Assessing the Quality of Research Training: The case of part-time candidates in full-time professional work

Abstract

Intrinsic to the Australian Federal Government's Research Training Scheme (RTS) is a perception that the quality of research degree graduates is in question (Kemp, 1999a, 1999b); in particular, that they lack a skill set that would enable them after graduating to make a greater contribution to the knowledge economy, the information-rich workplace and to national innovation. However, little or no concrete evidence has ever been given to support these claims. Furthermore, no substantive distinction is made between different categories of research degree candidates—for example, between those who are undertaking their research full-time and those who are already full-time professional workers and are undertaking their research degree in a part-time mode. We argue that making this distinction and exploring its impact is vital and report on a study that examines the role and relevance of research degrees to professionals and the workplace. This provides an evidence-based contribution to questions regarding the quality and attributes of research degree graduates and the synergies between their development in the workplace and the research program.