A Review of Doctoral Dissertation and Comprehensive/Candidate Exam Models in Canada in Relation to Learning Outcomes Relevant to Both Academic and Non-Academic Careers

The alignment of the dissertation and the CE in terms of preparing students as researchers in today?s environment or for innovative work outside the academy is in question. The purposes and structures of these basic PhD components have not changed significantly since the origin of the modern PhD, which was developed primarily as a vocational degree for the professoriate. Much work has gone into identifying the range of knowledges, intellectual abilities, competencies and attitudes required by graduates, especially those working outside the academy, yet these attributes have not necessarily been the focus of educational efforts or assessment in these core components.
The intern will work with and support two working groups established through CAGS, focused respectively on the dissertation and the CE and their purposes, forms, and assessment. S/he will contribute to an environmental scan of the current variations of the dissertation and CE and will facilitate extensive consultation, with a view to helping the groups identify and recommend innovations and models which promote the development of competencies relevant to academic and non-academic careers. TO BE CONT’D

Faculty Supervisor:

Anthony Pare

Student:

Anna Ryoo

Partner:

Canadian Association of Graduate Studies

Discipline:

Education

Sector:

Education

University:

University of British Columbia