Doctoral Creativity as an Epistemological Force in Saving and/or Destroying the World

Author:

Frick Liezel

Publisher

Springer International Publishing

Reference64 articles.

1. Archer, L. (2008). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33(4), 385–403.

2. Auriol, L. (2010). Careers of doctorate holders: Employment and mobility patterns. STI Working Paper 2010/4. Paris: OECD. Statistical Analysis of Science, Technology and Industry.

3. Austin, A. E. (2009). Cognitive apprenticeship theory and its implications for doctoral education: A case example from a doctoral program in higher and adult education. International Journal for Academic Development, 14(3), 173–183.

4. Backhouse, J. (2009). Creativity within limits: Does the South African PhD facilitate creativity in research? Journal of Higher Education in Africa, 7(1/2), 265–288.

5. Baptista, A., Frick, L., Holley, K., Remmik, M., Tesch, J., & Åkerlind, G. (2015). The doctorate as an original contribution to knowledge: Considering relationships between originality, creativity, and innovation. Frontline Learning Research, 3(3), 51–63.

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