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48, No. 3, 2018, pages 82-97  \nStudent Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs  \nTimothy Ross  \nUniversity of Toronto  \nJulie Mah  \nUniversity of Toronto  \nJeff Biggar  \nRyerson University  \nAustin Zwick  \nSyracuse University  \nEwa Modlinska  \nUniversity of Toronto  \nAbstract  \nPhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help  \nCJHE / RCES Volume 48, No. 3, 2018  \nThe Case of Planning PhD Programs / T. Ross, J. Mah, J. Biggar, A. Zwick, & E. Modlinska 83  \nto better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.  \nRésumé  \nLes titulaires d’un doctorat au Canada envisagent fréquemment l’idée detravailler à l’extérieur du milieu universitaire. Cet article explore la façon dont les programmes de doctorat sont conçus par rapport aux réalités del’emploi auxquelles font face les doctorants. Ceci a été rendu possible grâce à une étude de cas effectuée sur les programmes de doctorat canadiens en aménagement. Deux questions sont à la base de cette étude: (1) Comment les programmes de doctorat en aménagement pourraient-ils être repensésafin de mieux préparer les étudiants à de plus vastes options de carrière suite à l’obtention de leur diplôme? Et (2) Quels sont les défis institutionnels qui entravent présentement la réforme des programmes doctoraux? Pour répondre à ces questions, nous avons fait parvenir un questionnaire à des étudiants au doctorat en aménagement de même qu’à plusieurs directeurs de programme, recueilli les commentaires de praticiens en aménagement parcourriel, et organisé un atelier ainsi qu’une table rondelors de deux conférences académiques. Les résultats suggèrent qu’une réforme des programmes de doctorat pourrait entre autres offrir davantage de possibilités de partenariats de recherche externes au étudiants doctoraux, ce qui contribuerait à mieux les soutenir à travers des cheminements de carrière variés. Nos découvertes suggèrent également que les chercheurs universitaires en aménagement demême que les praticiens doivent s’interroger davantage sur la relation qui existe entre les secteurs académiques et professionnels, de même que sur les rôles et objectifs poursuivis par les doctorants.  \nIntroduction  \nIn his influential report, Scholarship Reconsidered: Priorities of the Professoriate, Ernest Boyer (1990) argued that there was an urgent need to revisit what it means to be a scholar. Emphasizing that knowledge is acquired through research, synthesis, practice, and teaching, he called for a broader, more inclusive understanding of a scholar, one that is better connected to practice and societal challenges. Boyer encouraged an understanding that recognizes academic activities beyond research and publication, such as teaching and the integration and application of knowledge (p. 24) . Using this line of thinking, he contemplated how doctoral programs often require students to isolate themselves to achieve program milestones, and rarely a","cbCaigSIqbkXjnWG","https://ap.wps.com/l/cbCaigSIqbkXjnWG","pdf",1004821,16,"English","# Abstract\n# Introduction\n## Scholarship Reconsidered and doctoral education\n## Planning as a field of study and Canadian planning PhD programs","[{\"question\":\"What employment-focused problem does the study address?\",\"answer\":\"The study examines how PhD graduates in Canada consider employment outside academia and how planning PhD program design relates to those employment realities.\"},{\"question\":\"How does the paper investigate its research questions?\",\"answer\":\"It surveys planning PhD students and program directors, collects email input from planning practitioners, and conducts a workshop and roundtable at two academic conferences.\"},{\"question\":\"What reform directions do the findings suggest?\",\"answer\":\"The findings suggest reforms such as expanding external research partnership opportunities to better support multiple career pathways, and encourage scholars and practitioners to reassess the academia–practice relationship and doctoral students’ roles and aims.\"}]","Student Needs, Employment Realities, and PhD Program Design in Canada - The Case of Planning PhD Programs | PDF",1792083716]