ORIENTATION TO THE DOCTOR OF EDUCATION (EdD) Information Package 2011

Transcription

1 School of Education and Professional Studies ORIENTATION TO THE DOCTOR OF EDUCATION (EdD) Information Package 2011 Table of Contents 1. Welcome and Course Contacts Overview of the Program Expectations and Outlines: Research Methodology Courses Expectations and Outlines: Reading Courses Information for Students: Relationship Between EdD Course Units, the Confirmation Document (Research Paper) and the Dissertation Information for Supervisors: Working with the Doctor of Education (EdD) Reading Courses... 15

2 1. Welcome and Course Contacts. Welcome to the Doctor of Education, the EdD. Your primary point of contact throughout your candidature will be your supervisor, supported by the EdD team. This document outlines the structures and features of the program, advice about enrolment patterns, guidance to the ways in which you will progress through the program, and general information about individual courses. In the normal course of events, you are expected to be in contact with your supervisor(s) on a regular basis ideally once a fortnight or by negotiation. Contact can be face to face, by , skype or phone, or by other means as negotiated. During the course of your candidature, you will undertake a mix of courses, some taught by your supervisors (the reading courses) and some by Research methodology specialists (Research methodology courses). For the first half or so of your candidature, you will be working through the EdD courses and using them to build towards both your confirmation document (the research paper) and the Dissertation itself. By the conclusion of the fourth reading course, 8270EDN, you should be ready to present your work to a wider audience and panel of assessors through the confirmation procedure. In preparation for this occasion, in most instances you will also be required to prepare an ethics application so that data gathering can begin once you have been confirmed. Confirmation typically takes place around the end of the first year of candidature for fulltime students, and around the middle of the second year of study for part-time students. Once your candidature has been successfully confirmed you continue to work with your supervisors to complete the Dissertation. Your supervisor(s) are your first point of contact, and your primary guides throughout the program. Additional key contacts and personnel include: For HDR matters: GGRS (rhd-enquiry@griffith.edu.au). For academic matters at the degree level: the Program Convenor (Professor Beavis: c.beavis@griffith.edu.au). For academic matters at the course level: the Course Convenor or your Supervisors, as appropriate. For enrolment advice or assistance: The School (EDN) HDR School Administrative Officer (SAO) at Mt Gravatt (Fawzia Zullah, f.zullah@griffith.edu.au) or Gold Coast (Ruth Watkins, r.watkins@griffith.edu.au) For general advice about support and policies or procedures: the (EDN) Research Projects Officer (Christine Edwards, christine.edwards@griffith.edu.au) Good luck with your studies, and best wishes. Catherine Beavis EdD Convenor c.beavis@griffith.edu.au Phone:

3 2. Overview of the Program Key Features of the Program 1. A research doctorate with initial developmental coursework. 2. Research focus on professional practice. 3. The focus is on independent, supervised study. 4. In most cases two supervisors: one or two Principal Supervisors and commonly an Associate Supervisor. 5. Supervisors work with you as advisors and mentors (and assessors of your work in the Reading Courses) forming a research team. 6. Any combination of part-time and full-time, on-campus and off-campus study. 7. Degree awarded on the basis of the thesis. Programs of Study: Full-time Candidates Year 1, Semester 1: Year 1, Semester 2: Year 2, Semester 1: Year 2, Semester 2: Part-time Candidates: Commencing Semester 1 Year 1, Semester 1: Year 1, Semester 2: Year 2, Semester 1: Year 2, Semester 2: Year 3, Semester 1: Year 3, Semester 2: Initial Research Planning: 8240EDN Literature Review: 8271EDN Research Methods 1: 8261EDN Research Methods 2: 8262EDN Dissertation Literature Review: 8272EDN Research Proposal: 8270EDN Research Methods 3: 8263EDN Research Methods 4: 8264EDN Research Project Part 1: 8280EDN_P1 Research Project Part 2: 8280EDN_P2 Research Project Part 3: 8280EDN_P3 Research Project Part 4: 8280EDN_P4 Initial Research Planning: 8240EDN Research Methods 1 or 2: 8261EDN or 8262EDN Literature Review: 8271EDN Research Methods 3 or 4: 8263EDN or 8264EDN Dissertation Literature Review: 8272EDN Research Methods 1 or 2: 8261EDN or 8262EDN Research Proposal: 8270EDN Research Methods 3 or 4: 8263EDN or 8264EDN Research Project Part 1: 8280EDN_P1 Research Project Part 2: 8280EDN_P2 Research Project Part 3: 8280EDN_P3 Research Project Part 4: 8280EDN_P4 3

4 Part-time Candidates: Commencing Semester 2 Year 1, Semester 2: Year 2, Semester 1: Year 2, Semester 2: Year 3, Semester 1: Year 3, Semester 2: Year 4, Semester 1: About the Courses Initial Research Planning: 8240EDN Research Methods 3 or 4: 8263EDN or 8264EDN Literature Review: 8271EDN Research Methods 1 or 2: 8261EDN or 8262EDN Dissertation Literature Review: 8272EDN Research Methods 3 or 4: 8263EDN or 8264EDN Research Proposal: 8270EDN Research Methods 1 or 2: 8261EDN or 8262EDN Research Project Part 1: 8280EDN_P1 Research Project Part 2: 8280EDN_P2 Research Project Part 3: 8280EDN_P3 Research Project Part 4: 8280EDN_P4 Types of Courses include: 1. Methodology Courses: These courses focus on different approaches to research. These are taught by people other than your supervisor. Your work in these courses is assessed the Course Convenor. 2. Reading Courses: These courses focus on different approaches to research. These are taught by people other than your supervisor. Your work in these courses is assessed by the Course Convenor. 3. Thesis Courses: Courses through which you undertake your research thesis study. Assessed by experts external to the University in the field of your research. Methodology Courses Four 10-credit-point (10-cp) courses: 1. Research Methods One (8261EDN): A Semester One foundational research methods course on the nature of educational research. Convenor: Dr Clarence Ng. 2. Research Methods Two (8262EDN): A Semester One course focusing on surveys and interview approaches to research. Convenor: Assoc. Prof. Howard Middleton. Instructor: Dr Helen Klieve. 3. Research Methods Three (8263EDN): A Semester Two course focusing on specific qualitative data analysis techniques. Convenor: Prof Catherine Beavis. 4. Research Methods Four (8264EDN): A Semester Two course focusing on quantitative methods in educational research. Convenor: Assoc. Prof. Peter Grootenboer. Course materials and engagements are online through a Griffith (L@G) site for each course, plus and other exchanges, and optional weekend seminars. 4

5 Reading Courses Four 10-credit-point (10-cp) courses: 1. Initial Research Planning (8240EDN): An initial course, in which you explore the dimensions of your research interest and refine your research focus. 2. Literature Review (8271EDN): An exploratory literature review, in which you locate your research interest in the broader context of educational and related scholarship. 3. Dissertation Literature Review (8272EDN): A literature review focused on evaluating the literature informing your planned research study, and locating that study in the literature. 4. Research Proposal (8272EDN): The development of a full research proposal, including a substantive literature review and research methodology for independent assessment and presentation and the Confirmation Seminar. These courses are completed with and assessed by your supervisor. This means you need to be in contact with your supervisor as soon as you commence your study. Each of these courses is available in each semester. It is expected that they will be completed in this order. Thesis Courses Four 20-credit-point (20-cp) courses: 1. Research Project Part 1 (8280EDN_P1) 2. Research Project Part 2 (8280EDN_P2) 3. Research Project Part 3 (8280EDN_P3) 4. Research Project Part 4 (8280EDN_P4) Through these courses you undertake your doctoral research and present it for examination in the form of a thesis document. Enrolment in the first of these courses is dependant upon confirmation of your candidature. Work in these courses is under the supervision of your Thesis Supervisors. Program Milestones 1. Admission to candidature 2. Getting enrolled in your first course(s) 3. Completion of the coursework 4. Early candidature milestone eg. completion of your coursework 5. Annual review of progress (July 31) 6. Confirmation of candidature 7. Publication of work in progress* 8. Submission of the thesis for examination 9. Satisfying Examiners requirements for any thesis changes 10. Graduation 11. Publication of research findings* *You are expected to have at least one peer reviewed paper accepted for publication during candidature, alone or with your supervisor 5

6 Candidature Milestones All candidates in HDR programs are required to demonstrate satisfactory progress at various points throughout their enrolment. Satisfactory completion of courses in the EdD is considered in determining whether the requirements of early candidature milestone have been met. Confirmation of Candidature Requires submission of your written research proposal Also your presentation and defence of the proposal at a Confirmation Seminar The proposal and its presentation and defence are assessed by your supervisors and an Independent Assessor Progression to the Thesis Units is dependent on confirmation Access to thesis support (both School and Griffith Graduate Research School, GGRS) is similarly dependent on confirmation The Confirmation Seminar and proposal assessment may require further refinement by you of the proposal and, if necessary, its further presentation in another seminar The Supervisors Role 1. Research mentoring 2. Advice on all aspects of the research and its presentation 3. Critical comment on all aspects of the research and its presentation 4. Supervision and assessment of your preparatory work in the Reading Courses 5. Recommending academics to serve as the Independent Assessor (of your Research Proposal and its presentation) and as Thesis Examiners 6. Overseeing the undertaking of any required amendments to the Research Proposal or the Thesis 7. Facilitating and possibly co-authoring papers from your research The Student s Responsibilities 1. Establishing and maintain ongoing contact with your supervisors throughout your candidature 2. Working independently, intelligently, and creatively at doctoral standard 3. Taking ownership of your work in the degree 4. Working always within a framework of accepted intellectual virtues 5. Completing your studies within the identified period of candidature 6. Contributing to public knowledge of educational practice and to the improvement of educational practice through your research and its publication 7. Managing your candidature intelligently and responsibly, including: Enrolling each semester Applying formally for any periods of leave from study Completing annual progress reports in the thesis stage Maintaining appropriate enrolment status (part-time or full-time) 6

7 Resources A range of resources are available to you throughout and at particular phases of your study. These are detailed on the School and GGRS websites. They include: 1. A GGRS orientation program to Higher Degree Research (HDR) study at the University 2. Library and related resources 3. Provision of an on-campus workstation for those studying full-time on campus. 4. Limited School funding for approved expenses involved in your thesis work. 5. Supervisory and mentoring support from your supervisors 6. University academic counselling and other support services available to all Griffith University students 7. Involvement, through your supervisors, in one of the University s Research Institutes or Centres: commonly the Griffith Institute for Educational Research (GIER) 8. Participation in confirmation and other research seminars at the University Contacts for Assistance and Advice 1. Familiarize yourself with the degree documentation and HDR regulations and support available through the School and GGRS websites 2. Keep in contact with the GGRS website to stay abreast of opportunities 3. Use the University website to identify key personnel 4. Note also the following direct contacts: For HDR matters: GGRS (hdr-enquiry@griffith.edu.au) For academic matters at the degree level: the Program Convenor (Professor Beavis: c.beavis@griffith.edu.au). For academic matters at the course level: the Course Convenor or your Supervisors, as appropriate. For enrolment advice or assistance: The School (EDN) HDR School Administrative Officer (SAO) at Mt Gravatt (Fawzia Zullah, f.zullah@griffith.edu.au) or Gold Coast (Ruth Watkins, r.watkins@griffith.edu.au) For general advice about support and policies or procedures: the (EDN) Research Projects Officer, Christine Edwards (christine.edwards@griffith.edu.au) 7

8 3. Expectations and Outlines: Research Methodology Courses Each Research Methodology course complements the three other Research Methodology courses in the EdD Program. Participation in all four courses should enable students to identify and describe methodological approaches being considered for the doctoral research project. It should also enable students to gain a working knowledge of the background literature from which the methodological chapter in their dissertations will be composed. Assignments should be submitted to the Course Convenor. Assignments will be assessed by the Course Convenor, who will also enter the results. Course 8261EDN Research Methods EDN Research Methods EDN Research Methods EDN Research Methods 4 Intents Content To familiarise students with what educational research is and can be; how it is shaped, carried out and used. To open up issues in educational research, how they have been treated by researchers in the present and historically, and to focus on epistemology, or how knowledge is generated and what counts as new and valid knowledge Topic 1. Enduring issues in Educational Research This course builds on Research Methods 1 in which the nature of current debates about the legitimacy and value of educational research is explored. Research Methods 2 focuses on the constructing, generating, and analysing of interview data and the critique, construction and rationale for survey use in education research. Module 1: Surveys The critique, construction and rationale for the To identify the main qualitative approaches to educational research and situate own research interests in terms of these approaches. Employ qualitative research methods and procedures to collect and organise data that has authenticity and validity. Employ a range of qualitative approaches to record and analyse qualitative data. Communicate the results of qualitative research in a written form consistent with the conventions of research publications. Critically evaluate published research reports. Focus 1:Three aspects of qualitative data analysis To introduce students to the fundamental concepts of qualitative research, to enable students to critically read and interpret qualitative research reports, and to develop student skills and understandings of the methods to investigate their own research questions using valid and reliable quantitative methods. Focus: Becoming a knowledgeable quantitative researcher. 8

9 Epistemological (a) scientific objectivity versus personal subjectivity (b) the extent to which theory provides a useful and accurate window on the world Methodological (a) hard positivist methodology versus soft qualitative methodology (b) the construction of appropriate and replicable research tools to provide the most accurate window on the world (c) minimising research effects whatever the methods employed Topic 2. Frequently used Educational Research Methods Topic 3. The preparation, conduct and use of educational research (a) possibilities and practicalities in the conduct of a personal research project (b) possibilities and practicalities in the conduct of team research (c) Topic 4. Recognising and Acting on Personal Perspectives in Research use of surveys in education research. Topics: 1. Possible pitfalls: what are the key considerations 2. Constructing a survey to address your research aims 3. Coding survey data: the link between the survey and available data 4. Analysing survey findings 5. Reporting findings Module 2: Interviews The preparation, conduct and analysis of educational research using interview methods. Topics: 1. Preparing for interviews to address your research aims 2. Conducting interviews 3. Transcribing interviews 4. Analysing interviews 5. Reporting findings 1. Theoretical framework- key characteristics, what work does it do? 2. Empirical data types, how recorded 3. Links between the theoretical and empirical Focus 2: Understanding and applying qualitative data analysis techniques compatible with 1. sociocultural notions of self, voice and human consciousness 2. sociological understandings of educational contexts. How analytic techniques can be used with data collected from contexts that centre on oral, written and other symbolic forms of representation Introduction to research in education Types of research in education An examination of ethical considerations. Design issues for quantitative studies. Accessing normality and data screening Measuring research variables Statistical concepts Descriptive statistics Relationships among variables Differences among groups Nonparametric techniques The future of quantitative research in the field of education 9

10 (a) bias (b) countering selfinterest (c) ethical research Assessment #1 Analytical assignment (40%) #2 Practical research evaluation. (60%) Due Dates Comments Submission date to be negotiated with the Course Convenor Introduction to research and research methods, key concerns and practices #1 Critiquing surveys. (40%) #2 Design and conduct an interview (60%) #1 April 22 #2 June 3 Use of interviews and surveys in educational research #1 - Critical analysis of two published qualitative research papers (40%) #2 - Detailing a research design suitable for qualitative analysis (60%) #1 September 19 #2 October 24 Understanding and applying qualitative data analysis techniques #1 Two critical analyses of published research papers (40%) #2 Detailing a research design suitable for quantitative analysis (60%) #1 September 17 #2 October 23 Introduction to fundamental concepts of quantitative research 10

11 4. Expectations and Outlines: Reading Courses The Reading courses are taught and assessed by supervisors. The courses and assessment tasks provide a framework to guide supervision in the early stages of the EdD, drawing on supervisors expert knowledge in the particular research areas of individual students. Course foci, structures, and tasks guide progress and provide opportunities for sharply focused input, feedback, and discussion. In most instances, following the focus of each unit, and working through the assessment tasks form an important part of the discussion in regular meetings between supervisor(s) and students (usually on a fortnightly basis or by negotiation). Assignments should be submitted to supervisors. Assignments will be assessed by supervisors, with final results and results for each assignment forwarded to the Course Convenor (Catherine Beavis) at the end of semester for collation and entering. Course 8240EDN Initial Research Planning 8271EDN Literature Review 8272EDN Dissertation Literature Review 8270EDN Research Proposal Convenor Catherine Beavis Catherine Beavis Catherine Beavis Catherine Beavis Intents Opportunity for students to identify and focus on their area of interest and its associated issues for inquiry during their program of study. The research issues identified by students during this course will constitute the basis for considering and appraising methods, approaches and procedures offered through the research methodology courses offered in this degree program This research oriented program of studies will provide optimal preparation for To generate a scholarly (ie comprehensive, critical, and focused) literature review that will inform the research project. Identify and obtain appropriate literature resources for a general international review of research and scholarship in the field. Selectively review the literature resources obtained to identify key material for a literature review essay informing the proposed research project. Present the findings of the literature review in an essay that To refine capability to review pertinent literature in such a way as to generate a well grounded and argued case that will inform the research project and contribute directly to the dissertation. To develop students capacity to produce, present and defend a full research proposal of doctoral standard. 11

12 Content students to enter the supervised research project. Summary 1. Selection and justification of the research topic 2. Initial reading, analysis and synthesis of relevant research literature 3. Initial design of a research study Assessment #1 Research topic and rationale (10%) #2 Literature review (50%) #3 Preliminary research proposal (40%) Due Dates Semester 1 #1 Mar 25 #2 May 20 #3 June 19 Semester 2: #1 Aug 19 #2 Oct 14 Comments #3 Nov11 Entry point to the EdD. informs the proposed project and grounds it in the pertinent literature. Summary Students should confer with their supervisors to discuss the starting points and sources for their literature review. Students should forward drafts of sections of the review to their supervisors at regular intervals throughout the semester, and obtain feedback from their supervisor to ensure the quality of the document. #1 Literature Review (100%) Semester 1 #1: June 19 Semester 2 #1 November 11 Focused engagement with the literature. Summary Identify and select research and other scholarly literature pertinent to your research topic Selectively draw upon the research literature to extract information pertinent to your research topic. Plan and construct the presentation of a literature review that meets the expectations of public scholarship in the disciplinary field of your research topic. #1 Literature Review (100%) Semester 1 #1 June 19 Semester 2 #1November 11 Augments and extends earlier literature review, providing a more focused engagement with the research problem or issue, and/or research orientation. Summary Prepare and write a detailed plan of proposed major research project including: Rationale for the project Survey of the relevant literature Proposed methodology Time schedule Prepare ethics application Present confirmation seminar. #1 Research Proposal (100%) Semester 1 #1June 19 Semester 2 # 1 November 11 Produce a scholarly and achievable research proposal that will be the basis for the confirmation seminar and a productive research project. 12

13 5. Information for Students: Relationship between EdD Course Units, the Confirmation Document (Research Paper), and the Dissertation There are 8 course units that make up the first half of the EdD. You should use each of the course units for very specific purposes for developing your research project, but most importantly the dissertation. This means you need to give some thought to the sequences of the courses you will take and the intent behind your engagement in those courses. Essentially the work you do in each of these courses needs to be directed towards the development of, or constitutive of, specific dissertation chapters. The following are some suggestions: Use the Initial Research Planning course (8240EDN) to refine your proposal and map out what you want to later argue in Chapter Two (the problem you are addressing), Chapter Three (the literature review), and Chapter Four (method and procedures), in order to prepare your document for confirmation. The first and third tasks in Initial Research Planning should help you write the first half of the Chapter One for your confirmation of candidature document. The Literature Review (8271EDN) should focus on Chapter Two the problem you are addressing. For example, the importance of the problem or question you are concerned with, who else has addressed this (or not), and the ways in which the existing literature provides a foundation for the focus of your research. The Dissertation Literature Review (8272EDN) should provide further substance for Chapter Three. For example, pedagogic, curriculum, and epistemological bases for integrating students' experiences or whatever the focus of your research and dissertation will be. The Research Methods courses (8261EDN, 8262EDN, 8263EDN, and 8264EDN) should be directing you to prepare Chapter Four method and procedures. Then, the Research Proposal course (8270EDN) is the one where you develop your confirmation of candidature paper (which will be a draft of the first 2/3rd of the Chapter One) drawing on and summarising what you have argued across Two, Three, and Four. 13

14 6. Information for Supervisors: Working with the Doctor of Education (EdD) Reading Courses The Doctor of Education Degree includes four reading courses. These four reading courses are best taken together, and in parallel with, the four research methods courses. Together these eight courses lead up to the Confirmation-of-Candidature process and then onto the research dissertation. This document seeks to explain in outline form the four reading courses and what they require of EdD supervisors. Details of courses are given in the course profiles. The four reading courses are as follows: Initial Research Planning Literature Review Dissertation Literature Review Research Proposal These courses should be taken strictly in the above sequence or, if in full-time candidature, then the first two should be taken in the first semester of candidature and the second two in the second semester. The work in each of these four courses is undertaken under the supervision of each candidate s supervisor. The actual teaching, learning, and assessment are all under the responsibility of each candidate s supervisor. Results for each course (including results for individual tasks in the case of 8240EDN) should be submitted to the Course Convenor, Catherine Beavis, at the end of each semester. It is up to each candidate to initiate contact with their supervisors about the work in the course and, from that point on, to follow up as appropriate in consultation with their supervisors. The Initial Research Planning course offers the opportunity for the candidate to explore his or her initial research thoughts in developing an argument for undertaking research in the area, together with a brief literature review that might help one come to grips with the topic, and a brief research proposal. Each of these items is assessed separately and the intention of the course is not to reach any degree of finality in any of those areas but to see this as an initial exploration and a way of coming to grips with the expected standards of scholarship, and the required format for such work. The Literature Review course is a broad but much more probing exploration of research and scholarship in the general area in which the research might be located. It leads to the presentation of a single document for assessment. The following course, the Dissertation Literature Review, is much more focused. It will probably pick up on and incorporate some of the work in the previous course but seeks to develop a full, in-depth literature review structured in such a way that it could be used in the final research thesis, obviously with some updating as the work progresses. Again, assessment is of that one document. 14

15 Finally, the Research Proposal, looks at developing the other elements required in a research design, that is, other than the dissertation literature review, and it draws together a full Research Proposal focusing particularly on the research design and the detailed approach to be taken to the work, while integrating these with the literature review. It is similarly assessed as an overall document. That Research Proposal would be drawn together with any appropriate modifications to form the confirmation document that informs and underpins the Confirmation-of- Candidature process. That process is handled through the Griffith Graduate Research School. It involves independent assessment of the document and the presentation defence of the Research Proposal at a public seminar, but the assessment of the Research Proposal course is independent of that final stage. It should be observed also that confirmation of candidature cannot actually occur, although the seminar could, until ethical clearance has been obtained for the work to proceed. Accordingly, during the semester of developing a Research Proposal it is most appropriate to initiate the ethical clearance process when the candidate s development of the research proposal indicates that s/he is ready to do so. Work in these four courses is intended to prepare each candidate for research work at a Doctoral standard. The standard of scholarship and presentation expected in each of the courses is correspondingly high, and may well become progressively so across the series of courses, to ensure that it does indeed reach the required standard by the end of the final course. This can mean that in any of the courses, the candidate may be expected to rework initially submitted work for further submission if it is not up to the standard required. To attain the required standard it may take a number of re-iterations. It is not intended that students would fail any of these courses if the initial standard of work was below that expected, but rather that the work will be further refined to bring it up to the standard before a grade is awarded. A fail grade should only be recorded when the candidate is unable or unwilling to further progress the quality of their work. Percentage grades are to be noted and reported to the Course Convenor in each case. A grade will then be recorded on each candidate s transcript. 15