Doctorate in Education (Research)
Background
Who is the programme for?
The EdD is aimed primarily at professionals working at all levels and sectors in education, training and development, and in education-related fields. Current students, from the UK and abroad, are drawn from schools, further and higher education, non-government organizations, adult and community education, youth development, children’s services, local government, and health education.
The normal entry requirement is a Masters level qualification, or equivalent, in education or a cognate subject area with requests for assessment of prior learning considered in exceptional circumstances. In addition, for those whose first language is not English, a minimum IELTS score of 6.5 is required, with no less than 6 in each subskill.
Whilst participants will need adequate IT competence to benefit from and participate in e-learning, both initial and ongoing support and advice are available. You will need regular access to a computer with a reliable high speed internet connection.
What will you get?
The overall aims of the EdD programme are:
- to enhance critically reflective approaches to the analysis, evaluation, synthesis and application of relevant theories, principles and concepts affecting education
- to enhance understandings of professional practice, policy development and analysis, educational futures and research activity
- to enable practitioners to participate in the analysis, critique, application and generation of educational practice, policy and research related to and impacting upon their professional contexts
The EdD is an innovative programme offering a professionally relevant and academically rigorous opportunity for advanced study in education. The programme features a combination of flexible study through part-time distance e-learning with study weekends in Glasgow. Enabled by the e-learning environment, with its focus on discussion and debate, you will be part of an engaged, active learning community, in which we place a high value on linking study to your own professional circumstances and interests.
Comparable with a PhD in rigour and status except that it offers taught courses for the first three years, the EdD differs from the PhD in that it provides a structured programme of advanced study that is professionally relevant and focusses on the inter-relationship of research, policy and practice.
Tuition fees
In 2013 to 2014 fees for Year 1 will be £2,500 for Home/EU participants and £5,295 for overseas participants. Please note that UK citizens living overseas may be required to pay overseas rates.
Unusually, on a programme of this nature, the cost of the weekend study schools is included in the course fees. All accommodation and meals (Friday evening until Sunday afternoon) are included and you will only have to pay for your own travel and any additional expenses you incur.
Although the programme draws on significant online resources, each course may require you to purchase several books.
Whilst some participants on the programme have been able to obtain part of full funding for their tuition fees, scholarships for a part-time programme are not readily available. Applicants may wish to discuss the possibility of funding directly with their employers in addition to seeking information regarding scholarships or loans and we are very happy to write letters confirming your participation on or acceptance to the course if required.
Introductory reading
The following sample of texts used in year one of the EdD indicates themes and materials that applicants would work with in the first year of the programme:
Bradbury,H., Frost,N., Kilminster,S. and Zukas,M. (eds) (2010) Beyond Reflective Practice: new approaches to professional lifelong learning, London:Routledge
Brookfield, S. (1995) Becoming a critically reflective teacher, San Francisco: Jossey-Bass.
Dewey, J. (1933) How we think: a re-statement of the relationship of reflective thinking to learning, New York: Heath D.C.
Dewey, J. (1938) Experience and education, London: Collier-MacMillan.
Forde, C., McMahon, M., McPhee, A. and Patrick, F. (2006) Professional development, reflection and enquiry, London: Paul Chapman.
Giddens, A. (1998) The Third Way, Cambridge: Polity Press.
John, P. (1998) Analysing public policy (Critical political studies), London: Continuum
Kemmis, S. and Smith, T. (2007) (eds.) Enabling praxis, Rotterdam and Taipei: Sense Publishers.
Parsons, W. (1995) Public policy: an introduction to the theory and practice of policy analysis, Cheltenham: Edward Elgar
Schon, D. (1983) The reflective practitioner: how professionals think in action, Aldershot, Hants, UK: Arena Ashgate.