Name of institution Host department Course status 1. Mauritius Institute of Education

PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) Professional Doctorate in Education Master of Research in Education Validated University of Brighton School of Education Falmer Name of institution Host department Course status 1. Mauritius Institute of Education Admissions Admissions agency Entry requirements Include any progression opportunities into the course. N/A validated Falmer-based students - Direct to School of Education, University of Brighton Mauritius-based students Direct to Mauritius Institute of Education Check the University s website for current entry requirements. A qualification, normally at Master s level, in a relevant subject, or appropriate research experience. An application made by someone with research experience, but with no Master s level qualification will be considered on its merits and will normally require independent academic references. Applicants will normally also have at least four years of appropriate professional experience. All applicants will be interviewed, normally by the Programme leader and a member of the EdD Management team, in addition to any documentary submission made to support their application. For applicants whose first language is not English, a mandatory minimum standard of English competence will be required which is equivalent to an IELTS score of 7.5. English language competence will be tested through the application form and interview. Recognition of Prior Learning Claims for Recognition of Prior Learning (RPL) will also be considered. A maximum of 180 level 7 credits will be awarded by RPL, normally to those applicants holding an MRes or MPhil in an Education-related subject. Such applicants will be required to complete an appropriate research plan and to attend an interview prior to being accepted onto Stage 2 of the EdD programme. Selection process Candidates submit an application form which includes a research proposal and are interviewed by two members of the EdD tutor team (for Mauritius the interviews are conducted by Skype with one Falmer based tutor and one MiE based tutor). Page 1 of 14

Progression routes N/A Start date Mode of study Registration arrangements Due to the different contexts and sponsorship arrangements of Falmer-based and Mauritius-based students, there are different registration arrangements in place: Falmer-based students will register initially on the MRes Education award, prior to transferring to the EdD (Stage 2) following successful completion of Stage 1 of the programme and having met the transfer requirements specified in Examination and Assessment Regulations section of this document; Mauritius-based students will register on the EdD (Stage 1) at the commencement of their studies, and will be permitted to progress to Stage 2 following successful completion of Stage 1 of the programme and having met the progression requirements specified in Examination and Assessment Regulations section of this document; December 2017 (Mauritius Institute of Education) September 2017 (School of Education, Falmer) Mode of study Duration of study (standard) Maximum registration period Full-time N/A N/A EdD stage 1 part-time + EdD stage 2 part-time 2 years + 3 years Sandwich n/a n/a Distance n/a n/a Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor(s) Examination and Assessment N/A Dr Nadia Edmond (Falmer) Dr Mark Price (MiE) Dr Nadia Edmond (Falmer) Dr Mark Price (MiE) 7 years Name Place of work Date tenure expires External Examiner(s) Examination Board(s) (AEB/CEB) Dr. Naomi Flynn University of Reading 31/12/2020 Michael Jopling (MRes only) Northumbria University 31/12/2019 Professional Doctorate in Education Joint AEB / CEB Approval and review Validation Approval date May 2000 (EdD) October 2011 (MRes)2 Review date March 2017 Page 2 of 14

Programme Specification September 2017 This programme specification applies to: Students based at the Mauritius Institute of Education who will start their studies in December 2017 Students based at the School of Education, Falmer who start their studies in September 2017, Professional, Statutory and Regulatory Body 1 (if applicable): N/A N/A Page 3 of 14

PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: Students undertaking the EdD will successfully complete Stage 1 before embarking on Stage 2, their EdD thesis. Stage 1 of the EdD normally takes two years of part-time study and Stage 2 will normally take four years of part-time study. The broad, overall aims of the EdD are stated below, however, these must be considered in conjunction with the more specific aims of Stage 1 of the EdD are stated below. Overall aims of the EdD The overall aim of the Professional Doctorate programme is to develop a practitioner who can use research to address problems of professional practice and specifically to: Develop high level expertise in an area of professional practice and/or policy to support personal and career development. Develop understanding, use and critique of a broad range of research techniques and approaches through which educational phenomena can be understood and improved, Develop the capacity to undertake research on professional practice and/or policy that makes an original contribution to knowledge, and which is of publishable standard. Enable students to undertake critical reflection and lead the continuing development of new thinking and practices in their professional context. Specific aims of stage 1 of the EdD (MRes Education) To provide a level 7 programme of study in education research to meet the individual and professional needs of the student. To enable students to master theory and practice in education research, including training in research methods and methodology To facilitate autonomous and critical evaluation of education research skills and practice. To extend and consolidate students academic writing skills, including specifically writing for publication To provide a comprehensive foundation for further postgraduate study at doctoral level and high level research based/informed professional practice Learning outcomes The learning outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 1. Knowledge and theory e.g. demonstrate knowledge of, be aware of, have an understanding of Knowledge and Theory Learning outcomes for stage 1 EdD/ MRes Education On successful completion of this stage students will have demonstrated knowledge and understanding of: 1. key components of, and the relationship between, subject-specific / discipline specific theory and the practice of education research in the student s chosen area of study. 2. the relationships between qualitative and quantitative research methods and methodologies, and the rationale, strengths and weaknesses of using each approach. 3. the importance and use of primary and secondary data sources. 4. the role of ethics in the education research process 5. the principles of research design 1 Please refer to the Curriculum Staffcentral site or QAA website for details. Page 4 of 14

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills Knowledge and Theory Learning outcomes of the EdD In addition to the learning outcomes for Stage 1, on successful completion of the award of EdD students will have demonstrated : 6. that they can interpret new knowledge which makes an original contribution to knowledge relating to professional practice in the field of education, 7. have a deep and systematic understanding of a substantial body of knowledge relevant to their own professional practice, 8. understand the potential contribution of research in questioning, managing and resolving problems of professional practice in educational contexts, 9. have a comprehensive understanding of research methodologies and techniques applicable to the discipline (theory or research-based), 10. understand and use appropriate research methods to identify, analyse and contribute to the resolution of emergent problems of professional practice. Skills Learning outcomes for stage 1 EdD (MRes Education) On completion of stage 1 course students will have gained the following skills: 11. a critical appreciation of the research process relevant to advanced research and practice in the individual s field of study; 12. an extensive understanding of research methodology relevant to individual field of study; 13. the capacity to independently design and undertake a substantial research project; 14. an awareness of the specialist research methodologies appropriate to their research project; 15. the ability to select and provide a rationale for the selection of particular methodological approaches. Skills Learning outcomes of the EdD In addition to the learning outcomes for Stage 1, on successful completion of the award of EdD students will have gained the following skills: 16. critical capacities that allows them to independently evaluate research, advance scholarship and methodologies and argue alternative approaches, 17. can provide professional leadership and model autonomous research practice in complex, unpredictable and specialised contexts that may be at the forefront of professional knowledge. 18. are able to work with theoretical and research knowledge at the forefront of the discipline, which is of a quality to satisfy peer review and merit publication, in order to develop innovation in professional practice. 19. Can communicate complex or contentious information clearly and effectively to specialists and non-specialists. 20. Are able to respond reflexively and reflectively to their role in the research process and their professional practice and manage the implications of ethical dilemmas QAA subject benchmark statement (where applicable) 2 Subject Benchmark Statement Education Studies QAA February 2015 http://www.qaa.ac.uk/en/publications/documents/sbs-education-studies- 15.pdf The EdD meets the requirements of Professional and practice based 2 Please refer to the QAA website for details. Page 5 of 14

doctorates as articulated by the QAA in Characteristics Statement: Doctoral Degrees September 2015 http://www.qaa.ac.uk/en/publications/documents/doctoral-degree- Characteristics-15.pdf Professional and practice-based doctorates usually contain taught elements with significant lecture and seminar content, but final award of the doctorate is based on a supervised research project, projects or portfolio. In some programmes, the taught elements are assessed and either a pass/fail, or a mark or grade, is given. Such assessments may act as incremental hurdles for the candidate as part of his/her progress towards the independent research project. Research projects in professional doctorates are normally located within the candidate's profession or practice. In practice-based or practitioner doctorates the candidate's output involves practice-related materials. For example, in the performing arts, the output involves a written component, which complements the practice-based element (this may be shorter than the traditional PhD thesis, and includes both reflection and context), and one or more other artefacts, such as a novel (for creative writing), a portfolio of work (for art and design), or one or more performance pieces (for theatre studies, dance or music). In clinical practice-based doctorates, such as the DClinPsy or the MD, the research is likely to draw on clinical work involving clinical trials or other work with patients in the practical/clinical setting; the clinically based and academic research are then combined in the candidate's thesis or portfolio. Professional doctorates are rooted in an academic discipline as well as in a profession (education, engineering, law and so on). Candidates whose research arises out of practice alone, who are not working in an academically related professional field and who spend most of their time learning in their work environment rather than with the higher education provider would be more likely to complete a practice-based doctorate. In both practice-based and professional doctorate settings, the candidate's research may result directly in organisational or policy-related change. As for the subject specialist study doctorate, professional and practicebased doctorates are assessed through submission of a thesis or portfolio, and in the vast majority of cases an individual oral examination ('viva' or 'viva voce'). The provider's definition of whether the award is a professional or practice-based doctorate will have a bearing on the assessment criteria for the degree. In the assessment of professional and/or practice-based doctorates, similar to the PhD, examiners' criteria may include the extent to which the candidate understands current techniques in the subject, for example through demonstrating engagement with and use of research methods and how they inform professional practice. In the case of professional doctorates, successful completion of the degree normally leads to professional and/or organisational change that is often direct rather than achieved through the implementation of subsequent research findings. PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. N/A LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/clinical-based learning. The indicative list of learning and Page 6 of 14

teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The programme comprises a taught element which provides postgraduate level learning in education literature search and survey, research methods (quantitative and qualitative), and theoretical perspectives from the social sciences which can inform the study of education. The focus of the teaching strategies is to develop students as participants in a peer community of academic and professional research practice. The teaching is therefore done in small group seminars and individual tutorials to maximise student interaction and contribution. Seminars include opportunities for formative assessment through presentations to the group and peer and tutor feedback and tutorials provide opportunities for more dedicated individual formative feedback from the PDA. Both forms of feedback should inform and support students in completion of their s. Summative feedback is via Assessment Report Feedback sheets which are then discussed in individual tutorials. In addition to the above, following discussion with their PDA, students can access sessions/online courses from Doctoral College Researcher Development Programme https://staff.brighton.ac.uk/reg/doc/docs/bdc%20rdp%20handbook%202016_17_%20online.pdf As required by the University of Brighton generic MRes regulations the majority of credits in stage 1 will come from students designing and executing a substantial research project. It is likely that this project will deploy field work methods learned and developed in the taught component, although desk-based research and secondary data analysis will also be acceptable. Learning and teaching methods for Stage 2 of the EdD In stage 2 students are enrolled with the Doctoral College and are subject to the University of Brighton Code of Practice and Regulations for Research Degrees (https://staff.brighton.ac.uk/reg/acs/docs/2016-17_student_contract_code-of-practice-and-regulations-for-research-degrees-15%2016.pdf ) A full-time research student should be entitled to 90 hours of supervisors time, the equivalent of 45 hours of each of two supervisors' time (or pro rata for supervisory teams greater than two in number) on an annual basis. Heads of School are expected to include this in the detailing of staff hours and duties. A minimum of one third of this should be consultation time. That is, each full time research student is entitled to a minimum of thirty hours consultation time per year from the supervisory team and part-time students are entitled to normally 50% of that expectation and students on continuation fee to 10% thereof. The precise timings for delivery of such supervision should be agreed by mutual consent and will need to be such as to meet the needs of the students and supervisors. The HoS is expected to provide appropriate facilities to support the project to be agreed on at the admissions stage and this should be reviewed throughout the period of study. This will include access to adequate and appropriate working space, as agreed at the admissions interview in communication with the appropriate DPS. There is an expectation that students present papers and posters at post-graduate conferences within and external to the UoB. For Mauritius or other over-seas students suitable conferences will be be identified in conjunction with their supervisory team. Page 7 of 14

ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. Stage 1 Course Learning Outcome 1. key components of, and the relationship between, subject-specific / discipline specific theory and the practice of education research in the student s chosen area of study. 2. the relationships between qualitative and quantitative research methods and methodologies, and the rationale, strengths and weaknesses of using each approach. 3. the importance and use of primary and secondary data sources. 4. the role of ethics in the education research process 5. the principles of research design 6. a critical appreciation of the research process relevant to advanced research in the individual s field of study; 7. an extensive understanding of research methodology relevant to individual field of study; 8. the capacity to independently design and undertake a substantial research project; 9. an awareness of the specialist research methodologies appropriate to their research project; 10. the ability to select and provide a rationale for the selection of particular methodological approaches. Assessment method and presentation and presentation Module KZ700 KZ701 KZ700 KZ701 KZ700 KZ701 Credits 20 20 20 20 20 20 Assessment tasks during Stage 1 of the EdD are assessed against the published assessment criteria for the module and graded using grading descriptors. The modules comprising Stage 1 are at Masters level (level 7) and students may exit with the MRes. Note: Students progressing to stage 2 of the EdD are exempt from the viva voce examination in, and the mark for task 1 in that module is then weighted at %. Stage 2 Students in Stage 2 of the EdD must complete a Research Plan Approval prior to the commencement of the final thesis, and it is expected that, due to the shortened nature of the research element of the award, this will be submitted for approval within four months of their transfer to Stage Two. Students in Stage 2 will be assessed through their final thesis (which contains an independent and original contribution to knowledge relating to practice which will be examined under the regulations for research degrees) and in the EdD viva examination. The final thesis and viva should demonstrate Page 8 of 14

achievement of all the learning outcomes associated with Stage 2 of the EdD. In total, they are notionally equivalent to 3 D level (level 8) credits. The thesis and viva are assessed in accordance with the University s Research degree regulations. The Research Degree Examination Sub-Committee shall receive the recommendation of the examining team and is responsible for the conferment of the award on behalf of the Academic Board subject to ratification by the Chair of the Board. SUPPORT AND INFORMATION Institutional/ University Students on this course benefit from: Please refer to information held in studentcentral. Induction programme On-line library facilities with the UoB For MiE students, access to the MIE library with appropriate lending facilities E-mail address Administrative support based at UoB (on line) For MiE students, administrative support based at MIE (on line, via telephone and face to face) Access to on-line support for welfare services through the SoE SSGT Academic support via ASK and EPIGEUM in studentcentral Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: In addition, students on this course benefit from: Please refer to information held in studentcentral and in the student handbook. Intensive study days three times per year and monthly Saturday sessions Peer-led critical study groups both face to face and via student central. Programme Leader based at UoB; Course Leader based at MIE plus support tutor based at MIE for advice and guidance Access to on-line resources and discussion forums Page 9 of 14

PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Stage 1 Part-time Year 1 Semester 1: KZ700 and KZ701 Semester 2: (80 Credits in total) Year 2 Semester 1 and 2: ( credits in total) Stage 1 Full-time Year 1 Semester 1: KZ700, SS748 and SS778 (80 Credits in total) Semester 2 ( credits in total) Progression (to stage 2) is at the end of stage 1 study. Stage 2 Part-time only Years 1-4 Thesis (360 credits in total) Modules Stage 1 Level 7 Module code Status Module title Credit 7 KZ700 C Approaches to searching and 20 surveying the literature 7 KZ701 O A critical review of literature 20 7 O Critical engagement with methodology 7 SS748 O Principles of Social Research 30 7 SS778 O Research Methods in the Social 30 Sciences 7 M Designing and conducting a research project Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional* (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) *Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability. Stage 2 of the EdD Stage 2 of the EdD is organised and delivered in accordance with the University of Brighton Code of Practice for MPhil, PhD and Professional Doctorates; therefore, this document should be referred to for full details. In summary, the key features of Stage 2 are as follows: Following transfer / progression to Stage 2, students are appointed a supervisory team; Page 10 of 14

For each student, for the duration of their research degree, there will be a Thesis Panel which will make the major decisions about the progress of the student and the degree; Students must complete a Research Plan Approval prior to the commencement of the final thesis, and it is expected that will be submitted for approval within six months of their transfer to Stage 2: the research plan is considered by a meeting of the students full Thesis Panel. Continuation of enrolment as a research student of the University is normally dependent upon approval of the plan; Stage 2 students must be approved annually for progression on the research degree: the Progression Review Panel, consisting of the non-supervisory members of the Thesis Panel, interviews the student, after seeking advice from the supervisory team, to determine whether the work undertaken is sufficient to approve progression; The Thesis Completion Plan is the final key stage in the research student life cycle. It reviews work undertaken to-date and identifies the final work to be undertaken in the production of the thesis; The Examination arrangements are approved by the Research Degrees Examination Sub- Committee; Details of the requirements for the submission of the thesis and completion of the viva examination are given in the University Research degree regulations for MPhil, PhD and Professional Doctorates. Stage 2 components Thesis proposal Submission of 60,000 word thesis Progression point Submission and presentation of thesis proposal at a Research Plan Approval Meeting (6 months after transfer) Thesis examination panel (4-5 years after transfer) Page 11 of 14

AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 3 Minimum credits 4 Ratio of marks 5 : Class of award Exit Award PGCert Education 7 Total credit 60 Minimum credit at level of award 60 Exit Award MRes Education 7 Total credit 180 Minimum credit at level of award 180 Final Award EdD Professional Doctorate in Education 8 Total credit 360 Minimum credit at level of award 360 Credit weighting Credit weighting n/a Post-graduate degree Post-graduate degree Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 6 degree (excludes PGCE and BM BS) 70% - % Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Merit 50% - 59.99% Lower second (2:2) Pass % - 49.99% Third (3) Pass n/a 3 Total number of credits required to be eligible for the award. 4 Minimum number of credits required, at level of award, to be eligible for the award. 5 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 6 Refers to taught provision: PG Cert, PG Dip, Masters. Page 12 of 14

EXAMINATION AND ASSESSMENT REGULATIONS The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. 1. Stage 1 of the EdD 1.1 Assessment regulations The assessment of the modules comprising Stage 1 of the EdD is completed in accordance with the University s General Examination and Assessment Regulations. 1.2 Assessment of The final module during Stage 1 ( - Designing and Conducting a Research Project) is assessed in accordance with the University s Master of Research Generic Framework. In summary: Students must complete a research project and viva-voce examination (oral). Both tasks are assessed by two independent assessors, one of whom is an external assessor, who are independent of the supervision of the research. Sufficient external assessors should be appointed to be able to satisfactorily assess all the subject areas of the research component within Stage 1 of the EdD (it is anticipated that one external assessor will be required); External assessors will normally be appointed for a period of three years, on the recommendation of the appropriate School Board of Study, by the Sub Committee for External Examiner Nominations (SCEEN), based on the criteria included in the University s Master of research Generic Framework; Each oral examination will normally be chaired by a member of UoB staff who has no association with the EdD, no prior involvement with the project or any association with the student. This person shall advise the internal and external assessors on the regulations of the University but will take no part in the final academic judgement of the assessors. 1.3 Requirements for the transfer / progression to Stage 2 of the EdD In order to transfer (in the case of Falmer-based students) or progress (in the case of Mauritius-based students) to Stage 2 of the EdD, students will be expected to have achieved the following: A mark of pass in all three modules comprising Stage 1 of the EdD; A mark of at least 60% in. Students who have not met these requirements will not normally be permitted to transfer / progress to Stage 2 of the EdD. 1.4 Requirements for the award of MRes Education Students who transfer / progress to Stage 2 of the EdD will not be conferred to the MRes Education award. Students not transferring / progressing to Stage 2 of the EdD will be conferred the MRes Education, assuming that they have achieved a mark of pass in each of the three modules comprising Stage 1 of the EdD (and therefore a credit-weighted mean mark of at least 50.00 in the three modules). The MRes Education degree is awarded as a pass, with merit or with distinction. The algorithm used to determine merit and distinction classification is as follows: Merit will be awarded to students who have satisfied the requirements of the MRes and have achieved a credit-weighted Page 13 of 14

mean mark from the modules comprising Stage 1 of the EdD of at least 60 and a mark of at least 60 in. Distinction will be awarded to students who have satisfied the requirements of the award and have achieved a credit-weighted mean mark from the modules comprising Stage 1 of the EdD of at least 70 and a mark of at least 70 in. 2. Stage 2 of the EdD 2.1 Assessment regulations Exceptions required by PSRB These require the approval of the Chair of the Academic Board Stage 2 of the EdD is assessed in accordance with the University s Research degree regulations. N/A Page 14 of 14