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Jarvis, Christine – Studies in Continuing Education, 2020
This article argues that fiction can operate as a critical feminist curriculum and discusses how this manifests itself in terms of content and teaching methodologies. It uses a close reading of Naomi Alderman's dystopian fiction "The Power" (2016) to explore this, complemented by an analysis of a discussion between Alderman and readers…
Descriptors: Novels, Fiction, Feminism, Books
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Jansen in de Wal, Joost; van den Beemt, Antoine; Martens, Rob L.; den Brok, Perry J. – Studies in Continuing Education, 2020
Although teachers' commitment to continuous professional learning is crucial for high quality education, research shows that this learning cannot be taken for granted. To better understand how teachers' learning at work can be supported, this study investigates how effects of job demands (i.e. work pressure and emotional pressure) and job…
Descriptors: Teaching Conditions, Professional Development, Self Determination, Stress Variables
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Mitchell, Bethan – Studies in Continuing Education, 2020
Improvement science methodology is promoted in the National Health Service (NHS) in Scotland for implementing rapid change in hospital practices. Student-Led Improvement Science Projects (SLISPs) have been developed as a result of this, where medical students work with clinical teams to identify, implement and monitor quality improvements in the…
Descriptors: Medical Education, Medical Students, Improvement Programs, Science Projects
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Douglas, J.; Kilpatrick, S.; Katersky Barnes, R.; Alderson, R.; Flittner, N. – Studies in Continuing Education, 2020
Pathways to higher education can appear opaque and unattainable to rural adults, despite the affordances provided by modern broadband and increasing provision of university online learning options. This paper describes an innovative partnership model that connects rural adults to university and technical and further education pathways through…
Descriptors: Foreign Countries, Rural Population, Postsecondary Education, Vocational Education
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Björck, Ville – Studies in Continuing Education, 2020
Work-integrated Learning (WIL) seeks to bridge the gap between 'scholastic' training and work. This study explores the ironic fact that the WIL discourse remains formed by the idea of "academia" and the "real world," an idea that in decisive ways creates this gap. A genealogical discourse analysis of how this idea operates in…
Descriptors: Cooperative Education, College Students, Theory Practice Relationship, Higher Education
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Benda, Luc; Koster, Ferry; van der Veen, Romke – Studies in Continuing Education, 2020
Most active labour market policy (ALMP) research investigates potential socioeconomic consequences such as unemployment risks and earning potential but too often neglects potential cultural effects. When approaching ALMP research based on institutional and socialisation theory, researchers would expect that people internalise cultural and…
Descriptors: Labor Market, Public Policy, Socialization, Educational Attitudes
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Hou, Barbara; Chen, Katherine – Studies in Continuing Education, 2020
University-based executive education programs continue to expand across the country, but program directors are unclear about how to articulate the impact and effectiveness of their programs. To help identify possible measurements for future studies, we conducted an exploratory case study of a university-based executive education program for higher…
Descriptors: Management Development, Administrators, College Administration, Administrator Education
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Francisco, Susanne – Studies in Continuing Education, 2020
Vocational Education and Training (VET) teachers often begin teaching without teaching qualifications, and much of their learning necessarily takes place in the workplace. VET teaching is recognised as complex and requiring a broad range of skills and capabilities. At the same time, support for VET teacher learning in the workplace has been…
Descriptors: Vocational Education Teachers, Workplace Learning, Beginning Teachers, Teacher Education
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McSherry, R.; Bettany-Saltikov, J.; Cummings, E.; Walker, K.; Ford, K.; Walsh, K. – Studies in Continuing Education, 2019
The aim of the paper is to report some of the research findings from a workshop held at an International Professional Doctorate Conference. The workshop aimed to elicit the views of attendees surrounding the following questions: How do you currently measure the impact and outcome of your professional doctorate programme(s)? What tools, frameworks,…
Descriptors: Doctoral Programs, Outcomes of Education, Workshops, Conferences (Gatherings)
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Eubank, Martin; Forshaw, Mark – Studies in Continuing Education, 2019
This paper aims to articulate the multi-regulatory and complex territory that programme developers of professional doctorates are required to navigate, and, using examples from Health Psychology and Sport and Exercise Psychology, discusses the impact of this territory on programme development. 'Practitioner Psychologist' is a legally protected…
Descriptors: Foreign Countries, Doctoral Programs, Graduate Students, Psychologists
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Maxwell, T. W. – Studies in Continuing Education, 2019
Higher education in Bhutan changed irrevocably in 2003 with the amalgamation of disparate colleges to form the country's first university. Research was not well known or understood. Over the last two decades doctorates were obtained outside Bhutan. The focus of this study is the impact of those who returned with an education doctorate. Using a…
Descriptors: Foreign Countries, Developing Nations, Graduate Study, Graduate Students
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Hager, Mark J.; Turner, Frances; Dellande, Stephanie – Studies in Continuing Education, 2019
This research presents a three year case study examining the impact of social support and isolation in the doctorate of business administration (DBA) on professional outcomes these graduates have experienced. Through individual reflections, participant-observer conversations and a short open-ended questionnaire, social support derived from…
Descriptors: Graduate Study, Doctoral Programs, Business Administration Education, Social Isolation
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Hall, Elaine – Studies in Continuing Education, 2019
This paper is both a reflexive report on an attempt to operationalise 'doctorateness' in a specific case context and a synthesis of theory from the philosophy of education and curriculum design. Using the context of a new Professional Doctorate programme in Law (the DLaw) at a University in the North-East of England, it is an exploration of the…
Descriptors: Critical Thinking, Curriculum Design, Doctoral Programs, Foreign Countries
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Adams, Gill – Studies in Continuing Education, 2019
Feedback has an important role in supporting learning. It is through feedback that learners can actively construct and clarify understanding, monitor their performance and direct their learning. Despite attention on feedback in higher education, limited research exists exploring the role and experience of feedback within doctoral programmes. This…
Descriptors: Feedback (Response), Doctoral Students, Foreign Countries, Teacher Education
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Gray, Morag A.; Crosta, Lucilla – Studies in Continuing Education, 2019
The aim of this systematic literature review was to ascertain the best practice available to provide high-quality online support to students during their thesis stage of an Online Doctorate in Higher Education programme. The review process involved a synthesis of available research literature to arrive a comprehensive and trustworthy picture. For…
Descriptors: Online Courses, Doctoral Programs, Doctoral Dissertations, Supervision
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