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  • Book
  • © 2011

Higher Education and Human Capital: Re/thinking the Doctorate in America

Editors:

  1. David M. Callejo Pérez

    1. Saginaw Valley State University, Michigan, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Stephen M. Fain

    1. Florida International University, Florida, USA

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    You can also search for this editor in PubMed   Google Scholar

  3. Judith J. Slater

    1. Florida International University, Florida, USA

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    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xvi
    PDF

  2. A General Approach: Comprehensive Analysis of Doctoral Programs

    1. Front Matter

      Pages 1-1
      PDF

    2. Creating Comprehensive Educational Experiences for the 21st Century Ph.D.

      • Monica F. Cox, Stephanie G. Adams, Ingrid ST. Omer
      Pages 3-17

    3. The Intensification of the Professoriate

      • Donna Adair Breault
      Pages 19-30

    4. Re/Thinking Research Training

      • Luis Mauricio Rodríguez-Salazar, Carmen Patricia Rosas-Colin
      Pages 31-52

  3. Rethinking the Concept of Evaluation and Programmatic Coherence

    1. Front Matter

      Pages 53-53
      PDF

    2. Four Priorities for Doctoral Programs in Small Colleges/Universities

      • Martha Combs, J. Randall Koetting
      Pages 55-64

  4. Beyond Practice: The Doctoral Degree Beyond the Discipline, Subject, and Field

    1. Front Matter

      Pages 89-89
      PDF

    2. The EdD v2.0

      • William l. White, Jason Grinnell
      Pages 92-102

    4. Complexity and Uncertainty as Drivers for a Ph.D. In Mathematics Education and Science Education

      • Robert Mayes, Patricia McClurg, Timothy F. Slater
      Pages 129-144

  5. The Implications of Individual Identity Within the Doctorate: Individual Perspectives on Negotiating the Doctoral Experience

    1. Front Matter

      Pages 145-145
      PDF

    2. Doctoral Programs in Special Education

      • Diane Rodriguez, Kenneth Luterbach
      Pages 147-158

    3. Individual Doctoral Education Experiences and Academic Stewardship

      • Meadow Graham, Sarah Selmer, Erin Goodykoontz
      Pages 159-168

    4. Negotiating the Tenure-Track Journey

      • Andrew T. Kemp, Joseph Flynn, Samara Madrid
      Pages 169-188

    6. Doctoral Study

      • Janice Sandiford
      Pages 205-214

    7. Re-Defining the Meaning of Impact

      • Joshua J. Ode
      Pages 215-225
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About this book

This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.
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Editors and Affiliations

  • Saginaw Valley State University, Michigan, USA

    David M. Callejo Pérez

  • Florida International University, Florida, USA

    Stephen M. Fain, Judith J. Slater

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Bibliographic Information

  • Book Title: Higher Education and Human Capital: Re/thinking the Doctorate in America

  • Editors: David M. Callejo Pérez, Stephen M. Fain, Judith J. Slater

  • DOI: https://doi.org/10.1007/978-94-6091-418-8

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers 2011

  • eBook ISBN: 978-94-6091-418-8Published: 21 October 2011

  • Edition Number: 1

  • Number of Pages: XVI, 225

  • Topics: Higher Education

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eBook USD 49.99
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  • Available as PDF
  • Read on any device
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  • Own it forever

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