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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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