Do structured doctorates enhance the student`s learning and progression and facilitate successful completion?

Dr Josette Bettany-SaltikovProfessor Rob Mcsherry

Background

Globally the popularity, development and diversity of professional doctorates (PD) continues to rapidly expand.

They are not only confined to Health and Social care but, engineering (EngD), business (DBA) and education (EdD) (McKenna 2005, Melles 2009).

What do we mean by the term Professional Doctorate?

A PD is described as :an advanced study and research which, whilst satisfying the university criteria for the award of a

doctorate, is designed to meet the specific needs of a professional

group external to the university and which develops the capability of individuals within a

professional context (United Kingdom Council for Graduate Education 2002 p31)”

Sounds easy enough. what`s the challenge?

The challenge facing many universities is in designing structured programmes

which complement educational regulators requirements like;

The Quality Assurance Agency alongside

Organisational necessities such as the United Kingdom National Health Services and

Professional disciplines e.g the Health and Care Professions Council (2014), NMC, social care?

Challenging and difficult in practice

Accommodating these » wide ranging,» Diverse and often disparate

stakeholders » along with designing

programmes which are student-centred

» is both challenging and difficult to achieve in practice.

Diverse stakeholders

This is because of several factors such as:» developing a shared

vision» with specific aims and

objectives » which accommodate the

various stakeholders needs and requirements.

University Regs

QAA

HCPC

NMC

Social Work

Aims

» The round table discussion (RTD) will » Reflect, share and discuss » the challenges and opportunities» from 9 years of our experiences of supporting a

variety and diversity of students on a Doctor of Health and Social Care Programme

» And enquire about your own experiences of these issues

Key issues to debate

1. Do you agree with the operational definition of a structured doctoral programme on page 2?

2. Why do you think this type of approach is appealing to many students?

3. How do you think that this approach impacts: a. on the students learning experience? b. support ? c. and outcomes? .

Key issues 2

»What do you believe are the impacts of the structured Doctorate on:» student identity? » Expectations?» Timelines?»Deadlines? » support through the cohort

Conclusions

Finally, we recommend the importance of having a well-defined structured (and step-by-step approach) in the design and delivery of Doctorate programmes.