The Potential for Practice-led Professional Doctorates in Providing Higher Level CPD in Kent & Medway.

Dr Mike Nicholls, Centre for Professional Practice

University of Kent at Medway

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)

“The ‘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”.

“Kinds” of Doctorate1st Generation – “traditional” PhD.2nd Generation – “Professional Doctorates” or “Taught

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

knowledge” (McIntyre & Symes 2000)

“Kinds” of Doctorate3rd Generation sometimes called the “practitioner doctorate”, “practice-led” or

“work based” doctorate Pioneered in Australia, US and UK “gives the ‘professional student’ control of content, context and

assessment and these negotiated with the university and where appropriate a professional body or employer” (Costley & Stevenson 2009).

a learner-managed pedagogy trans-disciplinarycompatible 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 ; >500 2012/13

Other kinds……….“New route” or “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” (www.newroutephd.ac.uk)

Arguably an “augmented” 1st Generation PhD.

Other kinds……….

“Industrial PhD” Increasingly in Europe (eg. Denmark, Germany) and beyond

(e.g. Singapore, Malaysia).Government initiatives – 3 way partnerships between

government, a university and industrial host.

K&M LLN Project AimsAssess 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

What’s on offer in the region?University AA pre-1992 university with academic and some professional departments PhD & “NewRoute” PhD; D.Clin.Sci.

University BA post-1992 university and former polytechnic. Offers 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.Psych.

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

Potential Demand-19 Senior Managers from Public/Private Sectors/ Professional bodies

Health (4)Local Government (4)Professional bodies/Skills Councils (4)Education (2)Chemical/Pharmaceutical (2)Public Services (1)Environmental consultancy (1)Leisure / insurance (1)

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.

Responses:Managers in Organisations Although doctoral level achievement is recognized, valued and

respected ….. currently little interest in traditional PhDs or taught doctorates

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. E.g. one large pharmaceutical company suggested the could

place around 40 candidates if such a programme existed.

Case study - ElaineProduct 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, law, business…….

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

Responses (contd):Managers in Organisations

18/19 organisations responded positively13 Senior managers offered to give up time to work with a university

on development.Mainly health trusts, local government, children services, one

professional body andsome private sector companies including chemical /pharmaceutical

industries and an environmental consultant.of two professional bodies:one (veterinary surgeons) already working with Middlesex Universityanother (quantity surveyors) already have a taught doctorate 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)

Pro-Vice ChancellorsHeads of Research &

EnterpriseHeads of Research

DegreesCampus Academic

DirectorsFaculty 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 ManagersNo 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 Appropriate assessment developed.Must include “research methods” (Is thinking beyond 1st and 2nd generation doctorate?)

Recommendations for Universities from K&M LLN

Each University could debate whether it 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 BAll university faculties/centres which currently offer PhD degrees

and one a taught doctorate (EdD)Selection of those organisations who offered to help design a

generic professional doctoral model. Guest presentation from Middlesex UniversityTwo academic departments interested (Health and Architecture).Beyond this general feelings were that professional doctorate

either devalued or competed with PhDs.Presented findings to Research Degrees Committee and to

Senior Management Team.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; D.Clin.Sci Now a Professional doctorate in Sport, Exercise and Health Science. Regulations for professional (taught) doctorates

University B Already offered PhD; Ed.D Briefly explored a professional doctorate in Architecture – no further action.

University C Already offered Ed.D; D.Clin. Psych. PhD now has own research degree awarding power;

University D Already offer PhD (of another university) expressed interest in more versatile doctorate for creative and performing arts.

Overall conclusionsPhD 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 sectorsPotential 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)…..Do Kent & Medway universities have an appetite for 3rd

generation doctorate?

University of Kent regulations for professional doctorates

Professional Doctorate

                   Taught Component  Research

ComponentMRes

Credits Required

180 credits360 credits

Fallback Awards

60 credits 120 credits 180 credits 

PGCert PGDip MA/MSc MResApplicable Regulations

Credit Framework Research Regulations  MRes

My thoughts….PhD by publication maps a

candidate’s academic career Publications are peer

reviewed “milestones” of an academic career.

What about a doctorate that uses other peer revered milestones of a professional career?

Cf. Middlesex University’s D.Prof by Public Works

Definitely needs to be designed with stakeholders - not a dictated pedagogy.

ReferencesCostley, 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.

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= Programme Specification