This site lists doctoral qualifications aimed at those working in nursing, engineering, psychology, law, social work, education and a growing number of other professions.
The Doctor of Education is a research degree for experienced educational professionals and is equivalent to the PhD. It differs from the PhD in providing formally assessed research training during the first year. The course recruits from a wide variety of educational contexts and offers a comprehensive programme of study and training in quantitative and qualitative research techniques. One of the strengths of the course is the sense of group cohesion, which is developed in year one.
Research in education
Our research students are supported by research active academic staff. Ongoing research underpins the School’s reputation for developing professionals. A vibrant and dynamic research culture include a seminar series, lectures by external speakers, funded research projects, book publications and journal articles. Our Research Centre and active research groups reflect emergent research areas led by our senior academics.
The School has a designated Research Centre; The Huddersfield Centre for Research in Education and Society (HUDCRES) and various research groups here. The School of Education and Development has a research environment and was judged by the 2014 Research Excellence Framework (REF) exercise to ‘be conducive to producing internationally recognised and internationally excellent research’.
The School of Education and Professional Development offers a supportive and stimulating environment for postgraduate research students from a wide range of professional and cultural backgrounds. The School has provided opportunities for study at PhD, EdD and Masters level for over twenty years, and many of the graduates from our postgraduate research programmes now occupy senior positions in the education systems of the UK and countries overseas.
We have a large group of about 70 PhD students in the department at any one time, so you’ll always feel supported as part of the research community.
As a research student, you will be a member of our research groups and regularly invited to participate in seminars with academic staff. You’ll also present your work at national and international conferences. Many of our students’ panel presentations have been accepted at Performance Studies International in Leeds and many more have participated in conferences organised by the Theatre and Performance Research Association (TaPRA).
We offer you rich and varied training opportunities, where you’ll study in discipline-specific workshops and get to know your fellow students.
The university provides training in generic research skills such as academic writing, while the Humanities and Arts ResearchInstitute at Royal Holloway offers a programme of lectures, seminars and reading groups that encourage interdisciplinary collaboration.
Practice-based PhD students attend training about the processes and creative methodologies of practice-based research across the arts, sharing experiences and expertise with PhD students in creative writing, music, media arts and theatre.
We also offer an MA by Research in Drama, Theatre and Dance.
We welcome applicants who wish to pursue research partially by practice. Current student research topics in practice-based PhD projects include:
Broadly there are two approaches. Firstly, some students write dissertations that are based on, and document, their own practice, submitting a full-length written thesis accompanied by an appropriate portfolio of documentation.
Secondly, a small number of students offer live practice as a core component of their thesis, with practice itself conceived as a central mode of enquiry. This practice is viewed and assessed by the examiners as part of the final submission. In this second model of practice-based research, the written component will be shorter (by approximately one third).
If you wish to be examined in this way, you’ll need to clarify how you’re going to present research findings through your live practice – pronouncing what kinds of insights and knowledge can be explored or conveyed in performance, and cannot be communicated only through discursive writing and other forms of documentation.
Although this undertaking is challenging, a number of exceptional candidates have demonstrated that this is an appropriate and productive route for students who can combine intellectual rigour with disciplined creativity.
This course has been developed in collaboration with in-service professionals along the key themes of education for:
The taught component is two years part-time and is concerned with critical self-assessment and the identification and development of strategies for use in the practice area. The research component is three years part-time, building on the taught component to develop evidence-based practice and introduce innovative strategies in all areas of professional practice.
"Returning to undertake a professional doctorate, part time, was initially very daunting, especially also working full time. Whilst I knew it would be a supportive environment; even so, I was pleasantly surprised at how much support and encouragement was available. The course has certainly taken me on an amazing journey and during my years of study I have gained so many skills. The rigorous assessment and review processes allowed me to flourish and be successful in my research and my confidence has also increased. Indeed all the experiences along the way helped me to develop both personally and professionally and none of which would have been possible without the support that I received during my professional doctorate studies from members of the academic staff, support staff and fellow students within the school" Anita Flynn (Dr) Graduated 2015.
This course is very flexible; with two years part-time of facilitated modules which you use to frame, explore and refine your initial research question. For example, you will use the modules to explore general philosophical and methodological ideas, examine what is known about your topic, what your research will contribute to new knowledge; best methods for undertaking the research and, critically, learn about the leadership skills you will need to lead research in practice.
All the modules are facilitated using blended learning. For example within each module there are face to face sessions led by a module facilitator. In addition specific learning activities for each module will be developed using the virtual learning environment ‘Blackboard’ and the virtual doctorate learning environment (VLS). Both enable greater flexibility about the when and where of learning, and enables you to keep in contact with your peers and the programme team, wherever they have internet access.
Within the professional doctorate the assessment processes have been developed to enable you to critically interrogate, analyse, and reflect on your research ideas, demonstrating your ability to take account of professional and methodological issues. The assessments are designed to enable confident articulation and robust exploration, justification and defense of research ideas in keeping with the principles of the doctoral viva.
With this in mind assessment processes comprise:
You will make a significant contribution to professional practice with transferable skills to your clinical area. You will also study inter-professionally with peers in a collaborative environment, strengthening networking opportunities across health and social care disciplines.
Increasingly, employers are looking for flexible and creative key staff receptive to innovation. At this stage in your career, you may be expected to have research and analytical techniques and vision to tackle problems imaginatively and with confidence, but may have limited time or support to do so. By undertaking a Professional Doctorate, we will help you develop these skills. There is much published evidence demonstrating the Professional Doctorate uniquely enhances personal development, stronger professional self-worth and confidence and improve your career prospects and job satisfaction.
By successfully completing your professional doctorate, you will be granted with the title Dr (like a traditional PhD). The professional doctorate benefits you in producing a qualification which is equivalent in status and challenge to a PhD, but is more appropriate if you are pursuing professional, industry based careers and are interested in gaining accreditation or the chance to reflect on best practice, rather than in pursuing academic careers.
If you are an experienced property or construction professional, this course is an achievable way to gain a doctorate in a subject related to your expertise. A professional doctorate has equivalent status to a PhD, but it carries more weight for professionals, like you, who work in industry. During your time with us, you will be introduced to a step-by-step methodology which you can follow to achieve your doctorate. Your studies will take the form of distance learning supplemented by occasional workshop sessions. Consequently, the course is suitable whether you are based in the UK, Republic of Ireland or continental Europe.
Candidates who successfully complete this programme will receive one of the following final awards (according to the subject of their thesis):
This course is based on a distance learning model that is designed to be accessible to built-environment professionals based across Europe. To make expert guidance available when you need it, the course features a combination of e-learning support and research supervision. Distance-learning is supplemented by occasional all-day workshops held at MediaCityUK. This venue is easily accessible from Manchester International Airport and Manchester Piccadilly railway station.
You will make a significant contribution to professional practice with transferable skills in your specialist area. You will study inter-professionally with peers in a collaborative environment, strengthening networking opportunities across the property and construction disciplines.
Increasingly, employers are looking for flexible and creative key staff who are receptive to innovation. At this stage in your career, you may be expected to have research and analytical techniques and the vision to tackle problems imaginatively and with confidence, but may have limited time or support to do so. By undertaking a professional doctorate, we will help you develop these skills. There is much published evidence demonstrating that a professional doctorate uniquely enhances personal development, stronger professional self-worth and confidence and improves career prospects and job satisfaction.
Undertaking a Professional Doctorate in Health and Wellbeing at the University of Wolverhampton will enable you to demonstrate scholarship, methodological expertise, a contribution to knowledge about professional practice and a contribution to professional practice development
The programme is designed to change how you as a professional think about the relationship between research, scholarship and expertise. You will be expected to make a significant difference to your professional environment from the beginning of the programme. Ideas and methods from a range of disciplines will be applied to your own fields of expertise. You will follow an exciting, flexible programme that will enable you to develop advanced research skills that can be applied to your practice.
The professional doctorate has a more structured programme than the traditional PhD and offers a higher degree of inter-professional peer support. You will work together with other professionals to build your quantitative and qualitative research skills, deepen your professional development, and learn from each other. Following completion of the taught modules, you will progress to the empirical research stage and with support from practice advisors and experienced supervisors will construct an independent and original piece of research that will enhance the knowledge base in your field of practice.
The DProf is a part time course. It is undertaken in two stages and normally takes around four years to complete.
Stage 1 comprises the taught element of the DProf. This stage takes a minimum of two years to complete. It focuses on advanced research techniques in health, social work, social care and wellbeing and includes the following modules:
Undertaking a Critical Literature Review in Health and Wellbeing
Positionality and the Researcher
Advancing professional practice
Understanding Research Processes and Structures
Stage 2 is the thesis stage of the DProf. It takes a minimum of two years to complete. During this time the student undertakes and submits a practice based thesis.
On campus attendance is kept to a minimum. Traditional taught sessions, delivered in blocks of two to three days, are combined with virtual technologies to create a more personalised teaching and learning experience. At this level of study self-direction is essential and students will be required to manage their own learning, particularly in stage 2.
Why Wolverhampton?
The course will be open to experienced individuals who hold senior positions of responsibility within their organisations or professions.
This mix encourages flexibility and openness to inter-professional learning opportunities and reflects inter- professional working in practice setting.
Modules are delivered in blocks of 2-3 days to aid flexibility.
Career Path
There is an increasing demand for doctoral qualifications that are related to the actual work activities and situations of employees and professionals has been stimulated by major changes in organisational structures and employment patterns, notably in health and wellbeing.
Skills you will gain
In addition to developing a high level of critical thinking and demonstrating the creation of new knowledge in your field of practice, you will gain the abilities and skills to become a researching professional.
The aim of the Doctor of Education programme is to develop new knowledge and original thinking, as well as advanced understanding, skills and professional values in educational practitioners. Our Doctorate in Education is a high-quality form of Continuing Professional Development (CPD) training that enhances the professional practice and expertise of all participants.
Graduates of the Doctorate in Education are able to take a leading role in developing excellence and leadership in learning, teaching and/or student development in educational establishments. Their CPD training prepares them to engage in research/educational enquiry, and critical reflection and will also undertake critical analysis of literature, theory and practice in both education and teaching and learning.
Professional Doctorates combine the robustness of a PhD with application to a professional area of practice. Research projects in professional doctorates are typically ‘applied’ and theoretically focused within a shorter format.
The focus on educational enquiry on this course is designed to provide a structured learning experience that enhances doctoral level research skills, the ability to appraise both professional and theoretical areas of interest and critique policy and practice. The learning process is intended to build your knowledge base in your particular area of study, as well as your capacity to contribute to evidence-based practice in your professional area.
This programme is ideal for those moving towards a career in education research or leading research and practice in the workplace.
The programme is mapped over four academic years with participants completing 90 credits each academic year. Part-time students typically take between four and eight years to complete their doctoral studies.
Modules and methods of assessment
Reflective Development (Portfolio) - 60 credit module over two years
The portfolio provides a means by which Doctor of Education participants reflect on the different aspects of their doctoral work and all the module assignments, as well as any additional evidence are bought together in a single place. This provides a basis for discussion with advisors and supervisors during the programme. The module aims to support critical, reflective practice through a range of independent and collaborative activities in both face to face and digital contexts. The portfolio is also the vehicle for the formative and summative assessment of this module.
Advanced educational research - 60 credit module over 1 year
The module aims to deepen your knowledge and understanding of the range of ontological, epistemological and ontological perspectives in educational research. Participants are encouraged to critically evaluate research paradigms, methods and techniques in order to position themselves as researchers in relation to the research issue and context. You will also develop a range of research skills and justify your ethical stance on the research process. The assessment in this module is in the form of two assignments, which explore your research position and your ability to critique research methodology.
Implementing education enquiry - 60 credit module over 1 year
This module forms a bridge between the taught phase of the course and the thesis module. The focus is on the development of the research question through the analysis and synthesis of the related literature. The first assignment is a literature review, which forms the basis of decisions relating to the design and planning of the educational enquiry pilot. The selection and implementation of educational research methods and the critical, reflective evaluation of the research process is the basis of the second assignment. This takes the form of a presentation outlining the design, implementation and evaluation of the pilot study and viva examination.
Thesis Module - 180 credit module over 2 years
The final year of your doctorate degree features the presentation of a doctoral thesis of up to 40,000 words. During this period you will be working with a supervisory team and be subject to the routine quality procedures of the research community outlined in the University guidelines. There will be a programme of seminar presentations to support participants of the Doctor of Education programme to develop a high standard of presentation skills, build confidence to work collaboratively and share the research outcomes in a range of contexts.
Why Wolverhampton
The Faculty of Education, Health and Wellbeing supports the ground-breaking research of over 240 doctoral students in education, health, social work and social care, sport and psychology. Our research community is diverse and dynamic. We work with local, regional and international students from across the world on a diverse range of research fields. We welcome applications from graduates wanting to develop themselves, their area of interest and their careers.
Our Professional Doctorate in Counselling Psychology is a fully- accredited practitioner training course leading to Health and Care Professions Council (HCPC) registration and Chartered status with the British Psychological Society (BPS) through a programme of personal and professional development designed to develop competencies in the assessment and psychotherapeutic treatment of complex mental health issues.
The vitality of the course comes from an experienced and supportive course team, passionate about empowerment in mental health. A foundation in humanist values, with emphasis on an empathic therapist-client relationship as central to mental health work, allows an integrative framework for development of a range of clinical, research and reflective skills. Through the integration of theoretical training, research processes, critical approaches to psychopathology and reflective working you will learn to develop an integrative method of professional practice incorporating the latest developments in evidence-based practice at the forefront of mental health-care.
Course structure
The doctorate is studied full-time over 3 years, or part-time over 5 years. The course begins with a two-day residential at the end of September, which includes an overnight hotel stay providing the opportunity to meet members of your cohort, other year groups and staff members in an informal setting. Welcome
Week activities and course induction follows, bringing key skills in preparation for the course, clinical placement and research.
After induction, teaching is structured per week as follows for the full-time route*:
Semester 1: September to December 3 University days, 1 day independent reading
Semester 2: January to April 1 University day, 3 days placement, 1 day independent research
Summer period: April to September 3 days placement, 1 day independent research
*The part time route involves splitting Year 1 & 2. Due to practicalities of part-time study, application to this route may only be made by exception as it requires increased independent self-direction. Applicants will need an existing MSc Psychology to be considered for this route.
The course fee also includes:
Modules
Year 1 - Placement Preparation | Psychological Theory and Therapy: Humanism | Psychological Theory and Therapy: CBT | Conducting and Interpreting Research | Personal and Professional Development 1 | Clinical Practice and Workshops 1: Psychopathology, Theory and Practice.
Year 2 - Psychological Theory and Practice: Psychodynamic and Contemporary Approaches | Theoretical Approaches: Lifespan, Developmental Psychology and Contexts | Personal and Professional Development 2 | Clinical Practice and Workshops 2: Issues and Skills in Counselling Psychology | Doctoral Thesis.
Year 3 - Psychological Theory and Therapy: Systemic and Family Therapy | Personal and Professional Development 3 | Clinical Practice and Workshops 3: Professional Issues | Doctoral Thesis.
Why Wolverhampton
Our facilities include premium quality media suites, postgraduate and researcher-only learning suites, and specialist library support to enhance learning and reflective practice. We have developed a unique user-friendly online course guide and support forum, providing a clear understanding of the purpose and outline. The Counselling Psychology staff team is heavily engaged with the Division of Counselling Psychology and committed to furthering the profession to meet the ever-diversifying demands of professional practice. The core team shares responsibility for the running of the programme, and alternate directorship between teaching and research direction. In addition to the team’s research and teaching expertise, we integrate the work of specialist placement supervisors and experts within the profession to work with us in providing the training experience.
Research team
Career path
Counselling psychologists work in a range of settings, performing assessment and therapy with clients presenting with personal problems. They offer assessment and formulation work, followed by brief and long-term psychotherapies characterised by active collaborative relationship facilitating empowerment and change. Areas of work include the effects of childhood abuse, domestic violence, anxiety, depression, eating disorders, post-traumatic stress disorder, psychosis and complex family issues. The skills of a counselling psychologist extend outside the therapeutic setting such as leading and developing mental health services, clinical supervision, legal settings, court and expert witness work and consultation with charities.
This pathway constitutes professional counselling psychology training. Upon successful completion, students are eligible for Chartered Psychologist status with the BPS and are eligible for entry onto the Health and Care Professions Council (HCPC) register as Counselling Psychologists.Those wishing to practice the profession using the title 'Counselling Psychologist' must register with the HCPC upon completion of the course.
This Professional Doctorate is designed for advanced practitioners in biomedical science laboratories who already hold an MSc (or equivalent) in Biomedical Science and have extensive experience (five years plus) in a biomedical science laboratory. The course combines analytical appraisal of your continuing practice with a major research project (at a similar level to a PhD project), which may be undertaken in the workplace laboratory, or with one of the active biomedical science research groups in our Research Institute in Healthcare Science. You will be able to attend for one full day per week, in order to minimise your time away from work.
Find out more about how you will study Biomedical Science & Physiology
Typical modules may include:
· Project & Portfolio Development and Proposal
· Advanced Research Methods
· Seminars in Biomedical Science
· Interim Report
· Professional Practice Portfolio
Career path
This course will equip you with the research skills necessary to complement your clinical laboratory responsibilities and may further the opportunities for you to achieve promotion in your current laboratory or open up opportunities for you to move into an exciting new career in research
· Doctorate of Biomedical Science Research Project
This professional training course will give you the skills, competencies and HCPC registration required to practise as an educational psychologist. We teach you the theory and support your practice, so you’ll be well prepared for your future career.
This programme is non-modular, but will include:
A mix of placement, private study and teaching from tutors. Your usual weekly pattern will be:
Year 1: Two days teaching, one day private study, two days work placement.
Year 2: One day teaching, one day private study, three days work placement.
Year 3: One day teaching or research, one day private study, three days work placement.
Essays, practical work folders and a dissertation including research portfolio.
Please see our University website for the most up-to-date course information: https://www.sheffield.ac.uk/postgraduate/taught/courses
Advance your therapeutic skills in assessment, formulation and intervention. Explore practitioner resilience, the development of therapeutic relationships, and ethical practice. Train to be a qualified therapist and gain an academic doctoral qualification in one course.
Our new Doctorate of Professional Studies in Psychological Therapies (DProf) is designed for emerging practitioners with experience in health and social care.
You’ll focus on connecting psychological theory with evidence-based practice. We’ll support you to develop your skills in assessment, formulation and intervention planning, as well as in consultation and supervision.
In taught sessions, you’ll explore topics such as policy in healthcare, advanced therapeutic processes, ways to develop therapeutic relationships, and self-care.
The course also involves a comprehensive supervised placement, designed to meet the standards required for BACP accreditation. Our experienced academic team are on hand to provide support in sourcing appropriate placements and supervision experience.
We assess your academic work and your practical skills throughout this course, and you’ll submit a thesis as your final piece of work. You’ll develop your thesis over the two year course and eventually form three connected chapters, including an empirical paper, a review paper and a methodological paper.
Our teaching team at Manchester Met have experience in psychology and health research across national and international settings. Our key strengths in the Department of Psychology include health and psychological interventions, and neuropsychobiology.
When you successfully complete this DProf, you can apply for practitioner accreditation with the BACP.
This is the conventional route to gaining a PhD, where you are expected to create an original research proposal.
An advisory team supports you during your PhD study, providing regular feedback on your work and your progress.
Your research concludes with a thesis of approximately 80,000 words in length, which will be examined. You’ll be questioned on aspects of this work and you’ll have the opportunity to respond constructively in a viva voce exam.
Recent thesis topics include: triaging respiratory emergencies; the role of rehabilitation in improving short and long term outcomes for survivors of critical illness and dementia and cancer care.
Our research expertise across health and social care includes communication disability, developments in learning, teaching and professional practice, and musculoskeletal rehabilitation.
This is an accelerated route for experienced practitioners and researchers who have a substantial number of publications in a thematically linked area.
Your work should form a body of research and you’ll need to demonstrate at least eight peer-reviewed publications, available in the public domain.
An advisor will help you to adapt this research work and you’ll need to submit a thesis of eight to 12 publications. You’ll also submit a linking narrative that defines the context of the work and how each paper fits into the ‘story’ that the body of work describes.
You’ll submit a critical commentary of 10,000 – 15,000 words and your work will be examined. You’ll be questioned on aspects of this work and you’ll have the opportunity to respond constructively in a viva voce exam.
Past and current examples of PhD by publication undertaken by medics include: screening for pre-eclampsia; emergency medical education and the interface with social media; advances in multidisciplinary tracheostomy care and their impact on the safety and quality of care in the critically ill.
This route is for practitioners who already have research experience (conducted either alone or collaboratively) and have published academic publications, papers or journal articles.
For this route, you’ll usually produce a thesis of eight to 12 thematically linked publications. A supervisory team will support you during your PhD as you add further publications to your existing body of published work.
You’ll submit a critical commentary of 10,000 – 15,000 words and your work will be examined. You’ll be questioned on aspects of this work and you’ll have the opportunity to respond constructively in a viva voce exam.
Past and current examples of PhD by publication undertaken by medics include: dementia and cancer care; emergency medical education and the interface with social media; advances in multidisciplinary tracheostomy care and their impact on the safety and quality of care in the critically ill.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
· Strengthen your strategic thinking skills, develop a robust theoretical underpinning in your sector, enhance your skills in presentation and analysis
· Create a focused portfolio of academic work which can establish your organisation as being at the 'cutting edge'
· Advance your professional standing and recognition in the field
· Flexible study – 5 taught weeks over 21 months, combined with independent study
· Research projects are undertaken in the students’ work environment and complements current employment
· An innovative emerging qualification designed to meet the increasing demands of applied business environments equivalent to a traditional PhD
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An exciting alternative to the traditional PhD, the Professional Doctorate supports middle to senior managers who want to return to higher education. We work with you as you develop strategically-focused research capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry and organisation you create relevant and applied research. Published works and research skills are recognised by the most demanding leadership roles and organisations that are true leaders in the sector.
This is the ideal qualification to enhance your career projection while contributing to the evidence and knowledge base surrounding your profession.
Professional Development module: This module focuses on three different key aspects of modern business - managing strategy, managing and measuring people to deliver that strategy and managing innovation to ensure that the business is sustainable. The module is split into three units which cover innovation, strategy and HR and whilst they are taught separately, there are links and overlaps between them.
A common thread through all the units will be the importance of responsible and ethical leadership with respect to both organisational and societal good. The syllabus and learning and teaching strategy are underpinned by the United Nation's Principles for Responsible Management Education (PRIME) values and Glasgow Caledonian University's commitment to acting 'for the common good'.
Group Negotiated Study module: This module requires students to work as a team to collectively develop and implement a project that has an outcome that reflects and implements the university's mission of The Common Good. Students will negotiate between themselves, the tutor and a third party a set of objectives that meet the needs of these various stakeholders. This will require the students to fuse knowledge gained from their programme and the workplace with employability skills such as team working, communication, etc to fulfil these objectives.
Group Negotiated Study is offered as a means of enabling students to achieve their particular needs/learning objectives, whilst exploring areas of interest by identification and progression through an appropriate real world problem. Negotiated study topics will normally address a problem widely described as being for the Common Good. Therefore, the areas of study would normally be expected to be issues identified from local community issues, charities and third sector organisations and /or a student's work place.
Research Methods module: This module aims to provide students with a critical insight into the philosophy and practice of research methods. This will enable the student to explore key theoretical issues surrounding research thinking. This knowledge will allow the student to formulate and apply a range of research skills through various activities, most notably their doctoral thesis. The module employs a range of teaching and learning techniques to broaden and deepen the student’s understanding and use of research within the academic and professional environments.
Project Design, Development and Management module: The student will explore aspects of project management including initial idea, through to project design and testing, implementation, controlling risk, monitoring, and evaluation. There will be a strong focus on working effectively with their research supervisor. Each student will identify a work based issue/problem and set it in a policy/strategic context. A research question will be developed and supported by a comprehensive literature review and selection of appropriate methodology/ies which will form part of a project proposal.
An emerging qualification meeting the increasing demands of today’s professional environments, Glasgow Caledonian's Professional Doctorate is an exciting alternative to the traditional PhD. Professional Doctorate study supports middle and senior managers in becoming highly-competent, strategically-focused researchers capable of demonstrating innovative, evidence-based solutions – outwith academia.
By addressing operational and strategic challenges within your own industry or organisation through relevant, applied research, you will equip yourself for demanding leadership roles and position your organisation as a true leader in the sector.
A Professional Doctorate is ideal for professionals who wish to:
Glasgow Caledonian University offers Professional Doctorate study for research into the following areas:
Professional Doctorate study takes the form of five one-week, campus based teaching blocks in January, April and September of your first year and January and May of your second year. The remainder of the course is built around independent, applied research undertaken in your own work environment.
Download the Programme Specification for a detailed breakdown of its structure, what you will learn and other useful information.
Established over 40 years ago, the School has developed a top-quality teaching and research base, receiving excellent ratings in both research and teaching assessments.
The School undertakes high-quality research that has had significant national and international impact, and our spread of expertise allows us to respond rapidly to new developments.
As a postgraduate student in the School of Engineering and Digital Arts, you receive support through individual supervision, specialised seminars and colloquia, usually with external speakers. If you study one of our taught Master's programmes, you also attend dedicated lectures and classes in your chosen field of study.
We offer a range of financial support options, including:
Our 30 academic staff and over 130 postgraduate students and research staff provide an ideal focus to effectively support a high level of research activity. There is a thriving student population studying for postgraduate degrees in a friendly and supportive teaching and research environment.
We have research funding from the Research Councils UK, European research programmes, a number of industrial and commercial companies and government agencies including the Ministry of Defence. Our Electronic Systems Design Centre and Digital Media Hub provide training and consultancy for a wide range of companies. Many of our research projects are collaborative, and we have well-developed links with institutions worldwide.The School conducts high-quality significant national and international research and offers excellent opportunities for graduate studies, successfully combining modern engineering and technology with the exciting field of digital media. The digital media group has interests in many areas of interactive multimedia and digital film and animation.
There is particular strength in web design and development, including e-commerce, e-learning, e-health; and the group has substantial experience in interaction design (eg, Usability and accessibility), social computing (eg, Social networking, computer mediated communication), mobile technology (e.g, iPhone), virtual worlds (eg, Second Life) and video games. In the area of time-based media, the group has substantial interest in digital film capture and editing, and manipulation on to fully animated 3D modelling techniques as used in games and feature films.
Research themes include:
Start date:
PhD: September, January, May
The School of Engineering and Digital Arts offers research-led degrees in a wide range of research disciplines, related to Electronic, Control and Information Engineering as well as Digital Arts & Media, in a highly stimulating academic environment. The School enjoys an international reputation for its work and prides itself in allowing students the freedom to realise their maximum potential.
As a postgraduate student in the School of Engineering and Digital Arts, you receive support through individual supervision, specialised seminars and colloquia, usually with external speakers.
We offer a range of financial support options, including:
As well as offering excellent research facilities and equipment, the School allows students the opportunity to participate in regular research seminars and workshops and offers students the possibility of attending international conferences in order to present their work. As a research student in the School, you will become a member of one of our thriving research groups.
The School of Engineering and Digital Arts has an excellent reputation recognised for both the quality of our teaching and impact of our research. A special School combining engineering, technology and digital media, our blended expertise is well suited to the needs of the 21st century. Forward-looking and culturally diverse, we are committed to developing employable and ethical graduates who will impact positively on society. Located in its own building, we are small enough to get to know all our students as individuals and staff and students work in a very friendly environment.
The School was established over 50 years ago and has developed a top-quality teaching and research base, receiving excellent ratings in both research and teaching assessments. Engaged in high-quality research in Communications, Intelligent Interactions and Instrumentation, Control and Embedded Systems, with significant national and international impact, we have been consistently attracting substantial research funding from the UK Research Councils, European research programmes, industrial and commercial companies, government agencies and others and our spread of expertise allows us to respond rapidly to new developments In the most recent Research Excellence Framework (REF), 98% of our research was judged to be of international quality.
We prepare our students for a wide range of occupations enabling them to pursue dynamic professional careers in the UK and overseas.
Visit the website https://www.kent.ac.uk/courses/postgraduate/262/electronic-engineering
Start date: PhD: September, January, May
The Group’s activities cover system and component technologies from microwave to terahertz frequencies. These include photonics, antennae and wireless components for a broad range of communication systems. The Group has extensive software research tools together with antenna anechoic chambers, network and spectrum analysers to millimetre wave frequencies and optical signal generation, processing and measurement facilities. Current research themes include:
- photonic components
- networks/wireless systems
- microwave and millimetre-wave systems
- antenna systems
- radio-over-fibre systems
- electromagnetic bandgaps and metamaterials
- frequency selective surfaces.
The Intelligent Interactions group has interests in all aspects of information engineering and human-machine interactions. It was formed in 2014 by the merger of the Image and Information Research Group and the Digital Media Research Group.
The group has an international reputation for its work in a number of key application areas. These include: image processing and vision, pattern recognition, interaction design, social, ubiquitous and mobile computing with a range of applications in security and biometrics, healthcare, e-learning, computer games, digital film and animation.
- Social and Affective Computing
- Assistive Robotics and Human-Robot Interaction
- Brain-Computer Interfaces
- Mobile, Ubiquitous and Pervasive Computing
- Sensor Networks and Data Analytics
- Biometric and Forensic Technologies
- Behaviour Models for Security
- Distributed Systems Security (Cloud Computing, Internet of Things)
- Advanced Pattern Recognition (medical imaging, document and handwriting recognition, animal biometrics)
- Computer Animation, Game Design and Game Technologies
- Virtual and Augmented Reality
- Digital Arts, Virtual Narratives.
The Instrumentation and Control Research Group comprises a mixture of highly experienced, young and vibrant academics working in three complementary research themes – embedded systems, instrumentation and control. The Group has established a major reputation in recent years for solving challenging scientific and technical problems across a range of industrial sectors, and has strong links with many European countries through EU-funded research programmes. The Group also has a history of industrial collaboration in the UK through Knowledge Transfer Partnerships.
The Group’s main expertise lies primarily in image processing, signal processing, embedded systems, optical sensors, neural networks, and systems on chip and advanced control. It is currently working in the following areas:
- monitoring and characterisation of combustion flames
- flow measurement of particulate solids
- medical instrumentation
- control of autonomous vehicles
- control of time-delay systems
- high-speed architectures for real-time image processing
- novel signal processing architectures based on logarithmic arithmetic.
LJMU's Prof. Doc. in Policing, Security and Criminal Justice enables practitioners and early career academics to reach the highest level of academic attainment.
The Professional Doctorate in Policing, Security and Criminal Justice will appeal to a wide variety of professionals who want to share their professional practice and expertise with fellow students. The doctorate will enable you to contribute to the development of your discipline (be that Policing Studies, Security Studies, Criminology or Criminal Justice) and professional practice in your area.
You will join a cohort of students with similar motivations and a range of research interests and will contribute your original research and knowledge to this fast-moving field. This collaborative approach will create a collegiate environment, making the pursuit of your doctorate and the production of your thesis a far from solitary experience.
As security and policing challenges evolve, experienced practitioners much be in touch with the latest research in their area of expertise and feel confident in challenging those who set themselves up as experts in these areas. This qualification will empower you to reach the required level of knowledge and expertise.
On graduation, you will be able to disseminate the results of your research with a view to contributing to the debate or influencing policy and practice. The course aims to enhance the development of reflective practice through discussion and networking with others who may be working in different sectors of criminal justice, security and the policing sector.
At the end of your course you will feel confident enough to make an original contribution to the status of police studies, security studies and criminology as a discipline, through the advancement of your knowledge and professional practice.
Discover the building blocks of your programme
Your programme is made up of a number of core modules which are part of the course framework. Some programmes also have optional modules that can be selected to enhance your learning in certain areas and many feature a dissertation, extended report or research project to demonstrate your advanced learning.
Core Modules
The programme provides significant opportunity for the development of professional knowledge through applied research.
The programme can be studied through two routes: campus-taught and self-study. The campus-taught DBA iteration provides a block study experience, offering peer networking. The self-study DBA iteration does not include face-to-face teaching; instead modules are studied online, providing students with the flexibility they may require around their professional role.
The DBA offers an annual research conference to all cohorts, which provides a unique opportunity for students and academics (from a range of business topics) to showcase their research. A cohort Leadership Coach supports students in their senior leadership development.
The Doctorate of Business Administration:
By studying the Doctorate of Business Administration students will achieve:
This DProf is for therapeutic practitioners who wish to extend their expertise by contributing original knowledge in a professional and organisational context, which comes out of experience and practice.
Our DProf course recognises the achievements of practitioners in the disciplines of counselling and psychotherapy, and in psychological trauma. The DProf facilitates the generation of original knowledge that comes out of experience and practice, and enables a fresh and meaningful contribution to be given to practice-based knowledge and dialogue.
The Division of Counselling and Psychotherapy, and the Centre for Research and Education in Psychological Trauma, contain several nationally and internationally recognised researchers among its staff. They input onto the teaching and supervision of research on this DProf course.
There is a vibrant research community at Chester, consisting of both PhD and DProf research students, who meet regularly together, alongside the research staff, to support each other and stimulate new thinking and research ideas.
The DProf is designed for part-time or full-time study through a structured course that is designed to offer continuing professional development (CPD), the opportunity to reflect on your own practice, the opportunity to write for publication and present at conferences, and the opportunity to conduct dialogue with academic practitioners and researchers who are at the forefront of the counselling/psychotherapy and psychological trauma professions.
Learning takes place in one four-day-long block teaching event and six one-day CPD workshops staggered throughout the year in Phase 1 (at which attendance is mandatory), and one four-day-long block teaching event in Phase 2.
Throughout the course, we will support you in monthly group supervision (one half-day per month) and in individually negotiated supervision sessions. You will have access to the full range of online library facilities.
Assessment in Phases 1 and 2 is by means of essays, publishable articles, presentations, and a research proposal. In Phase 3, assessment will be by thesis and viva. Part-time students are expected to give at least 16 hours a week to their studies.
For our latest fees please visit our website.
If you are interested in this course we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please visit our website.
If you would like to know more about the University please request a prospectus.
Designed for sport and exercise professionals interested in engaging with major projects within or beyond their organisation.
Through your study you will develop advanced skills in critical thinking and you can engage with a wide range of topics, for example, those based on applied sport performance, clinical practice, health promotion, applied sports coaching and community engagement. The programme provides a focus for ‘embedded scholarship’ within a range of sport and exercise professions. You will attain the standards required of any doctorate and produce a substantial and original study that identifies you as an independent researcher.
The DSE is a structured route to doctoral level achievement. The initial pre-thesis element comprises two taught modules over a period of 18 months, after which you present your formal research plan. Having completed your research project, you submit and defend a thesis in a viva voce. Linked to the real world relevance and original nature of the project, the DSE provides an understanding of issues in the sport and exercise professions that cannot be attained through other means. Compared with a more traditional PhD, the DSE provides you with a vocational and professional doctorate, well suited to your needs and those of your industry.
DSE cohorts are limited to between eight and twenty participants to preserve the quality of the taught experience in a collaborative and supportive learning environment.
The course has two entry points; February and September each year. The two taught modules are normally delivered over two weekends over an 18 month period.
The programme is composed of two parts; an initial taught component comprising of two modules followed by a large-scale research project. Compared with the traditional doctorate model characterised by independent endeavour, an important feature of this programme is the supportive learning community established within each cohort and encouraged through the taught components. Throughout the course you will be supported by a personal tutor. For the research project, you will also be allocated a specialist supervisory team. You will be expected to complete the course within a period of between four and seven years.
See the further details of tuition fees when studying a course at the University of Gloucestershire.
The Aston Amba-accredited Executive DBA is a part-time distance learning doctoral programme designed so that senior professionals can advance their learning whilst still working in their existing roles. The Aston Executive DBA goes beyond theory. You will discover how to turn complex ideas into actions and become recognised as thought leaders in their field.
You will benefit from:
Programme Structure
The Research Methods Course
All doctoral students undertake the taught Research Methods Course (RMC) as the foundation of their development as a professional researcher and this is undertaken in the first year of study (or the first two years in some circumstances).
The RMC is intended to provide you with all the skills that you require both to successfully complete your Executive Doctorate and to develop you as a "researching professional". The RMC is taught by expert staff in management research and is designed to lead to the development of your final research proposal and qualifying report, which is the conclusion of the RMC.
The programme begins with a week-long residential module taught together with full-time research students. On-campus attendance is compulsory. For Executive Doctorate participants the three subsequent research methods modules are delivered online via Aston University’s Virtual Learning Environment (VLE), Blackboard. DBA participants are welcome to attend workshops on campus should the days and times these are arranged be convenient to them.
Each of the Research Method Course modules is assessed through assignments that require students to link the concepts from that module to their own research project.
The RMC is designed to lead to the development of a Qualifying Report, a written document approximately 6,000 words in length which forms the basis for the final thesis. The Qualifying Report is has to be successfully completed before the student proceeds onto the next stage of the research project.
Final Thesis
The Aston Executive DBA is a part-time distance learning doctoral programme designed so that senior professionals can advance their learning whilst still working in their existing roles. The Aston Executive DBA goes beyond theory. You will discover how to turn complex ideas into actions and become recognised as thought leaders in their field.
You will benefit from:
· A unique research experience that can transform your career, organisation and development as an individual.
· A widely respected qualification that clearly demonstrates your credibility, insight and ability to innovate.
· Networking opportunities through a global cadre of highly experienced fellow Executive DBA participants to exchange ideas and experiences.
Programme Structure
Year 1 (up to two maximum): Research Methods Course and Qualifying Report
Years 2-4 (up to six years maximum): Individual research project and submission of thesis/portfolio.
The Research Methods Course
All doctoral students undertake the taught Research Methods Course (RMC) as the foundation of their development as a professional researcher and this is undertaken in the first year of study (or the first two years in some circumstances).
The RMC is intended to provide you with all the skills that you require both to successfully complete your Executive Doctorate and to develop you as a "researching professional". The RMC is taught by expert staff in management research and is designed to lead to the development of your final research proposal and qualifying report, which is the conclusion of the RMC.
The programme begins with a week-long residential module taught together with full-time research students. On-campus attendance is compulsory. For Executive Doctorate participants the three subsequent research methods modules are delivered online via Aston University’s Virtual Learning Environment (VLE), Blackboard. DBA participants are welcome to attend workshops on campus should the days and times these are arranged be convenient to them.
Each of the Research Method Course modules is assessed through assignments that require students to link the concepts from that module to their own research project.
The RMC is designed to lead to the development of a Qualifying Report, a written document approximately 6,000 words in length which forms the basis for the final thesis. The Qualifying Report is examined by viva voce and has to be successfully completed before the student proceeds onto the next stage of the research project.
Final Thesis
The research project culminates in the submission of a final thesis of up to 80,000 words in length. The thesis must be successfully defended by viva voce before the degree can be awarded.
The Harvard doctor of public health (DrPH) will prepare you for high-level leadership to make a difference in the fields of public health and health care. This first-of-its-kind, multidisciplinary degree provides advanced education in public health along with mastery of skills in management, leadership, communications, and innovation thinking. This is accomplished within a highly collaborative, small-group learning environment. In just three years—two years at Harvard plus one year in a field-based doctoral project—you will learn how to address complex problems of public health policy and use advanced analytical and managerial tools to lead organizational and societal change. You will learn the scholarship of translation, assembling scientific evidence and using it to achieve real results in the field. And you will gain hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.
The Harvard DrPH is planned as a 3-year academic program. The first two years of the Harvard DrPH involve full-time, on-campus study as part of a collaborative cohort of approximately 25 students. The academic training will cover the biological, social, and economic foundations of public health, as well as essential statistical, quantitative, and methodological skills you will need to address today’s complex public health challenges, which rarely fall within neat disciplinary boundaries. You will also shape an individualized course of study in your second year by selecting courses to deepen specific areas of expertise and build skills that you will apply during your third year capstone project— the DrPH Doctoral Engagement in Leadership andTranslation for Action (DELTA) Project, which is developed at the Harvard T.H. Chan School of Public Health to foster transformative leadership in the field. During the DELTA Doctoral Project, you will undertake in a nonprofit, governmental, or for-profit organization.
As a Harvard DrPH graduate, you will be ready to lead. You will be equipped with experience gained through real-world case work and field work conducted at a variety of organizations. You will have the skills to start new organizations or work from within to change existing ones. You will know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health. You will be comfortable in a leadership role and confident in your public health expertise. And whether you choose to pursue a career in a nongovernmental organization, health ministry, government agency, health care provider, start-up, or more established private sector business, you will be prepared to make a difference.
If you aspire to a leadership position in public health—whether at a health ministry, government agency, consulting firm, health-related start-up, established corporation, nongovernmental organization, or international organization—the Harvard DrPH will equip you to meet your goals.
As a DrPH student, you will work closely with Harvard’s renowned faculty through rigorous case discussions, simulations, and field experiences in a variety of major public health organizations. You will also collaborate with passionate, highly skilled classmates who bring diverse talents, backgrounds, and creative problem-solving skills to the classroom. The rich relationships you establish during this experience will become lasting sources of collaboration and support, along with the global network you will gain as a member of the Harvard alumni community.
All candidates for admission to the Harvard DrPH should have, at a minimum:
Beyond the formal qualifications, we seek top applicants who demonstrate an appetite and vision to effect change, displaying the energy and creativity to have already moved along that path early in their careers. We also explicitly seek to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.
Do you want to develop your knowledge and research skills in the field of education even further? The Doctor of Education (EdD) course offers you the benefits of a part-taught degree along with the opportunity to independently research a specific area of interest in depth.
At the University of Bolton we have a ‘Teaching Intensive, Research Informed’ ethos. This means we aspire to offer postgraduate student-focused learning opportunities that inform best practice in education, underpinned by the research knowledge of our high quality staff.
The Doctor of Education course was the first of its kind to be introduced at the University and is extremely popular. The programme differs from the traditional PhD in that it is in two parts. Stage one, the taught element, covers the development and submission of your research proposal. Stage two is a programme of directed and independent study leading to the production and defence of your own critical commentary.
Our welcoming team of experienced, professionally and academically qualified staff will help you to understand how you can align your research topic of interest to other current research in applicable fields, and apply it to your own professional practice and context. The EdD is invaluable for demonstrating your ability to implement a project and also opens up opportunities for higher education lecturing and/or research posts.
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