The PhD by publication in the humanities and social sciences: a cross country analysis

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

JOURNAL OF FURTHER AND HIGHER EDUCATION Pub Date : 2023-03-23 DOI:10.1080/0309877X.2023.2190450

Brian Paltridge, S. Starfield

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Abstract

ABSTRACT This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

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人文社会科学博士学位:一项跨国分析

摘要本文通过在美国、英国、加拿大和澳大利亚大学的人文社会科学期刊上发表的论文对博士学位进行了研究。这项研究收集了来自这些国家的一组出版的博士学位。对这些论文进行了分析，以了解它们在多大程度上符合或不符合之前对博士论文类型的讨论。对学生和导师进行了访谈，以调查学生在写作中的选择。还审查了大学通过出版物提交博士学位的规则和相关政策文件。研究发现，似乎每个国家都倾向于通过出版不同类型的博士学位。在美国，他们都是未来的博士生，专门为论文撰写论文。相比之下，在英国，回顾性博士，即发表论文的博士，在很大程度上占主导地位。加拿大与美国相似，至少在为论文《教育》收集数据的研究领域是这样。在澳大利亚，既有前瞻性博士，也有回顾性博士，尽管是前者，即前瞻性博士占主导地位。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JOURNAL OF FURTHER AND HIGHER EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： Journal of Further and Higher Education is an international, peer-reviewed journal publishing scholarly work that represents the whole field of post-16 education and training. The journal engages with a diverse range of topics within the field including management and administration, teacher education and training, curriculum, staff and institutional development, and teaching and learning strategies and processes. Through encouraging engagement with and around policy, contemporary pedagogic issues and professional concerns within different educational systems around the globe, Journal of Further and Higher Education is committed to promoting excellence by providing a forum for scholarly debate and evaluation. Articles that are accepted for publication probe and offer original insights in an accessible, succinct style, and debate and critique practice, research, theory. They offer informed perspectives on contextual and professional matters and critically examine the relationship between theory and practice across the spectrum of further and higher education.