorate Degree: What Is a Doctoral Degree? - National University
A doctorate degree — also called a doctoral degree — is the most rigorous and advanced type of degree that a student can earn in any field of study. Regardless of which academic area is …
Doctorate Degrees and PhD Programs - GradSchools.com
A Doctorate, or Doctoral Degree, is the highest level of academic degree awarded by a university. A doctorate typically signifies that the individual is qualified to teach at the post secondary …
Types of Doctorate Degree Programs: What to Consider | TUI
May 2, 2025 · There are two general types of doctorate degrees: research doctorates and professional, or applied, doctorates. A Doctor of Philosophy (PhD) is a research-based …
POLICY AND RULES FOR THE AWARDING OF HONO…
(NWU) has adopted this policy for the awarding of honorary doctorates on 26 September 2019. 1 Interpretation and application This policy must be interpreted and applied in a manner consistent with …
Examining EdD Dissertations in Practice: The Carnegie Proje…
In 2007, 25 colleges and schools of education (Phase I) came together under the aegis of the Carnegie Project on the Education Doctorate (CPED) to transform doctoral education for education …
The Essentials of Doctoral Education - aacnnursing.org
AACN Task Force on the Practice Doctorate in Nursing 4 Context of Graduate Education in Nursing 5 Relationships of Master’s, Practice Doctorate, and Research Doctorate …
Centre for Research Services
• Doctorate (PhD) by Publication • Professional or practice-based doctorate Note: Specifications on each degree programme are outlined under Section A of the Higher Degrees Policy. Higher …
2024-2025 - gse.rutgers.edu
The Education Doctorate at Rutgers is designed to develop the skills of scholarly practitioners ... supervision, preparing teachers, and developing policy within the field of special education. The intended …
COUNCIL ONHIGHER EDUCATION DOCTORAL D…
Education Quality Committee (HEQC). In addition, the CHE derives its mandate from section 5 of the Higher Education Act (Act 101 of 1997) as Amended to promote, accredit, and audit quality assurance …
(60 credits) Educational Leadership - Frostburg Stat…
The applied doctorate in Education is designed to provide an avenue for practitioners to complete a terminal degree in the profession. The program is rooted in authentic ... master teachers, policy …
EDUCATION SPECIALIST I – 30122 - Alabama
Education (Ed.D.) or a Doctorate of Philosophy (Ph.D.). • All sections of the application must be completed, and applicants must provide a detailed description of their job duties. ...
MINISTRY OF EDUCATION UNIVERSITY GRANTS COM…
MINISTRY OF EDUCATION UNIVERSITY GRANTS COMMISSION NEW DELHI 110002 NOTIFICATION New Delhi ... 4.2.3 Adhere to the National/State-level reservation policy, as applicable. 4.3 …
An Analysis of Teaching Excellence as a Policy Objec…
Nov 7, 2023 · a framework for understanding policy discourse on teaching and learning in higher education. I have taken a critical policy analysis approach to the policy documents in …
The micro-politics of policy enactment in a multi-academ…
EdD Doctorate in Education LA Local Authority MAT Multi-Academy Trust Ofsted Office for Standards in Education, hildrens Services and Skills PIO Policy Intermediary Organisation ... of TLLP was to …
Programme Specification: Doctorate in Education (Ed…
relating to education policy, the changing role of social institutions, aspects of pedagogy and the implications for multiple and fluid professional identities on everyday education practice in a …
Internationalization of U.S. Doctorate Education
Basic Trends and Policy Context The U.S. education market has never been closed to foreign students, though the absolute ... Dramatic growth in doctorate education, as well as higher education more …
PhD in Educational Leadership, Research, and Policy
Jan 14, 2022 · mathematics. In addition to a doctorate in educational leadership, Dr. Scott has a master’s in bilingual education and an undergraduate degree in education with an early childhood education …
NATIONAL BUREAU OF ECONOMIC RESEARCH INT…
in U.S. doctorate study in the sciences follows in the third section. The fourth section turns to the analysis of the determinants of participation of U.S. students in graduate education in the …
Doctorate Manpower: Forecasts and Policy
Doctorate Manpower: Forecasts and Policy* David W. Breneman National Board on Graduate Education Manpower Analysis and Social Values a recent article entitled, "Manpower Management and Higher …
Differentiating the EdD and the PhD in Higher Education: A …
the Education Doctorate (CPED), was developed in 2010 to “reclaim the education doctorate” (Perry, Zambo, & Wunder, 2015). Since then great strides have been made to address the …
Doctorate of Philosophy in Quantitative Research Metho…
a wide range of fields from education policy to education psychology to sociology of education and beyond. Due to the flexibility of the concentration, it is especially important that careful …
A Revised Guide to the Methodology of the Data-Ba…
Research-Doctorate Programs in the United States (2010) Jeremiah P. Ostriker, Paul W. Holland, Charlotte V. Kuh, and James A. Voytuk, editors Committee to Assess Research-Doctorate Programs …
The State of Higher Education in Somalia - Heri…
activities of HEIs. When asked who governed the higher education policy in their respective regions, 20 of 44 of the surveyed universities stated that they are governed by local education …
Why do a Professional Doctorate? Evidence from p…
UCL Institute of Education, UK Abstract With growing policy-maker interest in professional doctorates in the UK, demonstrated by the Higher Education Funding Council in England (HEFCE) …
ADMINISTRATIVE DIVISION POLICY NUMBER ACAF Ac…
Feb 24, 2025 · also policy HR 1.24 Appointment, Transfer, and Promotion of Classified, Research Grant, Time Limited or Unclassified Staff Employees. A. Oversight and Approval See policy ACAF 1.00 …
FACULTY QUALIFICATIONS ACROSS THE VERTICALLY …
“standard” of education, it has done necessary actions toward the step of achieving its main thrusts namely: Transformative education that nurtures thinking individuals who are valued …
STILL FALLING THROUGH THE CRACKS - UCLA Chica…
graduated with a doctorate. For Lati-no students these numbers were even lower. Out of every 100 Latino elemen- ... Law, Social Policy, and the Latina/o Education Pipeline K-12 and Undergraduate • …
SCHOOL OF DOCTORAL PROGRAMS EDUCATION
5 . Revised 9/6/22 1. Introduction 1.1 Introduction to the Doctoral Program and the Dissertation Process The doctoral programs in the School of Education (SOE) consist of two primary
A systematic review of research on professional doc…
the number of students on programmes. These programmes were the doctorate of education (EdD), doctorate in business administration (DBA) and doctorate in clinical psychology (DClinPsy). The first …
OF NURSE ANESTHESIA PROGRAMS Practice Docto…
Jan 23, 2015 · certificates, master's, or doctoral degree s, including programs offering distance education. Students accepted into accredited entry-level programs on or after January 1, 2022 …
JD/PhD - law.northwestern.edu
(e.g., a policy research organization) and whose teaching and research will be enriched by both the JD and PhD degrees. The JD/PhD is an efficient and cohesive option for future legal academics, …
Doctoral Faculty Collaboration in Nursing Education
practice and research doctorate are different and that within the profession there is a place for both degrees? The group called for a national understanding that the practice doctorate scholarly …
Education Doctorate Policy Document Completion of th…
practice and policy, and connections to existing research and theory; a Dissertation-in-Practice may also advocate for and include designing a proposed plan for change in practice, such as …
THE HIGHER EDUCATION COMMISSION GRADUATE …
As a result, the HEC introduced the revised Graduate Education Policy-2023 (GEP-2023). 2. In line with its name, GEP-2023 encompasses all the minimum standards and guidelines to impart Level 7 and 8 …
SCHOOL OF DOCTORATE OF EDUCATION DISSERTATIO…
EDUCATION . DOCTORATE OF EDUCATION DISSERTATION HANDBOOK . 2014 . This handbook is a guide to the dissertation process for Liberty University School of Education doctoral students. …
EDUCATION NURSING PRACTICE DOCTOR OF
leadership education, 13% on CRNA education, and the remainder specialize in CNS education or have a specialization in education or “advanced practice” (a generic category). The majority of MSN …
OF NURSE ANESTHESIA PROGRAMS Practice Doct…
Jan 23, 2015 · to those on the AANA Education Committee for their continuing efforts to promote, support, and encourage the Council’s objectives of quality assessment and enhancement in nurse …
SCHOOL OF DOCTORAL PROGRAMS APPLIED RESE…
Aug 22, 2022 · EDUCATION . DOCTORAL PROGRAMS APPLIED RESEARCH HANDBOOK . ... This policy applies specifically to . EDUC 880, 887, 888, 889, and 890. Candidates must earn at least …
PROCEDURES FOR MASTER’S AND DOCTORA…
The requirements for ethical conduct and clearance are set out in paragraph 3 of the Policy for Master’s and Doctoral Degrees. The Policy on Research Ethics and Policy on Conducting Research Involving …
FACULTY QUALIFICATIONS ACROSS THE VERTICALL…
“standard” of education, it has done necessary actions toward the step of achieving its main thrusts namely: Transformative education that nurtures thinking individuals who are valued …
A decade beyond the doctorate: the influence of …
policy makers, this study uses the Survey for Doctorate Recipients (SDR) data to examine the following questions: 1 . What are the early career choices (whether taking one or more postdoctoral …
Drivers and Interpretations of Doctoral Education Today: …
The paper focuses on the exploration of global drivers of doctoral education and their local manifestation by using a comparative case study strategy (Yin, 2012). Each country case is based on …
Policy and Rules for the Awarding of Honorary Docto…
This policy must be interpreted and applied in a manner consistent with - 1.1 The Higher Education Act, 101 of 1997 (section 65C) 1.2 The Statute of the NWU (Para 79) 2 Purpose and scope of the policy and …
HIGHER EDUCATION ADMINISTRATION CONCEN…
Education, EdD P-EDD-EDUC, Doctorate, EDD, education, workplace learning, school leadership, innovative teaching and learning, higher education administration Created Date 2/12/2025 10:27:27 AM
POLICY TITLE Medical Student Shadowing Policy
Offices of Medical Student Education 4068 Bondurant Hall Campus Box 7321 Chapel Hill, North Carolina 27599-7530 Phone: (919) 843-3641 Fax: (919) 962-2027 Page 1 of 2 POLICY TITLE Medical Student …
Industrial doctorates: a systematic literature review a…
doctorates as policy tools for fostering innovation processes. There was a surge in publications after 2015, but these have mainly focused on the European context. Industrial doctorates are reshaping the …
OF NURSE ANESTHESIA PROGRAMS Practice Docto…
Jan 23, 2015 · Standards for Accreditation of Nurse Anesthesia Programs - Practice Doctorate Page 4 Revised January 30, 2023 . Postgraduate CRNA Fellowships A fellowship is a program, accredited by …
Rhodes University Honorary Degrees Policy
In accordance with the provisions of the Higher Education Act (101 of 1997) (as amended), ... This policy establishes principles, eligibility criteria and the process and procedure for the receipt, …
PROCEDURES FOR MASTER’S AND DOCTORA…
The requirements for ethical conduct and clearance are set out in paragraph 3 of the Policy for Master’s and Doctoral Degrees. The Policy on Research Ethics and Policy on Conducting Research Involving …
Free Primary Education Policy: Coping Strategies in P…
Free Primary Education Policy: Coping Strategies in Public Primary Schools in Kakamega South District, Kakamega County, Kenya Mr. Lidoro Charles MULINYA 1 and John Aluko ORODHO* …
Health practitioners – Higher education incentive - Quee…
This policy enables Queensland Health to recognise health practitioners from HP1 to HP4 classifications who obtain higher education qualification(s), thus providing a highly skilled workforce and improved …
Doctor of Education Degree (Ed.D.) in Educational Leader…
Mar 25, 2021 · DOCTORATE IN EDUCATIONAL LEADERSHIP California State Polytechnic University Pomona Doctorate in Educational Leadership Year 1 Year 2 Year 3 Summer Semester ...
Doctorate in Public Policy (DPP) Program Handbook
Welcome to the Doctorate in Public Policy program. The DPP is a professional degree that prepares working professional and community leaders to address complex policy problems. ... hold either …
