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Part-time research students: are they producing knowledge where it counts?

Evans, Terry 2002, Part-time research students: are they producing knowledge where it counts?, Higher education research & development, vol. 21, no. 2, pp. 155-165, doi: 10.1080/07294360220144079.

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Title Part-time research students: are they producing knowledge where it counts?
Author(s) Evans, Terry
Journal name Higher education research & development
Volume number 21
Issue number 2
Start page 155
End page 165
Publisher Routledge
Place of publication London, England
Publication date 2002
ISSN 0729-4360
1469-8366
Keyword(s) Higher education
Summary Over the past twenty years, in Australia and overseas, there has been a steady growth in the numbers of part-time research students. It is possible to view this as substantially a product of "creeping credentialism" following from the previous growth in part-time coursework Masters degrees. However, research degrees are a different kind of credential and program to coursework degrees. They are not only about research training-- in the sense of teaching people how to conceptualise, plan, undertake, analyse and communicate research--but they are also "tested" by the candidate's production of some new and significant knowledge (especially in doctorates). Therefore, unlike coursework degrees, some new public "good" is created and added to the "stock of knowledge". Common criticisms of the "traditional" PhD research degree, in Australia and overseas, are that it is (now) too narrow and specialised for either the graduate or their research findings to be of utility beyond their specialism, the graduates are limited in their communication and workplace skills, and their employment opportunities are relatively weak, especially given the high costs of their research degrees. However, the rise of part-time candidature and of professional doctorates--commonly involving research in workplaces or professions-- suggests that, if this criticism is valid, it would be unlikely to be valid for part-time PhDs and professional doctorates. This article analyses these criticisms in relation to the ways in which part-time research students are positioned within the knowledge economy. It makes an argument for a greater understanding and analysis of the impact and benefits of part-time doctoral students to the knowledge economy and the public good.
Language eng
DOI 10.1080/07294360220144079
Field of Research 130399 Specialist Studies in Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2002, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001441

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