摘要：Reflecting the pressures of diversity in research education in the UK, the traditional doctorate, the PhD, has in recent years been supplemented by five other types of doctorate: the practice-based doctorate, the professional doctorate, the work-based doctorate, the New Route PhD and PhD by publication, of which the professional doctorate is the most substantial and significant development. There has also been a shift in the sites and agents of research education, and a related diversification of those sites and agents in the production of knowledge, including work-based knowledge. However, the introduction of these new forms of doctorate is not just a consequence of universities meeting increased demand, as, if this were so, the long established PhD would suffice. It also reflects internal and external pressures on providers to modify the doctoral experience, such as a desire by governments to tie more closely together doctoral study and professional practice. The implications of reforms to doctoral study are profound, insofar as they potentially threaten current hegemonic knowledge structures in UK universities. They also have implications for work-based learning, as these professional doctorates, practitioner-based doctorates and work-based doctorates, now described as ‘third generation’ doctorates, are having a significant impact on learning structures and working practices within the workplace. Indeed, they are designed to do just this; with the result that professional and work-based knowledge is being reconstructed within the academy, the profession and the workplace.
关键词：Professional Doctorates; Workplace Learning; Professional Knowledge; Bureaucratisation.
