Professional doctorates and Workplace Learning: International Perspectives

Author(s):

Marg Malloch

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 08 C, Systemising Qualifications, boundary crossing and pedagogical competence development of teaching students

Paper Session

Time:

2009-09-30

08:30-10:00

Room:

HG, HS 26

Chair:

Pekka Ilmari Kamarainen

Contribution

The scholarly and practitioner worlds can come together in a professional doctorate, a form of doctoral study which provides an opportunity to maximise the interdependence of learning and working. (Billett, 2001) This paper reports on research conducted into the intersection of work and learning of people participating in professional doctoral programs, drawing on data gathered in the UK, the USA and Australia. Research questions focus on how such a program meets the needs of learners, the links with their professional practice and the impact of their study on the students and their work. Professional doctorates attract people from across a wide range of fields of work and professional practice. The programs vary as to the required research and study outcomes. The PhD debate is also discussed in the paper and suggestions for changes to this level of study. The objective of exploring the linkage between workplace learning and formal study, is positioned within the context of the aims of Professional Doctorates at Universities in Europe, the USA and Australia, seeking to examine the necessary “professional” elements and whether and how they link with Workplace Learning. Programs feature self - directed and learner managed learning which call for a level of sophistication to be achieved by the candidates. Modes of delivery incorporate face - to -face and distance modes, supported by technology. There is therefore a new market for this level of study. The study is situated within a theoretical framework of considerations of adult learning, (Illeris, 2003) and learning in the workplace and work based learning. The linkages between work and learning are explored. A professional doctorate can bring together the individual’s learning and working with opportunities to reflect on practice and understanding, which in turn can lead to change.

Method

Qualitative research methodology has been employed with interviews of professional doctorate students at 3 universities. The interviewees are voluntary participants drawn from graduates of the programs. The experiences and learning of the students in their professional practice and in their study are explored. The interviews are recorded and then analysed for key themes. Documentary sources are also utilised. Statistical information on participation and completion of doctoral programs is drawn upon. Policy documents defining doctoral study provide parameters in which the programs operate.

Expected Outcomes

Research already conducted into professional doctorate graduates at a UK university indicates a strong link between professional practice and study. Typically candidates research issues and challenges at work, leadership, change, professional development, mentoring, reorganisation. Participants generally do not envisage an academic career, considering a range of vocational opportunities. Trends which have emerged from initial research emphasized the importance to the participants of motivation, links with work, within a manageable time factor, the course structure, supervision, academic skill development, intellectual challenges and support from work place and colleagues and concerns as to administrative procedures. The links between study and work are expected to be important for the success of the professional doctorate for the participants. The paper contributes to our consideration of work based learning, workplace learning and the intersection with higher education.

References

Billett, S., (2001) Learning in the Workplace Strategies for effective practice, Allen & Unwin, Crow’s Nest, N.S.W. Bourner, T, Bowden, R & Laing, S (2000) Professional doctorates: the development of researching professionals in T Bourner, T Katz & D Watson (eds), New Directions in Professional Education, Buckingham, Society for Research in Higher Education / Open University Press CDDGS (Council of Deans and Directors of Graduate Studies) (1998) Guidelines: Professional Doctorates, Unpublished Paper prepared by Terry Evans, Adrian Fisher and Wolfgang Gritchting Cairns, L.G. (2003) Examining Place, Agency and Mindfulness in Learners Managing Their Own Learning, Professorial Lecture at Middlesex University, downloadable from www.iclml.com Costley, C., (2000), Work-based Learning: an accessible curriculum' in The Journal of Widening Participation and Lifelong Learning vol.2:2 Eraut M., Steadman S., Furner J., Maillardet F., Miller C., Ali A. & Blackman C. (2004) Learning in the Professional Workplace: Relationships between Learning Factors and Contextual Factors. Paper Presented at the American Educational Research Association Conference, San Diego, 2004. ESRC (2001) Postgraduate Training Guidelines www.esrc.ac.uk/content/postgradfunding/postgraduate Illeris, K., (2003) Adult education as experienced by the learners, International Journal of Lifelong Education, Vol. 22, No.1 pp13 -23 Lee, A., Green, B. and Brennan, M. (2000) Organisational Knowledge, Professional Practice and the Professional Doctorate at Work, in John Garrick and Carl Rhodes (eds) Research and Knowledge at Work: Perspectives, Case Studies and Innovative Strategies, New York and London, Routledge pp. 117-136. Lunt, I. (2002) Professional doctorates in education, Escalate. Available online at: www.escalate.ac.uk. DEST, (2004) Summary of Student Numbers, 2003 and 2004, Canberra http://www.dest.gov.au/sectors/higher_education/publications_research accessed April 23, 2006. McWilliam, E, Taylor, P. G., Thomson, P, Green, B, Maxwell, T, Wildy, H., and Simons, D., (2002), Research Training in Doctoral Programs What can be learned from professional doctorates? Department of Education, Science and Training, Commonwealth of Australia, Canberra. Malfoy, J., (2004) Conceptualisation of a Professional Doctorate Program: Focusing on Practice and Change The Australian Educational Researcher Vol 31, No. 2, pp63 - 79 Maxwell, T.W., Green, B, & McCrea, N. (2000) Doctorates within FEHPS: A Discussion Paper, mimeograph, unpublished, Faculty of Education, Health and Professional Studies, UNE, 3p. Neumann, R. (2003) The Doctoral Education Experience: Diversity and complexity. Canberra: Department of Education, Science and Training, Commonwealth of Australia. Scott, D., Brown, A., Lunt, I., and Thorne, L., (2004) Professional Doctorates Integrating Professional and Academic Knowledge, Open University Press, McGraw Hill Education, Berkshire, England Shulman, L.S., Golde, C.M., Bueschel, A.C., and Garabedian, K.J., (2006) Reclaiming Education ‘s Doctorates: A Critique and a Proposal, Educational Researcher, 35; 25 – 32 Stephenson J, Williams, R., Cairns, L., Critten, P. (2000) The Social Milieu of Work-based Learning. Impact of NVQ, OCR, Coventry Stephenson, J., Malloch, M., Cairns, L., (2006) Managing their own programme: A case study of the first graduates of a new kind of doctorate in professional practice, in Studies in Continuing Education, Vol. 28, No.1, pp17 - 32 UK Council for Graduate Education (2002) Report on Professional Doctorates Dudley, UKCGE

Author Information

Marg Malloch

Victoria University

Education

Melbourne

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