A Diversity Of Doctorates: Fitness for the knowledge economy?

By R. Usher. 2002

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Graduate attribute development and employment outcomes: tracking PhD graduates (2009, background): “…to communicate, and to manage and lead projects, acting as independent researchers (e.g. Sekhon 1989; Clark 1996; Cryer 1998; Notowny et al. 2001; Pearson and Brew 2002; Usher 2002) and applying their disciplinebased research expertise flexibly to other contexts (Cryer 1998; Pearson and Brew 2002).”
Putting doctoral education to work: challenges to academic practice (2006, background): “…made of the traditional PhD; new programs and new professional doctorates are being established; the role of supervisors is being examined and challenged; and the need for doctorates to support innovation and economic development is being actively promoted (Usher, 2002; Lee, 2005; Neumann, 2005).”
Searching for ‘doctorateness’ (2013, background): “In the current context, the doctorate is characterised by diversity (Neumann 2003, 2007; Usher 2002).”
The purpose of the PhD: theorising the skills acquired by students (2010, background): “In Australia, for example, a dominant government discourse of the PhD is as the timely production of a particular, marketable product – the skilled PhD graduate – who will contribute to the economic growth of the nation (Usher, 2002).”