1. Programme title and designation Doctor in Education. For undergraduate programmes only Single honours Joint Major/minor

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Doctor in Education For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit ECTS Any special criteria value equivalent Doctorate In Education - - N/A Doctorate In Professional - - N/A Studies 3. Nested award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit ECTS Any special criteria value equivalent MSc Educational Research N/A 5. Level in the qualifications framework D 6. Attendance Mode of attendance Full-time Part-time Distance learning X Minimum length of programme 4 Maximum length of programme 9* 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Education and Professional Studies 10. Programme organiser and contact Details 11. UCAS code (if appropriate) 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines Dr. Jill Hohenstein x3100 Education 13. Date of production of specification 2003 (Modified June 2010) 14. Date of programme review 2013/14 *9 years maximum for those registered in Sept 2009 and later. 10 years for students registered prior to this date including 2 year period of interruption, as per regulation A5, Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The EdD programme has a common core of research training and research designed for

2 professionals at work. This enables experienced professionals to engage in research which suits their interests and needs. Specifically, the programme aims to: 1. promote understanding of the issues involved in professionalisation 2. develop critical awareness of the implications of policies for practice 3. develop high level skills of inquiry which will be applied to individual research studies of relevance to participants' professional work 4. provide opportunities for inquiry into the interface between academic research and educational practice; 5. offer a range of theoretical frameworks that can serve as the basis of research into this interface; 6. enable candidates to form a distinct contribution to knowledge of educational and professional issues and afford evidence of originality by the discovery of new facts and/or by the exercise of independent critical power. 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The programme provides a knowledge and understanding of the following: A. A wide understanding and critical awareness of the following areas, appropriate to the background knowledge of the wider field which would be expected of any doctoral candidate: (i) what it is to be a professional both in theory and in relation to present day practice; (ii) critical reflection on the range of factors that impact on different aspects of, and different views about, professionalism, including a consideration of professional power, professional knowledge and professional ethics; (iii) the nature of educational and professional inquiry and its philosophical foundations, different methodological approaches; (iv) the academic work - including psychological, sociological and philosophical perspectives - that underpins scholarly activity in education and professional studies; (v) the critical vocabulary, tensions and discourses embedded in current educational and professional debates and to explore the application and relevance of these to candidate s specialisms. B. A deeper understanding of particular Knowledge and understanding These points will be taught through participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, one guided research project and a thesis. These points will be assessed through coursework, and particularly through the research project and thesis required by the programme.

3 aspects of the above areas which relate directly to the candidates areas of research, which will include making an original contribution to some aspect of the field. Intellectual skills: Candidates will acquire the following skills: (i) the ability to interrogate critically claims made in research literature and to understand the assumptions on which research is based; (ii) insight into the factors influencing different conceptions of research and theory, including the expectations of the potential consumers of research; (iii) understanding of the framing of research questions and methods used within particular methodologies; (iv) a sound level of knowledge and skills in qualitative and quantitative methods (v) the ability to articulate a rationale for, and design of, investigatory or research activity in a domain/context relevant to their own individual interests and needs; posing research questions appropriately when faced with an issue requiring investigation through qualitative or quantitative forms of enquiry to design and undertake successfully study which provides insights into such an issue Skills and other attributes These skills will be taught through participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, and one guided research projects and the thesis (particularly appropriate to point 6). These points will be assessed through coursework, and particularly through the research project and thesis required by the programme Practical skills: Candidates will acquire the following skills at various levels, depending on the precise focus of their research projects: (i) the ability to engage in various forms of research methods and analysis, both quantitative and qualitative; (ii) the ability to derive questions appropriate to educational research from practice; (iii) skills necessary to select and use successfully a range of methods appropriate to the research questions posed; a critical and independent approach to professional practice, involving reflection on own and others practice in the light of theoretical claims and empirical evidence. Generic/transferable skills: Candidates will acquire the following skills at various levels, depending on the precise focus These skills will be taught through the research methods modules, and through the supervision offered to students in the course of their dissertation work. These skills will be assessed largely through the institution focused study and the research based thesis. These skills will be taught through

4 of their research projects: (i) the ability to employ a variety of methods of analysis and to think independently in addressing questions and issues, possibly resulting in original contributions to the literature in the area; (ii) the ability to state arguments and original ideas clearly and concisely, in a way appropriate to communicating research findings; participation in guided seminars, preparation and discussion of student-led presentations, guided critical reflection on practice, and two guided research projects. Points 1-2 & 4-5 will be assessed through coursework, and particularly through the two research dissertations required by the programme; point 3 will be assessed largely through the thesis. (iii) summarise and make effective reference to relevant literature (iv) interpret and, where appropriate, present relevant numerical information (v) active use of critical reflection. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines Benchmark statements for Education Studies are only available for undergraduate programmes of study and so are not directly relevant to doctoral level studies. However, in drawing up the above aims and objectives undergraduate benchmark statements were reviewed in the light of their relevance to higher degrees. In particular, section five of the statements defining principles of education studies set out principles which are applicable to all levels of study and while not directly informing the development of this programme have provided a useful checklist. For example, principle 5 provide opportunities for students to appreciate the problematic nature of educational theory, policy and practice is a central guiding principle to the EdD/DrPS programme. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic Which is the lead department and/or School?

5 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Co-requisite (Please note the module code) Single Joint Major/ Minor Assessment Part-time Study First Year 7SSEJ001 Theory and Research in 7 30 Cr 1 x 7,500 word assignment Educational and Professional Settings 7SSEJ002 Methods of Inquiry 7 30 Cr 1 x 7,500 word assignment Second Year 7SSEJ003 Foundations of 7 30 Cr 1 x 7,500 word assignment Professionalism 7SSEJ004 Advanced research Methods 7 30 Cr 1 x 7,500 word assignment Third Year 7SSEJ005 Institution focused study 7 60 Cr 1 x 15,000 word assignment Fourth Year

6 Research Bases Thesis 55,000 word report If a Masters programme, are level 6 credit levels permitted within the programme? Level 6 credits are not permitted within the MSc exit award. Maximum number of credits permitted with a condoned fail (core modules excluded) No condoned fails are permitted Are students permitted to take any additional credits, as per regulation A3; 5.10? No Are students permitted to take a substitute module, as per regulation A3, 20.7? n/a Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) A student must pass each taught module to progress to the next year of study. The examination board meets 3 times a year. Students are given grade indicators on the taught part of the programme, but are not presented with numerical grades. The MSc in Educational Research exit qualification is awarded on a Pass/Fail basis only Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. The examination of the EdD/DrPS is in three parts. The examination of the coursework arising from the taught component is undertaken by the Programme Board of examiners (including two external examiners). The second part of the examination is the examination of the Institution/Profession Focussed Study, whereby an internal examiner reads the IFS/PFS and conducts a Viva Voce oral examination. Passes on both these components is a requirement for entry into the third part of the examination, the examination of the Research Bases Thesis, which will be undertaken by two examiners appointed by the University, as with the practice for the PhD. Candidates who do not wish to proceed beyond the Institution/Profession Focused Study may, after consultation with the programme director (or as a result of the examination of the IFS/PFS), take the MSc in Educational Research exit award. The programme director will also consult with the student at the end of the IFS/beginning of the RBT to determine whether the EdD or the DrPS is most suitable award, based on the substantive content of the Research Bases Thesis. The Research Bases Thesis is the core of the EdD/DrPS - the endpoint to which the taught courses and IFS/PFS have been geared. It is the fundamental heart of any Doctorate. King s College London regulations define thus: a research based thesis must form a distinct contribution to the knowledge of the subject and afford evidence of originality by the discovery of new facts and/or by the exercise of independent critical power. The maximum length is 55,000 words and the report should not be significantly less than this.

7 20. Marking criteria The MSc Exit award will be marked according the College s level 7 marking criteria. The research based thesis will be assessed according to doctoral guidelines. 21. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Taught sessions are conducted in buildings with adequate disabled access and whenever possible course materials are made available in electronic form, to enable the application of reading aids.

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