The authors examine current literature and practice focusing on employability of doctoral students, discuss a case study involving Italian and U.S. students presenting research at an international graduate student research conference, and discuss how that experience may impact student learning, development, and employability after completing their…

Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue--and tension--with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts.…

This chapter considers how doctoral education, particularly in applied settings such as education, social work, counseling, and health care, could be reimagined if it was organized around the idea and process of critical reflection: of helping students to better understand how power operates in educational environments and how students' sense of…

This chapter explores the journey of a former adult literacy worker into the academy. She reflects on her commitment to social justice education and implications for doctoral studies.

This chapter provides details of a collaborative research journey and makes a case for the inclusion of collaborative inquiry as an accepted doctoral research approach.

Africentrism is a conceptual framework that is rooted in the epistemology, cosmology, and axiology of the indigenous African worldview. Understanding the basic principles and values of this transformative paradigm can inform doctoral programs' efforts to enhance inclusion by undoing practices of marginalization and hegemony.

This chapter focuses on the idea of embodiment to explore how doctoral education can be enhanced by paying attention to narratives of experience and emotion.

This chapter examines the implication of Blended Shore Education to doctoral program design and delivery as it synthesizes adult education principles of Freire and Stanage with findings of Strohschen's international action research on design and delivery practices.

In this chapter, the editors review the contributions of each chapter to a vision for doctoral education viewed through the lens of the best practices of adult education.

This article arises from dialogue culled from a yearlong doctoral seminar in which both authors participated. The authors are both African ascendant women who teach and learn in a higher education setting. As one of the professors who co-taught the seminar (Cynthia) and a college administrator who was a doctoral student at the time of the seminar…

The nontraditional doctorate is a relatively recent development in the long history of the doctoral degree. Understanding what makes a doctoral degree "nontraditional" requires describing its key features in relation to those of the traditional doctorate and embedding this analysis in a historical context. In this article, the author provides a…

What type of individual pursues a nontraditional doctoral degree? Although answering this question is the main purpose of this chapter, there is an underlying story that provides context for how and why these individuals came to pursue a doctoral degree. The tremendous growth in the number of doctoral students and doctoral degree-granting…

As a unique academic offering, the nontraditional, distance-delivered doctorate poses particular issues for faculty members who choose to teach in such a program. Among these issues are compensation, administrative support, technology, innovation, time demands, workload, and promotion and tenure. In this chapter, the authors identify and provide…

The road to a new degree program is rarely smooth. The author describes the lengthy and bumpy path to the successful creation of and approval for the first nontraditional doctorate offered at Georgetown University, the Doctor of Liberal Studies Degree (DLS). The new Doctor in Liberal Studies (DLS) required applicants to have a master's degree or…

Adult professionals are continuing their learning over the lifespan entering graduate school in their thirties, forties, fifties, and, even sixties. Knowledge is the new economic currency today and the increasing rate at which new knowledge is generated in the global world requires continuous learning. The author describes Fielding Graduate…