Programme Specification. Doctor of Education. Valid from: Sept 2015 Programme Code: PX3AA

Transcription

1 Programme Specification Doctor of Education Valid from: Sept 2015 Programme Code: PX3AA 1

2 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 2 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 3 SECTION FOUR: PROGRAMME STRUCTURE... 4 SECTION FIVE: PROGRAMME DELIVERY... 6 SECTION SIX: ADMISSIONS... 8 SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE... 8 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES... 9 SECTION NINE: EMPLOYER LINKS... 9 APPENDIX 1: CURRICULUM MAP...10

3 SECTION ONE: GENERAL INFORMATION Programme Title Doctor of Practice: Doctor of Education (EdD) Award title and interim awards Final Award Doctor of Practice: Doctor of Education (EdD) Interim Award Postgraduate Diploma in Education Master of Practice in Education Mode of Study Part-time only Programme Start/review date Start date: January 2013 Period of Validation: Indefinite Awarding Institution University of Derby College Managing the Programme College of Education. Institution delivering the Programme University of Derby Relevant External Subject Benchmark Statements QAA Subject Benchmark for higher education qualifications in England, Wales and Northern Ireland (2008): Descriptor for a higher education qualification at level 8: Doctoral degree (in Doctoral degree characteristics QAA, September 2011). QAA UK Quality Code for Higher Education Research degrees (January 2012) (Draft for consultation) External Accreditation/Recognition Not applicable JACS Code X300 Programme Specification last updated September

4 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview This programme is for professionals who wish to undertake a structured programme of study to doctoral level (level 8) and is designed to support and inform professional practice in a wide range of occupations and work settings. It is likely that you will be midcareer and have identified the programme as part of your own personal and/or professional development. The course of study would be beneficial to those professionals working in education, business, health, commercial management and social care. On completion of this programme you will be able to demonstrate the ability to create and interpret new knowledge, usually through original research that would satisfy peer review, extend the forefront of your discipline and merit publication. You will have gained a substantial body of professional knowledge that will put you to the forefront of an area of professional practice. You will be able to conceptualise, design and undertake a research project in professional practice acquiring a deep, broad understanding of research methodologies and the vagaries of researching on practice. You will be able to synthesize data and communicate your ideas and conclusions to specialist and non-specialist audiences. Finally as a result of your work on this programme, you will be able to demonstrate those qualities and transferable skills required in the professional setting to make an impact on your professional life and that of and others. Programme Aims The Doctor of Education (EdD) programme aims to enable candidates to develop the knowledge and skills to be able to integrate professional experience and expertise with academic enquiry in order to bring about change and improvement in educational practice. It aims to enable candidates to develop a deeper understanding of research methodologies, focused on the needs and issues which demand attention in the candidate s own organisation. The broad aims of the professional doctorate are two-fold: 1. To develop a thorough knowledge and understanding of a range of research and enquiry skills; 2. To enable candidates to make an original contribution or application of knowledge to their specialist field of study. 2

5 SECTION THREE: PROGRAMME LEARNING OUTCOMES Programme Learning outcomes are based on the Framework for Higher Education Qualification (FHEQ) (QAA, 2008 & 2011) descriptors for Doctorate, Level 8 qualifications which at their core have the requirement that the candidate is able to demonstrate the creation and interpretation, construction and/or exposition of knowledge which extends the forefront of a discipline, usually through original research. Knowledge and understanding of: how their study achieves a significant and original contribution to professional knowledge and practice; relevant research methodology; and a deep and broad understanding of a range of research methodologies more generally; the ethical and/or professional considerations in the context of the field of enquiry; a critical understanding of the value of ideas and evidence showing appropriate engagement in academic debate relating to professional knowledge and practice; Intellectual skills (ability to): critically review, appraise and justify research methodology; evaluate the range of possible dissemination strategies; undertake critical analysis relating to synthesis and interpretation of research data; critically reflect on and articulate experience of professional practice; conceptualize theoretical models as a potential analysis of research outcomes in the professional setting. Subject specific skills (ability to): systematically acquire and understand a substantial body of knowledge at the forefront of an academic discipline or area of professional practice; be accomplished in the organisation and management of a research thesis; establish and use criteria for selection of publications in varied formats; complete the process by which an item might be submitted for professional dissemination and/or academic publication; Transferable skills (ability to): identify, critique and synthesise information, ideas and concepts from both the academic and professional literature; contribute effectively to an active community of professionally focussed researchers both in academic and professional arenas; respond appropriately to critical feedback; demonstrate highly developed personal skills in the presentation and discussion of data, ideas and applications of professional practice. Curriculum Map (see appendix 1) 3

6 SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum The programme consists of two required components: first, the Theory for Practice stage which comprises 2 years of study and second, the Independent Research stage during which the research thesis is developed, notionally also two years of study (minimum engagement with programme is 4 years). All modules are core modules and, in order to graduate from the programme, students must successfully complete all elements. Programme Structure Diagram Year 1 Year 2 Theory of Practice stage Engaging with Study at Professional Doctorate Level (20 credits) Spring Summer Semester (Jan July) Philosophy and Practice of Research (60 credits) Spring semester start through Summer and Autumn semester. (Jan Dec) Identifying your Research Area (40 credits) Summer Autumn Semester (June Dec) Interim (step-off) award (PG.Dip.Ed) Total 120 credits (60 at Level 7 and 60 at Level 8) Level 7 Level 8 Year 3-6 Independent Research stage Independent Research (420 credits) Spring semester enrolment then through to thesis completion (minimum two full years) Independent Study (Dissertation) (60 credits at Level 7) Non-core module only taken for exit award at Masters Level. Interim (exit) award (M.Prac in Ed) Total 180 credits (120 at Level 7 and 60 at Level 8) Overall award (Doctor of Education) Total credits 540 (60 at Level 7 and 480 at Level 8) Level 8 The programme is offered on a part-time basis only and is intended for professionals who will continue to work in their professional role. During Year 1 two modules will undertaken. Both modules will support the student in understanding how to work at doctoral level and will build on students masters level knowledge. Students will be encouraged to develop their research field and their academic writing so that they have a firm foundation upon which to base their level 8 submissions. In Year 2 students will develop a broader and deeper understanding of philosophical and practical research methods in the professional context, culminating in the construction of a methodological approach to their research. This methodology will then be used as the basis of the student s Research Proposal which will inform and plan the next part of the research. Students will be required to complete a Research Proposal as part of the assessment process and will not be allowed to progress to the next stage of study without clearance of the proposal by the relevant School of Education Ethics Committee. On completion of this the student will be eligible to move to the Independent Research Stage. Students wishing to exit the programme at the end of Year 2 may do so with 120 credits and be awarded a Postgraduate Diploma in Education in recognition of credits gained. 4

7 During the Independent Research stage students, with support from their supervisors, will develop and submit a completed research thesis for examination. All components of the final module (thesis and examination) will need to be completed successfully, including any revision to the submission as detailed in the final examiner s report following the viva voce examination. For students unsuccessful at this stage the award of Master of Practice may be available as an exit award. Students cannot enrol for the Master of Practice award from the commencement of the programme. Personal Development Planning (PDP) At level 8, the majority of students on the programme are either sponsored by their employer or are self-funded. Students come from a range of professions, including education in its widest sense, health, business, statutory and voluntary public-sector agencies and commercial or industrial employers. These include both national and non- UK employing organisations. While it is recognised that students will have their careers in place on entry to the University, it is also recognised that, for many, the opportunities brought about by engaging with doctoral study may challenge students self-perceptions and affect their professional directions and career choices. Some graduates from the programme continue to work in their chosen profession, whilst others may see potential in other fields of work, possibly academic and wish to undertake a change of direction professionally. The University offers a Careers Service which is able to advise and guide such professionals; given the nature of the programme and its participants, advice is likely to be sought during the course rather than on graduation. Supervisors and tutors will be able to offer timely advice and guidance, and information regarding this and other potential impact from studying at this level will be made available at induction and, thereafter, on an individual basis as required. 5

8 SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods Working at doctoral level means that the student must demonstrate active synthesis of theory and practice gained through group and independent study. Students will be required to make a specific contribution to knowledge through their research, and to develop an understanding of a broad range of research methodologies. Additionally, students will be required to develop a good command of methodological issues that can be conveyed in both written and oral mediums to a variety of audiences. The professional doctorate is seeking, specifically, to impact on, and make positive change to, professional practice. This aspect of professional doctoral study will be at the forefront of all teaching and learning on the EdD programme. For all groups of students, the programme will be conducted in English through a medium of small-group and individual tutorials (in the Theory for Practice stage) and supervisions (in the Independent Research stage). Teaching sessions will provide opportunities for students to explore their understanding of research in the professional arena, through discussions, debate and synthesis of materials. Additionally, seminar-type sessions will allow students to rehearse their research methodologies in peer-supported groups. Students will also undertake informal presentations, supported by, for example, poster presentations. Students will be encouraged to take their work outside the University to student conferences and other external events during their journey through the programme. Tutors and supervisors will role-model doctoral level study through the taught sessions and during individual tutorials/supervisions. Availability of workshops, seminars, informal discussion groups and formal teaching sessions will support the student and help in the preparation of written assignments and in the production of the thesis. Further support in the form of workshops and mock viva voce examinations will help students to gain confidence with the final examination. Please note: All students are required to comply with research governance and ethics principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people. Information on these principles can be found on the University web site at: Assessment The assessment strategy must demonstrate clear evidence of individual achievement of the programme s learning outcomes in order for credit to be awarded. Students must be able to successfully complete the Theory for Practice component of the programme before being allowed to progress to the Independent Research stage. The successful production of the final research thesis rests on students being able to gain the necessary knowledge, skills and academic prowess in order to sustain high quality writing in order to produce a substantive thesis of 50-55,000 words. The taught component of the programme gives ample opportunity for students to develop their research knowledge and understanding and to rehearse its effectiveness. The basis of doctoral work is assessed at the end of Year 1, the point at which students have had the opportunity to consider their broad area for research, the literature contained therein and their own position as academic/professional researcher. Students working at the highest level will demonstrate the ability to move from level 7 to level 8 by the end of Year 1, so when research for the module in Year 2 is undertaken they will have developed the ability to think critically about their proposed research and will have demonstrated that 6

9 they can evaluate a relevance field of literature pertinent to their research subject. Through completing the first year of study, students are likely to demonstrate an increased confidence in disseminating their findings and/or arguments. All assessments on the programme are assessed on a pass/fail basis and are not graded. The University Postgraduate Report Grading Scale (Regulatory Framework for Postgraduate professional Programmes) does not apply to Level 8 modules, and therefore, all Level 8 modules are pass/fail. The Level 7 modules in this programme were validated as pass/fail as grading would have no currency, either within the Doctor of Education programme or externally due to the specific nature of the modules. Students will develop a clear understanding of a broad range of research methodologies, and begin to articulate the emerging research approach likely to form the basis of the final assessment in Year 2. Subsequently, development of the research thesis will embrace all the facets detailed above. In addition, students will develop, and demonstrate (through annual research reports) progression of the research culminating in the final viva voce examination which meets the learning outcomes of the Independent Research module. In addition to summative assessed work, students will have the opportunity to engage in a wide variety of formative assessment tasks across all modules of the course. These include preparation of critical reading for seminars, poster presentations, conference-style presentations, production of draft thesis sections and mock viva voce examination. Please note: This programme operates within the University s Regulatory Framework and conforms to its regulations on assessment. 7

10 SECTION SIX: ADMISSIONS Entry requirements The following points detail the entry requirements for the Doctor of Education programme, this link to the University s Standard Entry requirements and those specifically for the programme which can be viewed at Applicants should have a Masters degree in a field cognate to Education; Applicants should have been employed in their professional field for at least 2 years; Where English is not the first language, applicants need to provide the minimum English qualification IELTS level 7.0. All direct teaching sessions of the programme, including individual and small group tutorials, seminars, and supervisions will be conducted in English. All work for the assessment of the viva voce examination must demonstrate scholarly command of academic English, including its written conventions. Students applying for the EdD are eligible to apply for advanced standing in recognition of prior achievements providing the learning has not already contributed to the award of a higher degree. There are 2 constraints for the professional doctorate programme: 1. Advanced standing is only available for the Theory for Practice (taught) modules; 2. APL is not available in respect of work-based professional practice or for Independent Research. No more than 45 credits for the Theory for Practice modules can be awarded to students presenting with evidence of Level 8 (Doctoral work). At least two members of the programme team will consider advanced standing and the decision will be confirmed by the Programme Leader. APL may be awarded for Year 1 but this would be in respect of the assignments, rather than at the expense of the teaching. Students will be required to attend (and engage with) the taught sessions to facilitate networking, group cohesiveness etc. Students awarded APL will not be expected to undertake the assignments. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Candidates for the EdD will be invited to an induction evening where information about the programme and general support provided by the University will be disseminated. Detailed information will be provided in the programme handbook. On entry to the programme students will be allocated a supervisor who will guide them academically and pastorally (where appropriate) through the Theory for Practice stage of the programme. The initial allocation of a supervisor will based on research interests and it is envisaged that supervisors will remain with students throughout their course of study. However, as research develops (or as roles change) the focus of the student s research may change. This may trigger a change in supervisor (and also that of second supervisor in the Independent Research stage). Academic module leaders and tutors delivering on each module will provide general support. This will be mainly academic support related to the completion of final assignments. Such support can be accessed through face-to-face 8

11 meetings with academics and via telephone and contact. Additionally, programme materials will be posted onto the Blackboard platform. Module leaders will use this as a means of conversing (through discussion boards, wikis, blogs and similar) with the whole teaching group. On successful completion of the Theory for Practice stage students will progress to the Independent Research stage and be allocated a second supervisor to complete their Supervisory Package. As part-time postgraduate students, they will receive 10 hours of supervision support per year, and 5 hours from second supervisor. At final examination, submission of the thesis will be managed by the first supervisor and the examinations officer based in the Faculty Office. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES Opportunities for post-doctoral work, in its broadest sense, are manifold. Students undertake doctoral research for many different reasons and many students will have already seen benefits in terms of promoted posts within their professional sphere. Other students may wish to facilitate a move into Higher Education and can seek advice on all aspects of career guidance through the University s Career Service. SECTION NINE: EMPLOYER LINKS Doctor of Education is a part-time programme that focuses on individual practitionerbased research. Its student body is typically, therefore, already employed in full-time work within a wide variety of fields that have a connection to education in its broadest sense. Very often students on the programme already hold senior positions within their organisations. This profile and the requirement that the degree is based on research activity means that employer organisations are often the site of the research-based activity. The single most common employer of doctoral students is the university sector and the University of Derby in particular, the latter is obviously involved at all levels in the design, delivery and accreditation of the degree. 9

12 Appendix 1: Curriculum Map Programme Learning Outcomes 7EU001 7EU002 8EU008 8EU998 8EU009 Knowledge and understanding how their study achieves a significant and original contribution to professional knowledge and practice; LO4 LO1 relevant research methodology; and a deep and broad understanding of a range of research methodologies more generally; the ethical and/or professional considerations in the context of the field of enquiry; LO1, 2 & 4 LO2 LO2 LO3 LO3 LO2 LO2 & 3 a critical understanding of the value of ideas and evidence showing appropriate engagement in academic debate relating to professional knowledge and practice; LO1 & formative LO1, 2 & 3 LO4 LO4 LO3 Intellectual skills (an ability to): critically review, appraise and justify research methodology; LO2 & 4 LO2 LO2 evaluate the range of possible dissemination strategies; Formative LO3 undertake critical analysis relating to synthesis and interpretation of research data; LO2 & 4 LO3 LO2 & 3 critically reflect on and articulate experience of professional practice; LO3 LO1 LO1 conceptualize theoretical models as a potential analysis of research outcomes in the professional setting. LO1 LO2 & 3 LO1 LO2 & 3 Subject specific skills (an ability to): systematically acquire and understand a substantial body of knowledge at the forefront of an academic discipline or area of professional practice; LO1 LO1 & 3 LO4 LO4 LO1 be accomplished in the organisation and management of a research thesis; LO4 LO1,2 & 3 establish and use criteria for selection of publications in varied formats; LO1 LO1 LO4 LO1 LO2 & 3 complete the process by which an item might be submitted for professional dissemination and/or academic publication; LO1 & 2 Formative LO1,2 & 3 10

13 Transferable skills (an ability to): identify, critique and synthesise information, ideas and concepts from both the academic and professional literature; contribute effectively to an active community of professionally focussed researchers both in academic and professional arenas; LO1 & formative LO1 & 2 LO2, 4 & formative LO4 LO3 LO1 & 3 respond appropriately to critical feedback; Formative LO1, 3 & formative demonstrate highly developed personal skills in the presentation and discussion of data, ideas and applications of professional practice. LO2 LO2 & 3 LO4 LO4 LO1,2, 3 & formative 11