All Outputs (6)

More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment (2023)
Journal Article
Clark, T. (in press). More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment. Assessment and Evaluation in Higher Education, https://doi.org/10.1080/02602938.2023.2283841

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assess... Read More about More than a checkpoint: The pedagogic potential of a dialogic approach to doctoral progression assessment.

From researching professional to professional researcher: Learning the rules of the game (2023)
Book Chapter
Clark, T. (in press). From researching professional to professional researcher: Learning the rules of the game. In Navigating transitions in higher education: The place of wellbeing and self-care. Routledge

Professional doctorates have been characterised as distinct from traditional PhD routes due to their intended focus on developing ‘researching professionals’ as opposed to ‘professional researchers’ (Butcher & Sieminski, 2006). This chapter provides... Read More about From researching professional to professional researcher: Learning the rules of the game.

From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate (2023)
Presentation / Conference
Clark, T. (2023, October). From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate. Paper presented at Researcher Education and Development Scholarship (REDS) International Conference, Online

The recent proliferation of professional doctorate routes (PD) internationally (Jones, 2018) coupled with the potential these offer to create pathways from various professional contexts into research roles within academic (Lundgren-Resenterra & Kahn,... Read More about From researching professional to professional researcher: Navigating the transition into academic via a professional doctorate.

Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium) (2023)
Presentation / Conference
Waller, R., Andrews, J., & Clark, T. (2023, September). Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium). Paper presented at British Educational Research Association Conference 2023, Aston University, Birmingham

This symposium, which showcases an edited collection of work by recent UK doctoral graduates (Authors, forthcoming), begins with a short introduction setting the scene for the wider project. It demonstrates the unique contribution of ‘insider’, pract... Read More about Critical perspectives on educational policies and professional identities: Lessons from doctoral studies (symposium).

More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment (2023)
Conference Proceeding
Clark, T. (in press). More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment.

There is an expectation that all doctoral programmes in the UK will include a form of progression assessment (QAA, 2020), with individual institutions having autonomy to determine specific processes and criteria. Yet, despite the potential significan... Read More about More than a checkpoint: Exploring the pedagogical role of doctoral progression assessment.

Research with children (2023)
Book Chapter
Brown, J., & Clark, T. (2023). Research with children. In C. Hayes (Ed.), The Early Years Handbook for Students and Practitioners. Taylor & Francis (Routledge)

The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all degree level students undertaking programmes related to early years and childhood studies. Designed and written by the SEFDEY Professional A... Read More about Research with children.