Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
355218 | Educational Research Review | 2008 | 11 Pages |
Abstract
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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Terence Lovat, Allyson Holbrook, Sid Bourke,