Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

Author:

Kennedy Brianna L.,Altman Miriam,Pizano Ana

Abstract

Tensions arise with regard to appropriate research preparation and dissertation experiences for students who have as a career goal the conducting of context-based research to solve problems of practice (Hochbein & Perry, 2013; Shulman, Golde, Conklin Bueschel, & Garabedian, 2006). Schön (1995) describes “technical rationality[,] the prevailing epistemology built into the research university” (p. 27), as a primary impediment to programs that attempt to develop practitioner scholars. In this paper, we define technical rationality and explore the epistemological challenges it presents to faculty.  Next, we describe a critical incident illustrating how conflicting epistemologies between programs and graduate schools impact students and faculty. Finally, we make recommendations for policies and practices that could better support doctoral work conducted from a range of epistemological approaches. 

Publisher

University Library System, University of Pittsburgh

Subject

Ocean Engineering,Safety, Risk, Reliability and Quality

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Applying Theory and Research to Practice;Impacting Education: Journal on Transforming Professional Practice;2023-08-07

2. The Group-Based Dissertation in Practice: A Journey Worth Taking;Impacting Education: Journal on Transforming Professional Practice;2022-01-14

3. Doctoral Capstone Products: A Systems Thinking Model for Quality Assurance;Christian Higher Education;2021-01-01

4. Transformation of the Dissertation;Creating a Framework for Dissertation Preparation;2020

5. The development and enactment of practitioner scholarship among graduates from one online Ed.D. programme;Journal of Further and Higher Education;2019-03-05

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