ABSTRACT
Policy imperatives that emphasise either the product – a high-quality thesis – or the person – a skilled researcher – create tensions within universities that influence the pedagogical design and administrative organisation of the programme, and preclude a one-size-fits-all approach. The chapter considers the importance of funding for successful completion and the potential variability in the assessment process and how this may be ameliorated. It also notes that assessment does not consider the impact on practice or the development of skills. A number of interventions that successfully encourage different types of impact are outlined.
