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Titlebook: International Perspectives on Designing Professional Practice Doctorates; Applying the Critica Valerie A. Storey Book 2016 The Editor(s) (i

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Professional Doctorates in Psychology and Medicine in New Zealand and Australia: Context of Developntext for the subsequent proliferation of professional doctorates in New Zealand and Australia. In these two countries with a unique context of close geographical, economic, and sociopolitical ties, the professional doctorates in psychology and medicine have taken different forms in the development
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Australian EdDs: At a Crossroad?,990s led the development of a range of awards termed “professional doctorates” (Maxwell & Shanahan, 1996), which were intended to contrast with the traditional PhD. The latter was then considered more academic, the former more professional, in orientation. A professional doctorate holder would not n
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Learning to Think in the Corporate University: Developing a Doctorate for Practice,prenticeship-based, learning-on-the-job experience to become fully integrated in the university. This has impacted not only on students who find themselves having to write theoretical assignments to rigorous academic standards, but also on those who teach them, for whom the measures of success (and
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Pedagogical Strategy, Design Strategy, and Positioning of Practitioner Doctorate: Grounding Businesf participants’ professional and organizational practice. For this to happen consideration of “personal elements of knowledge” (Polanyi, 1966, p. 11) is required, that is, knowledge as experienced, accumulated, and transformed in both practice and in reflection on practice. Such knowledge is based o
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Postgraduate Work-Based Learning for Nontraditional Learners: Focused across All Four UK Regions,hat does postgraduate university WBL mean? How has nontraditional WBL developed within the UK context? What does the term nontraditional adult learner mean? What conceptual or theoretical lenses should be adopted in order to make sense of the whole field?
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