The Doctorate in Education (EdD) arrived in the United Kingdom (UK) in 1992 (Bourner,  Bowden & Laing, 2001, 66) developing rapidly with various delivery models (Burgess and Wellington, 2010) enabling flexibility for students, normally senior professionals, to achieve a doctoral level qualification (Butcher and Sieminski, 2007; Cameron et al, 2008). Previous research into the impact of doctoral study on the EdD student is limited (Leonard and Becker, 2009).

This paper presents research across two universities: university A with 12 cohorts in the UK and Asia, and University  B with 15 cohorts in the UK. Delivery at University A is via 4 taught workshops over 3 years and regular supervisory support between workshops, 6 documents are completed including a 40,000 word thesis. Delivery at University B comprises  four taught modules requiring submission of assignments over 6 weekend workshops for two years and regular supervisory support between workshops.

The EdD frequently attracts senior professionals working in schools who align their research focus to an area of their school action plan or element of their professional practice that is distinctive and of interest to others in the profession, described as a ‘vocational mission’ by Butcher and Sieminski (2007).  Thus EdD students are normally embedded in professional and learning cultures within their workplace (Malfroy and Yates, 20013).  However, the EdD contributes to the ongoing development of professional identity of each individual student, for example that of teacher, researcher and student (Baker and Lattuca, 2010), described  by Wellington and Sikes (2007, p724) as ‘multiple identities’. Thus the students on an EdD frequently have to make adjustments between roles, moving between cultures as part of their developing ontology and epistemology frequently resulting in tensions which can impact on both professional and personal life.  

Theoretical Underpinning

This research explores the impact of the EdD on the professional lives of students. The authors draw on Butcher and Sieminski’s Model (2007) as a tool for analysis of findings, and evidence how this model can be developed further to identify impact on students. The paper addresses the conference theme by identifying the convergent nature of the EdD across/within divergent universities and countries, and shows where further research needs to look deeper into this field of Higher Education at national and international levels.

Butcher and Sieminski (2006) identify four areas of impact:  to professional self at micro level; impact on professional colleagues; impact on the wider professional community and impact on professional self-esteem.  They argue impact on professional self-esteem is least understood; which is the focus of the research presented in this paper.  We argue that this research adds to existing knowledge by developing a 3 dimensional model evidencing impact of increased self-esteem and credibility of the researching professional.

The findings will be shared in the paper, initial findings are briefly discussed below are presented under the headings of Butcher and Sieminski’s (2006) model with particular emphasis on the extended self-esteem area of the model developed from this research. 1. Impact on Professional Self Participants said that they had gained deeper understanding and empathy with their own students and were better able to adapt to their needs. Increased self-esteem and confidence in professional roles was reported through greater participation in meetings, report writing and teaching having developed a deeper and more critical understanding of their professional role. 2. Impact on Professional Colleagues Some participants reported an impact on their students, though for many this was too early to tell, as they had not been on the course long. Some did report however, how the EdD had impacted on colleagues. Many also felt better appreciated by their students. A number also said that they felt that this type of impact would be seen more in the future, as they passed on their newly acquired knowledge and skills, and continued to do so within their respective departments. 3. Impact on Wider Professional/Academic Community The evidence from the data reflected an increase in reflection and thinking, and a greater confidence in themselves. Many also answered that they had improved their knowledge, and reading and critical approach to their role. Many examples of impact relating to this aspect will be shared in the paper. 4. Impact on Professional Self-Esteem Significant evidence of impact was identified , particularly in the form of comments on self-confidence, extending the four part model, arguably developing Butcher and Sieminski’s 2D model into 3 dimensional.