Academic and policy literature relevant to professional and practice-based doctorates

Boud, D. and Lee, A. (2008) (eds) Changing Practices of Doctoral Education, London: Routledge

Boud, D. and Tennant, M (2006) ‘Putting doctoral education to work: challenges to academic practice’, Higher Education Research and Development, 25 (3): 293-306

Bourner, T., Bowden, R. and Laing, S. (2000) ‘Professional doctorates: the development of researching professionals’ in, Bourner, T. Katz, T. and Watson, D. (Eds) New directions in professional education, Buckingham: Open University Press. 

Bourner, T., Bowden, R. & Laing, S. (2001) ‘The adoption of professional doctorates in English universities: why here? why now’? in, Green, B. Maxwell, T. W. and  Shanahan, P. (Eds) Doctoral education and professional practice: the next generation? Armidale, NSW: Kardoorair Press 

Bourner, T., Bowden, R. et al. (2001) ‘Professional Doctorates in England’, Studies in Higher Education, 26 (1): 65-83

Burgess, T. F. (2007) "The changing landscape of UK doctoral education" in, Richards, P. (ed) Global issues in higher education, New York: Nova Publishers 

Costley, C. & Armsby, P. (2007) Research influences on a professional doctorate., Research in Post-Compulsory Education, 12 (3): 343-355

Costley, C. & Lester, S. (2012) (on-line) ‘Work based doctorates: professional extension at the highest levels’, Studies in Higher Education   
Accessed 12th Oct 2011

Costley, C. & Stephenson, J. (2008) ‘ Building doctorates around individual candidates’ professional experience’ in, Boud, D. & Lee, A. (eds) Changing Practices of Doctoral Education, London: Routledge. 

Costley, C. and Gibbs, P. (2006) ‘Researching Others: Care as an Ethic for Practitioner Researchers’, Studies in Higher Education, 31(1): 89-98

Doncaster, K. and Lester, S. (2002) ‘Capability and its development: experiences from a work-based doctorate’, Studies in Higher Education 27 (1): 91-101 

Doncaster, K. and Thorne L. (2000) ‘Reflection and planning: essential elements of professional doctorates’, Reflective Practice, 1: 391-399 

Elkins, J. (2004) ‘Theoretical remarks on combined creative and scholarly PhD degrees in the visual arts’, Journal of Aesthetic Education, 38 (4): 22-31

Fenge, L-A. (2008) “Professional doctorates - a better route for researching professionals?”Social Work Education, 28 (2):165-176 accessed 1st Oct 2011

Flint, K. and Costley, C. (2010) ‘Editorial: Critical perspectives on researching the professional doctorate’, Work Based Learning e-journal 1(1) accessed 1st Oct 2011

Gibbs, P., Costley, C., Armsby, P. and Trakakis A. (2007) ‘Developing the Ethics of worker-researchers through phronesis’, Teaching in Higher Education 12 (3) 

Graham, C. and Smith, R. (2002) ‘Transdisciplinarity in practice: the Central Queensland University professional doctorate’, paper presented at the 4th International Professional Doctorates Conference, Brisbane, University of Queensland

Laing, S. and Brabazon, T. (2007) ‘Creative Doctorates, Creative Education? Aligning Universities with the Creative, Economy’ Nebula, 4(2): 253-267.

Lee, A., Brennan, M. and Green, B. (2009) ‘Re-imagining doctoral education: Professional Doctorates and beyond’, Higher Education Research & Development, 28, 3: 275 – 287

Lee, A., Green, B. and Brennan, M. (2000) ‘Organisational knowledge, professional practice and the Professional Doctorate at work’ in,  Garrick, J. and Rhodes, C. (Eds)Research and knowledge at work: perspectives, case-studies and innovative strategies, London: Routledge 

Lester, S. (2004) ‘Conceptualising the practitioner doctorate’, Studies in Higher Education, 29 (6): 757-770 

Lester, S. (2011) ‘Creating original knowledge in and for the workplace: evidence from a practitioner doctorate’, Studies in Continuing Education; draft at Accessed 12th Feb 2011

Macleod, K. and Holdridge, L. (2004) ‘The Doctorate in Fine Art: the importance of exemplars to the 
research culture’, International Journal of Art & Design Education, 23 (2): 155-168

Malfroy, J., and Yates, L. (2003) ‘Knowledge in Action: doctoral programmes forging new identities’, Journal of Higher Education Policy and Management, 25(2): 119-129

Maxwell T.W. (2003) ‘From first generation to second generation Professional Doctorate’, Studies in Higher Education, 28(3): 79- 291 

Maxwell T.W. and Shanahan P. (2000) ‘Professional doctoral education in Australia and New Zealand: reviewing the scene’ in,  Green, B., Maxwell, TW. and Shanahan, PJ. (eds)Doctoral Education and Professional Practice: The Next Generation? Armidale NSW: Kardoorair Press 

Maxwell, T. W. and P. Shanahan (1998) ‘Towards a reconceptualising the doctorate: issues arising from comparative data on the EdD degree in Australia’, Studies in Higher Education, 22 (2): 133-150 

Nowotny, H., Scott, P. and Gibbons, M. (2001) Re-thinking Science: knowledge and the public in an age of uncertainty, Cambridge, Polity Press

Nowotny, H., Scott, P. & Gibbons, M. (2003) Mode 2 revisited: the new production of knowledge, Minerva 41: 179-194

NQAI (National Qualifications Authority of Ireland) (2006) Review of Professional Doctorates, Dublin: 
Accessed 15th July 2010.

Park, C. (2007) Redefining the Doctorate, York: Higher Education Academy. accessed 15th July 2010.

Powell, S. & Long, E. (2005) Professional Doctorate Awards in the UK, Lichfield: UK Council for Graduate Education.

QAA (Quality Assurance Agency for Higher Education) (2008) The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) 
accessed 1st March 2011

QAA (Quality Assurance Agency for Higher Education) (2004) ‘Code of practice for the assurance of academic quality and standards in higher education, Section 1: Postgraduate research programmes’, Bristol: QAA. Available from, accessed 15th July 2010.

Scott, D., Brown, A., Lunt, I. and Thorne, L. (2004) Professional Doctorates: Integrating Professional and Academic Knowledge, Milton Keynes: Open University Press. 

Shanahan (Eds) Doctoral Education and Professional Practice: The next generation? Armidale NSW: Kardoorair Press.

Stephenson J., Malloch, M. and Cairns, L. (2006) ‘Managing their own programme: a case study of the first graduates of a new kind of doctorate in professional practice’, Studies in Continuing Education, 28 (1): 17-32 

Tennant, M. (2004) ‘Doctoring the knowledge worker’, Studies in Continuing Education, 26(3): 431-441

Usher, R. (2002) ‘A diversity of doctorates: fitness for the knowledge economy?’ Higher Education Research and Development 21(2): 143-153.

Wellington, J. and Sikes, P. ( 2006) `A Doctorate In A Tight Compartment´: Why Do Students Choose A Professional Doctorate And What Impact Does It Have On Their Personal And Professional Lives, Studies in Higher Education, 31(6): 723-734 

Relevant literature from HEFCE and other national bodies

QAA Code of Practice Sect 1 Postgrad Res Programmes:

The European University’s Association’s Council for Doctoral Education 

The diversity of doctoral provision in the UK is seen by the EUA –CDE as an area in which the UK could share experience and practice.

Conference presentations, abstracts, and other resources

Work Based Learning e-journal 

Volume 1, Issue 1 - October 2010 Double issue following the first International Conference on Professional Doctorates

Volume 2, Issue 1 - October 2011 Double issue following the second International Conference on Professional Doctorates

UKCGE publications

Professional Doctorate Awards in the UK (2011)- a guide

Despite being the fastest growing sector in doctoral education in the UK, Professional Doctorates are still a minority area in the sector, often misunderstood and viewed with concern by research-driven academics and senior managers at many HEI’s, including some Research Councils and funding agencies. In mainland Europe, few Professional Doctorates have been established and there is limited understanding of their structures and impact. This context makes publication of this Report such a useful and timely document for the University sector, doctoral candidates, employers, sponsors and Regulatory Agencies, both in the UK and further afield. Coming as it does at a time of increased research funding concentration in the UK, the Report should serve as a guideline for senior managers in the academy, employers and policy decision makers to grasp the opportunity to engage with the range of new doctoral provision developing in many professional sectors.

Professional Doctorate Awards in the UK (2010) – a survey

This report follows a survey of the Council’s member institutions. Its main purpose was to provide an update on developments in the area of Professional Doctorates following a similar exercise carried out for the first time in the UK by the Council some five years ago. This new report shows that there have been considerable developments in the Professional Doctorates arena in the last five years with not only an approximate 30% increase in the number of programmes but also an expansion in the range of specialised subject areas in which such programmes are available. It is clear that this diversification has lead to increasing confusion for both types of prospective consumers (students and employers)of these awards. This report argues that the time may have arrived when some simplification and standardisation of the nomenclature used across the sector is called for and makes a sensible proposal for how this might be achieved.

The 3rd Doctoral Education in Design conference, Australia

David, M.E. (2002) WOMEN & PROFESSIONAL DOCTORATES IN EDUCATION: Feminist Knowledge in the New Knowledge Economy?  from M.E. David (2003b) Feminist Contributions to Doctoral Education in Britain: Feminist Knowledge in the New Knowledge Economy, published in (ed) Erica McWilliam The proceedings of the 4th International Biennial Professional Doctorates Conference, held at University of Queensland, Brisbane, Australia, December 2002.