This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging reflection as an important characteristic of a successful quality doctoral program. We posit that a good doctoral experience fosters active engagement in reflection on all elements of our workthe intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fields. Specific issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and field, and implications of individual identity. Along with authors chapters, we paid attention to encourage reflection as an important characteristic of a quality doctoral program; positing that good doctoral experiences foster active engagement in reflection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars.

Introduction: The Doctorate and Cultural Capital;SECTION I: A GENERAL APPROACH: COMPREHENSIVEANALYSIS OF DOCTORAL PROGRAMS;1. Creating Comprehensive Educational Experiences for the 21st Century Ph.D;2. The Intensification of the Professoriate: Pedagogical Casualties in an Era of Prestige-Seeking Universities;3. Re/thinking Research Training: Scientific Productivity as the Beginning of a Life Program;SECTION II: RETHINKING THE CONCEPT OF EVALUATION AND PROGRAMMATIC COHERENCE;4. Four Priorities for Doctoral Programs in Small Colleges/Universities: A Reflective Essay;5. Consolidating Doctoral Degrees: It Makes Sense;6. Knowledge Management as an Approach to Evaluation of Advanced Graduate Programs;SECTION III: BEYOND PRACTICE: THE DOCTORAL DEGREE BEYOND THE DISCIPLINE, SUBJECT, AND FIELD;7. The EDD V2.0: Imagining a New Doctorate in Education;8. The New Proposed Doctoral Degree in Educational Leadership (ED. D.) at a Comprehensive University in Southern California;9. Complexity and Uncertainty as Drivers for a Ph.D. in Mathematics Education and Science Education;SECTION IV: THE IMPLICATIONS OF INDIVIDUAL IDENTITY WHITHIN THE DOCTORATE: INDIVIDUAL PERSPECTIVES ON NEGOTIATING THE DOCTORAL EXPERIENCE;10. Doctoral Programs in Special Education: What Can We Do to Recruit Culturally and Linguistically Diverse Students?;11. Individual Doctoral Education Experiences and Academic Stewardship;12. Negotiating the Tenure-Track Journey: The Competing and Contesting Discourse Associated with Becoming an Academic;13. Rethinking the Doctorate from a Liberal Arts College;14. Doctoral Study: A View from a Veteran of Advanced Study Wars;15. Re-Defining the Meaning of Impact;