The UNIVERSITY of GREENWICH The Potential for Practice-led Professional Doctorates in Providing...

theUNIVERSITYofGREENWICH

The Potential for Practice-led Professional Doctorates in

Providing Higher Level CPD.

Dr Mike Nicholls,

Department of Education & Community Studies,

School of Education

University of Greenwich


Acknowledgements

Kent & Medway Life Long Learning Network

Mandy Hobart of Mirabeth Consultancy

Judyn Mathewman of TRC Consultants Ltd


Redefining the Doctorate – HE Academy discussion paper (Park 2007) “knowledge economy” places a growing

expectation on the higher education system to provide research and education that is more relevant to the needs of the work force and the competitive position of the economy in general.”

“most if not all the stakeholder groups agree the need to review the UK doctorate and evaluate whether it remains fit for purpose and effective in practice”.


Project Aims

Assess the potential for supply and demand for Practice-Led, Professional Doctorates in local south-east region;

Assess likely demand amongst employers and others working at senior levels;

Assess potential for development of ‘third generation’ practice-led professional doctorates in local HEIs


“Kinds” of Doctorate

1st Generation – “traditional” PhD

2nd Generation – “Professional Doctorates” “created and used by practitioners in the context of reciprocal relationship between professional practice and new professional knowledge”.

Egs. EdD; D.Clin.Psy.; DBA; Eng.D. Provider-led pedagogy (“taught doctorate”) Universities are “gate keepers” of “legitimate

knowledge” (McIntyre & Symes 2000)


“Kinds” of Doctorate

3rd Generation sometimes called the “practitioner doctorate”,

“practice-led” or “work based” doctorate gives the “professional student” control of

content, context and assessment and these negotiated with the university and where appropriate a professional body or employer.

a learner-managed pedagogy trans-disciplinary compatible with cultivation of higher order

transferable skills and continuing professional development.

Eg. Middlesex University D.Prof and D.Prof (Public Works) - 235 candidates 2007/08


“New Route” PhD

“integrated” PhD

Integrated with “employability skills” delivered as taught modules (eg. team building; enterprise; technology transfer; language skills…)

‘……of direct value to the world of work, whether in academia, industry or government”

Effectively an “augmented 1st Generation PhD”

www.newroutephd.ac.uk


What’s on offer in the region?

University AA pre-1992 university with academic and some professional departments PhD & “NewRoute” PhD

University BA post-1992 university and former polytechnic. Integrates professional, applied

and academic subjects. PhD; Ed.D

University CA former university college which recently gained university status. Integrates

academic and professional disciplines with emphasis on public services. PhD of HEI A; Ed.D; D.Clin. Psycol.

University D A multi-campus specialised university PhD (of another university)alsoOpen University Ed.D


Potential Demand-19 Senior Managers from

Public/Private Sectors Health (4) Local Government (4) Public Services (1) Education (2) Professional bodies/Skills Councils (4) Chemical/Pharmaceutical (2) Others (2)


Questions asked….

In your opinion: Is there a need for a work-based, professional

Doctorate? What should be the key features of a work-based

doctorate?* What benefits would you like to see accrue from a

work-based Doctorate in your work place/ organisation?

Would you be interested to help in shaping such a degree?

*N.B. Difficult to describe a WB, Prof Doc without being unduly prescriptive.

Used term “peer revered” c.f. “peer reviewed”


Responses:Managers in Organisations

Although doctoral level achievement is recognized, valued and respected …..

currently little interest in traditional PhDs taken by part-time mode.

Most (18/19) however responded positively to the concept of a practice-led, work based professional doctorates

“Universities need to be more responsive to what employers want and more flexible in their provision”

14 had ideas how it could work with the staff they manage.


Case study - Elaine

1st class honours degree in Environmental Science

Product Safety Manager for major, multinational chemical company.

Responsible for global compliance of products to health and environmental law.

Needs deep understanding of chemistry, environmental science, marketing, legal requirements, organisational aspects..

Tried to do a PhD…. but supervisors couldn’t

agree!


Responses:Managers in Organisations

potential demand was identified in the cases of :health service trusts, local government,

other public services (including Police)education the commercial sector (egs. chemical /

environmental consultancy/ leisure industries)


13 Senior managers offered to give up time to work with a university on development.

Mainly health trusts, local government, children services, one professional body and

some private sector companies including leisure, chemical industries and an environmental consultant.

Of two professional bodies: one already working with Middlesex University another already work with another university, but

would prefer something more flexible.


Potential Supply-9 Senior Managers from 4 Universities

University A (2)

University B (2)

University C (4)

University D (1)

3 Pro-Vice Chancellors

2 Heads of Research & Enterprise

2 Heads of Research Degrees

1 Campus Academic

Director

1 Faculty Dean


In the context of a practice led, work-based professional doctorate, please

comment on… is there scope for development?

If so then What would entry requirements be?

taught components?

recognition and accreditation of prior learning;

supervision of doctoral candidates;

assessment strategies;

duration of study and research;


Responses:University Senior Managers

No trends or differences between universities; contrasting answers within institutions.

Some (minority) considered there was no need as traditional PhDs could be customised to work-place needs;

Others (majority) interested, provided that:Suitable, distinct model developedComparability of standards with other

doctorates ensured;Sufficient demand merits investment Suitable model with appropriate assessment

developed.Must include “research methods”


Recommendations for Universities

To debate whether the University should introduce an alternative Doctoral level award;

Engage with volunteers from public/private sectors/professions to explore potential models;

Design a framework which could be adopted, or not, by University Schools/Faculties and Departments

Decide what it would be called!


Follow-up workshop in University B

Selection of those organisations who offered to help design a generic professional doctoral model.

All university faculties/centres which currently offer research degrees and one taught doctorate.

Guest presentation from Middlesex University Presented findings to research degrees

committee and to senior management. Verdict was that any development to be

“championed” by subject departments/faculties.


What has changed since original survey?

University A

Already offered PhD & “NewRoute” PhD Now a Professional doctorate in Sport, Exercise and Health

Science.

University B Already offered PhD; Ed.D Currently exploring professional doctorate in Architecture

University C

Already offered Ed.D; D.Clin. Psycol. PhD (own research degree awarding power);

University D

Already offer PhD (of another university)


Overall conclusions

PhD is fit for original purpose, and employers respect holders.

Potential Demand - Seems to be a vacant niche for a more flexible 3rd generation doctorate in public and private sectors

Potential Supply - Universities are cautious in responding to this potential demand and ….

are likely to respond with subject/discipline-led offering (1st or 2nd generation doctorate)…..

with no apparent appetite for 3rd generation doctorate.


Workshop

Is there potential for work-based, practice-led professional doctorates in your organisations?

Please split into groups and record a summary of your consensus


How much of each?How is it negotiated?

Work Based LearningAccreditation / Evaluation of Current Practice

APLAccreditation of prior accomplishments

New Learning:Taught Courses Research Projects

Research Methods

Learning Agreement


References

Costley, C. & Stephenson J (2009) Building doctorates around individual candidates’ professional experience, in Boud, D & Lee, A. Changing Practices in Doctoral Education, Routledge.

McIntyre, J. and Symes, C (Eds) Working Knowledge: The New Vocalisations of Higher Education, Buckingham, Open University Press.

Nicholls, M K et al (2009) Practice-led professional doctorates: the potential for Kent & Medway. Kent & Medway Lifelong Learning Network:

http://www.lifelonglearningnetworks.org.uk/uploads/document/685/practiceled-professional-doctorates-the-potential-for-kent-amp-medway.pdf

Park, C (2007) Redefining the Doctorate : Discussion paper Higher Education Academy.

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