In search of equality and equivalence for students and staff in Professional Doctorate Health and Social Care programmes

Hdl Handle:
http://hdl.handle.net/10149/344081
Title:
In search of equality and equivalence for students and staff in Professional Doctorate Health and Social Care programmes
Authors:
McSherry, R. (Rob); Bettany-Saltikov, J. A. (Josette)
Affiliation:
Teesside University. Health and Social Care Institute.
Citation:
McSherry, R., Bettany-Saltikov, J. A. (2014) 'In search of equality and equivalence for students and staff in Professional Doctorate Health and Social Care programmes' Work Based Learning e-journal International; 4 (1): pp55-70
Publisher:
Middlesex University
Journal:
Work Based Learning e-journal International
Issue Date:
Dec-2014
URI:
http://hdl.handle.net/10149/344081
Additional Links:
http://wblearning-ejournal.com/currentissue.php
Abstract:
The challenge facing universities today is; how do we ensure and recognise ‘equality’ and ‘equivalence’ for the Professional Doctorate alongside the PhD both for the student and staff in an environment which has predominantly remained unchanged over time? The inference of ‘equality’ (fairness, parity, and likeness) and ‘equivalence’ (difference, similarity and uniformity) appear to be the same for a PhD/ Professional Doctorate student and staff supporting the students. However is this a perceived reality of the lived experience from students and academics? The aim of the article is to build on the round table discussion (RTD) of the 4th International Conference on Professional Doctorates (ICPD-2014), Wales Millennium Centre, Cardiff, United Kingdom, 10th & 11th April 2014. To further explore the issues of ‘equality’ and ‘equivalence’ by looking at a couple of standpoints for moving forward. These include acknowledging differences and differentiation, obtaining equal attribution as well as acknowledging the significant influence of the student cohort and/or community on professional doctorates and PhDs.
Type:
Article
Language:
en
Keywords:
Equality; Equivalence; professional doctorate; Doctor of Philosophy; Student Cohort Community
ISSN:
2044-7868
Rights:
This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. For full details see http://wblearning-ejournal.com/contributors.php [Accessed: 03/02/2015]

Full metadata record

DC FieldValue Language
dc.contributor.authorMcSherry, R. (Rob)en
dc.contributor.authorBettany-Saltikov, J. A. (Josette)en
dc.date.accessioned2015-02-03T13:07:02Z-
dc.date.available2015-02-03T13:07:02Z-
dc.date.issued2014-12-
dc.identifier.citationWork Based Learning e-journal International; 4 (1): pp55-70en
dc.identifier.issn2044-7868-
dc.identifier.urihttp://hdl.handle.net/10149/344081-
dc.description.abstractThe challenge facing universities today is; how do we ensure and recognise ‘equality’ and ‘equivalence’ for the Professional Doctorate alongside the PhD both for the student and staff in an environment which has predominantly remained unchanged over time? The inference of ‘equality’ (fairness, parity, and likeness) and ‘equivalence’ (difference, similarity and uniformity) appear to be the same for a PhD/ Professional Doctorate student and staff supporting the students. However is this a perceived reality of the lived experience from students and academics? The aim of the article is to build on the round table discussion (RTD) of the 4th International Conference on Professional Doctorates (ICPD-2014), Wales Millennium Centre, Cardiff, United Kingdom, 10th & 11th April 2014. To further explore the issues of ‘equality’ and ‘equivalence’ by looking at a couple of standpoints for moving forward. These include acknowledging differences and differentiation, obtaining equal attribution as well as acknowledging the significant influence of the student cohort and/or community on professional doctorates and PhDs.en
dc.language.isoenen
dc.publisherMiddlesex Universityen
dc.relation.urlhttp://wblearning-ejournal.com/currentissue.phpen
dc.rightsThis is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. For full details see http://wblearning-ejournal.com/contributors.php [Accessed: 03/02/2015]en
dc.subjectEqualityen
dc.subjectEquivalenceen
dc.subjectprofessional doctorateen
dc.subjectDoctor of Philosophyen
dc.subjectStudent Cohort Communityen
dc.titleIn search of equality and equivalence for students and staff in Professional Doctorate Health and Social Care programmesen
dc.typeArticleen
dc.contributor.departmentTeesside University. Health and Social Care Institute.en
dc.identifier.journalWork Based Learning e-journal Internationalen
or.citation.harvardMcSherry, R., Bettany-Saltikov, J. A. (2014) 'In search of equality and equivalence for students and staff in Professional Doctorate Health and Social Care programmes' Work Based Learning e-journal International; 4 (1): pp55-70-
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