THE MEDIA SCHOOL. Doctorate of Education (Creative and Media) Specification and Handbook

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1 THE MEDIA SCHOOL Doctorate of Education (Creative and Media)

2 CONTENTS Introduction 3 Programme Team and Contact Details...4 Programme Structure Programme Aims Programme Outcomes Learning and Teaching Strategies and Methods...14 Programme Diagram.. 16 Design and Operation of the Programme...17 Assessment..20 Library Services..23 Research Ethics..24 Guidelines for Joint Staff/Researcher Publications..26 Appendix 1 Initial Research Proposal for Admission to EdD.28 Appendix 2 Indicative Residential Schedule...29 Appendix 3 Research Ethics Checklist Appendix 4 Suggested Initial Reading

3 Introduction Welcome to the Bournemouth University Media School. This handbook contains the key information you need for your EdD programme and must be read in conjunction with the University s Code of Practice for Research Degrees. gree_1011.pdf We suggest you read it through when you join the programme and then consult it selectively according to need. The handbook describes the structure of the course, the procedures you need to know about, and how you can expect to work with us. This programme is for working education professionals and has been designed to facilitate study in your own location, whilst providing structure and support through residential experiences and online dialogues. CEMP is a lively and active research centre, with a commitment to investigating and improving pedagogic practice in the creative and media curriculum; we are delighted that you have decided to join us for doctoral study and look forward to working with you. 3

4 Laura Hampshaw, Programme Administrator Laura has been employed by BU since 2003 and was responsible for the financial administration of the Media School. She was appointed by CEMP to manage its 4.1 million budget and to administer the Centre. In her role as Project & Finance Manager, Laura continues to manage the Centre's finances and is also responsible for the management of CEMP projects and the licensing of online tools, and plays a key role in organising and running CEMP activities including the annual Media Education Summit, Short Courses for Media Professionals and Final Cut Pro courses. Professor Stephen Heppell Dr Jenny Moon Dr Richard Berger Stephen is a leading voice on the role of ICT in learning and is Professor of New Media Environments at the Centre for Excellence in Media Practice. He leads pedagogic research at the Centre and supervises PhD students. Previously, Stephen spent around a quarter of a century building Ultralab, which established an exceptional, unique, reputation as a world leading learning technology research centre. He later went on to head his own policy, research and practice consultancy which advises governments and national agencies throughout the world on the strategic development of ICT. He is a member of BAFTA and in 2009 he was awarded an Outstanding Achievement Award from British Education and Technology Training (BETT). Jenny is an Associate Professor in the Media School, and has worked in educational development since Before that she worked in the Health Service and in most sectors of education, though latterly higher education. The focus of her interest is the process of human learning and she has explored this in a number of books (Reflection in Learning and Professional Development, 1999), Learning Journals ( now a second edition 2006), Improving the Impact of Learning in Short Courses and Workshops (2001), A Handbook of Reflective and Experiential Learning (2004), Critical Thinking An exploration of theory and practice (2008), and Achieving Success through Academic Assertiveness (2009). Her most recent book is The Uses of Story in higher education and professional development (2010). Richard Berger is Head of Postgraduate Research and Associate Professor in Media & Education at the Centre for Excellence in Media Practice (CEMP), Bournemouth University. He is also editor of the Media Education Research Journal (MERJ). Richard has previously has worked in journalism and broadcasting. His research interests are now primarily focused in the area of adaptation and new literacies - particularly the ways in which we interact with new technologies to contribute to a growing canon of user-generated material. 4

5 Dr Kris Erickson Kris Erickson has been teaching in higher education since He earned his doctorate from the University of Washington in Kris is currently Lecturer in Media Regulation at the Centre for Excellence in Media Practice, Bournemouth University, UK. His research is focused on digital media, specifically the ways in which state policy, commercial interests and citizen initiatives intersect in the regulation of new media spaces. His doctoral research consisted of an ethnographic study of computer hackers in the Pacific rthwest and produced a number of publications on the topics of computer security, privacy and countercultural uses of digital networks. His current research is focused on the role of search engines in shaping the way that online journalists write and present their content. Dr Shaun Kimber Shaun joined Bournemouth University as a Senior Lecturer in Media Theory in September 2008, having spent eight years working at the University of Winchester and five years before that working part time at Barnsley College. Shaun is an External Examiner at Kingston University and Leeds Trinity University College and a Link Tutor between BU and the Met Film School. Whilst at the University of Winchester he also had the role of Director of Learning and Teaching. In 2003 he gained a Postgraduate Certificate in Learning and Teaching in Higher Education from Portsmouth University and is also a Fellow of the Higher Education Academy. He gained his PhD in Sociology from Sheffield University in Drawing upon a range of approaches and perspectives his doctorate examined the regulation and censorship of film violence in the UK from the perspective of genre film fans. Dr James Pope Dr James Pope has been teaching in Further and Higher Education for over 25 years. He has a continuing interest in fiction across the media, particularly looking at how digital media may be changing narrative forms and reading and writing practices. He has specific research interests in interactive fiction, the teaching of creative writing in digital media environments, and children s literature. As well as several recent publications around his research into readers reactions to interactive fiction, James has also published 6 novels for children and teenagers, including Spin The Bottle (Penguin) which was listed as one of the best teenage novels of 1998 by the Federation of Children's Book Groups. 5

6 Dr Mark Readman Mark worked in BBC TV news and taught media studies in Further Education for several years before joining CEMP to undertake doctoral research. He has written two media education publications for the BFI: Teaching Scriptwriting, Screenplays and Storyboards for Film & TV Production and Teaching Film Censorship and Controversy. He recently completed his PhD on the discursive construction of creativity which examined the concept of creativity in education policy. He joined CEMP in 2007 and is a tutor on the MA in Creative and Media Education course, and link tutor for the BBC Academy and BRIT School. 6

7 2 Programme Structure The EdD programme will normally take you four years to complete. In that time you will progress through three distinct phases of study. The award of Doctor of Education requires the submission of a 60-80,000 word thesis and a viva voce examination. You will also need to complete successfully six short assignments, based on taught elements in the residentials. These assignments must be passed before progression to the next phase is permitted, but they will not count towards the final award. 2.1 Application The application process includes the submission of a 2,500 word outline proposal which should explain your research question and how you expect to be able to investigate it (see Appendix 1). This provides evidence at an early stage that you have ideas with the potential for doctoral level research and also enables us to allocate appropriate supervision. We understand that research is an iterative process and that your ideas may change over time, so Phase Two includes the submission of a revised research proposal, which will be examined in a viva voce exam. 2.2 Entry requirements Candidates would normally: Have a Masters level degree in a related subject, plus a minimum of three years continuous experience in an educational context preferably as a teacher. Or: Have achieved a Bachelors degree (2.1) in a related subject, plus a minimum of ten years related and continuous experience in an educational context preferably at a senior level. All applications are also dependent on a completed application form and outline proposal form. Candidates will be selected on the basis of their application form, proposal and a telephone/skype interview. In the proposal we are looking for evidence that you have ideas with the potential for Doctoral level research. This means that you should demonstrate the potential to design and implement a research project, which will generate new knowledge in your field. A good proposal will exhibit a familiarity with the relevant literature, show an appreciation of the significance of philosophical and methodological frameworks and have a clear and realistic plan of action. 2.3 Structure The EdD has been structured with milestones and phases, in order to enable students and supervisors to ensure that the work progresses in a timely fashion and that its quality can be assessed at regular intervals. There are three formative 7

8 assignments in Phase One and three formative assignments, plus a transfer report and viva in Phase Two. You will initially be enrolled, as are all research students, on the MPhil and will be fully registered on the EdD after the successful completion of all elements in Phases One and Two. 2.4 Phase One: Doctoral principles This phase will normally take between 16 and 28 months to complete. Supported by the residentials and online activity, you will submit a portfolio of three assignments. These are designed to generate enquiry into specific areas of research and philosophical underpinning of knowledge, via the literature, and will include: 1. What is learning? 2. Knowledge and methodology 3. The development of a narrative from relevant literature The portfolio will be assessed on a pass/fail basis, but will not contribute to the final award of the degree. It is, however, necessary to pass all three assignments before progression to Phase Two. If one of your assignments does not meet the required standard you will be able to resubmit it. If two assignments do not meet the required standard then a meeting with the Director of Studies will be triggered, in order to determine the viability of your progress to doctoral level. Throughout this, and all other phases in the programme, you will attend residential workshops at Bournemouth University where you will consider different research approaches and techniques, and meet in your cohort. The cohort gives you the opportunity to interact, exchange ideas, contribute to and challenge the thinking, approaches and progress of other students. The dynamics of the cohort enable students to interact with others who are facing common teaching and learning challenges in the context of creative and media education. In between each residential workshop, you are expected to carry out your research and reading outside the formal sessions and interact with supervisors and other students in a Virtual Learning Environment (VLE). 2.5 Phase Two: Primary research This phase will normally take between 16 and 28 months to complete. The aim of this phase is to develop your conceptual engagement with knowledge, data and interpretation. Building on the epistemological work done in the first phase, you will now devise your own tools for gathering and interpreting data, ensuring that questions of methodological adequacy are paramount. In this phase questions around methods and methodology, and data collection and interpretation will be considered. You will also consider the ethics of your work and submit a revised research proposal. 8

9 You will submit another portfolio of three 5,000 word (or equivalent) assignments, which constitute a requirement for progression into Phase Three. These will include: 1. Methods, methodology and ethical issues 2. Data collection and interpretation 3. Revised research proposal The portfolio will be formatively assessed in order to establish whether or not the work is approaching, or at, doctoral level, but will not contribute to the final award of the degree. If one of your assignments does not meet the required standard you will be able to resubmit it. If two assignments do not meet the required standard then a meeting with the Director of Studies will be triggered, in order to determine the viability of your progress to doctoral level. Any primary data collection is likely to be conducted in this phase of the programme, and you will be encouraged to integrate this into your portfolio of assignments as well as presenting work in progress, in person and online. You will also be encouraged to write for publication, exhibit your work, attend conferences and deliver conference papers. In order to progress to the third phase you will submit a Transfer Report, which, in line with the BU Code of Practice, should be 10,000 words and include: An introduction A literature review A research plan Progress to date A plan for completion of the project References The report will draw on the six assignments that have been submitted during the first two phases. You will also sit a transfer viva voce examination in order to establish the potential of the work to meet doctoral standards. At the end of Phase Two, in line with the BU Code of Practice, one of the following outcomes is possible: You transfer and become registered onto the programme of EdD; You transfer and become registered onto the programme of EdD subject to consideration of specific recommendations of the transfer panel (within 1 month full time / 2 months part time); You do not transfer but remain registered at MPhil to carry out further work to resubmit the transfer report (within 2 month full time / 4 months part time); 9

10 You do not transfer but continue to work to the submission of an MPhil; You do not transfer and are withdrawn. 2.6 Phase Three: Presentation This phase will normally take between 16 and 28 months to complete. The aim of this phase is to move you towards the final shaping of your doctoral project, and prepare for the exhibition and viva voce examination. You will continue to attend residential workshops at Bournemouth University, engage with your cohort and continue to interact with other students and supervisors in the VLE. This final phase may include the collection and analysis of some new material but will largely be devoted to the refinement of the doctoral research and supporting non-written material. You will be submitting drafts of chapters throughout this phase and will be expected to host a significant exhibition in your own professional context, which not only disseminates the findings of the research, but also provides a narrative of the entire doctoral journey. The exhibition will be staged and recorded before the final submission of the thesis in order to enable feedback and reflection on it to be incorporated into any conclusions and the viva. The exhibition is formative and non-assessed, but provides you with a valuable opportunity to disseminate your work. 2.7 Monitoring and submission Throughout the whole process, you and your supervisors will also complete the Annual Monitoring Review of progress and training needs. This review will identify achievements to date, problems that have arisen and proposal for the next period of research. It will also identify any skills development and training priorities. Approximately six months before the anticipated submission date, examiners are discussed and appointed in accordance with the University s Code of Practice for Research Degrees. Progression through the course does vary and we take account of students commitments. The University regulations give the maximum registration period as eight years part-time. 10

11 3 Programme Aims The programme is intended to advance professional education practice through creating the conditions by which you may become critical, reflective and scholarly in relation to your own professional activities. The specific aims are to enable students to: present doctoral research and defend it by viva voce examination to the satisfaction of examiners, and thereby develop an enhancement of professional practice and a contribution to knowledge through original research into media education; conceptualise, design and initiate research at the forefront of discipline knowledge and contribute to both theory and practice, as relevant to media education; further enhance professional practice effectiveness through research within, or outside, current and future professional based settings; re-conceptualise professional practice based on research over time within, or outside, changing organisational & educational contexts; self-appraisal of actions; research findings; and new knowledge. 11

12 4 Programme Outcomes The terms of reference for this programme are: QAA Doctoral Degree Characteristics (http://www.qaa.ac.uk/publications/informationandguidance/documents/doctoral_ Characteristics.pdf); QAA Framework for Higher Education Qualifications: pdf; Bournemouth University Code of Practice for Research Degrees: This programme requires students to develop and demonstrate understanding, and skills as follows; A Subject knowledge and understanding This programme requires students to: A1 A2 A3 A4 demonstrate understanding of a substantial body of knowledge which is at the forefront of their area of professional practice; recognise the significance of any gaps, contradictions or weaknesses in this body of knowledge, and the potential for their own contribution; demonstrate understanding of appropriate methodological approaches based on identifiable philosophical positions; demonstrate understanding of the epistemological foundations of particular analytical tools for analysing different types of data. B Intellectual skills This programme requires students to; B1 B2 B3 B4 C conceptualise possible responses to engage with the gaps, contradictions or weaknesses in the knowledge base; conceptualise a strategy of research and enquiry which will generate new knowledge in their area of professional practice; evaluate and resolve issues of methodological adequacy in relation to the validity of knowledge production; defend the conceptual conclusions of the research. Practical skills 12

13 This programme requires students to; C1 C2 C3 C4 systematically acquire, and discriminate between, a range of material representing a substantial body of knowledge; design and implement a research project for the generation of new knowledge; rationalise and apply appropriate research methodologies to professional situations and settings; communicate the process and conclusions of the research with rigour and precision. D Transferable skills This programme requires students to: D1 D2 D3 D4 demonstrate an ability to manage their own learning and incorporate guidance and feedback from personal reflection, peer groups, coresearchers, academics and professionals; undertake a systematic critical analysis of data in order to contribute to the development of new ideas, approaches or techniques; make informed judgements about complex professional issues in specialist fields, often in the absence of complete data; communicate complex concepts, ideas and conclusions clearly and effectively to specialist and non-specialist audiences. 13

14 5 Learning and Teaching Strategies and Methods A wide range of mechanisms are used to facilitate learning, but you will need to become a self-directed learner to complete doctoral level work. Subject matter is introduced through staff-led workshops, discussions and virtual learning environments with student learning being enhanced by research-led discussions, online tutorials and forums, which follow the formal sessions at Bournemouth University during the residentials. Knowledge and understanding is acquired and enhanced through: participation in structured workshops; research cohorts; individual supervision; independent reading and guided reading; field work, presentation of written and non written work for peer and supervisor comment and feedback; oral presentations and discussion of ideas, concepts and frameworks. Research Degree Supervision The allocation of research supervisors and their roles and responsibilities are described in the Bournemouth University Code of Practice for Research Degrees. A Subject knowledge and understanding Learning and teaching methods and strategies (A1-A4) are acquired through developing the research project and exhibition under the guidance of the supervisory team with additional lectures, workshops, field work, research set meetings, individual tutorials, individual and guided reading, and online forum debate adding to the learning and teaching environment; Assessment ILOs (A1-A4) are formally examined through the presentation and defence of the project, and supporting non-written material where appropriate. This will include reflection on the exhibition. B Intellectual skills Learning and teaching methods and strategies (B1-B4) are acquired through developing the thesis and exhibition, under the guidance of the supervisory team with additional lectures, workshops, field work, research set meetings, individual tutorials, online forum debate, and individual synthesis and reflection. Assessment ILOs (B1-B4) are formally examined through the presentation and defence of a thesis and supporting non-written material where appropriate. C Practical skills Learning and teaching methods and strategies (C1-C4) are acquired through developing a thesis and exhibition, under the guidance of the supervisory team with additional lectures, workshops, field work, research set meetings, individual tutorials, individual and guided reading and online forum debate. There will also be specific reflection on knowledge and practice, action inquiry, and the practitioner as a researcher. 14

15 Assessment ILOs (C1-C4) are formally examined through the presentation and defence of the thesis and supporting non-written material where appropriate. D Transferable skills Learning and teaching methods and strategies (D1-D4) are acquired through developing the thesis, and exhibition, under the guidance of the supervisory team with additional lectures, workshops, field work, research set meetings, individual tutorials, guided reading, online forum debate. The process of getting to the doctoral viva requires application of a wide range of high-level skills, as does the planning and staging of the exhibition. Assessment ILOs (D1-D4) will be demonstrated through the thesis, exhibition and defence of the project. 15

16 6 Programme Diagram Level D Phase 3: Presentation Thesis and viva Exit Qualification: Doctor of Education (Creative & Media) Level M Transfer report and viva Phase 2: Primary research : Methods & ethics Data collection Revised research proposal MPhil Education (Creative and Media) Phase 1: Doctoral principles : learning, methodology literature review 16

17 7 Design and Operation of the Programme The EdD has been designed to provide a rich part-time learning experience for professionals working in education, through a combination of residentials and online interaction. The programme will take you a minimum of four years, to complete, in line with the University s Code of Practice for Research Degrees. It has been designed around a range of learning experiences: Face-to-face learning through workshops and tutorials Online learning conversations with peers Online learning conversations with tutors Supervision dialogues (face-to-face and online/telephone) On joining the programme you will be part of a cohort of students enrolling at the same time. You will also be allocated a first and second supervisor who will be able to advise you on the research topic outlined in your initial proposal. During your time on the programme you will have frequent and regular contact with tutors and peers, which can be integrated into your professional and personal life through an intuitive and functional Virtual Learning Environment. As a research student in the Media School you should contribute to the University s scholarly community, making use of the Graduate School (http://www.bournemouth.ac.uk/research/graduate_school/?utm_source=webmin& utm_medium=shortcuts&utm_content=%2fthegraduateschool&utm_campaign=us age) and the University Research Blog (http://blogs.bournemouth.ac.uk/research/). 7.1 Residentials There are two residentials each year, usually in May and October. Each residential will be geared to specific Phase elements and will include: Tutorials; Visiting researchers; Practical workshops on, for example, methodology; Student presentations of work in progress. As you progress through the programme and more cohorts join, the residentials will create opportunities for cohorts to mix and for you to revisit or anticipate different taught elements. In addition to providing taught elements and workshops, the residentials also provide you with opportunities to socialise with members of your cohort in order to consolidate a sense of group identity which will enhance the subsequent online interactions. 17

18 7.2 The Online Community (VLE) After your residential you will be able to login to the online environment, which can be found here: with the details that you have been provided with in your welcome letter. The Online Community facilitates collaboration, mutual support and continuing dialogue with the course tutors beyond the residential. e.g. Username: e Password: Rcbg70m9 The online environment has two main sections: The homepage, which is often referred to as the blog. Tutors will post regular updates to the blog containing thought provoking and useful information regarding relevant topics and ideas The second is the forum, where you will spend most of your time discussing your own ideas and those of others. The forum is where the conversation occurs between course participants, including the course team. This mutual support is vital to the success of the cohort. Inside the forum there are two different types of space, public and private. Public spaces are located at the top and are communal, therefore anyone associated with the programme will be able to create threads and add content. Private spaces however can only be seen by yourself and your supervisor. Each student has their own private space and this is where portfolio assignments are submitted. On the site we also have a calendar to keep you up-to-date with key dates and events and a who s who section to remind you of all of the people associated with the programme. The support and resources sections may also prove helpful in answering some of your initial questions. All online communication should take place via the VLE. Submitting assignments To submit an assignment simply login, navigate to the forum and your own personal space, then upload the document(s) into the correct folder. Once you have submitted your assignment you will receive a receipt from the admin team letting you know the file has been received. 7.3 Annual Progress Monitoring It is essential that you and your supervisors complete an Annual Progress Monitoring Report. This will be assessed by the Research Degrees Committee in order to assist you in identifying and, where possible, rectifying any problems at an early stage. It is possible that, if adequate progress is not being made, a student may be counselled to withdraw from the programme. 18

19 7.4 Programme Support For all administrative issues please contact Laura Hampshaw, the Programme Administrator in W249. Office hours are Mon-Fri 9-5pm. For academic support, the Online Community (see above) provides you with regular contact with the students in your cohort as well as the tutors and your supervisors. More formal meetings will also be negotiated with your supervisory team. 19

20 8 Assessment Assessment Regulations: The regulations for this programme are the University s standard regulations for Level D provision, as specified within the Bournemouth University Code of Practice for Research Degrees. The formative portfolio of six assignments, the Phase Two Transfer Report, and Phase Two viva, will be assessed on a pass/fail basis. All Phase One assignments must be passed before progression to Phase Two is possible. All Phase Two assignments, the Transfer Report and the viva must be passed before progression to Phase Three (and registration at doctoral level) is possible. 8.1 Formative Assessment Samples of all assignments will be second marked in order to determine whether or not they meet the Pass threshold. You will be able to negotiate the specific details of assignments with your supervisor, and it is likely that you will gear them to your primary research topic in order to generate material that can ultimately be included in some form in your thesis. There will be an inception date for each assignment and the deadline will normally be weeks later, although extensions will be negotiable. Assignments should be submitted via the VLE, as described above, and you can normally expect feedback within three weeks. Generic Criteria for Assessing Formative Assignments There should be evidence of the systematic acquisition and understanding of a relevant body of knowledge. Assignments should be informed by critical thinking and analysis, such as: constructive criticism of methods and concepts in relevant literature; awareness of contradictions and inconsistencies in policies, theories and educational practices; awareness of the limitations of different kinds of empirical evidence and data. Some degree of originality should be present. This might, for example, involve application of existing theories to new empirical material, or the interpretation and synthesis of existing theoretical, empirical or methodological knowledge in a way which goes beyond that found in relevant literature. There should be evidence of scholarship and the use of informed judgements. For example, when using empirical material, indication of analytical as well as descriptive qualities should be evident and assertions should always be backed by evidence. When using theoretical explanations, models, concepts and theories should not simply be accepted at face value, but subject to a reasoned critique. 20

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