2nd ICPD Conference2nd ICPD ConferenceThe Education Doctorate in The Education Doctorate in

Transnational Context: Transnational Context: Reflections from a Programme Mgt Reflections from a Programme Mgt

PerspectivePerspective

Benjamin TakBenjamin Tak--Yuen ChanYuen Chan

Open University of Hong KongOpen University of Hong Kong

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Speaker’s InterestSpeaker’s Interest

�� Past coordinator of a transnational Past coordinator of a transnational EdDEdD in HKin HK

�� Personal insight from being a Personal insight from being a graduate of such graduate of such programmeprogrammegraduate of such graduate of such programmeprogramme

�� This presentation attempts to fill in This presentation attempts to fill in the gap of knowledge about the gap of knowledge about programmeprogramme management of management of EdDEdD in in overseas delivery sites overseas delivery sites

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Some past studiesSome past studies

�� ESCalateESCalate Conference (2003), Conference (2003),

Leicester (U of Nottingham) explored on Leicester (U of Nottingham) explored on the transnational the transnational EdDEdD in relation to:in relation to:

•• Differences in cultural assumptions of Differences in cultural assumptions of •• Differences in cultural assumptions of Differences in cultural assumptions of knowledgeknowledge

•• Adequacy and effectiveness of supervision Adequacy and effectiveness of supervision arrangement at a distancearrangement at a distance

•• Library supportLibrary support

•• Costing model that takes into account possible Costing model that takes into account possible high attrition ratehigh attrition rate

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Some past studies (cont’d)Some past studies (cont’d)

�� Chapman (2008) was concerned with:Chapman (2008) was concerned with:•• Experience of students doing a Experience of students doing a

transnational EdD in HK and Singapore transnational EdD in HK and Singapore of the U of Western Australiaof the U of Western Australia

•• Dynamics and complexities of student Dynamics and complexities of student •• Dynamics and complexities of student Dynamics and complexities of student expectationsexpectations

•• Membership of students in a learning Membership of students in a learning communitycommunity

•• Relationship between student learning Relationship between student learning style and research supervision needsstyle and research supervision needs

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Issues of InterestIssues of Interest

�� Why has the transnational EdD been Why has the transnational EdD been introduced into HK and what are the introduced into HK and what are the conditions that had helped to sustain conditions that had helped to sustain its recruitment momentum? its recruitment momentum? its recruitment momentum? its recruitment momentum?

�� What effect does the transnational What effect does the transnational EdD have on local institutions?EdD have on local institutions?

�� What will be the future direction of What will be the future direction of the transnational EdD in Hong Kong?the transnational EdD in Hong Kong?

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Background to the transnational Background to the transnational EdDEdD in HKin HK

The driving forces for recruitmentThe driving forces for recruitment

•• HKIEd was established in 1994 from an HKIEd was established in 1994 from an amalgamation of teacher training collegesamalgamation of teacher training colleges

•• Boom in continuing and professional education Boom in continuing and professional education after 1997 after 1997 after 1997 after 1997

•• Postsecondary education expansion and Postsecondary education expansion and establishment of community colleges in 2000establishment of community colleges in 2000

•• ReRe--organisation and expansion of the organisation and expansion of the Vocational Training Council Vocational Training Council

•• A perceived or real need by those employed in A perceived or real need by those employed in these sectors to obtain a doctoral degree these sectors to obtain a doctoral degree

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The supply sideThe supply side�� First wave providers (transnational)First wave providers (transnational)

•• 66--7 UK and Australian universities involved7 UK and Australian universities involved

•• Often offer Often offer programmesprogrammes in multiple sites in the in multiple sites in the region or worldwide with pathway region or worldwide with pathway specialisationspecialisation(e.g. education mgt)(e.g. education mgt)

•• One UK One UK programmeprogramme has an unbroken record of 14 has an unbroken record of 14 intakes since 1997 intakes since 1997 intakes since 1997 intakes since 1997

�� Second wave providers (local)Second wave providers (local)

•• Associated with the confidence of local universities Associated with the confidence of local universities to offer taught doctoral degree, strong financial to offer taught doctoral degree, strong financial impetus behind due to withdrawal of impetus behind due to withdrawal of gov’tgov’t funding funding for taught postgraduate for taught postgraduate programmesprogrammes in 2004in 2004

�� Third wave providers (transnational)Third wave providers (transnational)

•• Blended learning mode (US), Blended learning mode (US), DProfDProf still a rarity!still a rarity!

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A profile of A profile of programmesprogrammes

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The demand sideThe demand side

�� The students studying in transnational The students studying in transnational EdD programmes in HK are generally:EdD programmes in HK are generally:

•• Working in tertiary and secondary education, Working in tertiary and secondary education, with more from teaching than administration with more from teaching than administration backgroundbackgroundbackgroundbackground

•• Most of them do not hold an MEd, but have 2 Most of them do not hold an MEd, but have 2 or more Masters from other fieldsor more Masters from other fields

•• Majority of students are in the age range of Majority of students are in the age range of 3636--4545

•• Professionals from nonProfessionals from non--educational fields are educational fields are also admitted also admitted

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Current market situationCurrent market situation

�� 4 local universities (HKU, CUHK, HKIED, 4 local universities (HKU, CUHK, HKIED, OUHK) offer EdD, 3 are major providersOUHK) offer EdD, 3 are major providers

�� Only 1 UK transnational programme Only 1 UK transnational programme actively recruiting now (Bristol)actively recruiting now (Bristol)

New transnational entrants include 1 US New transnational entrants include 1 US �� New transnational entrants include 1 US New transnational entrants include 1 US institution (Northeastern)institution (Northeastern)

�� Underlying demand is still strong but Underlying demand is still strong but applicants show a preference for local applicants show a preference for local programmes (a retreat in transnational programmes (a retreat in transnational provision may be both a cause and effect!) provision may be both a cause and effect!)

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Comparing HK local and Comparing HK local and transnational transnational EdDEdD programmesprogrammes

Transnational programmesTransnational programmes

�� UK providers are mature and upperUK providers are mature and upper--tier HEI, 1 tier HEI, 1 programme has passed the litmus test of QAA programme has passed the litmus test of QAA collaborative audit in 2007. Quality is not the collaborative audit in 2007. Quality is not the prime concernprime concernprime concernprime concern

�� Graduation/attrition rate of these transnational Graduation/attrition rate of these transnational programmes are not publicised (Unofficial tally of programmes are not publicised (Unofficial tally of 206 graduates as at April 2010) but it is believed 206 graduates as at April 2010) but it is believed to be quite variable across programmesto be quite variable across programmes

�� One programme has a cumulative recruitment of One programme has a cumulative recruitment of 280 with 44 graduates (as of 2008) 280 with 44 graduates (as of 2008)

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Comparing HK local and Comparing HK local and transnational transnational EdDEdD programmesprogrammes

HK local programmesHK local programmes

�� Three of the 4 programmes are late starters Three of the 4 programmes are late starters (from 2003 onwards) with few graduates to date(from 2003 onwards) with few graduates to date

�� Gained advantage in curriculum design from Gained advantage in curriculum design from being late developers (improved feature for being late developers (improved feature for being late developers (improved feature for being late developers (improved feature for research skills training to enhance completion research skills training to enhance completion rate)rate)

�� HK is ranked #2 in education research in the HK is ranked #2 in education research in the Asiatic region after Taiwan (based on SCOPUS Asiatic region after Taiwan (based on SCOPUS and in terms of the total no. of papers, citations and in terms of the total no. of papers, citations and Hand H--index). This reflects underlying research index). This reflects underlying research strength of the schools of education in HK. strength of the schools of education in HK.

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Addressing applicants’ concernAddressing applicants’ concern

�� Cost Cost •• Issue of frontIssue of front--loading in fee paymentloading in fee payment

�� Reputation of institutionReputation of institution•• RAE performance or University ranking RAE performance or University ranking •• RAE performance or University ranking RAE performance or University ranking

table as indicator?table as indicator?

�� Can I graduate?Can I graduate?

�� Matching potential thesis topic with Matching potential thesis topic with supervision expertisesupervision expertise

�� Recognition of EdD visRecognition of EdD vis--àà--vis PhDvis PhD

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Comparing fee level and structureComparing fee level and structure

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Ranking table and RAE indicatorsRanking table and RAE indicators

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Responses to questions of Responses to questions of applicantsapplicants

�� Need to consider own priorities and time mgtNeed to consider own priorities and time mgt

�� Need to take into account breadth and depth of Need to take into account breadth and depth of taught modules and coursework requirementstaught modules and coursework requirements

�� Need to understand the supervision relationship Need to understand the supervision relationship �� Need to understand the supervision relationship Need to understand the supervision relationship and expectation of supervisorand expectation of supervisor

�� Need to understand the EdD career pathway Need to understand the EdD career pathway (both local and overseas)(both local and overseas)

�� Need to be realistic after all, or risk nonNeed to be realistic after all, or risk non--completion!completion!

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Future direction of transnational Future direction of transnational EdDEdD in HKin HK

�� Local EdD programmes (mostly reformed 1st Local EdD programmes (mostly reformed 1st generation professional doctorates) remain to be generation professional doctorates) remain to be too academic and singularly focused on training too academic and singularly focused on training of research skills as these programmes are of research skills as these programmes are similarly driven by the research agenda of staffsimilarly driven by the research agenda of staff

Local professional doctorates in other fields Local professional doctorates in other fields �� Local professional doctorates in other fields Local professional doctorates in other fields (engineering, health science, nursing, psychology, (engineering, health science, nursing, psychology, social work, tourism and hotel mgt, law) continue social work, tourism and hotel mgt, law) continue to proliferateto proliferate

�� The discussion about professional doctorates of The discussion about professional doctorates of the second generation type or beyond has not the second generation type or beyond has not reached the scene yetreached the scene yet

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Recommendations for future Recommendations for future transnational transnational programmeprogramme providersproviders

�� Transnational EdDs of the reformed 1st Transnational EdDs of the reformed 1st generation type offer little competitive advantage generation type offer little competitive advantage over their local counterpartsover their local counterparts

�� Professional doctorates with its focus on the Professional doctorates with its focus on the learner and links between the profession, learner and links between the profession, workplace and university, and its assessment via workplace and university, and its assessment via workplace and university, and its assessment via workplace and university, and its assessment via portfolio or project rather than thesis actually portfolio or project rather than thesis actually goes well with the practical ethos of professionals goes well with the practical ethos of professionals in HKin HK

�� HK universities are traditional and experience HK universities are traditional and experience substantial lag in adopting liberal approaches and substantial lag in adopting liberal approaches and ideas from overseasideas from overseas

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Recommendations for future Recommendations for future transnational transnational programmeprogramme providers providers

(cont’d)(cont’d)

�� Opportunity for 2nd generation transnational Opportunity for 2nd generation transnational professional doctorate programmes to enter the professional doctorate programmes to enter the market, especially the postmarket, especially the post--1992 HEI1992 HEI

�� The major challenge is to debunk the assumption The major challenge is to debunk the assumption of lesser quality put on these programmes due to of lesser quality put on these programmes due to The major challenge is to debunk the assumption The major challenge is to debunk the assumption of lesser quality put on these programmes due to of lesser quality put on these programmes due to thesis not being the end productthesis not being the end product

�� Alliance with professional bodies/associations as Alliance with professional bodies/associations as partners is advisable partners is advisable

�� Window of opportunity for overseas providers is Window of opportunity for overseas providers is based on the lag period of uptake of this based on the lag period of uptake of this curriculum model by local universities curriculum model by local universities

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Thank youThank you

Email: Email: btychan@ouhk.edu.hkbtychan@ouhk.edu.hk

A travelling grant from the SinoA travelling grant from the Sino--British British Fellowship Trust is gratefully acknowledgedFellowship Trust is gratefully acknowledged

2020