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020			_a9789460914188 _9978-94-6091-418-8
040			_cMX-MeUAM
050		4	_aLB2300-2799.3
082	0	4	_a378 _223
100	1		_aPérez, David M. Callejo. _eeditor.
245	1	0	_aHigher Education and Human Capital _h[recurso electrónico] : _bRe/thinking the Doctorate in America / _cedited by David M. Callejo Pérez, Stephen M. Fain, Judith J. Slater.
264		1	_aRotterdam : _bSensePublishers, _c2011.
300			_aXVI, 225p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aThis book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a “good doctoral” experience fosters active engagement in reflection on all elements of our work—the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that “good doctoral” experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.
650		0	_aEducation.
650		0	_aEducation, Higher.
650	1	4	_aEducation.
650	2	4	_aHigher Education.
700	1		_aFain, Stephen M. _eeditor.
700	1		_aSlater, Judith J. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-6091-418-8
596			_a19
942			_cLIBRO_ELEC
999			_c206539 _d206539