Читать книгу Qualitative Dissertation Methodology - Nathan Durdella - Страница 63

Not surprisingly, the primary training program for academic jobs has been the academy. Like an apprenticeship model of training—from doctoral student status to postdoctoral research posts—faculty have historically coordinated and overseen the development of the standards and practices of developing and certifying new members in the field. The requisite skill set for research production—primarily in research and writing—dominates the approach and offers legitimizing experiences in empirical research in the dissertation as the focus of faculty work with students. Here, faculty who work directly with students who plan to go on to careers in the academy or closely aligned research fields tend to rely on the monograph dissertation as the training tool to support career development. But since the academic job market has not yet caught up (Patel, 2016) with academics largely trained in traditional disciplinary frameworks that value research, scholarly activity, and knowledge production, book-length dissertations may not work for up to half of all doctoral students.