The role of practice based doctorates for developing professional practice
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The Role of Practice-based Doctorates for Developing Professional Practice. Peter Smith, Gail Sanders, Judith Kuit, John Fulton, Helen Curtis University of Sunderland. Background. Professional Doctorates well established Nationally recognised UKCGE survey (Powell and Long) Interdisciplinary

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The role of practice based doctorates for developing professional practice

The Role of Practice-based Doctorates for Developing Professional Practice

Peter Smith, Gail Sanders,Judith Kuit,John Fulton,Helen Curtis

University of Sunderland


Background
Background Professional Practice

  • Professional Doctorates well established

  • Nationally recognised

  • UKCGE survey (Powell and Long)

  • Interdisciplinary

  • Research degree

  • Work-based

  • Based within practice

  • Recognises real world problems are complex and transcend subject disciplines


Dprof
DProf Professional Practice

Doctoral Qualification

Equivalent to PhD

Widely recognised

Professional Doctorate Programmes in UK Universities:

1998 : 109

2000 : 153 (UKCGE)

2009 First International Conf (UKCGE)


Many forms
Many forms Professional Practice

  • DBA

  • EdD

  • EngD

  • DProf


What is a professional doctorate
What is a Professional Doctorate? Professional Practice

A new way of thinking

A new way of working

Transformation of candidate to doctoral level

Reflective

Impact based

Based on state of the art / profession

Outward looking

Based on candidate’s own work

Each one is different


What is a professional doctorate1
What is a professional doctorate? Professional Practice

A Professional Doctorate can be defined as ‘a rigorous programme of advanced study and research designed specifically to meet the needs of industry and professional groups and which develops the capacity of the individual to lead development of knowledge within their professional context.’


What is a professional doctorate2
What is a Professional PracticeProfessional Doctorate?


Content themes
Content & Themes Professional Practice


Some differences between a phd and a professional doctorate
Some differences between a PhD and a Professional Doctorate Professional Practice

Professional Doctorate

Research-for practice, professions, applied, contribution to practice

Theory and Practice- integrated

Impact- personal / professional

Candidates- in service, experienced, immersed in practice, have masters

Outcome- Varied- portfolio, smaller dissertation, publications. Viva

PhD

Research-theoretical, academic, contribution to knowledge

Theory and Practice- may not be integrated

Impact- academic

Candidates-Pre service, new to the area except via having relevant good first degree

Outcome- Thesis. Viva


Timeline of programme
Timeline of programme Professional Practice

  • 2006 DProf approved by University

  • April 2007 7 candidates

  • Bi annual intakes

  • July 2008 scheme reviewed

  • Bi annual intakes

  • 2011 10 graduates to date

  • 70+ current registrations

  • Move to annual intakes


Student background
Student background Professional Practice

  • Senior pharmacists

  • Senior managers

  • Local colleges

  • Internal staff

  • Town planners

  • Engineering and ICT

  • Business management

  • Management of change


Employer background
Employer background Professional Practice

  • Bank

  • Local Colleges

  • NHS

  • Schools

  • Software Houses

  • Automotive Engineering

  • Universities

  • Local industry

  • Social enterprise


Two pharmacy graduates
Two Pharmacy graduates Professional Practice


Scheme structure
Scheme structure Professional Practice

  • Portfolio-based

  • Retrospective/reflective element

  • Learning outcomes

  • Assessed work

    • Reflective practice

    • Research methods

    • Contextualisation and Planning

  • Doctoral report and portfolio

  • Viva


Programme structure
Programme structure Professional Practice


Support
Support Professional Practice

  • Core team

  • Programme leader

  • Professor of education

  • Experienced researcher

  • Faculty-based advisors

  • Central administration

  • Owned by faculties

  • Different model to traditional supervision

  • More shared ownership and responsibility


Cohort concept
Cohort concept Professional Practice

  • Cohort identity

  • Meet every 2 months

  • Deliver key material in early years

  • Share experiences

  • Present to each other

  • Continue to meet every 3 months until graduation


Methodology
Methodology Professional Practice

  • Online questionnaire

  • Survey Monkey

  • 54% response rate

  • 6 Focus groups






Themes
Themes context?

  • Cohort experience. Value shared experience. Competition.

  • Academic support. Values views of tutors.

  • Structure. Deadlines, course days, learning outcomes.

  • Impact. Personal, employer and community of practice. Many have changed job!

  • Mixed employer perceptions.


Conclusions
Conclusions context?

  • Practice based option

  • Matches policy

  • Work based

  • Real evidence of impact on practice

  • Part time; May be easier to fund

  • Can be seen by employer and individual as part of CPD


Thank you
Thank you context?


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