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dc.contributor.authorTreptow, Reinhold
dc.date.accessioned2016-07-21T09:17:49Z
dc.date.available2016-07-21T09:17:49Z
dc.date.issued2013-06
dc.identifier.citationTreptow, R. (2013). The South African PhD: insights from employer interviews. Perspectives in Education, 31(2), 83-91.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3688
dc.description.abstractCurrent international trends reveal that doctoral education is increasingly expected to satisfy workplace demands. In South Africa, Work Integrated Learning (WIL), introduced as part of the HEQF, is the principal initiative to facilitate greater relevance of higher education in the workplace. There has, however, been significant confusion regarding its precise definition and implications. This article presents insights gained from interviews conducted in 2009 with employers of doctoral graduates (located outside the higher education sector) regarding their expectations of doctoral education. The implications thereof for WIL are discussed and, based thereon, recommendations are made to facilitate greater workplace relevance for doctoral education in South Africa.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectDoctoral educationen_ZA
dc.subjectWork Integrated Learning (WIL)en_ZA
dc.subjectHEQFen_ZA
dc.subjectDoctoral graduatesen_ZA
dc.subjectSouth Africaen_ZA
dc.titleThe South African PhD: insights from employer interviewsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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