Community Health and Education Studies Research Centre, Northumbria University, Newcastle upon Tyne, NE7 7XA, United Kingdom.
Nurse Educ Today. 2010 May;30(4):279-84. doi: 10.1016/j.nedt.2009.03.004.
The doctoral research terrain is changing, as new-styles, for example professional doctorates, are being developed (Park, C., 2005. New variant PhDL the changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27(2), 189-207). There is a scarcity of literature aimed at supervisors (Gatfield, T., 2005, An investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management 27(3), 311-325) and this is particularly so in relation to professional doctorates. In this position paper we argue that the supervisory approach required for a professional doctorate student is different than that required for a PhD. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in producing knowledge that is theoretically sound, original, and of relevance to their practice area. This is of increasing importance within healthcare with the growing emphasis on patient driven translational research. As such, the students and their supervisors face unique challenges of balancing academic requirements with praxis. We suggest this requires specific tools to make explicit the dialogical relationship between a particular project and the cultural, social, educational and political aspects of its environment. We expose the potential of soft systems methodology as a means to highlight the emergent aspects of a doctoral practice development project, their respective and evolving supervisory interactions. This focus of this paper is therefore not about guiding supervision in a managerial sense, but rather at offering methodological suggestions that could underpin applied research at doctoral level.
博士研究领域正在发生变化，例如正在开发新的博士学位类型，例如专业博士学位（Park, C., 2005. New variant PhDL the changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27(2), 189-207）。针对导师的文献很少（Gatfield, T., 2005, An investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management 27(3), 311-325），特别是在专业博士学位方面。在本立场文件中，我们认为专业博士研究生所需的指导方法与博士研究生不同。专业博士研究生和博士研究生一样，需要对知识做出明确的贡献。然而，他们的重点需要放在产生理论上合理、原创且与他们实践领域相关的知识上。随着越来越强调以患者为导向的转化研究，这在医疗保健领域变得越来越重要。因此，学生及其导师面临着平衡学术要求与实践的独特挑战。我们认为，这需要特定的工具来明确特定项目与其实践领域的文化、社会、教育和政治方面之间的对话关系。我们揭示了软系统方法论作为一种手段的潜力，可以突出博士实践发展项目的新兴方面，以及它们各自不断发展的监督互动。因此，本文的重点不是从管理意义上指导监督，而是提供可以为博士层面的应用研究提供支持的方法建议。
