Doctor of Education EdD
2016 - 2017
Doctor of Education
Doctor of Education
Doctor of Education
University of Chester
University of Chester
Full-time and Part-time
Classroom / Laboratory, Residential and Open, Work-Based inc.(practice / placement)
3 years full-time, 5 years part-time
Annual - September
Education & Children's Services
Academic and Professional Programmes
National Framework for Higher Education Qualifications (2008; updated 2014).
University of Chester
Doctor of Education Module Assessment Board
Wednesday 22nd July 2015
The EdD is designed to meet the professional interests of a diverse group of graduate professionals working across the education sector, such as lecturers, teachers, workers from government agencies, voluntary bodies and social sectors, and all individuals interested in or wishing to focus on any aspects of education. Research into education, pedagogy, teaching and learning continues to be at the forefront of cultural debates, since it helps us understand our values and the way our identities are formed. Our EdD is designed to support graduate professionals working across the education sector to conduct doctoral research in this dynamic field. The programme is designed to equip students with the relevant methodological, theoretical and analytical tools needed to undertake work at doctoral level. The first stages of the course comprise taught modules that are delivered at weekends and evenings to fit in with the busy schedules of working professionals. Students study for these modules as a member of a group in which collaborative support for learning will be encouraged, and students will be furnished with the critical skills to enable them to conduct research at doctoral level. Research methodologies, social theory, philosophy, cultural practices, policy and creativity form the major themes around which the teaching is structured. Group seminars, reading groups and workshops are held weekly in term-time to supplement the programme. The doctoral thesis requires that students apply the knowledge and skills that they have gained during the taught components of the course through completion of a doctoral level research project. Students are supported in selecting their research topics, and are provided with thorough supervision as they develop their thesis in the final stages of the study. Assessment of modules comprises a combination of written and practical coursework tasks and small-scale empirical research. The final assessment is based on a doctoral thesis and viva. The programme aims to:
Develop a capacity in students to identify, conceptualise and contextualise theoretical perspectives on education and the effects of these on their professional context and practices, with the systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an area of professional practice
Produce reflective learners with the academic, scholarly and critical skills to enable the creation and interpretation of new knowledge through original research into their profession to extend the forefront of the discipline, of a quality to satisfy peer review and merit publication.
Enable students to carry out research commensurate with doctorate study utilising appropriate research methodologies and methods into their professional practice, with the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of their professional practice.
Develop the critical and reflexive skills to identify and utilise appropriate research designs, methodologies and methods, and rigorously evaluate research data to produce analyses that yield new findings and insights into their professional field, with commensurate reporting skills.
Enable students to be aware of national and international perspectives, politics and ideologies of education within changing global contexts, developing students’ capacity to generate insights into and new understandings of their professional roles and fields of practice.
Enable students to engage with creative and cultural aspects of educational practices, and to carry out in depth research through practice itself.
Typically, holders of the EdD will be able to:
make informed judgements on complex issues in their specialist educational fields, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;
continue to undertake applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches
conceptualise, design and implement projects for the generation of significant new knowledge and/or understanding.
and will have:
the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
the qualities needed for employment that require both the ability to make informed judgements on complex issues in their specialist field and an innovative approach to tackling and solving problems
Knowledge and Understanding
advanced trans-disciplinary knowledge and understanding within the epistemological areas which underpin their professional practice and which places them at the forefront of this practice
the ability, through original research and/or advanced scholarship, to create and interpret new knowledge and to communicate this to others so that it satisfies peer review and merits publication
advanced understanding of research methodologies as they apply to their area of professional expertise such that they can apply their understanding in new situations and contribute to the development of practice-based research techniques
the ability to conceptualise, design and implement research for the generation of new knowledge and/or for the advancement of professional practice, and to achieve this within the context of the social, political and ethical complexities of the professional environment.
engage in critical analysis, evaluation and synthesis of new and complex ideas, enabling them to engage in dialogue with others on complex matters where alternative solutions to problems and practices are being sought
undertake deep level critical reflection in relation to their own and others' actions enabling them to arrive at new understandings and/or to plan and execute new approaches to professional practice and education
communicate ideas effectively to both specialist and non-specialist audiences demonstrating a command of their subject and/or area of professional practice
make independent judgments and manage their own learning within the context of a community of practice where they will regularly independently and with others critique and evaluate their own practice.
exercise a high level of personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional contexts
take a leadership role in their field, demonstrating their confidence of mastery of a complex body of knowledge relating to their profession, with the ability to communicate it effectively to others both within and outside the work place
deploy resources relevant to their professional practice effectively in complex and sometimes new contexts taking into account social, political and ethical considerations.
experience of engaging in creative and cultural practices
Communication - High levels of communication will be achieved through this programme (both written and oral), especially in the context of assessment tasks and the dissemination of research findings
Application of Number - An understanding of statistics and statistical analysis and its use in practical contextswill be achieved through research applications
Information Literacy and Technology - Development of skills in these areas will be achieved through the part-time nature of the programme and the consequent need to maintain contact with the University and its on-line resources
Improving own learning and performance - The high degree of motivation and independent learning required on this programme will ensure development in these areas
Working with others - With the work place as the common site of learning for students on this programme, development of this skill is assured. In addition, joint sessions on campus which will comprise multi-professionals
Problem solving - The focus of the programme is essentially around this area thus skill development in this context is assured
Transferable Professional Skills A key aspect of the rationale for this programme is about continuing professional development and learning achieved in this context will inevitably have potential for transferability
The qualifications offered are in line with The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ 2008; updated 2014) and are compliant with the Integrated Qualifications Framework for the Schools Workforce
The programme is at level 8 of the FHEQ and the IQF and leads to an EdD [Doctor of Education].
There are six taught modules and one research module. Taught modules attract 40 credits (20 ECTS) through 27 hours of tutor contact time through lectures, workshops and seminars within a total of 400 hours of student engagement. The research module is the Thesis PR8009 and attracts 300 credits (150 ECTS).
All modules are compulsory.
Modules are constructed in three strands;
This strand comprises modules to be studied sequentially: Research Methodologies for Professional Enquiry (PR8005) and Thesis in Context (PR8001), followed by Thesis (PR8009).
2. Theoretical Underpinning
This strand is made up of two modules to be taken sequentially: PR8006 Social Theory and Education, Key Issues and Debates, and Institutions, Discontinuities and Systems of Knowledge (PR8002).
3. Cultural and creative perspectives
This strand comprises two modules: Creativity in Practice PR8007 and Cultural Practices PR8008. These modules do not have to be studied in sequence.
The following modules in the research strand, Thesis in Context [PR8001] and Research Methodologies [PR8005], are designated modules for the EdD award.
Students have up to seven years to complete the EdD qualification.
An exit award of a Master of Professional Studies (MProf) can be awarded to students who successfully complete at least 180 credits of Level 8 study within the programme.
In order to gain an exit award of MProf students must successfully complete a minimum of 180 credit points at Level 8. In order to gain the award of an EdD students must successfully complete 540 credit points at Level 8. Modules PR8001 Thesis in Context and PR8005 Research Methodologies for Professional Enquiry are designated modules for the EdD award.
Applicants to the Professional Doctorate route would normally be expected to have completed a Master's degree (or equivalent professional/academic research experience) and have professional experience of education/teaching and learning/pedagogy.
Applicants would be expected to demonstrate commitment to the programme and their ability to be able to apply learning in an appropriate environment. This might be determined through such means as a preliminary statement of intention and an interview.
The programme conforms to the QAA (2008) Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ 2008; updated 2014). ) at Levels 8 (Doctoral level) & Level 7 (Masters level), as appropriate, assuring the achievements represented by the qualification is appropriate and represented consistently.
The programme is informed by the Professional values stated by the UK Professional Standards Framework (2011):
Respect for individual learners
Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice
Commitment to development of learning communities
Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity
Commitment to continuing professional development and evaluation of practice
Qualifications at Professional Doctorate level are awarded to students who:
make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes
meet the Framework for Qualifications for the European Higher Education Area third cycle awards
have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication
are capable of critical analysis, evaluation and synthesis of new and complex ideas;
can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society.
[and have] knowledge and understanding [that includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field;
[and] application of knowledge and understanding [through the] ability to conceive, design, implement and adapt a substantial process of research with
scholarly integrity...[that has] made a contribution that extends the frontier of knowledge by developing a substantial body of work some of which merits national or international refereed publication;
[and the ] ability to make judgements [through] critical analysis, evaluation and synthesis of new and complex ideas;
[the] ability to communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
[and] learning skills [through which they should be] expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement.
Typically, holders of the qualification will be able to:
make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences
continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches.
demonstrate they have the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments. (QAAHE, August 2008)
The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:
Promoting professional engagement and reflective practice;
Encouraging independent and autonomous learning;
Supporting continuing professional development;
Valuing students' professional experience and prior learning;
The programme includes a range of approaches to learning and teaching:
University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime. This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.
The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.
All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).
The module handbook includes:
Module aims and learning outcomes;
Procedures for submission of work;
Appropriate grading criteria;
Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.
All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked. Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.
Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.
The holder of a Doctor of Education award will be an advanced professional who has:
extensive knowledge and understanding of their field of professional practice
the ability to create and interpret knowledge such that it extends the forefront of a discipline or field of practice
undertaken original research and/or in-depth enquiry into an area of professional practice
conceptualised, designed and implemented projects for the generation of significant new knowledge and/or understanding
the ability to make informed judgments on complex issues in specialist fields taking account of social, political and ethical dimensions
the ability to be innovative in tackling and solving problems
The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
Some of the modules validated within this professional doctorate programme are designed such that they may be taught across the professional doctorate programme suite of the University of Chester. The D. Prof in Health and Social Care shares Research Methodologies modules and PR8001 and PR8009.
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