The challenge of a distance learning professional doctorate in education

This article summarises research into the effectiveness of a distance learning doctorate in education (EdD). Drawing on an emerging literature which attempts to conceptualise professional doctorates as distinctive from the PhD, we developed a case‐study approach to investigate the EdD student experience. Four themes emerge which are developed into a model of professional outcomes: professionalisation; professional change; bridging the academic/professional divide; and professional self‐esteem. We argue none of these outcomes would have been achieved so effectively for these distance students without a highly structured but flexible support system.     

Putting doctoral education to work: challenges to academic practice

Professional doctorates designed to meet the needs of particular groups (education, nursing, business, law, etc.) have been established, and the PhD now encompasses a wide range of academic pursuits. However, the combination of the PhD and designated professional doctorates does not exhaust the range of doctoral‐level education. Is there a particular role for a doctoral‐level qualification for those who do not wish to follow the academic path of the PhD, or the designated path of existing professional doctorates? This paper argues that there is such a need, and identifies and explores some of the issues to be faced in addressing such a need. The paper focuses on three challenges for academic practice in doctoral education arising from this. First, the impetus for new forms of doctoral education is considered and what this implies for the diversity of current provision. Second, the target population for new professionally orientated doctorates is examined, namely ‘new knowledge workers’, those who operate in areas not covered by specialized doctorates and those who wish to negotiate transdisciplinary programs. Finally, the paper examines issues universities face in meeting the needs of new populations of doctoral candidates, particularly the need to develop new academic cultural practices.     

The Distinctiveness of the EdD within the University Tradition

The aim of this paper is to explore the distinctiveness of the professional doctorate in education (EdD). To deliver on this aim the paper contextualizes the local and particular EdD by locating it within its wider perspective. First the development of Higher Education (HE) in England is considered. Next the historical development of the EdD is examined. Finally the paper argues that the EdD is distinctive and challenges the university tradition. Moreover the paper begins to provide tentative suggestions to the way in which practitioners and researchers doing the EdD might act as knowledge workers, knowledge producers and work for change.     

教育博士作为专业学位的身份再审思

EdD与PhD的差别主要在于培养目标、探究过程、知识范式的哲学基础三个方面。EdD教育因应了教师专业发展背景中对教师赋权和解放的需求,强调以应用为目的的个人实践知识,主要研究方法是批判性反思和参与行动研究等。要转变人们对EdD是“次等学位”、“非研究型学位”的误解,就必须通过建立合作研究社群等凸现其改变世界的工具性,发挥其在促进教师专业发展上的独特作用。     

Students’ perception of EdD and PhD programmes in Hong Kong

The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’.

     

Implications of the Introduction of the Doctor of Education Degree in British Universities: can the EdD reach parts the PhD cannot?

Abstract

At a time of continuing concern about the nature and meaning of doctoral education in the United Kingdom, this paper outlines the moves by an increasing number of universities towards ‘part‐taught’ doctorates. Focusing on the new degree of Doctor of Education now offered by over seven British universities, the paper outlines the differences between EdD and PhD in education, and questions the need for any differentiation. Arguing that the ‘statistics of failure’ in doctoral education in the United Kingdom continue to mount a challenge to universities in the United Kingdom, the paper argues for a refocus on process as well as product, where the goal should be on learner empowerment and transformation, rather than on the misassumptlons that doctoral study is primarily an ‘academic apprenticeship’. Finally, the paper indicates an agenda to establish doctoral programmes and structures capable of developing and fostering creative talent whether the individuals undertaking doctoral study are going to become professional researchers or researching and scholarly professionals.     

Students’ perception of EdD and PhD programmes in Hong Kong

Abstract

The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’.     

学科、课程、学位:美国关于高等教育专业研究生培养的争论及其启示

美国在高等教育研究生培养与研究方面有关学科性、课程设计与学位的争论表明 :(1 )高等教育研究作为一个学科尚不成熟。应用其他相对成熟学科的理论与方法 ,是提高高等教育研究水平与研究生培养学术质量的较好方式。(2 )高等教育研究生培养的一个主要任务是培养高等教育管理方面的实践人员 ,目前还缺少成熟的培养体系。美国大学正在采取各种试验性培养方式 ,使研究生培养更好地联系实际。 (3 )美国大学为高等教育研究生颁发学术性的Ph D和职业性的 Ed D两种学位 ,这种双轨制既有利于学术发展 ,也有利于培养实践者。     

Enhancing learning at doctoral level through the use of reflection?

The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students’ perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students’ responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This small‐scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of ‘what counts as adequate reflection and on what grounds’. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners.     

A Diversity Of Doctorates: Fitness for the knowledge economy?

There is now an increasing diversity of doctoral education in the Australian higher education landscape. As well as the traditional PhD by thesis, there are professional doctorates, doctorates by publication and PhDs by project. The latter are a particularly significant development since for the most part they are entirely work-based with minimal formal disciplinary input. This paper seeks to relate this diversity of doctoral degrees to the growth of the knowledge economy and the imperatives it is said to impose on universities and the education of doctoral students. Changes in knowledge production and what constitutes legitimate knowledge are related to doctoral education. Can research training any longer remain an education in disciplinary knowledge and skills? Does it also need to include the skill development required by the knowledge economy? In this context, the growth of doctorates by project becomes particularly significant since these programs, it is argued, are most appropriate for fitting doctoral studies to the needs of the knowledge economy. However, their growth also poses serious problems of accreditation and assessment, in the process raising fundamental issues concerning the academic mission and purpose of universities.     

Women and Higher Education

Typically, the PhD degree is said to be more research oriented, whereas the EdD is aimed more at the educational practitioner. We compared the two degrees with regard to research design, statistics, target populations, significance of results, age of subjects, and other characteristics. Samples of 1,007 PhD and 960 EdD dissertations were selected from Dissertation Abstracts International from 1950–1990. We found that the percentage of PhD dissertations is increasing and is higher for women; PhD dissertations contained more multivariate statistics, had wider generalizability, and were more prevalent in certain areas of concentration. The EdD dissertations contained more survey research and were most prevalent in educational administration research. No differences between the degrees were found in basic versus applied or in significance of findings.     

The organisational impact of undertaking a professional doctorate: Forming critical leaders

Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from participation in a Doctor of Education programme (EdD). Drawing on critical realist perspectives, the research found that all the doctoral students shared professional concerns with their work colleagues. In some cases, however, this sharing fostered social relations that supported both collective meta-reflexivity and a performative collective reflexivity, and that resulted in organisational change. Variation in the students’ impact on their organisations was further connected to their organisational roles, and to the extent to which their agency aligned with organisational agendas or other external regulatory and normative systems. Strictly limited, or no, organisational change was, however, evident where collective reflexivity was seen to be restricted or to involve contestation. The article concludes that there is significant value to gain by conceiving learning on a professional doctorate not simply in terms of personal growth, but also in terms of mastering a discourse that crosses both research and professional practice and developing the capacity to draw others into that discourse in an organisationally relevant and yet critical fashion.     

The Distinctiveness of the EdD in Producing and Transforming Knowledge

The aim of this paper is to focus on the distinctiveness of the Professional doctorate in education (EdD) located in the development of higher education (HE) in England using Bourdieu’s theory of practice. It does this by building on a previous paper published in this journal, ‘The Distinctiveness of the EdD in the University Tradition’ (vol. 38, no. 3, 2006: 323–34). The paper uses Bourdieusian analysis to reveal the extent to which capital may have been misrecognized within HE. It then argues that the EdD may have developed within HE because it has the potential to recognize capital, previously misrecognized. Therefore, the EdD may be considered distinctive because it engages with issues surrounding social justice in terms of inclusion. Moreover, it may be argued that the EdD presents opportunities for educational practitioners to produce and transform knowledge, thus shaping the processes that structure what they can and cannot know and do.     

Practitioner-centred research and the Ph.D.

This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence.     

Practice-based Doctorates and Questions of Academic Legitimacy

Over the last six years there has been a massive increase in the number of students studying for practice-based doctorates in Art and Design. It is now possible to do a practice-based PhD in over forty departments, although what is expected from doctoral students varies considerably across institutions. In 1997 the United Kingdom Council for Graduate Education (UKCGE) addressed the variance between practice-based doctorates in the report Practice-Based Doctoratesin the Creative and Performing Arts and Design. This paper examines the recommendations made by the report and asks to what extent does it acknowledge art as a legitimate research practice within the university. The UKCGE report recommends that all practice-based PhDs have a substantial theoretical and     

The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis

This paper addresses an issue of increasing significance in the context of taught educational doctorates and argues that this may have wider applicability for doctoral students across a range of social science disciplines. It identifies the need to engage with policy analysis as a key element of such programmes and attempts to address students' concerns over a lack of practical approaches to do so by offering an analytical framework drawing on critical discourse analysis. This paper highlights the affordances of a taught doctorate context to consider the potential for more collaborative community approaches to doctoral pedagogies through reflecting upon the way the frame was introduced and used by one group of EdD students. In doing so, this paper offers both a practical analytical tool for doctoral students but also a pedagogical approach grounded in an invitation to dialogue and induction into the academic discourse community, through a notion of critical inclusion.     

PhD by publication as an argument for innovation and technology transfer: With emphasis on Africa

The contribution of African researchers to knowledge by means of scientific publications is low compared to other regions of the world. This paper presents an argument in favour of PhD by publication as a tool for innovation and technology transfer. The conception of PhD by publication used in this study is more suited for doctorates in science and technology. Building on the literature on the key role of a knowledge economy in 21st‐century development and catch‐up processes, we argue that: (a) in order for PhD dissertations to be more useful to society, they should be harmonised with scientific publications which centre on improving the design and quality of existing and new products in developing countries; (b) obtaining a doctorate degree should not simply be reduced to a change in candidate's title; and (c) the PhD by publication is a more effective route to ensuring that the contribution to knowledge is widely disseminated. The conceptual framework consists primarily of the clarification of the models of PhD by publication and the linkages between the doctoral education, innovation, technology transfer and development catch‐up. Implications for scientific research policies in the light of contemporary challenges to African development are discussed.     

Doctoring the knowledge worker

In this paper I examine the impact of the new ‘knowledge economy’ on contemporary doctoral education. I argue that the knowledge economy promotes a view of knowledge and knowledge workers that fundamentally challenges the idea of a university as a community of autonomous scholars transmitting and adding to society's ‘stock of knowledge’. The paper examines and then dismisses the proposition that professional doctorates are the principal vehicle through which ‘working knowledge’ is incorporated into doctoral education. While professional doctorates may have been tactically useful for universities, there are broader transformations in doctoral education that transcend the professional doctorate/Ph.D. distinction. I argue that as doctoral education adopts the practices of ‘self’ pertinent to the knowledge economy, the ‘subject’ of doctoral education shifts from that of the ‘autonomous student’ to that of the ‘enterprising self’.     

Can a doctoral degree be completed faster overseas than domestically? Evidence from Taiwanese doctorates

This paper investigates the role that studying overseas or domestically plays in Taiwanese students obtaining a doctoral degree and, in particular, whether doctorates can be completed faster overseas than domestically. This feature is quite different from the literature in the sense that previous studies focus mainly on students with different countries of origin earning their doctoral degrees in a host program/institution/country and could provide a professional reference for main source countries with a great number of students studying abroad. By taking advantage of a large data set compiled by the National Profiles of Human Resources in Science and Technology in Taiwan, we find that Taiwanese students studying in foreign schools (and who will come back to Taiwan) on average take 9.61 months (reflecting approximately a $60,000 opportunity cost) less than those earning PhD degrees domestically after netting out other controls. Other factors such as males, starting a PhD when older, younger cohorts, holding a master’s degree, school types matching, and studying in non-top tier universities, are associated with a shorter elapsed time to a doctoral degree.     

The Doctorate in Fine Art: The Importance of Exemplars to the Research Culture

The doctorate in Fine Art has had a troubled history in the UK. Although there are growing numbers of doctorates being undertaken and over forty institutions which offer doctoral study, there is still little understanding of this research culture. There is a developing literature, but it remains curiously focused on research methods and protocols rather than on establishing the character of the culture through what is being produced by doctoral students. Macleod and Holdridge have produced an AHRB‐funded study of selected exemplars of doctoral submissions. The study seeks to make both a practical and strategic intervention in the ongoing ‘making/writing’, ‘theory/practice’ debate. It also seeks to clearly demonstrate how artist researchers have dealt with the academic requirements of the PhD and how the production of a substantial written text (generally 30,000 words plus) showing a keen knowledge and criticality of the subject field has been achieved. The exemplars demonstrate both the distinctive and the normative character of the PhD in Fine Art. However, the underpinning empirical research for the study (1996 —) has also demonstrated the critical independence of such exemplars within the broader field of academic research. Through a brief analysis of three doctoral submissions selected from the study, the paper seeks to draw out some of the more important findings and their implications for the developing research culture.