David Scott is Professor of Educational Leadership and Learning at the University of Lincoln. He has researched widely in the field of education including projects on: citizenship education, professional doctorates, accelerated learning programmes and language teaching in higher education. His extensive publications in the fields of curriculum, assessment, higher education and research methodology include Reading Educational Research and Policy and A Realist Approach to Educational Research. Andrew Brown is Coordinator of the EdD programme in the University of London Institute of Education Doctoral School. He is European Director of an EU/US funded project on doctoral education and Director of the Institute's TQEF funded learning and teaching research projects. He has published widely in the fields of Mathematics Education, Professional Doctorates and Pedagogy, including co-authoring Doing Research/ Reading Research: A Mode of Interrogation for Education. Ingrid Lunt is Professor of Educational Psychology, Dean of the Doctoral School and has responsibility for Doctoral Education and research degrees at the University of London Institute of Education. She is Director of an EU funded project on higher professional education in psychology and a past President of the British Psychological Association. Her research interests include professional doctorates, continuing professional development, education policy, school organization and collaboration. She has published widely in these fields. Lucy Thorne works at the Learning and Skills Development Agency. She has previously worked at the University of Middlesex, and has published widely on higher professional degrees, professional doctorates and reflective practice.

• Acknowledgements 1 Introduction Part 1: Histories and Contexts 2 The Changing Role of the University 3 The Evolution of Professional Doctorates Part 2: Knowledge Matters 4 Academic and Professional Knowledge 5 The Reflective Student-Practitioner Part 3: Teaching and Learning 6 Marketing, Selection and Assessment 7 Curriculum and Pedagogy Part 4: Trajectories 8 Motivation 9 Identity 10 The Professions: Status and Qualifications 11 Conclusions: Hybrid Forms of KnowledgeReferences Index The Society for Research into Higher Education

David Scott is Professor of Educational Leadership and Learning at the University of Lincoln. He has researched widely in the field of education including projects on: citizenship education, professional doctorates, accelerated learning programmes and language teaching in higher education. His extensive publications in the fields of curriculum, assessment, higher education and research methodology include Reading Educational Research and Policy and A Realist Approach to Educational Research. Andrew Brown is Coordinator of the EdD programme in the University of London Institute of Education Doctoral School. He is European Director of an EU/US funded project on doctoral education and Director of the Institute's TQEF funded learning and teaching research projects. He has published widely in the fields of Mathematics Education, Professional Doctorates and Pedagogy, including co-authoring Doing Research/ Reading Research: A Mode of Interrogation for Education. Ingrid Lunt is Professor of Educational Psychology, Dean of the Doctoral School and has responsibility for Doctoral Education and research degrees at the University of London Institute of Education. She is Director of an EU funded project on higher professional education in psychology and a past President of the British Psychological Association. Her research interests include professional doctorates, continuing professional development, education policy, school organization and collaboration. She has published widely in these fields. Lucy Thorne works at the Learning and Skills Development Agency. She has previously worked at the University of Middlesex, and has published widely on higher professional degrees, professional doctorates and reflective practice.

• Acknowledgements 1 Introduction Part 1: Histories and Contexts 2 The Changing Role of the University 3 The Evolution of Professional Doctorates Part 2: Knowledge Matters 4 Academic and Professional Knowledge 5 The Reflective Student-Practitioner Part 3: Teaching and Learning 6 Marketing, Selection and Assessment 7 Curriculum and Pedagogy Part 4: Trajectories 8 Motivation 9 Identity 10 The Professions: Status and Qualifications 11 Conclusions: Hybrid Forms of KnowledgeReferences Index The Society for Research into Higher Education

David Scott is Professor of Educational Leadership and Learning at the University of Lincoln. He has researched widely in the field of education including projects on: citizenship education, professional doctorates, accelerated learning programmes and language teaching in higher education. His extensive publications in the fields of curriculum, assessment, higher education and research methodology include Reading Educational Research and Policy and A Realist Approach to Educational Research. Andrew Brown is Coordinator of the EdD programme in the University of London Institute of Education Doctoral School. He is European Director of an EU/US funded project on doctoral education and Director of the Institute's TQEF funded learning and teaching research projects. He has published widely in the fields of Mathematics Education, Professional Doctorates and Pedagogy, including co-authoring Doing Research/ Reading Research: A Mode of Interrogation for Education. Ingrid Lunt is Professor of Educational Psychology, Dean of the Doctoral School and has responsibility for Doctoral Education and research degrees at the University of London Institute of Education. She is Director of an EU funded project on higher professional education in psychology and a past President of the British Psychological Association. Her research interests include professional doctorates, continuing professional development, education policy, school organization and collaboration. She has published widely in these fields. Lucy Thorne works at the Learning and Skills Development Agency. She has previously worked at the University of Middlesex, and has published widely on higher professional degrees, professional doctorates and reflective practice.

• Acknowledgements 1 Introduction Part 1: Histories and Contexts 2 The Changing Role of the University 3 The Evolution of Professional Doctorates Part 2: Knowledge Matters 4 Academic and Professional Knowledge 5 The Reflective Student-Practitioner Part 3: Teaching and Learning 6 Marketing, Selection and Assessment 7 Curriculum and Pedagogy Part 4: Trajectories 8 Motivation 9 Identity 10 The Professions: Status and Qualifications 11 Conclusions: Hybrid Forms of KnowledgeReferences Index The Society for Research into Higher Education