Professional DoctoratesProfessional Doctorates

Research capacity and changing professional agendas

Ingrid Lunt, University of Oxford

Research capacity and changing professional agendas

Ingrid Lunt, University of Oxford

Growth of professional doctoratesGrowth of professional doctorates

Introduction in UK early 1990s (1992) Rapid growth especially in Education (EdD: 45+

universities) and management and business (DBA: 35+ HEIs)

EngD introduced by EPSRC (‘top down’ initiative) Now over 30 different professional doctorate (PD) titles

(reflecting professional background) and over 200 different PD degrees

Proliferation of titles Great variation in aims, structure, outcomes, ‘product’

Introduction in UK early 1990s (1992) Rapid growth especially in Education (EdD: 45+

universities) and management and business (DBA: 35+ HEIs)

EngD introduced by EPSRC (‘top down’ initiative) Now over 30 different professional doctorate (PD) titles

(reflecting professional background) and over 200 different PD degrees

Proliferation of titles Great variation in aims, structure, outcomes, ‘product’

Great variationGreat variation

Titles Programme structure

The thesis? (20k to 100k words) Learning methods Use of credit rating (and level), also APL/credit

for Masters modules Methods of assessment Professional accreditation or CPD

E.g. license to practise

Titles Programme structure

The thesis? (20k to 100k words) Learning methods Use of credit rating (and level), also APL/credit

for Masters modules Methods of assessment Professional accreditation or CPD

E.g. license to practise

What is a ‘generic’ professional doctorate? Or can we see commonality across the differences?

What is a ‘generic’ professional doctorate? Or can we see commonality across the differences?

‘a Professional Doctorate is a programme of advanced study and research which, whilst satisfying the University criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university, and which develops the capability of individuals to work in their professional context’ (UKCGE 2002)

‘a Professional Doctorate is a programme of advanced study and research which, whilst satisfying the University criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university, and which develops the capability of individuals to work in their professional context’ (UKCGE 2002)

Parity with the PhDParity with the PhD

Criteria for the award of the PD? Substantial and original contribution to (knowledge)

professional practice Doctoral thesis of (100,000) 50,000 words PhD ‘professional scholar/researcher’ vs. PD

scholarly/researching professional ‘confidence is needed that the awards are alternative

ways of achieving the same advanced level of study and ‘contribution’ ’ (UKCGE 2005)

Criteria for the award of the PD? Substantial and original contribution to (knowledge)

professional practice Doctoral thesis of (100,000) 50,000 words PhD ‘professional scholar/researcher’ vs. PD

scholarly/researching professional ‘confidence is needed that the awards are alternative

ways of achieving the same advanced level of study and ‘contribution’ ’ (UKCGE 2005)

PhD and PD in a universityPhD and PD in a university

Professional doctorates are research degrees (not ‘taught’ doctorates)

Useful to emphasise commonalities and differences with PhD

Complementarity of programmes Similar QA requirements, also cf. ESRC Mutual and interactive influence between PhD and

PD Community of doctoral researchers

Professional doctorates are research degrees (not ‘taught’ doctorates)

Useful to emphasise commonalities and differences with PhD

Complementarity of programmes Similar QA requirements, also cf. ESRC Mutual and interactive influence between PhD and

PD Community of doctoral researchers

The strategic importance of the PD in some fields

The strategic importance of the PD in some fields

ESRC Demographic review and the ‘crisis’ of Education and Management & Business Studies

PD as a means of developing subject knowledge PD as a means of bridging the practice/academic

divide PD as a means of developing research capacity

and ‘evidence’ base

ESRC Demographic review and the ‘crisis’ of Education and Management & Business Studies

PD as a means of developing subject knowledge PD as a means of bridging the practice/academic

divide PD as a means of developing research capacity

and ‘evidence’ base

Tensions between requirements of the university and those of the profession?Tensions between requirements of the university and those of the profession?

Nature of ‘professional knowledge’ (and professional practice): what counts?

Status of different forms of knowledge University students = senior professionals? Who assesses professional doctorate i.e.

assessment criteria, and nature of examiners (is there a role for ‘professionals’ as assessors/examiners)?

Who defines competences?

Nature of ‘professional knowledge’ (and professional practice): what counts?

Status of different forms of knowledge University students = senior professionals? Who assesses professional doctorate i.e.

assessment criteria, and nature of examiners (is there a role for ‘professionals’ as assessors/examiners)?

Who defines competences?

What is the relationship of academic and professional knowledge?

What is the relationship of academic and professional knowledge?

The role of the HEI and the role of the workplace? Complementary? Different kinds of learning?

The relationship between academic and professional knowledge (knowledge for professional practice) and academic and professional writing?

Reason/motivation for undertaking a professional doctorate?

What counts as originality?

The role of the HEI and the role of the workplace? Complementary? Different kinds of learning?

The relationship between academic and professional knowledge (knowledge for professional practice) and academic and professional writing?

Reason/motivation for undertaking a professional doctorate?

What counts as originality?

Student motivation for undertaking the PD?

Student motivation for undertaking the PD?

Senior professionals Little overlap with students undertaking the

PhD Wish to develop their professional practice Evidence-based/informed practice

increasingly emphasised Wish to take a research stance/perspective

(develop research capacity)

Senior professionals Little overlap with students undertaking the

PhD Wish to develop their professional practice Evidence-based/informed practice

increasingly emphasised Wish to take a research stance/perspective

(develop research capacity)

Professional doctorates and their contribution to professional development and careers

Professional doctorates and their contribution to professional development and careers

How does the professional doctorate in education, engineering and business administration influence participants’ professional lives and act to develop professional knowledge and improve practice?

What is the impact of this development of professional knowledge on the employment culture of the students?

What is the most appropriate relationship between professional and academic knowledge and how can universities develop practice which best reflects this?

How does the professional doctorate in education, engineering and business administration influence participants’ professional lives and act to develop professional knowledge and improve practice?

What is the impact of this development of professional knowledge on the employment culture of the students?

What is the most appropriate relationship between professional and academic knowledge and how can universities develop practice which best reflects this?

Some findings 1. Influence on PracticeSome findings 1. Influence on Practice

This varied both within and between programme types, in part because of the wide-ranging profile of the participants (four models of motivation) Extrinsic professional initiation Extrinsic professional continuation Extrinsic professional alteration Intrinsic personal/professional affirmation

This varied both within and between programme types, in part because of the wide-ranging profile of the participants (four models of motivation) Extrinsic professional initiation Extrinsic professional continuation Extrinsic professional alteration Intrinsic personal/professional affirmation

Some findings 2. Impact of professional doctorate on student’s employment

Some findings 2. Impact of professional doctorate on student’s employment

Linked to age and stage of entry Often CPD rather than career progression

(e.g. EdD) Linked to type of employment:

Public/private sector For some, linked to enhanced employment

opportunities (EngD) Shift from ‘action’ to ‘reflection’ (DBA)

Linked to age and stage of entry Often CPD rather than career progression

(e.g. EdD) Linked to type of employment:

Public/private sector For some, linked to enhanced employment

opportunities (EngD) Shift from ‘action’ to ‘reflection’ (DBA)

Some findings 3. Pedagogical and organisational strategies for organising professional doctoratesSome findings 3. Pedagogical and organisational strategies for organising professional doctorates

Structure and organisation (EngD FT, EdD and DBA mainly PT)

All have substantial taught component (relative weighting differs)

Pedagogic modes and relations: assumptions about how professionals learn

Positioning of participants: senior practitioners, research engineers, mid-career professionals

Relationship between professional practice and research

Structure and organisation (EngD FT, EdD and DBA mainly PT)

All have substantial taught component (relative weighting differs)

Pedagogic modes and relations: assumptions about how professionals learn

Positioning of participants: senior practitioners, research engineers, mid-career professionals

Relationship between professional practice and research

Some findings 4. Professional and academic knowledge

Some findings 4. Professional and academic knowledge

Relationship between professional and academic knowledge (and issues of parity and value)

Four modes of knowledge creation Disciplinarity Technical rationality Dispositionality criticality

Relationship between professional and academic knowledge (and issues of parity and value)

Four modes of knowledge creation Disciplinarity Technical rationality Dispositionality criticality

Student outcomesStudent outcomes

‘Becoming more reflective has helped me to achieve a better understanding of my own practice and an improved level of performance’

‘Undertaking the EdD has radically altered my professional practice’

‘The EdD has enhanced my professional confidence and my analytical abilities’

‘The thesis became a fundamental and transforming process in my life, both professional and personal’

‘Becoming more reflective has helped me to achieve a better understanding of my own practice and an improved level of performance’

‘Undertaking the EdD has radically altered my professional practice’

‘The EdD has enhanced my professional confidence and my analytical abilities’

‘The thesis became a fundamental and transforming process in my life, both professional and personal’

Student outcomes 2Student outcomes 2

‘Undertaking the DBA enhanced my confidence and also my credibility’

‘The DBA gave me the time to think and forced me to articulate my ideas and to think analytically’

‘the DBA fundamentally changed my whole professional life; it was transformative’

‘I would never have done a PhD; that seemed so academic. But the PD has really taught me to do research and to be interested in a much deeper approach to my practice’

‘Undertaking the DBA enhanced my confidence and also my credibility’

‘The DBA gave me the time to think and forced me to articulate my ideas and to think analytically’

‘the DBA fundamentally changed my whole professional life; it was transformative’

‘I would never have done a PhD; that seemed so academic. But the PD has really taught me to do research and to be interested in a much deeper approach to my practice’

Professional doctorates in the education sector

Professional doctorates in the education sector

Participants have very diverse professional backgrounds and include: university lecturers and administrators, wide range of health professionals, NGO personnel, Local Authority staff, social workers, managers, inspectors and advisers, some (few) school teachers (mainly senior)

I.e. Senior professionals in education

Participants have very diverse professional backgrounds and include: university lecturers and administrators, wide range of health professionals, NGO personnel, Local Authority staff, social workers, managers, inspectors and advisers, some (few) school teachers (mainly senior)

I.e. Senior professionals in education

Motivation for doctorateMotivation for doctorate

To stand back and reflect on professional practice To learn with a cohort of like-minded

professionals To engage in lifelong learning To gain additional skills especially research To carry out a research project based on

professional practice To gain additional qualifications

To stand back and reflect on professional practice To learn with a cohort of like-minded

professionals To engage in lifelong learning To gain additional skills especially research To carry out a research project based on

professional practice To gain additional qualifications

Universities claim that the EdDUniversities claim that the EdD

Places research at the heart of educational practice and relates theoretical knowledge to every aspect of practitioner education

Contributes to a culture of reflective practice and research

Develops researching professionals or researchers of the professions

Enhances professional practice through research

Places research at the heart of educational practice and relates theoretical knowledge to every aspect of practitioner education

Contributes to a culture of reflective practice and research

Develops researching professionals or researchers of the professions

Enhances professional practice through research

Proliferation of titles or generic titles?Proliferation of titles or generic titles?

What is in a name? Growth of inter-disciplinarity Emergence of new ‘inter-disciplinary’ PDs Issues of status and professional closure? The generic DProf

What is in a name? Growth of inter-disciplinarity Emergence of new ‘inter-disciplinary’ PDs Issues of status and professional closure? The generic DProf

Some issuesSome issues

Need for greater consensus on nature of ‘generic’ PD

How to achieve/maintain parity with PhD Balancing the relationship between the

university and the profession and their requirements

Need for exit awards The issue of proliferation of titles

Need for greater consensus on nature of ‘generic’ PD

How to achieve/maintain parity with PhD Balancing the relationship between the

university and the profession and their requirements

Need for exit awards The issue of proliferation of titles

ConclusionConclusion

Changing professional agendas Credentialism Evidence-based practice University agendas (including RAE/REF)

Professional Doctorates Parity with PhD Research capacity building New pedagogies and modes of learning

Knowledge creation and knowledge transfer

Changing professional agendas Credentialism Evidence-based practice University agendas (including RAE/REF)

Professional Doctorates Parity with PhD Research capacity building New pedagogies and modes of learning

Knowledge creation and knowledge transfer