I am going to talk about five routes to a doctoral
degree all of which are now operating or are planned in Great
Britain, and which have a place in the future development of
doctoral work there. I do not attempt to discuss here whether
these models could or should all be adopted in India or elsewhere;
that is a matter for subsequent discussion and debate.
These five are: (i) the traditional PhD, (ii)
PhD by publication, (iii) PhD with integrated study, (iv) the
practice-based PhD in Art, and Design and Performing Arts and
(v) Professional Doctorates.
- The Traditional PhD
The ‘traditional’ PhD in Britain
is an individual research enquiry culminating in a single
thesis of, typically 80-100,000 words for humanities and social
science disciplines and
40-50,000 words for natural and physical
science subjects. There is, I suspect, a general understanding
among this audience of the main structural features of this
model, but I would like to draw attention to two points about
its apparent simplicity and uniformity.
First, the nature of the research reported
in the final thesis can be very diverse. Different disciplinary
families have very different methodologies of enquiry. For
example much basic, theoretical science (certain forms of
physics, mathematics, philosophy) will depend on observation,
calculation and reasoning, which can be very different from
the methodologies of laboratory science with the core emphasis
on the replicable experiment. In social sciences no case of
generation and collection of field work data can ever be exactly
repeated; precise socio-economic historical conditions can
never be reproduced and , even if they could, the fact that
the object of the research (the human subjects) can develop
knowledge of the research process itself and thus transform
their behaviour, would render the idea of replicability of
little value. Further, in the humanities, the core research
method is that of textual interpretation, followed by synthesis
of the understandings gained and subsequent explanations —
always subject to the possibility of further revision.
This degree of diversity indicates why the
search for a single common research definition and methodology
has much less value than the development of mutual understanding
and respect for the range of forms of intellectual enquiry
which we need, and which doctoral degrees should reflect.
Secondly, over the past two decades a debate
has developed in Britain about the fundamental purpose of
the traditional PhD. The main criterion for success as a PhD
candidate remains the making of an original contribution to
knowledge. However increasingly since the early 1980s the
British Research Councils, the main funders of British PhD
students, have demanded that the PhD also provides a form
of research training, equipping those who undertake it for
a career in academic, scientific or industrial research. While
these two aims can be combined there is also a potential conflict
between the demand to focus in depth on one specific topic
and the requirement for a breadth of understanding of all
the research methodologies which a particular discipline or
professional field requires.
- PhD by publication.
I will only touch on this briefly since it
typically only serves a small number of candidates. In this
route an experienced researcher (from a university or elsewhere)
may present for examination a collection of already published
work of sufficient quantity, quality, coherence and originality.
This is typically accompanied by an overview introduction
(of, perhaps, 5,000 words) and a conclusion which together
contextualise and explain the scientific contribution of the
overall portfolio.
Examination will, as with the traditional
PhD, include a viva voce with an internal and an external
examiner, since a key issue here is to establish (particularly
in the case of jointly published work) that the work is wholly
that of the candidate.
- PhD with Integrated Study
In recent years a number of criticisms of
the structure of the British PhD have developed from potential
sponsors of PhD students. Middle Eastern government agencies,
in particular, have indicated that the traditional PhD alone
does not provide all they want from a PhD programme. They
have asked for more breadth and more specific preparation
for future careers.
This has led to a new model, which has evolved
out of both recent developments within Britain and a critical
assessment of the strengths of the American system. This model
contains a number of course work elements — including
research methods; the broadening of subject knowledge to include
cutting-edge thinking across all aspects of a discipline;
general skills (of, for example, group work, presentation,
knowledge of intellectual property rights issues); and the
development of teaching skills.
These course work elements are assessed,
and underpin and lead to a traditional PhD thesis; the result,
which is now about to be piloted by ten English Universities,
including Brighton, should produce a doctoral student with
both the depth and breadth which is now required by many international
sponsors.
Practice-based PhD in Art and Design
Because of developments in both the role
of research and the status of art and design education in
universities, a practice-based PhD in art and design has developed
in Great Britain. This covers a range of professional and
creative fields including, for example, sculpture, film, graphic
design, photography and product design.
This involves the presentation to examiners
of both a particular work of art or a successful example of
design and a written thesis or portfolio of writing.
This writing will include a significant element of written
reflection on the genesis, execution and impact of the work
including specifying either or both of:
- the contribution to new knowledge, new forms of perception,
new application within the work of art or design.
- the contribution to knowledge and to the development of
the field of art and design practice made by the reflection
on the artistic or design process which has taken place.
It is important to emphasise here that a
central principle of this route (as with all those described
here) is that research activity and outcomes are clearly articulated
and communicated in a way which allows a genuine contribution
to knowledge - knowledge here being regarded as the collective
wisdom and skills of humanity in general
Professional Doctorates
There are already nearly 200 examples of
professional doctorates within British universities. Among
the key defining features of these doctorates are:
- The titles are different from PhD — they refer to
a particular profession: EdD (education), DBA (business
management) , DPharm (pharmacy) and DEng. (engineering).
- They are designed for experienced professionals who want
to do a PhD part-time while remaining at work.
- Their aim is to make an original contribution to professional
knowledge and professional practice.
- They are studied in the work-place on an actual problem
occurring in the work place.
- They often involves action research. A problem
is identified, possible solutions are devised, those solutions
are implemented, their effectiveness is monitored, modifications
are made, the revised solutions are implemented — and
so on
- There is a significant taught component. This allows the
development of a cohort identity, the teaching of research
methods, the provision of extended subject training, the
sharing of methodologies, collective debate on common issues,
experiences and the exploration of the relevance of each
research topic to the specific profession involved.
This will normally culminate in a thesis
or portfolio which is examined in a similar way to the thesis
of the traditional PhD, although at times the length may be
shorter since the taught component has already been extensively
assessed.
The distinction between the aims of this
professional doctorate and the PhD can be summed up in one
sentence - ‘The PhD aims to produce a professional researcher
while the professional doctorate aims to produce a researching
professional.’ Of all the routes described here the professional
doctorate may ultimately have the most to contribute to the
ways in which mutual knowledge transfer can take place
between the university and the wider social and economic community.
Four brief points can be made by way of conclusion.
First this description of a number of possible routes to a
doctorate is not intended to suggest that anything goes. All
of these models can and must be rigorously quality assured and
contain thorough and stringent examination procedures.
Secondly the maintenance of comparability of standards nationally
and internationally will depend on a thorough quality assurance
system based on peer review. Collective responsibility amongst
universities should here balance institutional autonomy.
Thirdly the staff who supervise students in any of these models
(including that of traditional PhD) need thorough staff development.
Poor quality research supervision can lead to some of the most
damaging effects that any university lecturer can inflict on
a student.
And finally the notion of the researching professional, able
to question and continuously improve his or her own practice
must apply as much to university teachers themselves as to engineers,
school teachers, business managers and pharmacists. It would
be an unhappy irony indeed if we academics failed to practice
what we preach and were not prepared to transform ourselves
to meet these new requirements and challenges.
