Meeting adult learner needs through the nontraditional doctoral degree
Author(s)
Bibliographic Information
Meeting adult learner needs through the nontraditional doctoral degree
（New directions for adult and continuing education, no. 129）
Jossey-Bass, 2011
- : pbk
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Note
"Spring 2011"
Includes bibliographical references and index
Description and Table of Contents
Description
Topics covered in this work include the emergence of the nontraditional doctorate, faculty concerns related to distance learning within nontraditional doctoral programs, innovation in doctoral degress designed for adult learners, and the development of a new doctoral degree program to serve an adult audience.
Table of Contents
EDITORS NOTES ( James P. Pappas, Jerry Jerman). 1. The Emergence of the Nontraditional Doctorate: A Historical Overview (Douglas Archbald). The author provides an overview of the emergence of the nontraditional doctoral degree in the context of the traditional doctorate and how these two approaches are markedly different and considers the epistemological foundations of the nontraditional doctorate. 2. Profile of the Nontraditional Doctoral Degree Student (Michael Offerman). What are the characteristics of the nontraditional doctoral student and how do they contrast with traditional doctoral students? The author answers these questions and examines the implications of these characteristics for faculty and administrators in today s institutions of higher education. 3. Faculty Concerns Related to Distance Learning Within Nontraditional Doctoral Programs (H. Wells Singleton, Carmen L. Session). The concerns of faculty related to nontraditional doctoral programs are regarded, especially in the broader context of distance delivery of coursework and programs. 4. Innovation in Doctoral Degrees Designed for Adult Learners: A Hybrid Model in Personal Financial Planning (John E. Grable). Innovation naturally plays an important role in nontraditional degree programs. This discussion is enhanced by drawing on the example of an innovative hybrid PhD program in personal financial planning. 5. The Development of a New Doctoral Degree Program to Serve an Adult Audience: Georgetown University (Phyllis O Callaghan). Administrators and faculty face sometimes frustrating challenges in creating new degree programs. These challenges are outlined through a description of the development and approval process of the Doctor of Liberal Studies offered at Georgetown University, the first doctorate in liberal studies in the nation. 6. PhD and EdD Degrees for Mid-Career Professionals: Fielding Graduate University (Judith L. Kuipers). The author examines one of the pioneering nontraditional doctorate institutions in the nation, Fielding Graduate University, and provides an insightful look at the development of PhD and EdD programs designed particularly for mid-career professionals. 7. Organizing the Faculty Around the Students: Walden University (Paula E. Peinovich, Harold L. Hodgkinson). Another pioneering institution, Walden University, emerged from the 1960s to reflect that decade s concerns with social activism and the institution s subsequent commitment to learning as a transformative experience through its doctoral programs for mid-career professionals. 8. Delivering an Organizational Leadership PhD Program at a Distance: University of Oklahoma (Joseph Lee Rodgers, T. H. Lee Williams). The authors describe the development and operation of the University of Oklahoma s nontraditional PhD in organizational leadership, a unique program provided primarily to military personnel in Europe. 9. Topics for Current and Future Consideration (James P. Pappas, Jerry Jerman). What are the challenges and opportunities for the nontraditional doctorate? The authors offer a number of key considerations about the current state and the future of this degree designed for adult learners. Index.
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