Page 34 - Innovative Professional Development Methods and Strategies for STEM Education
P. 34
The Role of the Professional Doctorate in Developing Professional Practice in STEM Subjects
Fereday, J., & Muir-Cochrane, E. (2008). Demonstrating rigor using thematic analysis: A hybrid ap-
proach of inductive and deductive coding and theme development. International Journal of Qualitative
Methods, 5(1), 80–92.
Fulton, J., Kuit, J., Sanders, G., & Smith, P. (2012a). The role of the Professional Doctorate in devel-
oping professional practice. Journal of Nursing Management, 20(1), 130–139. doi:10.1111/j.1365-
2834.2011.01345.x PMID:22229909
Fulton, J., Kuit, J., Sanders, G., & Smith, P. (2012b). The Professional Doctorate: A Practical Guide for
Students and Supervisors. London: Palgrave.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for
mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274.
doi:10.3102/01623737011003255
Guthrie, J. (2009). The Case for a Modern Doctorate of Education Degree (Ed.D): Multipurpose Educa-
tion Doctorates No Longer Appropriate. Peabody Journal of Education, 84(1), 3-8.
Hadacek, S., & Carpenter, D. (1998). Student Perceptions of Nursing Doctorates: Similarities and
Differences. Journal of Professional Nursing, 14(1), 14–21. doi:10.1016/S8755-7223(98)80008-2
PMID:9473900
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development.
Englewood Cliffs, NJ: Prentice Hall.
Lester, S. (2004). Conceptualising the Practitioner Doctorate. Studies in Higher Education, 29(6),
757–770. doi:10.1080/0307507042000287249
Malfroy, J. (2005). Doctoral Supervision, workplace research, and changing pedagogic practices. Higher
Education Research & Development, 24(2), 165–178. doi:10.1080/07294360500062961
Olesen, H. S. (2001). Professional Identity as Learning Processes in Life Histories. Journal of Workplace
Learning, 13(7/8), 290–297. doi:10.1108/13665620110411076
Sanders, G. (2010). Towards a Model of Multi-organisational Work-based Learning: Developmental
networks as a mechanism for tacit knowledge transfer and exploration of professional identity. Learning
and Teaching in Higher Education, 4(1), 51–68.
Sanders, G., Kuit, J., Smith, P., & Fulton, J. (2012). Hidden Voices: Searching for Authenticity in Profes-
sional Doctorate Candidates. Third International conference on Professional Doctorates, UK Council
for Graduate Education.
Sanders, G., Kuit, J., Smith, P., Fulton, J. & Curtis, H. (2011). Identity, reflection and developmental
networks as processes in professional doctorate development. Work Based Learning e-Journal, 2(1),
113-134.
Smith, P., Curtis, H., Sanders, G., Kuit, J. & Fulton, J. (2011). Student perceptions of the professional
doctorate. Work Based Learning e-Journal, 2(1), 135-154.
15