Challenging the PhD: managing the alignment of an EdD programme alongside a traditional PhD pathway.

Keynote paper at 1st International Conference for Professional Doctorates, November 2010

The impact of undertaking a professional doctorate on professionals is now well documented (Butcher and Sieminski, 2006; Wellington and Sikes, 2006). However, the cultural and pedagogical challenge the EdD brings to the traditional research PhD is less well recognised. The aim of this paper is to examine the cultural and pedagogical changes currently being experienced by one University in two aspects: (1) from the ‘master/apprentice’ (Professor/student) model traditionally reserved for PhD degrees to a more flexible and responsive pedagogy; (2) managing the integration of the EdD within already well-established university systems that do not easily support its wide and diverse approach. This paper raises issues related to the means of securing robust doctoral provision, whilst maintaining diversity across a range of doctoral routes, which complements a work-based learning and widening participation agenda. Further, it challenges university staff to develop an understanding of an emerging pedagogy which is equivalent to, but different from, a traditional PhD research route. Finally there are considerations of making more effective operational working practices related to administration and support of doctoral programmes perhaps effected by locating them all under a central Research Office, rather than within separate Schools/Faculties.

The impact of undertaking a professional doctorate on professionals is now well documented (Butcher and Sieminski, 2006; Wellington and Sikes, 2006). However, the cultural and pedagogical challenge the EdD brings to the traditional research PhD is less well recognised. The aim of this paper is to examine the cultural and pedagogical changes currently being experienced by one University in two aspects: (1) from the ‘master/apprentice’ (Professor/student) model traditionally reserved for PhD degrees to a more flexible and responsive pedagogy; (2) managing the integration of the EdD within already well-established university systems that do not easily support its wide and diverse approach. This paper raises issues related to the means of securing robust doctoral provision, whilst maintaining diversity across a range of doctoral routes, which complements a work-based learning and widening participation agenda. Further, it challenges university staff to develop an understanding of an emerging pedagogy which is equivalent to, but different from, a traditional PhD research route. Finally there are considerations of making more effective operational working practices related to administration and support of doctoral programmes perhaps effected by locating them all under a central Research Office, rather than within separate Schools/Faculties.