Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/43115
- Ways of knowing in doctoral examination: how well is the doctoral regime?
- The University of Newcastle. Faculty of Education & Arts, School of Education
- The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's `Ways of Knowing' theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.
- Educational Research Review Vol. 3, Issue 1, p. 66-76
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- Resource Type
- journal article