In this chapter I will discuss ways in which doctoral candidates engage with real world problems, with the intent of changing social and contextual practices in their own professional practice. I make links between doctoral practices and outcomes, conceptual threshold crossings, and problem-based learning (PBL). Many candidates undertaking doctoral research seek to explore, question, develop, problematise, theorise, and some to address problems. Of those addressing problems, only some focus on ‘real world' problems (defined as professional and practical, and most often for social good). Probably even fewer consider themselves well versed enough in the practicalities and principles of PBL to go about this research in ways more familiar in PBL informed undergraduate student learning and curricula.
|Title of host publication||Threshold concepts in problem-based learning|
|Editors||M. Savin-Baden, G. Toombs|
|Publication status||Published - 28 Jun 2018|
Wisker, G. (2018). Troublesome and transformative: exploring conceptual threshold crossings in doctoral projects engaged with real world problems in professional practice. In M. Savin-Baden, & G. Toombs (Eds.), Threshold concepts in problem-based learning Brill.