Faculty of Humanities and Social Sciences

Transcription

1 Programme Specification Doctor of Education (EdD) Valid from: September 2014 Faculty of Humanities and Social Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University School of Education, Harcourt Hill Campus Doctor of Education (EdD) Doctor of Education (EdD) Master of Practitioner Research ED82 P X300 On campus Part-time (normally five years) English Not applicable Not applicable Humanities and Social Sciences (HSS) June 2014 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The Oxford Brookes University EdD programme aims to provide you with a deeper knowledge, understanding and awareness of what it means to be a professional in educational settings. We aim to provide opportunities for you to study the methodology and epistemology of social and education research and enable you to develop and use advanced research skills. Through this advanced study, the programme aims to help you become an independent, reflective, and competent researcher by providing the opportunity to undertake professionally relevant research which creates new knowledge and contributes to professional knowledge in the educational field.

3 What is distinctive about the Oxford Brookes EdD is its aim to promote critical self-reflection and knowledge acquisition secured through a sequence of structured learning which provides taught, supervised and cohort-based experiences. In particular, the modules on Writing for academic practice enable you to analyse and develop your own academic writing with a view to publishing scholarly articles whilst the research modules provide a framework for critical analysis of a broad range of research approaches. You will research issues arising from the world of professional practice through the critical review and systematic application of appropriate theories and research. 2.2 Aim/s of the programme We aim to provide you with the knowledge and advanced skills necessary to undertake research in educational settings, and to enable you to forge explicit links between knowledge, research and professional practice and development. For the research component (normally 2-3 years) you will be expected to demonstrate the creation and interpretation of new knowledge through original research, or other scholarship, of a quality that satisfies peer review, extends the forefront of the discipline and merits publication. The thesis should meet the national qualification descriptors at D-level as outlined by the QAA. Please see: stics.pdf. The programme is designed to enable you to: 1. Draw from theoretical frameworks used in educational contexts to engage critically in theoretical analysis of related issues; use such theory in developing research and relating its outcomes to professional practice; 2. Develop academic knowledge relevant to the field of research; 3. Demonstrate a comprehensive knowledge of research paradigms, methodologies and strategies appropriate to the study of educational settings 4. Appraise the appropriateness of various research paradigms for specific systematic enquiries into educational practice; select from a range of research methods to devise particular research projects 5. Achieve a level of specialised research methodological skills necessary to undertake original independent research and inform professional practice; 6. Successfully complete a substantial and original research project, which makes a significant contribution to educational knowledge, practice and professionalism; 7. Write appropriately for publication in a range of contexts and be competent in disseminating research. SECTION 3: PROGRAMME LEARNING OUTCOMES

4 Learning Outcomes at Masters Level Having completed the Masters-level stage of the programme, candidates should be able to: Academic literacy draw from theoretical frameworks used in educational contexts to engage critically in theoretical analysis of related issues [Aims 1, 2, 3]; demonstrate up-to-date academic knowledge relevant to the field of research [Aim 2] use knowledge and skills in research methodology to design appropriate research projects [Aims 3, 4, 5 and 6]; Research literacy demonstrate a comprehensive knowledge of research paradigms, methodologies and strategies appropriate to the study of educational settings [Aims 1, 3, 4, 5]; select from a range of research methods to devise particular research projects [Aim 4]; make a significant contribution to the wider educational community and to educational practice by successfully completing substantial and original research projects [Aims 5, 6 and 7]; Critical self-awareness and personal literacy manage personal learning by identifying own learning needs, clarifying personal values, setting personal objectives, managing own time and evaluating own performance [Aims 1-7]; Digital and information literacy identify, locate, evaluate and use information relevant to education research; organise and manage complex data sets [Aims 5 and 6]; use appropriate technology to identify, analyse and evaluate high quality information; engage productively in relevant online communities and adopt appropriate technologies for communication [Aims 2 and 7]; Global citizenship analyse global perspectives, cross-cultural capabilities, and responsible citizenship [Aims 2, 6 and 7]; draw on international comparisons to engage with educational theory and practice [Aims 1, 2, 3]; recognise and appreciate the diversity of educational settings nationally and internationally [Aims 1-7].

5 Learning Outcomes at Doctoral Level The learning outcomes for the EdD match the following four domains at doctoral level: Domain A: Knowledge and Understanding (contribution to the scholarship in the field of Education) At the successful completion of the EdD you will be able to demonstrate: A1 A2 A3 A4 A5 that your work makes a significant contribution to knowledge that has relevance for professional practice in education. Originality may be demonstrated in the use of tools, techniques, and procedures; in exploring the unknown or under-researched; in exploring the unanticipated; in the use of data; in outcomes; and/or in the by-products of your research. a systematic acquisition and understanding of a substantial body of knowledge that is underpinned by a critical review of the literature to provide frameworks for the assignments and the thesis that you are able to formulate, recognise, and validate a research problem that you have drawn appropriate conclusions from the research that in part, or whole, the work is of publishable standard in book form or as (an) article(s) in (a) journal(s) known in your field of study. Domain B: Knowledge and Understanding (awareness of audience) At the successful completion of the EdD you will be able to demonstrate you are able to: B1 B2 B3 B4 B5 B6 B7 write clearly in styles that are appropriate to a range of specialist and non-specialist audiences present a thesis in a style and format appropriate for an academic audience present scholarly work appropriate for academic and professional audiences within and beyond the organisation for whom you work constructively defend research outcomes at seminars, in written work, and the viva voce examination demonstrate competency with the mechanics of language and its application to doctoral work identify, access, and present bibliographical resources, archives, and other relevant sources of information according to appropriate conventions for citation and using primary and secondary sources take full account of issues relating to the rights of other researchers, of research subjects, and of others who may be affected by the research e.g. confidentiality, ethical issues, attribution, copyright, malpractice, ownership of data and the Data Protection Act. Domain C: Research skills and attributes

6 At the successful completion of the EdD you will be able to demonstrate that you: C1 C2 understand relevant research philosophies, methodologies, and techniques and have applied them appropriately within the specified specialist field are able to translate a research problem into a feasible research design that is underpinned by appropriate research methodologies and techniques. Domain D: Transferable skills and attributes At the successful completion of the EdD you will be able to demonstrate that you are able to: D1 D2 D3 D4 progress cumulatively and formatively from a more structured form of knowledge acquisition and application to an extended enquiry exemplified by the thesis make informed judgements on complex issues that are underpinned by the ability to analyse critically, and to think positively and imaginatively communicate ideas effectively to specialist and non-specialist audiences draw upon the experience of doctoral study to further develop the exercise of personal leadership, responsibility and initiative in complex and unpredictable situations, in professional or equivalent environments. The general aims of the Doctor in Education programme are consistent with doctoral level programme aims developed by the Quality Assurance Agency. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Part One The award is built up by completing a number of modules. The M-level component comprises five (potentially six) modules of study: two modules introducing research methodologies and methods (one single, Research paradigms and one double, Research methods ); two single modules on Writing for Academic Practice (1 and 2); one triple module on Learning Culture and Society. For those students wishing to exit with the MA in Practitioner Research, there is the option to do a sixth M-level module, Reviewing Complexity which will bring the M-level credits up to 180. The D-level component comprises three modules of study: a double module, Investigating Complexity, a double module, Preparing your Research Proposal and the Thesis. Awards For the MA in Practitioner Research you must complete modules to a total of 180 credits, including M-level module Reviewing Complexity instead of the D-level module, Investigating Complexity.

7 The following diagram shows how the programme develops and how these modules build together towards your award.

8 Programme Diagram Doctor of Education Supervision Year 1 Semester 1 Semester 2 Summer Review Point 1 Year 2 Semester 1 Semester 2 Summer Writing for Academic Practice (Part 1) (20 M-Level credits) Personal Study and Seminars Research 1: Paradigms (20 M-level credits) Learning, Culture and Society (60 M-Level credits) Supervisor oversees progress and, where appropriate, supervises research project for Learning, Culture and Society. Annual Progress Report carried out by Supervisor, reviewed by Postgraduate Research Tutor during progress interview Writing for Academic Practice, Part 2 (20 M-Level credits) Research 2: Methods (40 M-level credits) Investigating Complexity (40 D-level credits) Reviewing Complexity (20 M-level credits)* Supervisor oversees progress towards thesis stage of EdD Review Point 2 Year 3 Semester 1 Annual Progress Report carried out by Supervisor, reviewed by Postgraduate Research Tutor during progress interview Exit Point: MA in Practitioner Research (180 credits) Preparing your Research Proposal (40 D-level credits) Registration of thesis proposal (see regulations for guidance) Years 3 (semester 2), 4 and 5 (exceptionally Years 6 or 7) Supervisor begins more detailed supervision; second supervisor appointed Semester 1 Semester 2 Summer Thesis (300 D-level credits) Workshops, study circles, supervision, shadow transfer Supervision team in place; supervision meetings at least 6 times a year Submission of Thesis followed by viva voce examination Exit Point: Doctor of Education (160 M-level and 380 D-level credits) * This module is available to students who have decided to exit with the MA in Practitioner Research. The normal path for EdD students will be to take Investigating Complexity with the D-level assessment.

9 SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The following chart shows the delivery of the Graduate Attributes (described in section 3) across the programme (T = taught; P = practised; A = assessed). Academic literacy Research literacy Critical selfawareness and personal literacy Digital and information literacy Global citizenship Research 1: Paradigms Research 2: Methods Writing for academic practice (Part 1) Writing for academic practice (Part 2) Learning Culture and Society TPA TPA TPA P TPA TPA TPA TPA TPA TPA TPA TPA TPA P TPA TPA TPA TPA P TPA TPA TPA TPA TPA TPA Investigating Complexity TPA TPA TPA P TPA Reviewing Complexity TPA TPA TPA P TPA Preparing your own research proposal TPA TPA TPA TPA TPA Thesis TPA TPA TPA P TPA Assessment reflects the learning outcomes of the programme outlined above. In particular, teaching and learning methods will include lectures, tutorials, group work, online seminars and individual study. Assessment methods will include written assignments, presentations and a viva voce. In order to deliver the Graduate Attributes and other learning outcomes, the programme will use a blended learning approach in relation to the use of text, face to face and electronic based sessions. The module website will be used to access and update relevant material, and use of the University s online databases and electronic journals is a core part of doctoral work. Evidence of working towards the doctoral standard is expected of all assessed work,

10 where you should demonstrate critical judgement and originality of thought, and reflect the potential to be equivalent in standard to articles published in the academic literature. The EdD programme curriculum is strongly based in international perspectives and supports the University s Internationalisation Strategy including the consideration of Internationalisation from three perspectives: Global Perspectives; Cross Cultural Capabilities; Responsible Citizenship. Students engage with the paradigms and models of internationalization throughout the curriculum. (More detail can be found on the Brookes Internationalisation of the Curriculum website at: Many of the academics delivering the programme have active links in other countries (for example, USA, China, Australia) and these inform and enrich the programme s commitment to internationalisation. Staff on the programme have delivered consultancy work in South Africa, Namibia, Malawi, Kenya, Pakistan, Nepal, Poland, Hungary, Romania, Japan and elsewhere. 5.2 Assessment regulations The programme conforms to the University regulations for postgraduate programmes: SECTION 6: ADMISSIONS 1.1 Entry requirements Students will normally have a masters level qualification in education or a related discipline, normally at merit level or above, and have at least four years workplace experience in a relevant professional area. Applicants will normally be required to demonstrate that they have a relevant workplace setting at the time they begin the programme, and prepare a project proposal. Exceptionally, applicants who can show that they have qualifications or experience or both that demonstrate that they have knowledge and capabilities equivalent to those possessed by holders of the qualifications listed above may be admitted with dispensation from the requirement to possess those qualifications through providing a portfolio of work to be assessed by the programme team. An IELTS score of 7 is required for those students whose first language is not English and who have not studied for their undergraduate or postgraduate degrees in English. We also ask you to provide a statement in support of your application, not exceeding 1,000 words, which should indicate: possible areas of research for your thesis (we recognise this may change during the course of your doctoral studies) why you want to join the EdD programme how you feel that it will enhance your professional development. 6.2 Admissions

11 All applicants will be interviewed by the Programme Leader or one of the Module Leaders, normally alongside the Postgraduate Research Tutor. Applicants are selected on the basis of their suitability for the programme, and their ability to benefit from and contribute to it. See also general admission requirements in Section 3 of the Research Degree Regulations: SECTION 7: STUDENT SUPPORT AND GUIDANCE The Research Degrees Team is based in Student Central in the John Henry Brookes Building on the Gipsy Lane site. The Research Degrees Team are responsible for providing all central administrative support in respect of all research students and their programmes, from admissions and enrolment to conferment of the degree. All students must enrol annually with the Research Degrees Team and any queries about this process and the payment of fees should be sent to Catherine Joyejob (researchenrolment@brookes.ac.uk ). Queries about regulations, Graduate College research student training and applications for consideration by the Research Degrees Sub-Committee, HESS, should be sent to Jill Organ (rd-enquiries@brookes.ac.uk). The Graduate College is led by the PVC (Pro Vice Chancellor) Research and Knowledge Exchange and all research students enrolled at Brookes are automatically members of the College. The College is student-focused and develops a sense of community within the University. Student involvement is critical to ensure our research students have a corporate and representative voice across the University. We welcome active participation in College activities and initiatives, including student representation from all areas of the University, on the Graduate College Steering Group. The Graduate College is a vehicle to promote research student cohort identity, networking, and opportunities for multi-and-inter-disciplinary research, leadership development, work experience, internships and other external engagement activities.

12 Induction New students will follow an induction programme which helps them settle quickly within their new learning environment. Programme Information You are directed to the following contextual information to enable you to familiarise yourself with the programme: Programme handbook, including specification Relevant module handbooks Any additional regulations and policies governing the programme Support for students We recognise the need to support you throughout your studies and offer advice so you can make the best of their time at Oxford Brookes. Thus there is a range of support mechanisms for students, such as supervisors, who will facilitate your academic development, and student support coordinators, who provide a dropin service for questions about any aspect of student life, covering both academic and personal welfare. Central Support Services for students The university s support services include Upgrade, which provides advice on study skills such as planning and writing essays, assignments and dissertations, research, or preparing for an exam. They also give advice on statistics and mathematics. There is a dedicated Student Disability and Dyslexia Service, which provides support for students with disabilities including sensory and mobility impairments, dyslexia and other specific learning difficulties, mental health problems and medical conditions. Here, staff offer advice and support on a range of issues, including physical access, funding, alternative assessment arrangements and liaison with teaching staff to ensure that they are aware of your requirements. The university also has a careers service which provides advice to students on all aspects of careers: SECTION 8: GRADUATE EMPLOYABILITY The admissions requirements specify that normally students will be in relevant employment at the start of the programme. SECTION 9: LINKS WITH EMPLOYERS

13 Like the Doctorate in Business Administration and the Doctorate in Coaching and Mentoring, also offered at Oxford Brookes, the EdD fosters excellence in professional practice by developing the capability of individuals within a professional context. Research on the EdD Programme will link the fields of professional practice, individual practice and the academy. SECTION 10: QUALITY MANAGEMENT The programme operates within the Oxford Brookes quality assurance systems. An external examiner reports annually as part of this process. There are also annual and periodic programme reviews. Details of the Oxford Brookes University quality management system are available at: The outcomes of the Research Assessment Exercise (2008) reflected the international excellence of staff research and put Oxford Brookes in the top half of institutions with Schools of Education, The EdD builds on the active research of staff members and the maintenance of links with research organisations such as BERA to ensure that the whole programme reflects up-to-date research in education. Tutors regularly attend research seminars within the University and give papers at national and international conferences. The School of Education brings together a range of expertise, covering a breadth of education and public sector environments including health and social care, and includes the sectors of primary, secondary, and post-compulsory education. Members of the University s OCSLD will also contribute and supervise on the EdD. This ensures that the programme reflects up-to-date research in the disciplinary area.