Making Meaning from the Minoritarian PhD: How to Build a Significant Original Contribution to Knowledge for a PhD by Prior Publication
DOI:
https://doi.org/10.53103/cjess.v4i6.293Keywords:
Doctor of Philosophy, PhD by Prior Publication, Significant Original Contribution to Knowledge (SOCK)Abstract
Doctorates are diverse. Spanning from the traditional thesis and the artefact and exegetical mode through to the professional doctoral suite, the PhD is not singular in its enrolment, methodology or outputs. This article investigates one of the smallest and most unusual doctoral enrolments: the PhD by Prior Publication. The goal of this article is to discuss this mode with specific attention to how a Significant Original Contribution to Knowledge (SOCK) is created through papers published before an enrolment commences. This article also demonstrates – through form and content – how the student and supervisory relationship changes through this way of completing a PhD.
Downloads
References
Arnesson, K., & Albinsson, G. (2017). Mentorship – a pedagogical method for integration of theory and practice in higher education. Nordic Journal of Studies in Educational Policy, 3(3), 202-217. https://doi.org/10.1080/20020317.2017.1379346
AQF. (2024). AQF Levels: https://www.aqf.edu.au/framework/aqf-levels
Ball, L. (2002). Preparing Graduates in Art and Design to Meet the Challenges of Working in the Creative Industries: A New Model For Work. Art, Design and Communication in Higher Education, 1(1), 10–24.
Baptista, A., Frick, L., Holley, K., Remmik, M. and Tesch, J. (2015). The Doctorate as an Original Contribution to Knowledge: Considering relationships between originality, creativity and Innovation. Frontline Learning Research, 3(3), 55-67.
Borghi, A. M., Shaki, S., & Fischer, M. H. (2022). Abstract concepts: external influences,
internal constraints, and methodological issues. Psychological Research, 86(8), 2370–2388. https://doi.org/10.1007/s00426-022-01698-4
Bourke, S., & Holbrook, A. P. (2013). Examining PhD and research masters theses. Assessment & Evaluation in Higher Education, 38(4), 407-416.
Brabazon, T. (2018a). The deficit doctorate: Multimodal solutions to enable differentiated learning. International Journal of Social Sciences & Educational Studies, 4(5), 52-70.
Brabazon, T. (2018b). Vlog 115 – SOCK. YouTube. https://youtu.be/fuET3bpwwdY
Brabazon, T. (2022a). Steps – Supervising a PhD by Prior Publication. [Video]. YouTube. https://www.youtube.com/watch?v=XHZVVQg-H80
Brabazon, T., Hunter, N., & Quinton, J. (2022b). The scientist, the artefact, and the exegesis: Challenging the parameters of the PhD. International Journal of Creative and Arts Studies, 9(1), 47-68. https://journal.isi.ac.id/index.php/IJCAS/article/view/6409/2681
Brabazon, T. (2022c). Steps PhD Supervisor Training Program - SOCK (Significant Original Contribution to Knowledge). YouTube. https://youtu.be/rfvRfLgMaRg
Brabazon, T. (2023a). So you want to do a PhD by Prior Publication? The interactive session. [Video]. YouTube. https://www.youtube.com/watch?v=CsSrPmCplgQ
Brabazon, T. (2023b). SOCK: Significant Original Contribution to Knowledge. Keynote Address for the University of Nottingham. YouTube. https://youtu.be/--rjPTVw3no
Brabazon, T. (2024a). The Uberfication of the Doctorate: Higher Degrees in End Times. Canadian Journal of Educational and Social Studies, 4(3), 1-19.
Brabazon, T. (2024b). The Pernicious PhD Supervisor. Author’s Republic.
Brien, D. L. (2009). Unplanned Educational Obsolescence: Is the ‘Traditional’ PhD Becoming Obsolete? M/C Journal, 12(3). https://doi.org/10.5204/mcj.160
Chamberlain, A. F. (1903). Primitive theories of knowledge: A study in linguistic psychology. The Monist, 13(2), 295–302. http://www.jstor.org/stable/27899394
Clarke, G. and Lunt, I. (2014). The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education. 39(7): 803-820.
Dawson, G. (1981). Justified true belief is knowledge. The Philosophical Quarterly,
31(125), 315–329. https://doi.org/10.2307/2219402
de Grefte, J. (2023). Knowledge as justified true belief. Erkenntnis, 88, 531–549. https://doi.org/10.1007/s10670-020-00365-7
DORA (2024). Declaration on Research Assessment: https://sfdora.org/
Ferrier, J. F. (1854). Institutes of metaphysic: The theory of knowing and being. William Blackwood and Sons. https://archive.org/details/institutesofmeta00ferruoft/page/46/mode/2up
Frick, B.L. (2018). The original contribution: Myth or reality in doctoral work. Spaces, Journeys and new horizons for postgraduate supervision, 12: 275.
Green, T. M. (2015). The Greek and Latin roots of English (5th ed.). Rowman & Littlefield. https://www.academia.edu/41935352/The_Greek_and_Latin_Roots_of_English
Guetzkov, J. Lamont, M. and Mallard, G. (2004). What is originality in the humanities and social sciences?” American Sociological Review, 69(2), 190-212.
Johansson, T., Wisker, G., Claesson, S., Strandler, O., & Saalman, E. (2014). PhD. Supervision as an Emotional Process-Critical Situations and Emotional Boundary Work. Pertanika Journal of Social Sciences & Humanities, 22(2).
Jolley, Jeremy. “Choose your Doctorate.” Journal of Clinical Nursing 16.2 (2007): 225–33.
Kaur, A., Kumar, V., & Noman, M. (2022). Partnering with doctoral students in research supervision: Opportunities and challenges. Higher Education Research & Development, 41(3), 789-803.
Laing, Stuart, and Tara Brabazon. “Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy.” Nebula 4.2 (June 2007): 253–67.
Lee, A. (2018). How can we develop supervisors for the modern doctorate?. Studies in Higher Education, 43(5), 878-890.
Lee, Alison, Marie Brennan, and Bill Green. (2009). “Re-imagining Doctoral Education: Professional Doctorates and Beyond.” Higher Education Research & Development 28.3 2009): 275–87.
Lovitts, B. E., and C. Nelson. “The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs.” Academe 86.6 (2000): 44–50.
Mammen, A. (2020). In the beginning was the ‘dimensions,’ then, evening passed and morning came – the ‘SOCK’ in doctoral research. International Journal of Research, 8(6), 133-141.
McElravy L. J. (2022). Form follows function: Research and assessment design for leadership learning. New Directions for Student Leadership, 2022(175), 31–40. https://doi.org/10.1002/yd.20517
Manathunga, Catherine, and Rod Wissler. “Generic Skill Development for Research Higher Degree Students: An Australian Example”. International Journal of Instructional Media, 30.3 (2003): 233–46.
Mantai, L., & Marrone, M. (2022). Identifying skills, qualifications, and attributes expected to do a PhD. Studies in Higher Education, 47(11), 2273-2286.
Martin, B. (2013). Countering supervisor exploitation. Journal of Scholarly Publishing, 45(1), 74-86.
Nelson, J. K., & Coorough, C. (1994). Content analysis of the PhD versus EdD dissertation. The Journal of Experimental Education, 62(2), 158-168.
Neumann, R. (2005). Doctoral differences: Professional doctorates and PhDs compared. Journal of Higher Education Policy and Management, 27(2), 173-188.
Noble K. A. Changing Doctoral Degrees: An International Perspective. Buckingham: Society for Research into Higher Education, 1994.
Paltridge, B., & Starfield, S. (2016). Ethnographic perspectives on academic writing. Oxford University Press.
Perla, R. J., & Parry, G. J. (2011). The epistemology of quality improvement: it’s all Greek.
BMJ Quality & Safety, 20 Suppl 1(Suppl_1), i24–i27. https://doi.org/10.1136/bmjqs.2010.046557
Richter, J. P. F. (1847). From the English review: Jean Paul Friedrich Richter. Eclectic Magazine of Foreign Literature, Science, and Art, 12(September-December), 306-319. https://babel.hathitrust.org/cgi/pt?id=iau.31858055206621&seq=339
Redhead, S. and Brabazon, T. (2023). Publications during a PhD. YouTube. https://www.youtube.com/watch?v=ZI9aaIW3SNk.
Riva, E., Gracia, L., & Limb, R. (2022). Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education, 46(7), 913-930.
Usher R. “A Diversity of Doctorates: Fitness for the Knowledge Economy?”. Higher Education Research & Development 21 (2002), 143–53.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Tara Brabazon Brabazon, Christopher J Young
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published by CJESS are licensed under the Creative Commons Attribution 4.0 International License. This license permits third parties to copy, redistribute, remix, transform and build upon the original work provided that the original work and source is appropriately cited.