Professional Doctorate in Education
EdD

Modules

• Engaging with Research 1: Knowledge, Truth and Values in Research Year one, core

Engaging with Research 1: Knowledge, Truth and Values in Research (Year one, core)

The strand Engaging with Research is made up of two linked modules which explore philosophical and socio-political paradigms of knowledge, truth and values and the significance of these to research in professional domains.

This, the first module, is concerned with examining the main philosophical frameworks for knowledge, truth and values, and interrogates different ways of conceptualising the process of research. Such theoretical perspectives underpin research methodologies and sit at the foundations of both the whole research process and understandings about the nature of social reality.

Research paradigms can be identified through their ontology (what is reality?), epistemology (how do we know?) and methodology (how do we set about finding out?) The course, then, examines different ways in which ‘knowledge’ and ‘truth’ are constructed and the relationship of this both to questions of value and to the generation of professional knowledge.

This involves exploring different methodological paradigms, including the broad distinction between objectivism/positivism, interpretivism/constructivism and critical theory, and relating this to the context of educational research. It also involves consideration of the very concept of ‘professional knowledge’.

Credits: 20

• Yourself as Researcher 1: Professional Identity and Values Year one, core

Yourself as Researcher 1: Professional Identity and Values (Year one, core)

This strand is made up of two linked modules intended to support students in the development of their identity as ‘researching professionals’, including personal and theoretical reflection on what this entails. Thus, the modules invite critically informed self-reflection on identity and values firstly as a professional and secondly as a practitioner researcher.

The first module (Professional Identity and Values) focuses on professional identity and values and will consider changing notions of professionalism and professionality. Students are invited to reflect on their evolving professional identities and contexts, the values and other factors that influence this, and relate their experience and understanding to theoretical models relevant to their professional identity and practice. What does it mean to be ‘successful’ or ‘effective’ within their profession? What, for example, makes for an effective leader or educator?

Credits: 20

• Research Skills and Methods 1 Year one, core

Research Skills and Methods 1 (Year one, core)

This course provides students with a practical ‘toolkit’ to enable them to evaluate research critically and to design and conduct independent research of their own. Students will consider the relationship between research problems, questions and design, including questions of ethics, and learn to evaluate different methodological approaches.

Students will be introduced to a range of techniques for collecting and analysing data, acquire insight into their strengths and limitations, and gain hands-on experience through supervised completion of practical exercises.

Credits: 20

• Research Skills and Methods 2 Year two, core

Research Skills and Methods 2 (Year two, core)

This course provides students with a practical ‘toolkit’ to enable them to evaluate research critically and to design and conduct independent research of their own. Students will consider the relationship between research problems, questions and design, including questions of ethics, and learn to evaluate different methodological approaches.

Students will be introduced to a range of techniques for collecting and analysing data, acquire insight into their strengths and limitations, and gain hands-on experience through supervised completion of practical exercises.

Credits: 20

• Yourself as Researcher 2: Practitioner Research in Context Year two, core

Yourself as Researcher 2: Practitioner Research in Context (Year two, core)

This is the second of two linked modules intended to support you in the development of your identity as a ‘researching professional’, including personal and theoretical reflection on what this entails.

The second module (Practitioner Research in Context) focuses on the nature of professional/practitioner research and on professional contexts as sites for research, considered in theoretical, contextual and historical contexts.

Students are also asked to reflect on the rationale, strengths and limitations of practitioner researcher in relation to personal, professional and policy contexts.

Students are then asked to consider issues arising in relation to the purpose and use of research findings: such as tensions in the interpretation of evidence, status as knowledge, questions relating to dissemination strategies, impact, and the place of evidence-based or -informed practice. These issues are all considered in relation to a small-scale research inquiry into their own practice.

Credits: 20

• Engaging with Research 2: Research, practice and the political Year two, core

Engaging with Research 2: Research, practice and the political (Year two, core)

This strand is made up of two linked modules which explore philosophical and socio-political paradigms of knowledge, truth and values and the significance of these to research in professional domains.

This, the second module, is concerned with the location of research in paradigms of knowledge and value explored from socio-politically informed perspectives and in relation to political, cultural and social contexts, including the realm of public policy.

It covers the significance of power and politics to knowledge creation from theoretical positions informed by critical theory; competing paradigms of knowledge in national and transnational contexts within which research is sited; and the relationship between research, public policy and practice.

Credits: 20

• Research Proposal Year two, core

Research Proposal (Year two, core)

This module, undertaken under supervision, directly underpins the Part 2 Dissertation and comprises a 10 -12,000 word research proposal, structured and presented in a manner appropriate to the discipline.

It is expected that the Research Proposal would also include reflection on a small-scale pilot study and compliance with the University’s research ethics policies and procedures. There is also an oral examination for this module.

Assessment: 10 -12,000 word research proposal and an oral examination

Credits: 60

• Dissertation Core

Dissertation (Core)

The research project is undertaken under supervision and comprises the Part 2 Dissertation with a 60,000 word or equivalent research thesis, structured and presented in a manner appropriate to the discipline. There is also an oral examination upon submission of the written thesis.

Assessment: 60,000 word or equivalent research thesis and an oral examination

Credits: 360