Welcome to Find A Professional Doctorate

    A Database of Professional Doctorate Programmes Worldwide

    This site lists doctoral qualifications aimed at those working in nursing, engineering, psychology, law, social work, education and a growing number of other professions.


    Latest Professional Doctorates

    62092| Keele University| Professional Doctorate in Education (EdD)|

    The programme has been specifically designed for professionals - practitioners, policy-makers, leaders and managers, academics and teachers - at all levels of education, from early childhood through further and higher education, to lifelong learning.

    The Doctorate in Education is a 4-8 year part-time course. In the first two years you would be required to attend the university for taught modules. There are 5 modules in total, each of which is taught in 1-2 day blocks. Around this formal teaching, there are regular opportunities for face to face and e-mail support. In years 3 - 4 (and beyond where necessary) you would work under the guidance and support of a nominated supervisor to produce a thesis.

    The programme has been specifically designed for professionals - practitioners, policy-makers, leaders and managers, academics and teachers - at all levels of education, from early childhood through further and higher education, to lifelong learning.

     Specifically the EdD aims to:

    • Promote an understanding of research evidence and methodologies relevant to professional practitioners
    • Develop a critical awareness of the policy context in which professional practice takes place
    • Enable participants to undertake a research study of relevance to their professional activities.

    "Blow the dust off your brain, practice your theories and theorise your practices with this challenging, stimulating and thought provoking programme." Visit the testimonials tab to read more.

    The EdD has one entry point a year, in October.  

    The programme consists of five units with five associated formative assignments taught in mainly two-day Course Session events to support the development of your research plan and proposal (years 1 and 2), Regular e-supported learning between Course Sessions and a Research thesis (up to 60,000 words) in years 3 and 4.

    Course Content and Assessment

    The programme is assessed by four formative assignments, one summative assignment and a Research Thesis. These are attached to the following units:

    Module 1 EDU-40116: Introduction to theories and methods as a reflective practioner-researcher 

    Assignment: Self-Reflection and Personal Development Plan

    Module 2 EDU-40104: Critical theories and analytical perspectives in education 

    Assignment: Theoretical Perspectives on education policy and practice

    Module 3 EDU-40117: Research methods and evaluation 

    Assignment: A General Research Methods critique

    Module 4 EDU-40105: The pilot study     

    Assignment: a commentary and report on a pilot study that will inform the final research proposal for the thesis

    Module 5 EDU-50001: Preparing and presenting a thesis proposal 

    This is a summative assignment (5,000 words written and 1,000 words oral presentation)

    Years 3 and 4+: A Research Thesis 

    This will be between up to 60,000 words and will draw from the previous five assignments. It should form a contribution to the knowledge of the subject area and show evidence of originality, either by the discovery of new evidence, or by the exercise of independent critical power. The thesis is examined by the conventional method of the viva voce.

    Tutors will guide the participants through their formative assignments and a supervisor will be allocated for the Thesis Proposal and Thesis.

    Alternative exit point for the EdD

    Upon successful completion of the taught part of the EdD programme and a 15-20,000 word mini-thesis, students may be awarded an MRes (Education).

    62090| Keele University| Professional Doctorate in Social Work (DSW)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62089| Keele University| Professional Doctorate in Physiotherapy (DHealthSci (physiotherapy)) or (DHealthSci (Physio))|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62088| Keele University| Professional Doctorate in Health Sciences (DHealthSci)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62087| Keele University| Professional Doctorate in Nursing (DNursing)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62086| Keele University| Professional Doctorate in Counselling (DCouns)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62085| Keele University| Professional Doctorate in Public Health (DPH)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62084| Keele University| Professional Doctorate in Health Education (DEdHealth)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62083| Keele University| Professional Doctorate in Pharmacy (DPharm)|

    Professional doctorate programmes are increasingly the choice of professionals.

    They have similar demands to that of a PhD but are structured slightly differently. Divided into two stages, with the first stage devoted to professionally focused teaching with assessments. The second stage focuses on research with students managing a research project usually based on their professional practice.

    The programmes are designed to support experienced professionals, enabling committed professionals to study flexibly to achieve a doctorate.

    LEARNING OUTCOMES:

    1. Evaluate and reflect on the core skills that are required for effective communication at an interpersonal and organizational level.
    2. Critically assimilate the current political challenges in health and social care and the role that culture, power and politics plays when communicating with organizations in this context.
    3. Critically analyse and appraise the key elements of productive team working, including effective management of workforce conflicts, and how these can inform planned change processes.
    4. Identify and apply strategies for implementing a change process and for networking across boundaries to build relationships and share information, plans and resources.
    5. Critically reflect on the key characteristics and skills of an effective leader and how these can be used to implement change in the workplace.
    6. Demonstrate a critical awareness of the principles of research and evaluation.
    7. Critically evaluate the research evidence base to inform the development of practice based/professional research questions.
    8. Develop an appreciation and knowledge base of quantitative and qualitative paradigms, methodologies and methods and their application to practice based/professional research
    9. Critically evaluate the strengths and weaknesses of a range of research methodologies and methods.
    10. Analyse and reflect on the knowledge of the research process and methodologies and how these relate to own proposed research, providing a rationale and justification for choices made.
    11. Compose and critically debate a justified rationale for the research philosophy underpinning the project.
    12. Discriminate between and justify different research methodologies and methods underpinning the research project.
    13. Select and critically discuss the relevant data analysis methods for the proposed project.
    14. Develop a research proposal for the pilot study that demonstrates the ability to critically and analytically conceptualize the design of the research project.
    15. Critically analyse and examine the principles of research ethics and governance.
    16. Conduct a pilot study that shows the ability to implement a project for the generation of new knowledge, applications or understanding at the forefront of individual disciplines.
    17. Develop or select appropriate research tools that will collect data to meet the aims and objectives of the research questions/hypotheses.
    18. Demonstrate the intellectual capacity to undertake independent and original doctoral level research.
    19. Synthesise the relevant literature in order to develop the research question(s) or hypothesis.
    20. Design and justify an appropriate framework for the proposed research project that effectively integrates empirical focus, context, theory and methodology.
    21. Confidently and concisely communicates an appropriate ethical strategy for answering the research questions or testing the hypotheses.
    22. Communicate ideas and arguments effectively orally and in writing in language that is appropriate to doctoral level study.
    23. Provide a portfolio of evidence to demonstrate achievement of competencies required for advanced practice as described in the competency frameworks relative to your professional practice. 
    24. Demonstrate that you have developed a comprehensive understanding and critical awareness of a chosen field of your professional practice, through research, enquiry and critical reflection, and created an interpreted new knowledge, principally through the production of a thesis, which is of suitable standard to satisfy the University Criteria on Doctoral work.

    COURSE CONTENT:

    Part 1-Years 1 and 2

    Part 1 is the taught element where you will achieve the key learning outcomes/competencies required for your specific route on the Health Professional Doctorate programme, in relation to your area of professional background and your specific research project proposal. Part 1 will conclude with a thesis proposal that will inform your doctoral research for Part 2 (Years 3 onwards) of the programme.

    During Part 1, you will study using a variety of learning media and tools, mainly through distance learning at the University, in your home or work place. These will include face-to-face seminar(s) at the beginning of Part 1 as your induction onto the programme, and at various times during the 2-year period of Part 1 to participate in workshops, share progress with other students and staff through group work and presentations, and for formative assessment. There will also be distance learning modules (electronic and paper based) produced by the Faculty of Medicine and Health Sciences.

    These modules have been carefully designed to incorporate activities that will develop your understanding of particular issues and concepts, application of knowledge to practice, and help you to reflect on your current practice.

    Part 2 (Years 3 onwards)

    Once you have successfully completed Part 1 you will undertake your research in Part 2 to produce your doctoral thesis for the professional doctorate, which will ensure you will be eligible for future potential NHIR funding for clinical lectureship and senior clinical lectureship awards. However this does depend on your research approach and route taken on the professional doctorate. You will have a supervisor who will have been assigned at the start of year 2 of Part 1 who will now be your main point of contact to take your research project forward to completion. As well as receiving personal support from your supervisor there may also be occasional workshops available at Keele to support your progress and group meetings to maintain contact with your fellow student to continue the peer support developed in Part 1 of the programme.

    APPLICATION PROCESS:

    Our next intake is in October 2020 but we welcome applications all year around.

    Visit our website for more information on the application process and why Keele is the institution to continue your professional development - https://www.keele.ac.uk/study/postgraduateresearch/

    62082| Keele University| Professional Doctorate in Criminology and Criminal Justice (DCRIM)|

    The Professional Doctorate in Criminology and Criminal Justice (or DCrim) is a 4-8 year part-time course. 

    In the first two years you would be required to attend taught modules. There are 5 modules in total, each of which is taught in 1-2 day blocks. Around this formal teaching, there are regular opportunities for face to face and e-mail support. In years 3 - 4 (and beyond where necessary) you would work under the guidance and support of a nominated supervisor to produce a 60,000 word thesis.

    The DCrim builds on the established and very successful UG and PGT provision in Criminology and Criminal Justice in the School to provide a specialist route for professionals and managers working in the field of criminal justice, or in related fields, who wish to embark on doctoral study located within their own professional discipline and practice.

    Indeed, this programme focuses on practitioners and professionals in criminal justice (e.g. policing, courts, probation, prison work, alternative sanctions, community sanctions, service providers in the sphere of drugs and addiction, and so on) or related fields of work and practice (e.g. local authority and third sector service providers in the sphere of crime prevention, security, community building and offender rehabilitation; private providers in the above or related spheres; non-governmental action in a variety of spheres such as environmental action, human rights policy and activism, and so on). This list is not exhaustive.

    Practitioners and professionals working in fields and organisations as diverse as (e.g.) Amnesty International and (e.g.) the Police all share a common sphere of work which is structured around problems and issues of deviance from legal norms.

    COURSE CONTENT

    Module 1 (30 credits) Introduction to theories and methods as a reflective practioner-researcher (EDU-40116)

    Assignment: Self-Reflection and Personal Development Plan

    Module 2 (30 credits) Critical perspectives in criminology and criminal justice (CRI-40034)

    Assignment: Theoretical perspectives essay

    Module 3 (30 credits) Research methods and evaluation (EDU-40117)

    Assignment: A general research methods critique

    Module 4 (30 credits) The pilot study (EDU-40105)     

    Assignment: a commentary and report on a pilot study that will inform the final research proposal for the thesis

    Module 5 (60 credits) Preparing and presenting a thesis proposal (EDU-50001)

    This is a summative assignment comprising a written research proposal and an oral presentation

    Years 3 and 4+: A Research Thesis 

    This will be up to 60,000 words and will draw from the previous five assignments. It should form a contribution to the knowledge of the subject area and show evidence of originality, either by the discovery of new evidence, or by the exercise of independent critical power. The thesis is examined by the conventional method of the viva voce.

    Tutors will guide the participants through their formative assignments and a supervisor will be allocated for the Thesis Proposal and Thesis.

    62034| Liverpool John Moores University| Professional Doctorate in Applied Sport and Exercise Science|

    LJMU's Professional Doctorate in Applied Sport and Exercise Science enables you to create and interpret new knowledge associated with your own professional practice.

    • Designed to support the creation and interpretation of new professional practice in your own area
    • Enjoy high quality supervision on this programme which is underpinned by high-grade research
    • Go on to work with elite athletes or take up a position in physical activity promotion, education, teaching or research
    • Work closely with academic staff who are leaders in their research field and experts in training

    Applied Sport and Exercise Science is an established discipline with growing possibilities for qualified professionals.

    Opportunities for professional training at doctoral level are increasingly important for vocational careers within sport and exercise. This doctorate facilitates the creation and interpretation of new professional knowledge.

    To obtain the award you will need to complete a related Masters programme or MPhil and spend two or more years acquiring a range of supervised skills connected with applied research.

    The programme is underpinned by a strong focus on equipping future Applied Sport and Exercise Scientists for a range of professional scenarios associated with problem solving.

    You will develop your skills as a research practitioner, more specifically the ability to complete research projects in the real world. You will also demonstrate that you have the generic professional skills required to be an Applied Sport and Exercise Scientist through your own work-based learning experiences, taught sessions on the programme and extensive supervision.

    Course modules

    Your programme is made up of a number of a number of core modules as detailed below.

    • Professional Planning and Training in Sport and Exercise Sciences (30 credits)
    • Sport and Exercise Science Professional Practice (270 credits)
    • Reflection in Sport and Exercise Science (60 credits)

    Study hours

    You will be required to attend the University for five days of staff-supported learning in the first five months of the course (January to May). A development day following this initial period will be held approximately every eight weeks. The remaining delivery will largely be focused upon individually negotiated contact sessions with your supervisor.

    Teaching methods

    The programme is designed around individual professional requirements to ensure all students receive the tailored, specific support that best facilitates their own professional development.

    Applied learning

    Staff have extensive networks with numerous elite and professional sporting and exercise organisations providing our students with research and placement opportunities. We have contacts in: professional UK and European football, cricket and rugby teams; Olympic sports and UK institutes of sport; local councils; hospitals and clinics.

    Assessment

    To cater for the wide-ranging content of our courses and the varied learning preferences of our students, we offer a range of assessment methods on each programme. Assessment techniques vary from module to module to reflect relevant assessment approaches and the key learning points of each topic.

    Assessment on this course includes: a professional training audit, a systematic review, scientific and professional reports, reflections and a viva voce exam at the end of the programme.

    Employability

    LJMU has an excellent employability record with 96% (HESA 2017) of our postgraduates in work or further study six months after graduation. Our applied learning techniques and strong industry connections ensure our students are fully prepared for the workplace on graduation and understand how to apply their knowledge in a real world context.

    Employment opportunities in Applied Sport and Exercise Science have become increasingly professionalised in recent years. As a consequence there is a need for individuals to demonstrate high level professional and personal skills. A growing number of Applied Sport and Exercise Science graduates work in applied settings as practitioners and promoters, as well as taking employment in Applied Sport and Exercise Science education, teaching and research positions.

    Staff on the course have existing experience of supervised trainees working in the Applied Sport and Exercise Science service domain.

    61714| Dublin City University| Professional Doctorate in Elite Performance (Sport)|

    Introduction

    The Professional Doctorate in Elite Performance (Sport) (Level 10 NFQ, 240 ECTS) is a four year part-time, blended learning programme, comprising both research and taught elements. The programme, delivered by the DCU School of Health and Human Performance, will exploit the working context of students by supporting them to develop evidence-based solutions to their ‘real world’ workplace problems from across the sporting landscape. 

    Aimed at the next generation of practice leaders in sport, the qualification is designed to enhance and acknowledge the quality of innovation, critical review and systematic application of appropriate theories and research to sport performance. The part-time nature of the course enables students to embed their learning and research within their own professional practice and ensure that the acquired knowledge and understanding gained through the research journey then be integrated directly into the organisations and systems in which they work.

    Course Overview

    The programme comprises of both research and taught elements. Modules 1 - 4 comprise modules (60 ECTS) that critically reflect on theories and practice of sport performance, develop an advance understanding of research methodologies and skills, and provide students an opportunity to relate this knowledge and understanding to their own applied and professional context. Module 5, the DProfElite (Sport) Thesis (180 ECTS), involves the completion of a research project and thesis. 

    The taught elements of the programme will be delivered using a blended learning strategy, with delivery being undertaken using a combination of online and face-to-face. Supporting the blended learning approach, two ‘on-campus’ learning blocks will be a feature of the students’ learning journey and will offer opportunities for assessment, sharing of practice, face-to-face teaching and networking amongst the student cohort.

    Throughout the modules, as is typical of doctoral level study, students will engage in independent study of relevant issues and ideas raised during the module. Participants will be expected to engage in reading and critical review of literature relevant to the module and their own performance area.

    Careers

    Graduates of the Professional Doctorate in Elite Performance (Sport) will have established their authority in their area of doctoral research by making a domain-specific contribution at the forefront of professional practice. Graduates will be prepared to take leadership roles in their domain which will allow them influence the way in which their profession is approached both nationally and internationally. Graduates will gain a formal academic recognition of their professional development and standing that exemplifies the specific contribution made to extending knowledge and professional practice in sport performance.

    61485| Bournemouth University| Doctor of Education Creative and Media|

    We have designed this part-time course to support teachers, lecturers, media professionals, trainers and other educational professionals working in creative/ media/ technology related areas, to conduct doctoral research into their own professional practice in education.

    The course is split into two phases. In the taught phase, you’ll be trained in a cohort on the conceptual frameworks for educational research, methodology, ethics, literature reviewing and data collection. In the supervised, stage, you'll be supported in conducting your project to completion and publication. This course will help you become a doctoral researcher and improve your professional practice to impact on teaching and learning. You will be supported by the course team, fellow students, members of the Centre for Education, Media and Practice and our active group of Visiting Fellows and Professors, a rich and dynamic community of practice.

    In addition to the entry requirements, you will need to be an educational professional with an appetite for enquiry, a passion for reflective thinking about your practice and a desire to take on the challenge of doctoral level study in your discipline context. At the application stage, you will need a viable proposal in the form of a short expression of interest, explaining your role and your prospective research project. You will also need the time to focus on this research, on average one day a week, or equivalent hours spread over the week for four to six years. 

    61328| Aston University| Optometry / Ophthalmic Science - Professional Doctorate|

    Course outline

    Our flexible Optometry / Ophthalmic Science Professional Doctorate has been designed for those working in full-time professional practice who want to develop their expertise and gain specialist knowledge while continuing to work. This unique professional doctorate programme will enable you to enhance your knowledge, and critical awareness of current issues to be at the forefront of the academic discipline.

    Delivered online through our innovative framework of flexible credit accumulation, you’ll be able to select modules suited to your passions and career development goals, as well as getting the opportunity to further explore a topic of your choice with a substantial piece of research.

    Course structure

    The qualification you will be awarded with depends on your profession and if you are a practicing optometrist or not:

    The Doctor of Optometry programme is aimed at practising optometrists, who will complete case records where required for taught module coursework and will undertake a practice-based research project.

    The Doctor of Ophthalmic Science programme is for eye care professionals who may not be practising optometrists, e.g. medics/ orthoptists/ product designers; these students may complete scientific essays to fulfil the coursework requirements and undertakea non-clinical research project.

    Both qualifications are broken down into two elements; taught and research.

    As a new student, you will initially register as postgraduate student within our framework of flexible credit accumulation (FCA). Within this framework it is possible to graduate with a:

    • Postgraduate Certificate in Optometry (60 taught credits)
    • Postgraduate Diploma in Optometry (120 taught credits)
    • MSc Optometry/ Ophthalmic Science (180 credits: 120 taught, 60 dissertation)
    • Doctor of Optometry (DOptom)/ Doctor of Ophthalmic Science (DOphSc).

    Up to 60 credits may be awarded in respect of Recognition of Prior Learning (RPL), whether experiential or certificated (e.g. previous completion of the Aston MOptom).

    To progress to full doctoral registration requires a minimum of 120 taught module credits including the compulsory 20 credit Research Methods module, an approved project proposal, and successful completion of the qualifying report stage, assessed byviva voceexamination with an internal examiner. The report and the viva voce examination will be used to assess suitability for progression to the full doctoral project.

    Candidates may only progress to the ophthalmic doctorate if they achieve 60% in the taught element of the programme and at least 60% in their dissertation that is submitted following completion of the taught element.

    Modules

    Worth 20 credits each, which is nominally equivalent to 200 hours of student learning,our modules consist of remote access lectures with electronic formative assessments and a module coursework assignment such as reflective case records, or an essay/literature review related to the module.

    There are two study periods per year to complete taught modules; 1st October -31st January and 1st March -30th June, please note dates are given as an approximate and are subject to change. Module results are ratified at Examination Boards held shortly after the end of each study period.

    Taught modules include:

    • Accommodation and Presbyopia
    • Advanced Contact Lenses
    • General Ocular Therapeutics
    • Geriatric Optometry
    • Glaucoma
    • Investigative Ophthalmic Science
    • Myopia
    • Nutrition and the Eye
    • Ocular Pharmacology and Therapeutics (General Optical Council approved Independent Prescribing module)
    • Prescribing for disorders of the eye (General Optical Council approved Independent Prescribing module)
    • Refractive Surgery
    • Retinal and Macular Disorders
    • Research Methods
    • Research Review.

    As part of the flexible programme as a UK optometrist, you may complete the theoretical element of the General Optical Council approved Independent Prescribing for Optometrists module.

    Module list provides an overview of what is currently available, this list is subject to change. The above modules are also available for completion as standalone professional development courses, see the website for more information.

    Thesis

    Your thesis will form the major component of your doctorate. Supervised by members of the Aston Optometry School, you will develop your research proposal based on your own clinical interests, or, you may opt to select a project nominated by an Aston academic. As this is a distance-learning programme, the research is not normally carried out on the University campus, and it is essential that the you have access to the facilities and resources needed to carry out your research, usually in your place of work.

    This stage requires a significant long-term commitment, as it is equivalent to around 2 years of full-time work (i.e. 4 years part-time). Candidates ultimately submit a thesis which is examined in a viva voce examination.

    Learning, teaching and assessment

    As a part-time distance learning student, your lectures will be delivered online using Blackboard, our virtual learning environment. The lectures, which are available whenever you chose to view them to ensure maximum flexibility, are accompanied by short formative tests throughout the module. Each module includes a substantial piece of coursework, e.g. a scientific literature review or portfolio of case records.

    The programme will be assessed through a combination of written and oral examinations, class tests, individual and group coursework, projects, presentations and practical assessments.

    For the main element of the doctorate, the research project, candidates submit a report and undergo a qualifying report stage within one year of becoming research active. Once this stage has been passed, candidates continue their research, culminating in the submission of a thesis (up to 80, 000 words). Your thesis is assessed in a viva examination by experts in the chosen field. The degree of Doctor of Optometry or Doctor of Ophthalmic Science is awarded to candidates who successfully defend their thesis.

    61324| Staffordshire University| Professional Doctorate in Health Psychology|

    Our Professional Doctorate offers a unique opportunity to experience and develop your professional skills in Health Psychology, under the guidance of highly qualified and committed staff.

    Health psychology is the study of psychological processes and their application to health, illness and healthcare. Through this course, you’ll develop competence in professional skills, as well as research, psychological interventions, teaching, and consultancy.

    The qualification will provide a guarantee for employers that you’re competent in core aspects of health psychology and professional practice.

    This course is accredited by the British Psychological Society. When you’re awarded the degree you’ll gain Stage 2 accreditation towards becoming a Chartered Psychologist and be eligible to apply to register as a Health Psychologist with the Health and Care Professions Council (HCPC).

    Staffordshire University has a thriving Health Psychology research culture, focused in the Staffordshire Centre for Psychological Research, with an excellent national and international reputation.

    The Health Psychology Programmes at Staffordshire University have nine commendations from the BPS (2018).

    Please note the closing date for the Professional Doctorate in Health Psychology is 30 June 2020.

    Interviews will be held on 30 July 2020.

    Please note that this course requires full time students to be on placement for a minimum of two years and to pay the fees detailed per year of study. Students need to allow for an additional period of time for writing up during which there is a writing up fee to be paid each year until completion.

    On successful completion of study, we will issue the following award: Professional Doctorate Health Psychology

    Work placements

    You’re expected to have a relevant health-related placement (paid or unpaid) before applying to the course. The placement will need to be formally approved prior to you joining us, and you’ll need to identify a workplace contact (who will be a suitably qualified healthcare professional) who will be available to support you. Placements differ across trainees, if you’re concerned whether your placement is suitable, then please contact the course leaders directly.

    You’ll be assigned a University supervisor who will visit you and your contact at the beginning, middle and (usually) end of the placement.

    Sometimes you may also need to spend time in other settings to attain all the experience and skills you need to complete the course.

    Course content

    The taught elements of the course involve a programme of interactive workshops which runs throughout the year, covering five competencies.

    Professional body accreditation

    Postgraduate accreditation

    Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a practitioner psychologist.

    The course is accredited by the British Psychological Society (BPS) as providing Stage 2 training in Health Psychology.

    We have been commended by the British Psychological Society for the positive and strong ethos of developing reflective practice of trainees, the exemplary support we provide which helps foster positive and professional relationships with trainees, and the well-developed and positive relationship with service users who are involved in the development of the programme and trainee’s skills.

    61323| Staffordshire University| Professional Doctorate in Clinical Psychology|

    Our professional doctorate represents a unique blend of academic study, clinical experience and research which will enable you to qualify as a registered Clinical Psychologist with the Health and Care Professions Council (HCPC).

    An important strand running through the course is the impact of society upon psychological wellbeing. We encourage you to be alert to and involved in the wider context of changing health, social and economic needs of the population.

    The teaching elements of the course are closely linked to the work you’ll be doing in your clinical placements and your research activities. The links between theory, practice and personal development are developed through a strong emphasis on reflective practice.

    The course has been commended by the British Psychological Society (BPS) for the high regard in which the course team and its students are held by NHS stakeholders and service users who play an active role in its development and implementation.

    Upon successful completion of the course, you’ll be eligible to apply for registration with the Health and Care Professions Council and membership of the Division of Clinical Psychology in the BPS.

    The course is a partnership between Staffordshire University, the NHS and practising clinical psychologists in Shropshire and Staffordshire. As a trainee clinical psychologist, under current funding arrangements, you’ll be employed full-time by one of two local NHS Trusts.

    Applications can only be accepted via the Clearing House for Postgraduate Courses in Clinical Psychology

    On successful completion of study, we will issue the following award: Professional Doctorate Clinical Psychology

    Course content

    Your time on the course will be divided between academic work, clinical experience and research.

    Academic

    Following mandatory induction blocks each year, you’ll attend workshops, lectures and seminars and undertake online learning for up to two days per week throughout the course. The mandatory induction blocks will be for 2-5 days each week depending on the stage you’re at.

    You’ll cover a broad range of topics in clinical psychology, giving you the knowledge required for your clinical placements and research.

    In Years 1 and 2, teaching is closely linked with the competencies that are assessed on placements, while Year 3 teaching focuses more on specialist skills.

    Clinical experience

    Throughout the course, you’ll undertake clinical placements in a variety of settings – you could be placed in hospitals, clinics, community centres or voluntary agencies. Placements can be located anywhere across the large geographical area of Staffordshire and Shropshire. You’re likely to be travelling some distance at times during training.

    During each year-long placement module, you’ll typically work with two (and up to three) main supervisors on clinical placements, which can last from 5-12 months (typically six months). In your third year you may have a degree of choice over some of your placements, depending on circumstances and progress.

    Research

    Your research activities will include:

    • critical appraisal of literature
    • a research proposal
    • an examination of research methods and processes
    • a service evaluation project
    • a research thesis portfolio

    You’ll have scope for choosing your research topics, provided they’re in line with staff interests, national and/or local research priorities and suitable supervision is available from University academics and local clinicians.

    You’ll start your thesis early in Year 1 and complete it by the end of Year 3. The thesis portfolio is written up as two papers, written in a format suitable for submission to identified peer-reviewed journals, and an executive summary. The first paper, a literature review, is submitted at the end of Year 2.

    You’ll have access to a wide range of University and NHS library and online resources, and you’ll be given training in qualitative and quantitative research methods and the process of conducting clinically relevant research.

    Professional body accreditation

    Accreditation by the British Psychological Society. Graduates from the programme are deemed to have met the requirements for Chartered Membership of the Society (CPsychol) and full membership of the Division of Clinical Psychology.

    Approved by the Health and Care Professions Council (HCPC) for the purpose of eligibility to apply to register with the HCPC as a practitioner psychologist (clinical psychologist)

    61322| Staffordshire University| Professional Doctorate in Education|

    The Professional Doctorate in Education (EdD) is a research degree for professionals working in a wide range of education and learning settings. Building upon your existing knowledge and skills, the EdD will enable you to investigate and advance your own practice.

    Aimed at a wide range of education professionals in schools, colleges, universities and the lifelong learning sector, the EdD is the progression route of choice for those who have completed a masters level qualification with us or another UK university.

    You’ll conduct in-depth, empirical study related to your professional practice, together with the critical analysis of relevant policy and theory, with a view to addressing current problems and improving future practice in education.

    By developing and enhancing knowledge and understanding of key education issues, as well as skills such as problem solving, critical inquiry and reflection, the EdD aims to impact positively on practice in the wider organisations associated with education.

    During your studies, you’ll critically debate contemporary education issues, further develop your research skills and academic scholarship, and deepen your professional understanding. This will enable you to make an original contribution to practice, and equip you to bring tangible benefits to your organisation.

    On successful completion of study, we will issue the following award: Doctor of Education

    Course content

    This is a broad and flexible research-based degree that incorporates four taught modules and a substantial research thesis.

    The modules are:

    • Policy and Professional Practice
    • Theory in Educational Research
    • Designing Educational Research
    • Thesis Research Proposal

    Designed to help you develop your research focus and academic skills, the taught element of the EdD is typically completed over the first two to three years of study and involves attending a number of on-campus Saturday sessions in Stoke-on-Trent. There are preparatory readings and activities in advance of each Saturday session, where you’ll be able to present and evaluate your own ideas and learning.

    Staff-led sessions and guest lectures will provide opportunities for you to participate in critical debate surrounding pertinent issues in education research, policy and practice.

    After successfully completing the four taught modules, you’ll be allocated a supervisory team, conduct the research project and, over 24 months, produce a 50,000-word doctoral thesis, which is formally examined in a viva voce.

    Careers

    The EdD offers research training and career development to a broad range of professionals in areas relating to education, whether in schools, further or higher education, or elsewhere.

    Typically students might be adult educators, contract researchers in HEIs, early years practitioners, FE and HE lecturers, head teachers, LA inspectors and advisers, primary and secondary teachers, senior administrators in national organisations, support staff, and educators in a range of professional organisations.

    61118| Teesside University| Counselling Psychology DCounsPsy|

    This programme delivers professional academic education combined with experiential training to produce graduates who are competent in delivering evidence-based psychological therapy.

    The programme emphasises a reflective practitioner approach, allowing the integration of psychological theory, skills and research alongside a highly developed capacity for self reflection and awareness. The core theoretical philosophy of the doctorate is that of an integrative/relational stance - recognising the primacy of the therapeutic relationship. As such, the course is an integrated programme of study, utilising critical appraisal of psychological theory, practice and research.

    Professional accreditation

    The doctorate is approved by the Health and Care Professions Council (HCPC), the statutory regulator for practitioner psychologists in the UK. Graduates of the doctorate are eligible to apply for HCPC registration.

    It is a legal requirement that anyone who wishes to practise using a title protected by the Health Professions Order 2001 (for example counselling psychologist) is on the HCPC register. For more information, please see the HCPC website.

    This doctorate is accredited by the British Psychological Society. Graduates are eligible to apply for Chartered Counselling Psychologist Status.

    How you learn

    Teaching and learning includes lectures, seminars, interactive workshops, case discussion groups, skills coaching sessions, supervised practice and personal development sessions.

    The combination of learning and teaching methods encourages self-directed, trainee-led enquiry. The emphasis is on integrating theoretical knowledge and research with clinically relevant practice experiences on placement. Placements are offered in the third sector and in regional NHS services. You are supported to obtain suitable placements.

    In addition to the standard forms of learning, you are expected to learn through experiential models as a result of receiving clinical and research-based supervision.

    How you are assessed

    A variety of assessment methods is utilised throughout the programme to emphasise the broad range of skills being assessed. Assessment methods include an unseen ethics examination, critical review essays, case studies, process reports, research proposals, a thesis, oral presentation, written evaluations, supervisory reports, case work, client logs, evidence files and practical workbooks. It is expected that by using a variety of methods aimed at assessing academic and research skills alongside practical clinical skills, you are given every opportunity to demonstrate your skills.

    Employability

    Career opportunities

    The programme provides the relevant qualification for graduates to practise as counselling psychologists. Counselling psychologists work in a wide number of settings and this course prepares graduates for careers in the NHS, the private sector and the public sector.

    Results from our most recent employability survey of 11 out of a possible 12 graduates were excellent. 100% identified being in professional employment plus 9.1% in further study, nine were in full-time work, one was in part-time work and one was working and studying. One graduate commented: ‘I think the teaching and content of the course provides a realistic expectation of 'the role of the counselling psychologist' which is also enhanced by clinical placements. The focus on ethics also promotes good practice.’

    The programme team regularly receives feedback from employers including the local NHS Trusts. We have increased NHS placements for our trainees, and some trainees conduct their research within NHS settings.

    Placement providers commented that our students are ‘enthusiasm, bring fresh ideas, are an additional resource and well prepared; they encourage reflection, undertake research and help us push our own practice’, which are all indicative of the transferable skills that you can take into your professional working life when you graduate.

    Other placement comments:

    • The last person we had on placement was very well prepared, organised, keen to learn and had experience working in the voluntary sector.’
    • ‘Trainees we have had seem to have good clinical skills and a good understanding around professionalism.’
    • ‘We interview all of our trainees for placement and have always chosen those who are warm and open at interview. As a team we feel that the trainees all seem to have; sound principles of contracting, a good understanding of confidentiality, an open and reflective stance towards clients in sessions and in placement supervision, professional attitude, willingness to and appreciation of working in a team.’
    • ‘We are very fortunate to have [trainee] as her work with our clients is excellent as is her interaction with our team.’
    61105| Teesside University| Doctor of Public Health (DrPH)|

    Public health is rapidly becoming one of the most recognised areas to focus attention on in terms of improving health and quality of life of populations. The need to expand and develop the public health workforce locally, nationally and internationally is well established.

    This course offers enhanced opportunities for students wishing to pursue studies in the academic and applied world of public health. The University is keen to share its vision by reaching out to students worldwide – either as attendees or distance learners with full support and interactive resources with experienced team members. Whether studying for career development part time or full time, or from a specific professional interest in the discipline, the course offers a distinguished broader-based learning programme aligned with the growing worldwide interest in public health development. As population structures continue to become dominated by ageing populations, rates of chronic illness increase, emergency of complicated infectious diseases (such as Ebola, Zika, HIV), and health and social care budget cuts, there has never been greater emphasis on preventing disease and improving public health and wellbeing. There is an increasing urge to move from viewing health concerns through lenses of biomedical models to biopsychosocial models. This demonstrates the need to develop more intricate multidisciplinary approaches that blend medical, allied health, nursing professionals, psychologists and sociologists working together to improve health and quality of life of populations – an initiative that requires effective leadership.

    The Doctor of Public Health (DrPH) cultivates effective leadership skills among current and future leaders in public health practice enabling you to develop advanced knowledge and competency in translating current best evidence into public health practice. You develop advanced critical thinking, administrative and problem-solving skills relevant for a dynamic contemporary public health practice environment. You develop a unique ability to analyse and understand the complex global public health issues, and provide sustainable evidence based solutions for improved health outcomes. The DrPH also enables you to become a fully independent public health researcher able to take the lead on your own learning and research. You have the opportunity to learn from and work alongside experienced and prolific researchers in public health, supporting you to engage in public health research, and to develop a record of wide dissemination and publication – important aspects in your career progression towards achieving a consultant position. The tutors on your programme are all specialists in their areas with much expertise and skill in their disciplines. A number of external experts may also contribute to modules including health protection experts from Public Health England, environmental health experts from the local authority, public health commissioners from a range of backgrounds and emergency planning officers who run a simulated public health event for students.

    Where you study

    The attendance mode of the programme is delivered at Teesside University main campus in Middlesbrough. The programme is also available by distance learning, allowing you the flexibility to study anywhere at your convenience.

    Employability

    Work placement

    You have the opportunity to undertake an optional fellowship placement in semester 3 of the first year (full-time) or second year (part-time). The placement is in a public health practice setting, for example at the Department of Public Health in Middlesbrough, or the World Health Organization. The placement activities are wide ranging including working with a team of experts to implement and evaluate public health interventions in communities. You are expected to develop a reflective portfolio to evidence your learning on the placement.

    The programme addresses core public health competencies outlined by the United Kingdom Faculty of Public Health. Successful completion of the programme should enable you to successfully pass Part A Faculty of Public Health examinations.

    Career opportunities

    This programme supports you to leave university well prepared to lead public health teams, initiatives and projects both in the UK and internationally and assists you as a public health professional to prepare for management and leadership roles reflected in the contemporary public health workforce needs. The Doctor of Public Health is highly recognised by all public health professional bodies and key international and UK public health employers place high regard in a candidate with the qualification.

    61087| University of Kent| Mechanical Engineering - PhD|

    The School of Engineering and Digital Arts offers research-led degrees in a wide range of research disciplines in a highly stimulating academic environment.

    The Mechanical Engineering Group in School of Engineering and Digital Arts (EDA) offers a Masters by Research (MRes) as well as a PhD programme in Mechanical Engineering. A full time MRes is a one year programme that leads to a research thesis. The duration for PhD programme is three years. 

    The MRes and PhD research-led degrees in the Mechanical Engineering Group will allow you to undertake cutting-edge projects in advanced fields of Mechanical Engineering. These research fields include:

    • computer aided design (CAD), 
    • failure of materials and structures, 
    • computational fluid dynamics (CFD), 
    • automation and manufacturing, 
    • risk and reliability,
    • industrial maintenance,
    • robotics and autonomous systems, 
    • and digital mechanics. 

    The School has state-of-the-art facilities and experimental equipment to support students’ research such as 3-D printer, wind tunnel, dynamic testing machines, mechatronic units and non-destructive testing (NDT) equipment. The School provides research students the opportunity to participate in regular research seminars and workshops. We also offer research students the possibility of attending international conferences organised by Mechanical Engineering societies to present their work.

    Our one year MSc by Research in Mechanical Engineering is an internationally recognised advanced postgraduate research degree, providing an ideal foundation for advanced skills and knowledge. Traditional MSc degrees primarily contain taught modules, whilst an MSc by Research is heavily research or practice-based and you learn through hands-on projects.

    Whereas a taught Masters develops expertise in existing subject knowledge, an MSc by Research places more emphasis on research and practical expertise and is project-based rather than module-based. An MSc by Research can focus on individual research skills, providing a strong foundation to build on for students considering a doctoral degree (PhD). Alternatively, our MSc by Research can be done via a practice-based approach, which is more orientated toward the industry. It is well structured, with clearly defined tasks to be completed, which will eventually lead to the final dissertation.

    61037| University of Wolverhampton| Professional Doctorate in Counselling Psychology|

    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.

    Why choose this course?

    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.  

    What happens on the course?

    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.

    The course fee also includes:

    • Residential stay at the beginning of the course.
    • BPS accredited psychometric training (Level A) and critical approaches to using tests in clinical settings.
    • EMDR training (Stage One) - accredited training.
    • Weekly clinical discussion groups, focusing on widening skills.
    • Extensive electronic journal and ebook library.
    • Teaching input from leaders in the field of counselling psychology.
    • Training in leadership, LGBT issues, religion and spirituality, assessment and treatment of sex offenders, neuropsychology: working with clients suffering brain injury, psychopharmacology: drugs and medications, therapy in forensic settings, trauma focused CBT, introduction to providing supervision.
    • Attendance at the annual BPS Division of Counselling Psychology conference, including accommodation and funding for resources if you choose to present.
    • We also offer a wide range of additional training and research activities within the department, the majority of which are free for trainees.

    Potential Career Paths

    • Counselling Psychologist
    • Clinical Researcher
    • Psychotherapist
    60893| University of Kent| Biomedical Engineering - PhD|

    About the School of Engineering and Digital Arts

    The School of Engineering and Digital Arts offers research-led degrees in a wide range of research disciplines related to Medical Engineering, Bioengineering, Digital-Health and Medical Electronics. The School enjoys an international reputation for its work and prides itself in allowing students the freedom to realise their maximum potential.

    The research-led degrees in our School will allow you to undertake cutting-edge projects in a broad range of biomedical related disciplines. 

    Examples of projects are:   

    - Development of wearable technology to design new skin-like flexible sensors, powered by Artificial Intelligence (AI), for Dysphagia therapy or Brain-Machine Interaction for wheelchair control.  

    - The design of AI algorithms for medical decision making to support patients who lack the mental capacity to consent or to apply image analysis to medical images.

    - Development of an intelligent system which can support health carers in generating highly personalised virtual reality (VR), to provide an effective care setting for people with dementia.

    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 and Control, 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.   

    60831| Bath Spa University| Professional Doctorate Education|

    Enhance your career in education with our Professional Doctorate.

    • Aimed at experienced professionals in all areas of education, with opportunities to learn from innovative local research projects.
    • Taught by teams of practitioners, scholars, and researchers who are experts in their fields.
    • Particular areas of expertise include teacher education, professionalism, leadership, social justice, and education policy.

    This six-year part-time Professional Doctorate in Education combines a three-year taught programme with a three-year piece of independent research and a thesis of 50,000 words. You'll have the opportunity to conduct an original piece of empirical research based on your own practice in an educational field of your choice, which will make a new contribution to knowledge.

    The course will offer you the opportunity to engage with the latest research in professionalism, early childhood studies, social justice and inequalities in education, education policy, leadership in education, pedagogies, and education philosophy. All of this will be underpinned by a rigorous study of research methods and theories in education.

    This course is aimed at professionals working in education or education-related fields. You'll be encouraged to think, write, and research critically, innovatively, and rigorously. You'll learn how to analyse, critique and innovate in education practice, policy and research. You'll be encouraged to challenge established ideas and concepts and develop your professional and academic skills to the highest level.

    Course structure

    The EdD is a part-time course in two parts. The first, taught element, will take three years to complete, the second, independent research element will take two to three years.

    The taught element contains six modules. Two modules will run per academic year, one per semester. This will also involve planning a piece of original research. You must pass the taught element of the course to move on to thesis stage.

    Once the taught part of the course is complete, you'll conduct an independent piece of empirical research which will make an original contribution to knowledge. This element will take two to three years. You'll work with two supervisors who'll guide your work, and you'll produce a 50,000 word thesis.

    Course modules

    This course includes or offers the following modules. Please check the programme document (below the main image on this page) for more details on which modules are core, required or optional.

    • Understanding educational research
    • Advanced educational research methods
    • Educational research proposal
    • Policy and professionalism in education
    • Leadership and pedagogy
    • Critical studies in early childhood
    • Education and society
    • Education and globalisation
    • Dissertation

    Attendance and timetables

    The programme is designed to be completed over six years.

    The taught element of the course will last three years. There will be one module taught each semester over two teaching blocks, which you'll need to attend. These will normally take place on a Friday and Saturday.

    In the independent research element of the course, you'll work with your supervisors to conduct a piece of research and write a thesis. You'll need to negotiate meetings with your supervisors, which will take place once every six to eight weeks.

    There are also research training events throughout the year which you'are welcome to attend to top up the taught element of your EdD course, such as specific sessions on writing for publication or research time-management, and research seminars and open lectures across the University.

    Once you enter the independent research element of your course, you'll be expected to present your work at a suitable academic conference.

    You’ll be subject to the same processes and quality check-points of enrolment, registration, annual monitoring, progression assessment, and viva (the oral examination for a doctorate) as all of the University’s doctoral students.

    Independent study time: 280 hours per semester.

    Individualised, subject-specific research training

    Each of the taught modules has an assignment equivalent to 5,000 words. You'll also be required to undertake an independent research study of 50,000 words on an approved topic. 

    Assessment

    Each module is assessed via formative exercises and tasks, to include class discussions and group presentations. There will also be a summative assessment in the form of an assignment (5,000 words) which critically discusses the module content.

    Part-time study and employment

    The EdD is a part-time programme and there are no restrictions on employment during the course. In fact, it is expected that students will also be senior professionals in education.

    However, you'll need to find ways to negotiate the balance between study and employment, as you're likely to run into difficulty if you don't give your research and study the time it requires.

    59905| University of Oxford| DPhil in Literature and Arts|

    Overview

    The DPhil in Literature and Arts considers applications from those who have already been awarded the MSt in Literature and Arts. Applications may also be considered from students with an interdisciplinary Master's degree in the humanities.

    Students will often be building on research and skills developed during the MSt in Literature and Arts, and prospective students are recommended to look at the MSt course page as a progression pathway to this DPhil.

    Description

    DPhil in Literature and Arts Oxford UniversityThe DPhil programme shares the same historical and interdisciplinary scope as the MSt. It is also an interdisciplinary programme which encompasses the disciplines of literature, art and architectural history, history, philosophy and theology. Compared to the MSt, however, students will be working independently towards their own deeply researched 100,000 word thesis, building on sustained independent research over a number of years, and focusing on one specific subject. The thesis can be completed in four to (a maximum) eight years. We encourage students to work towards completion in four to six years and the supervisors help to structure a realistic work schedule and timetable for completion.

    The research students on this course carry out independent doctoral research on a subject linked to the British past, c.1450- c.1914. British history is interpreted in the broadest possible sense to include global and imperial connections. For instance, the formation of British culture through the stimuli of influences beyond Europe, from Chinese porcelain to commodities like sugar and tea. Research proposals are welcome across the period, from, for example, Tudor and Jacobean Art and Architecture to the changing place of women in early twentieth century Britain. We have a democratic view of cultural history in which all men's and women's lives play their part.

    DPhil in Literature and Arts Oxford University

    Students work in at least two of the disciplines and are supervised by academics with two different areas of specialism. The course enables students to make the most of the university's resources (e.g. its libraries, computer facilities, museums and historic monuments) Students are also likely to need to consult archives and other primary sources in different locations depending on their project. There is an attendance requirement for this course of thirty days per academic year, and students will be encouraged to fully participate in the Graduate School in the Department for Continuing Education and to take part in other seminars, workshops and training activities offered across the University.

    Assessment methods

    The DPhil will be awarded on the basis of a thesis and an oral examination. Your thesis will be based on extensive original research and engagement with current scholarship. Students undertaking a part-time DPhil will normally study for four to six years from the time of admission. This compares with a full-time doctorate, which normally takes three to four years to complete.

    Level and demands

    To be eligible for the course students should:

    • normally be predicted or have achieved a first-class or strong upper second-class undergraduate degree with honours (or equivalent international qualifications), as a minimum, in any relevant subject. A good master's level qualification is usually required
    • Show prior interest in the area of research proposed 

    For further course information visit the Department for Continuing Education website. www.conted.ox.ac.uk/about/dphil-in-literature-and-arts

    For fees and application process visit the Oxford University's Graduate Admissions website. https://www.ox.ac.uk/admissions/graduate/courses/dphil-literature-and-arts?wssl=1

    59904| University of Oxford| DPhil in English Local History|

    Overview

    Local history has for more than twenty years formed one of the largest programmes within the Department for Continuing Education. The subject has proved an interesting, rewarding and accessible area of historical studies that has enabled many mature students to become directly involved in individual research. At undergraduate level the Department has, since 1980, offered a Diploma course and, in 1999, introduced a pioneering Internet-delivered Advanced Diploma.

    The MSc and DPhil programmes have been a natural progression for the Department, drawing on knowledge and skills acquired in many years of providing specialist classes in local history, and profiting from close links with local, social and economic historians elsewhere in the University. The Department introduced a part-time, taught Master’s course in English Local History in 1993. In 1995 it inaugurated, on a pilot basis, a part-time doctoral programme in three subjects, one of which was local history. In 2001 the University judged the pilot scheme to have been successful and confirmed the programme. The MSc and DPhil programmes are overseen by the University’s Continuing Education Board, and admission is through the Department for Continuing Education. All postgraduate students on these courses are now members of the Department’s new Graduate School.

    Supervision on the DPhil programme is provided by specialist tutors from the Department and elsewhere in Oxford, and further afield. An impression of interests represented in the Department’s teaching and research supervision can be seen in the Advanced Paper subjects offered as part of the Master’s course:

    • Power and patronage in the later medieval localities
    • Kinship, culture and community: provincial elites in early modern England
    • Poverty and the Poor Law in England 1660-1800
    • Enclosure and rural change, 1750-1850
    • Religion and community in England, 1830-1914.

    The part-time DPhil regulations require a minimum period of four years'part-time study (equivalent to two years' full-time). Typically, students take about six years to complete the DPhil. The MSc in English Local History is recommended as preparation for the DPhil* and students building on MSc work usually complete more quickly.

    Research students may be required to undertake appropriate research training provided within the University. In addition, they will be strongly encouraged to participate in seminars and informal meetings with staff and other researchers. The major commitment of time will be to individual study and research, involving wide and intense reading, data collection and analysis, and writing.

    For further course information visit the Department for Continuing Education website. www.conted.ox.ac.uk/about/dphil-in-english-local-history

    For fees and application process visit the Oxford University's Graduate Admissions website. www.ox.ac.uk/admissions/graduate/courses/dphil-english-local-history?wssl=1

    59903| University of Oxford| DPhil in Architectural History|

    Overview

    Architectural history has been taught within the Department for many years. The subject is defined broadly to include the built and designed landscape, and aspects of interior design. The programme is designed to enable students, including mature students, to undertake individual research. Past students have studied for the intrinsic interest of the subject as well as in connection with careers in heritage management and conservation.

    The programme draws on considerable experience in providing advanced tuition in architectural history. It profits from the close links within the Department between the disciplines of architectural history, art history, design history, English local history and landscape archaeology. It also has links with other parts of the University, particularly the Faculty of History, the Department of the History of Art, and Kellogg College, amongst the Fellows of which is the concentration of architectural historians associated with the University.

    Description

    Supervision on the DPhil programme is provided by specialist tutors from the Department and elsewhere in Oxford. In broad terms, supervision is possible in most areas of British architectural history (as defined above) from the middle ages to present, and some European topics. In terms of Great Britain, academic staff currently have particular research interests in ecclesiastical buildings; medieval castles, great houses and their landscapes; country houses; vernacular architecture; urban and institutional architecture, especially of London and Oxford, from 1660 to the present.

    Programme content

    The part-time DPhil regulations require a period of five to eight years’part-time study (equivalent to three years' full-time). Research students may be required to undertake appropriate research training provided within the Department. In addition, they will be strongly encouraged to participate in seminars and informal meetings with staff and other researchers both within the Department and elsewhere in the University. The major commitment of time will be to individual study and research, involving wide and intense reading, data collection (which may include fieldwork) and analysis, and writing.

    Further course information www.conted.ox.ac.uk/about/dphil-in-architectural-history and to apply visit the Oxford University's Graduate Admissions website www.ox.ac.uk/admissions/graduate/courses/dphil-architectural-history?wssl=1

    59901| University of Oxford| DPhil in Archaeology|

    Overview

    Oxford is a research-intensive university, and the subject of Archaeology is currently ranked as No.1 in the world by the QS World Rankings.

    Archaeology has for more than forty years formed one of the leading subjects within this Department. It has proved a rewarding and accessible area of study that has enabled students to become directly involved in research. At undergraduate level the Department offers a part-time Certificate, a Diploma and Advanced Diploma, and at postgraduate level a taught MSc course in Applied Landscape Archaeology, and a part-time D.Phil by Research.

    The part-time D.Phil by Research (full title: Doctor of Philosophy, equivalent to PhD) is assessed by a 80,000 word thesis, and was first offered in Archaeology in 2003. Students normally study for six years (twice the full-time length). It is assessed in exactly the same way as a full-time D.Phil, involving stages of transfer from probationary status to full D.Phil status, and confirmation of eligibility to submit your thesis, culminating in a viva-voce (oral) examination after submission, with one external and one internal examiner.

    The award is an Oxford D.Phil which is the same qualification as the full-time version; the part-time programme is overseen by the University’s Continuing Education Board, and admission is online through the University Graduate Admissions Office. All candidates for graduate programmes must also apply for a college place (which is done in the same application) - see 'College affiliation' below. 

    Supervision is arranged to suit the D.Phil topic, although depending on your topic area, we cannot always guarantee to have appropriate supervision available. It normally involves one or more of the Department's own archaeologists. The Department also has strong links with the School of Archaeology which is responsible for full-time provision within the University; depending on topic, at our request members of the School's academic or research staff may be willing to offer supervision or co-supervision. In the first instance, please consult the D.Phil Programme Director on your proposed topic or chosen study area (see below).

    Approved topics of research for the part-time DPhil normally relate to the Department's recognised strengths in landscape, British and professional archaeology. Occasionally other topic areas are approved, subject to an excellent application and supervision being available elsewhere within the university. All admissions and approvals of research topics are subject to the availability of appropriate supervision.

    59594| University of Buckingham| Professional Doctorate in Operational Excellence|

    Course Info

    The Professional Doctorate in Operational Excellence is a unique part-time degree designed to enhance professional education and practice through rigorous research into complex management issues. It is envisaged that students holding the Professional Doctorate will ultimately lead communities of practice in their specialist profession.

    This programme is aimed at senior business professionals aiming to take their career to the next level.

    The Professional Doctorate award is distinct from a PhD award in the following respects:

    • The Professional Doctorate typically focuses on research ‘in’ rather than research ‘on’ organisations.
    • The thesis produced at the end of the programme will make an original contribution to practice within the relevant professional area or areas.
    • Considerable weight is given to the taught components of the programme.

    Employers will benefit from supporting students on the programme developing and retaining key talent and building knowledge for competitive advantage.

    Structure

    Students will initially be registered for the degree of DProf. Their status will be probationary until all taught modules have been passed and the proposed research has been assessed as viable.

    Each student will be assigned a supervisory team which will provide expert support throughout the taught and research components of the programme.

    The first two years of the programme comprise taught modules that prepare students for doctoral level research in Operational Excellence. The taught modules are delivered through a series of nine 2.5 day workshops facilitated by internationally renowned researchers and practitioners. The taught modules are followed by a doctoral research project of 2 plus years.

    Modules

    Each of the taught modules will be summatively assessed by an individual written assignment. Some modules also include a summatively assessed individual presentation. Throughout the taught and research components of the programme supervisors will provide extensive formative feedback on draft work thereby ensuring that work submitted for summative assessment meets required standards.

    The Programme consists of 540 credits: 180 credits at level 7 and 360 credits at level 8. The level 7 taught modules are:

    Module 1: Designing a Professional Doctoral Research Project (20 credits)

    Module 2: Theory & Contemporary Thinking in Operational Excellence (40 credits)

    Module 3: Engaging with a Relevant Body of Knowledge (60 credits)

    Module 4: Methodological Frameworks Data Collection (60 credits)

    Students who successfully complete the programme will be awarded a Professional Doctorate in Operational Excellence (DProf).

    Students who successfully complete all taught modules will be eligible to graduate with a step-off award of Master of Business Research (MBusRes) if doctoral level research is not pursued.

    Graduates will acquire a widely-respected qualification that clearly demonstrates their intellectual capacity and their ability to innovate and problem-solve.

    The programme will also provide global and local networking opportunities – ideas and research experiences will be debated with other students and with faculty.

    59350| University of Reading| Doctor of Business Administration - DBA|

    The Henley Doctorate of Business Administration (DBA) is one of only nine programmes globally to have gained the prestigious AMBA accreditation. Since its launch in 1992, the Henley DBA is thought to be the most established in Europe with the highest number of graduates to its name from over 30 countries around the world.

    The MSc/DBA programme contributes to the research excellence of Henley Business School. The theses produced receive commendations from accrediting bodies and examiners alike. Candidates include prestigious competition winners and the quality of theses is regularly praised as being the highest quality by scholars with global reputations in their field. Research associates are members of our School structure and are encouraged to take part in activities of our research centres. By conducting original research in their specialist area, candidates are able to further their careers and build expertise to contribute to grow competitive advantage and differentiate themselves in the marketplace.

    What is a DBA?

    The Henley Doctorate of Business Administration (DBA) is a part-time professional doctoral degree with an international scope and reputation, designed to enhance executive and professional practice through the application of sound theory and rigorous research into real and complex issues in business and management.

    It enhances the capability to develop knowledge and theory, and their application. Key to this is a programme to develop personal, consultancy and research skills in the context of rigorous and relevant research.

    Aims

    The Henley DBA will enable you to:

    • Develop a sound understanding of the relevant conceptual and theoretical underpinnings of your chosen area of research into business and management
    • Have a detailed understanding of applicable techniques for research and advanced academic and management enquiry
    • Create and interpret knowledge through original research. Enhance both your performance as a reflective practitioner and your professional practice
    • Develop personal, consultancy and research competences to undertake rigorous research at an advanced level that contributes to theory and practice in business and management

    Who should consider a DBA?

    The programme will be of particular benefit to experienced senior executives, consultants, management educators and business school academics. A DBA from Henley will enhance professional capability and credibility, develop networks, and provide a firm foundation for further career development or a major career move. Employers benefit from supporting candidates for the DBA by attracting, developing and retaining key talent and building knowledge for competitive advantage.

    DBA and PhDs – Equal but Different

    The DBA has both rigour and relevance as it contributes to theory and practice in business and management. The DBA typically focuses on research ‘in’ organisations rather than research ‘on’ organisations. It is more likely to involve cross-disciplinary work and mixed methods and contribute to developing students' own practice and development.

    Programme structure

    The DBA programme consists of two distinct, but linked stages.

    In line with all doctoral programmes, you will begin your journey by developing your research skills. At Henley, you work towards an additional qualification whilst you undertake this part of your development. Therefore, unless you already have an equivalent research qualification such as MRes or MPhil, you will complete the MSc in Business and Management Research.

    The MSc in Business and Management Research provides a thorough grounding in research methodology and techniques. You will be preparing and developing your ideas and proposals for your own research – through teaching inputs and structured assessment - and also developing your competence to undertake research. This stage is scheduled over 18 months, with four one-week compulsory workshops covering,

    • Research and Personal Development
    • Introduction to Research methodology
    • Qualitative research methods
    • Quantitative research methods

    This stage also includes research colloquia and other optional seminars.

    Your MSc will culminate in the development of a research proposal, providing the platform for developing research in the DBA stage.

    Stage 1:

    MSc in Business and Management Research

    Your MSc will promote the development of a deep knowledge of the research process and a broad understanding of the available range of research methodologies. As you progress though the MSc, you will also be developing your research questions, broadening your knowledge of the literature in the area you intend to research, and selecting the appropriate methodology and methods. You’ll finally arrive at a detailed research proposal.

    The assessed components of the MSc are:

    • Research outline interview: further develops your research ideas
    • Working paper: a scoping literature review of a selected area
    • Research skills: a critique of a selected research methodology and one other research target linked to your particular needs
    • Thesis critique: an evaluation of an existing doctoral thesis
    • Qualitative data analysis assignment
    • Quantitative data analysis assignment
    • Report on a pilot study: a report on a study involving a pilot collection of data
    • Research proposal: a detailed proposal for research – including literature review, methodology and methods – relating to a specific research area.

    Stage 2:

    DBA

    Your DBA stage has two assessed components relating to the completion of a research thesis and the development of competences relevant to the application of this research:

    • Report on two targets for development in the areas of personal, teaching and consultancy skills competences
    • Doctoral thesis.
    59066| Queen Mary University of London| Oral Medicine DClinDent|

    If you’re a dentist who has a special interest in oral medicine or want to become a clinical academic, this course is for you. The Professional Doctorate in Oral Medicine provides you with an integrated three-year training programme, so you can gain high-level research expertise alongside your clinical training.

    This DClinDent programme will expand your knowledge and skills in oral medicine and provide an excellent preparation for your career as a specialist in this field.

    You’ll take a programme of seminars, lectures and tutorials, starting with an introductory course on the fundamentals of oral medicine and its related disciplines before going on to review the clinical and scientific scope of the subject and determine its evidence base.

    You’ll then enter supervised clinical practice, conducting treatment planning and clinical procedures, including a number of complex treatments. 

    You’ll also complete a research project, where you’ll demonstrate the application of scientific method to a problem in oral medicine. This project will then form the basis of your dissertation. Over the duration of the programme, you’ll gain advanced research skills to professional doctorate level and develop sophisticated critical appraisal skills in relation to published literature.

    In addition to your studies, you’ll also have a chance to interact with external specialists, through an extensive seminar series held within the Institute of Dentistry, the Blizard Institute and Queen Mary as a whole.

    The programme includes:

    • Four compulsory knowledge and clinical skills modules
    • One compulsory research module, including your final dissertation (up to 50,000 words)

    You'll be taught through a combination of expert seminars, supervised clinical sessions, one-to-one tutorials, self-directed learning, case presentations and reading. You'll also be taught relevant laboratory methodology.

    Your individual study time could be spent preparing for, or following up on, formal study sessions, reading, producing written work, completing projects and revising for examinations.

    The direction of your individual study will be guided by the formal study sessions you attend, along with your reading lists and assignments.

    You will be assigned an Academic Adviser who will guide you in both academic and pastoral matters throughout your time at Queen Mary.

    This professional doctorate programme includes weekly teaching and clinical contact hours in addition to numerous hours of independent learning and research. Please contact the course convenor for information on the number of contact hours per week for this programme.

    New postgraduate study and research facilities are available in the state of the art Blizard building, as well as the Institute of Dentistry, and include: 

    • 11 dedicated seminar rooms and a student learning centre
    • 92 production laboratory spaces
    • Digital imaging and two cutting-edge cone beam CT machines
    • A PC in every operatory with ‘slave screen’ on chair for viewing images and discussing results with patient
    • Modern facial-scanning equipment
    • Facilities and services for 72 ‘phantom’ heads

    If you study with us, you will join a dynamic, successful school with a first-class reputation: the Institute is ranked first in the UK for dentistry in the 2019 Complete University Guide, and joint first for our research impact (REF 2014).

    The Institute of Dentistry is a special place to undertake your postgraduate studies. We bring together a number of world-leading researchers in basic and clinical sciences who supervise research students in the fields of oral medicine, oral pathology, oral microbiology, oral epidemiology, oncology, dental biomaterials, dental biophysics, dental public health, dental education, periodontology, orthodontics, paediatric, prosthetic and conservative dentistry.

    The Institute is based in Whitechapel and offers cutting-edge technology, a superb education and first-class research facilities.

    The Institute of Dentistry is part of Queen Mary’s Barts and The London School of Medicine and Dentistry. Queen Mary is part of the University of London and a member of the Russell Group.

    Sign up to our E-Newsletter to receive updates on the latest Professional Doctorates and funding.

    Sign up now:



    FindAProfessionalDoctorate. Copyright 2005-2020
    All rights reserved.