Motivating factors for the professional development of a cohort of professional doctorate students in education

1449 645 56292 1 2385960 document 56292 CLARK Laurel-thesis_nosignature.pdf application/pdf 3cad44483c08100a712af666c73a2824 MD5 1763896 2020-07-22 02:19:37 https://vuir.vu.edu.au/1449/3/CLARK%20Laurel-thesis_nosignature.pdf 1449 3 3 application/pdf text en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/62910 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/62910 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/62910 archive 116 disk0/00/00/14/49 2008-10-22 03:58:14 2021-08-27 07:41:25 2008-10-22 03:58:14 thesis show Clark Laurel Motivating factors for the professional development of a cohort of professional doctorate students in education unpub 330000 Education doctor of education degree, research studies, motivation in education, higher education Doctor of Education The changing environment in higher education has lead to a choice of doctoral programs for lifelong learners. From the data derived from interviews with a cohort of students in a professional Doctorate in Education at a Victorian university, the current study identified the students’ perceptions of their own professional development. It found that the extrinsic and intrinsic factors which motivated these students were numerous and often complex, and were as much for personal development such as cognitive interest, enjoyment and love of learning, social stimulation at a professional level, and because of academic pathways as they were for professional development whether for gaining qualifications, skills, credibility benefitting the profession or because of the developments within information and communication technologies. It also found that the students were non-traditional, being close to the middle or end-phase of their careers. The study developed a profile of a typical student from the many similarities exhibited by them. The implications of these findings for the nature of the Doctorate in Education at this university and for the delivery to future groups of students undertaking post-graduate degree are discussed. 2007 submitted 62910 2 2398159 dark_document 62910 Clark, Laurel.pdf application/pdf 7efc2fa79db26567bfaca9acf37ede14 MD5 41676 2020-09-09 01:18:03 1449 9 9 application/pdf text VURR permission form en staffonly

Clark, Laurel.pdf

other public 231 Victoria University Faculty of Human Development other other Includes bibliographical references: pp. 195-211 FALSE