Abstract
Professional doctorate candidates engage in discipline specific investigations linking practical questions with current developments and creating new knowledge in computing and information technology as an outcome. Course content and a constructivist pedagogy is described and exemplified for a professional doctorate in computing and information technology in New Zealand. Both academic and student responses to the program are described. Problems and points of tension are identified, and solutions discussed.
Recommended Citation
Barbour, Robert; Catt, Peter; King, Caroline; Blackshaw, Rebecca; and Rosa, Jimmi
(2005)
"Professional Doctorate Taught Courses: Some Metaknowledge and Intellectual Property Implications,"
Essays in Education: Vol. 14:
Iss.
1, Article 4.
Available at:
https://openriver.winona.edu/eie/vol14/iss1/4
Unique Identifier
WSUEIE2005SUbarbour
