A two-track doctorate in education: There is more than one path to advanced scholarship

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


The observation that many doctoral students in education in most countries do not plan on a research career is not a new one. As argued by Shulman, Golde, Bueschel, and Garabedian (2006), for example, many of these students come to graduate studies after years of practice in education as supervisors, school principals, curriculum or program designers, administrators, policy makers and officials. To accommodate these students, a more applied, professional doctorate in education (Ed.D.) was established at Harvard University in 1931, followed by a few universities in the United Kingdom and, much later, in Australia and Europe. Since its inception, significant differences between the Ed.D. and the Ph.D. have been envisioned. The Ph.D. was oriented towards rigorous and relatively narrowly focused research questions, systematic analysis, and the advancement of theory, thus tending toward abstraction. In contrast, the professional doctorate was intended to be more oriented toward the real, multivariate, and complex world of education, focusing on actual changes and design of education systems and practices (Gregory, 1995).

Original languageEnglish
Title of host publicationThe Nurturing of New Educational Researchers
Subtitle of host publicationDialogues and Debates
PublisherSense Publishers
Number of pages8
ISBN (Electronic)9789462096981
ISBN (Print)9462096988, 9789462096967
StatePublished - 1 Nov 2014
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2014 Sense Publishers. All rights reserved.

ASJC Scopus subject areas

  • General Social Sciences


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