Abstract
This article critiques prevailing assumptions about the Doctor of Philosophy in theatre, interrogating how divergent institutional expectations and performance centered curricula undermine doctoral rigor and academic competitiveness. Drawing on sector data, conference dialogue, and faculty search experiences, this article identifies four structural tensions: inconsistent definitions of doctoral purpose, discontinuity between undergraduate and Master of Fine Arts preparation and research oriented study, limited publication productivity that weakens market positioning, and departmental cultures that undervalue scholarly credentials. The analysis argues that theatre doctorates are disadvantaged when compared with language literature or history graduates because of inadequate research training and evaluative inconsistency. To address these challenges, this article proposes distinct degree pathways, including a dedicated college teaching credential, clearer standards for research excellence, and strategic alignment of doctoral outcomes with marketplace demands. The study contributes to discussions on doctoral education, program sustainability, and faculty development in theatre and performing arts disciplines.
Recommended Citation
Gillespie, Patti P.
(1989)
"Alice Breaks the Mirror: Or, the Future of the Ph.D. in Theatre,"
Association for Communication Administration Bulletin: Vol. 70, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol70/iss1/8
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