Comparative Review of Education Doctorates in Three Countries

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Author(s): Marlene East (East Counseling Services Inc., USA), Eva Brown Hajdukova (University of Cambridge, UK), Monica E. Carr (University of Melbourne, Australia), William H. Evans (The University of West Florida, USA)and Garry Hornby (Plymouth University, UK)
Copyright: 2017
Pages: 27
Source title: The Future of Accessibility in International Higher Education
Source Author(s)/Editor(s): Henry C. Alphin Jr. (Drexel University, USA), Roy Y. Chan (Indiana University, USA)and Jennie Lavine (University of Hull, UK)
DOI: 10.4018/978-1-5225-2560-8.ch011

Keywords: Business Science Reference / Education / Educational Administration and Leadership / Higher Education

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Abstract

Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.

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Comparative Review of Education Doctorates in Three Countries

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