Charlie Owen The International EdD

Transcription

1 Charlie Owen The International EdD Institute of Education, University of London

2 Professional Doctorates Introduced to UK in 1990s UK Council for Graduate Education: 1998: 109 programmes 2009: 308 programmes The Doctor of Education (EdD) 2005: 34 programmes; 1,800 students 2009: 38 programmes; 2,228 students

3 QAA Framework Professional doctorates are covered by the QAA s qualifications framework: Professional doctorates aim to develop an individual's professional practice and to support them in producing a contribution to (professional) knowledge. QAA (2008) Framework for higher education qualifications in England, Wales and Northern Ireland. (p. 25)

4 Applied Knowledge The professional doctorate was also a response to criticism from employers that PhD students lacked the wider applied subject knowledge, practical experience and generic skills necessary in the workplace. Taylor (2008) Quality and standards: the challenge of the professional doctorate. Higher Education in Europe, 33 (1), 65-87

5 Taught Element Professional doctorate programmes include some taught elements in addition to the research dissertation. QAA (2008) Framework for higher education qualifications in England, Wales and Northern Ireland. (p. 11)

6 Started EdD in 1996 Institute of Education, University of London International EdD started 2001 The programme is designed for an international body of practitioners who would like to extend their professional expertise and training and develop skills in research, evaluation and reflection on practice. It is relevant to all academic staff in universities and colleges, school teachers, health professionals, and other professionals, including those working in international organisations. It is also suitable for senior administrators in schools, universities and educational and government bodies.

7 Applicants Asia: China, India, Iran, Japan, Pakistan, Qatar, Saudi Arabia, Singapore, South Korea, Taiwan, UAE Africa Kenya, Morocco, Mozambique, South Africa, Swaziland, Tanzania America: Argentina, Bahamas, Brazil, Canada, Chile, Trinidad, USA Europe Cyprus, Germany, Greece, Iceland, Kazakhstan, Malta, Norway

8 Criteria: Participants Four years professional experience in education Good Masters degree English language Applications 50+ per year About two-thirds offered place Some offers not taken up Group about 15

9 Delivery Part-time Not a distance programme One-week attendance per term Taught modules Lectures, seminars, workshops Later Research Weeks More varied Use library, meet supervisor , Skype, etc.

10 Programme Aims to link professional experience to research Come with professional experience Often no experience of research International, intercultural or comparative dimension Four taught modules 5,000-word assessment Two pieces of research: Institution-Focussed Study Thesis

11 Taught Modules Foundations of Professionalism Methods of Enquiry 1 Philosophical Design Ethics International Education Methods of Enquiry 2 Practical Data collection and analysis

12 Institution-Focussed Study Research based on one institution Usually own workplace Typically concerned with professional activity Insider research Empirical study Follows through MoE1/MoE2 One year 20,000-word report Double marked External moderation

13 Institution-Focussed Study providing evidence of how the study has supported your professional development and extended your understanding of your professional role International EdD Handbook

14 Institution-Focussed Study The global transformation of Technical and Vocational Education and Training: the role of the UNESCO/ UNEVOC Network in [two countries] ESOL Teachers conceptualisations of their learning through enquiry based teacher education Paving the way for student voice. Identifying facilitators and blockades. An empirical study from a secondary school in [country] Establishing a baseline for Three Child Friendly Schools in [region]

15 Thesis Typically 2-3 years Must link to professional activity Usually developed from IFS 45,000 words Assessed by viva One internal examiner, one external

16 Thesis A Bridge Over Trouble Water: The Role Of School Leadership During Times Of Economic Contraction Race Encounters in ITE: Tutors narratives on race equality and initial teacher education (ITE) In what ways can the International Training Programme (ITP) be said to contribute to the professional development and institutional competence in the Inspectorate Department of the Ministry of Education in [country]?

17 Dual Award EdD Jointly with National Institute of Education, Singapore 2006 Taught modules and IFS in one country Switch for thesis Originally same syllabus, but NIE changing taught modules next year Aligns with home EdD

18 Prospects Blip in 2008 Credit Crunch Applications did not turn into acceptances Applications buoyant this year Publicity around big increase in student fees Undergraduate Not well understood Visa restrictions Part-time British degrees continue high status