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The Professional Doctorate: From Anglo-Saxon to European Challenges

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  • Jeroen Huisman
  • Rajani Naidoo

Abstract

This paper addresses the debate on the third cycle of European higher education. Currently, much attention is paid to improving the structure and quality of doctorate education in the European context of the Bologna process and the Lisbon objectives. However, alternatives to the traditional doctorate are hardly addressed in the policy documents of governments and other agencies. The promise of one of these alternatives – the professional doctorate – is discussed. Without suggesting this alternative to be the ultimate solution to problems in the third cycle, the paper argues that a dual policy strategy seems appropriate: improving the traditional doctorate and allowing alternatives to flourish.

Suggested Citation

  • Jeroen Huisman & Rajani Naidoo, 2006. "The Professional Doctorate: From Anglo-Saxon to European Challenges," Higher Education Management and Policy, OECD Publishing, vol. 18(2), pages 1-13.
    • Handle: RePEc:oec:edukaa:5l9q1ptjf1g8
    DOI: 10.1787/hemp-v18-art11-en
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    Cited by:

    1. Leonid Gokhberg & Dirk Meissner & Natalia Shmatko, 2017. "Myths and Realities of Highly Qualified Labor and What It Means for PhDs," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 8(2), pages 758-767, June.
    2. B. I. Bednyi & N. V. Rybakov & N. A. Khodeeva, 2021. "Practice-based doctoral programs and professional degrees: analysis of foreign experience," University Management: Practice and Analysis, Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and, vol. 25(3).

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