Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Scholar-Craftsmanship

Scholar-Craftsmanship Scholar-Craftsmanship (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question–types can be correlated in dissertation research design. This research is focused on doctoral students in the School of Human and Organizational Development (HOD) at Fielding Graduate University, Santa Barbara, California. Fielding educators (Schapiro, 2003) have long speculated that more learning tools, introduced early in the self-directed, distributed learning model, could aid students in their studies and assist in the construction of sound dissertation research—SC is one of those learning tools. This research concludes suggesting further exploration into dissertation research design—for example, an in-process content analysis of 100 published dissertations—might support or refute SC’s predictions and advance the usefulness of the methodological framework in doctoral education programs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Scholar-Craftsmanship

Werner, Thomas P.; Rogers, Katrina S.
Adult Learning , Volume 24 (4): 8 – Nov 1, 2013
Download PDF
8 pages

Loading next page...
 
/lp/sage/scholar-craftsmanship-nOr4t6htWa

References (31)

Publisher
SAGE
Copyright
© 2013 The Author(s)
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/1045159513499549
Publisher site
See Article on Publisher Site

Abstract

Scholar-Craftsmanship (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question–types can be correlated in dissertation research design. This research is focused on doctoral students in the School of Human and Organizational Development (HOD) at Fielding Graduate University, Santa Barbara, California. Fielding educators (Schapiro, 2003) have long speculated that more learning tools, introduced early in the self-directed, distributed learning model, could aid students in their studies and assist in the construction of sound dissertation research—SC is one of those learning tools. This research concludes suggesting further exploration into dissertation research design—for example, an in-process content analysis of 100 published dissertations—might support or refute SC’s predictions and advance the usefulness of the methodological framework in doctoral education programs.

Journal

Adult Learning – SAGE

Published: Nov 1, 2013

There are no references for this article.