Abstract

This mixed methods research study considers how doctoral programs are designed; the different types of courses available; and the relationship between program design and capstone in the U.K. and U.S.A. The variety of ways in which professional doctorate programs prepare candidates for their research study in the U.K. and the U.S.A. is examined by drawing on quantitative data obtained from a survey of 150 higher education institutions in the two identified countries. We examine the diversity of program design; courses taken by doctoral candidates; and capstone artefact i.e. thesis/dissertation model.