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Higher Education and Human Capital

Re/thinking the Doctorate in America

  • David M. Callejo Pérez
  • Stephen M. Fain
  • Judith J. Slater

Table of contents

  1. Front Matter
    Pages i-xvi
  2. A General Approach: Comprehensive Analysis of Doctoral Programs

    1. Front Matter
      Pages 1-1
    2. Monica F. Cox, Stephanie G. Adams, Ingrid ST. Omer
      Pages 3-17
    3. Donna Adair Breault
      Pages 19-30
    4. Luis Mauricio Rodríguez-Salazar, Carmen Patricia Rosas-Colin
      Pages 31-52
  3. Rethinking the Concept of Evaluation and Programmatic Coherence

    1. Front Matter
      Pages 53-53
    2. Martha Combs, J. Randall Koetting
      Pages 55-64
  4. Beyond Practice: The Doctoral Degree Beyond the Discipline, Subject, and Field

    1. Front Matter
      Pages 89-89
    2. William l. White, Jason Grinnell
      Pages 92-102
    3. Robert Mayes, Patricia McClurg, Timothy F. Slater
      Pages 129-144
  5. The Implications of Individual Identity Within the Doctorate: Individual Perspectives on Negotiating the Doctoral Experience

    1. Front Matter
      Pages 145-145
    2. Diane Rodriguez, Kenneth Luterbach
      Pages 147-158
    3. Meadow Graham, Sarah Selmer, Erin Goodykoontz
      Pages 159-168
    4. Andrew T. Kemp, Joseph Flynn, Samara Madrid
      Pages 169-188
    5. Janice Sandiford
      Pages 205-214
    6. Joshua J. Ode
      Pages 215-225

About this book

Introduction

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.

Editors and affiliations

  • David M. Callejo Pérez
    • 1
  • Stephen M. Fain
    • 2
  • Judith J. Slater
    • 3
  1. 1.Saginaw Valley State UniversityMichiganUSA
  2. 2.Florida International UniversityFloridaUSA
  3. 3.Florida International UniversityFloridaUSA

Bibliographic information