In other words, there is no specific consideration of what is being measured, and the agreed outcomes are more or less the same for the work-based doctorate and the more academically oriented PhD. There should be a clear distinction of what is being measured, the nature and the purpose of the research in order to create effective learning outcomes (Bareham, Bourner and Stevens, 2000, p.6). Therefore, one might determine a tentatively positive answer to the question of whether agreed learning outcomes would benefit all doctorates. The emphasis should, however, be on the fact that these need to be implemented in a very specific manner to be truly effective. I believe it will be quite difficult for academics to accept non-academics as equal partners in the supervision and assessment process. The main reason for this is simply that the traditional manner of supervision has been the exclusive domain of academia. Furthermore, academics tend to conduct their supervision and research activities in a very specific way. To be expected to collaborate...

88), for example, universities have a tendency to be conservative in terms of academic rigour and standards. While most of these institutions are therefore focused on creativity and innovation, it might be assumed that they would be so only to a certain degree. When it comes to the traditional manner of allocating PhD or doctorate degrees, the habit of conventionalism might be difficult to break, particularly when it comes to the supervision and collaboration process. This is not impossible, but it will more likely than not be difficult for academic supervisors.
References

Bareham, J, Bourner, T, and Stevens, G.R. (2000). The DBA: what is it for? Career Development International. Vol. 42, No.1.

Johnson, D. (2005, Feb. 1). Assessment matters: some issues concerning the supervision and assessment of work-based doctorates.…