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The Role of Practice-based Doctorates for Developing Professional Practice

The Role of Practice-based Doctorates for Developing Professional Practice. Peter Smith, Gail Sanders, Judith Kuit, John Fulton, Helen Curtis University of Sunderland. Background. Professional Doctorates well established Nationally recognised UKCGE survey (Powell and Long) Interdisciplinary

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The Role of Practice-based Doctorates for Developing Professional Practice

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  1. The Role of Practice-based Doctorates for Developing Professional Practice

    Peter Smith, Gail Sanders,Judith Kuit,John Fulton,Helen Curtis University of Sunderland
  2. Background Professional Doctorates well established Nationally recognised UKCGE survey (Powell and Long) Interdisciplinary Research degree Work-based Based within practice Recognises real world problems are complex and transcend subject disciplines
  3. DProf Doctoral Qualification Equivalent to PhD Widely recognised Professional Doctorate Programmes in UK Universities: 1998 : 109 2000 : 153 (UKCGE) 2009 First International Conf (UKCGE)
  4. Many forms DBA EdD EngD DProf
  5. What is a Professional Doctorate? A new way of thinking A new way of working Transformation of candidate to doctoral level Reflective Impact based Based on state of the art / profession Outward looking Based on candidate’s own work Each one is different
  6. What is a professional doctorate? A Professional Doctorate can be defined as ‘a rigorous programme of advanced study and research designed specifically to meet the needs of industry and professional groups and which develops the capacity of the individual to lead development of knowledge within their professional context.’
  7. What is a Professional Doctorate?
  8. Content & Themes
  9. Some differences between a PhD and a Professional Doctorate Professional Doctorate Research-for practice, professions, applied, contribution to practice Theory and Practice- integrated Impact- personal / professional Candidates- in service, experienced, immersed in practice, have masters Outcome- Varied- portfolio, smaller dissertation, publications. Viva PhD Research-theoretical, academic, contribution to knowledge Theory and Practice- may not be integrated Impact- academic Candidates-Pre service, new to the area except via having relevant good first degree Outcome- Thesis. Viva
  10. Timeline of programme 2006 DProf approved by University April 2007 7 candidates Bi annual intakes July 2008 scheme reviewed Bi annual intakes 2011 10 graduates to date 70+ current registrations Move to annual intakes
  11. Student background Senior pharmacists Senior managers Local colleges Internal staff Town planners Engineering and ICT Business management Management of change
  12. Employer background Bank Local Colleges NHS Schools Software Houses Automotive Engineering Universities Local industry Social enterprise
  13. Two Pharmacy graduates
  14. Scheme structure Portfolio-based Retrospective/reflective element Learning outcomes Assessed work Reflective practice Research methods Contextualisation and Planning Doctoral report and portfolio Viva
  15. Programme structure
  16. Support Core team Programme leader Professor of education Experienced researcher Faculty-based advisors Central administration Owned by faculties Different model to traditional supervision More shared ownership and responsibility
  17. Cohort concept Cohort identity Meet every 2 months Deliver key material in early years Share experiences Present to each other Continue to meet every 3 months until graduation
  18. Methodology Online questionnaire Survey Monkey 54% response rate 6 Focus groups
  19. Why did you choose to study on the Professional Doctorate programme?
  20. How does your employer support your study on the Professional Doctorate?
  21. Do you approach professional issues differently since studying the DProf programme?
  22. Do you use reflective practice principles in your work context?
  23. Themes Cohort experience. Value shared experience. Competition. Academic support. Values views of tutors. Structure. Deadlines, course days, learning outcomes. Impact. Personal, employer and community of practice. Many have changed job! Mixed employer perceptions.
  24. Conclusions Practice based option Matches policy Work based Real evidence of impact on practice Part time; May be easier to fund Can be seen by employer and individual as part of CPD
  25. Thank you
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