• Anglia Ruskin University Featured Professional Doctorate Programmes
University of Birmingham Featured Professional Doctorate Programmes
Queen’s University Belfast Featured Professional Doctorate Programmes

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

53431| University of Chester| Doctor of Professional Studies (Counselling and Psychotherapy Studies / Psychological Trauma)|

This DProf is for therapeutic practitioners who wish to extend their expertise by contributing original knowledge in a professional and organisational context, which comes out of experience and practice.

Course overview

Our DProf course recognises the achievements of practitioners in the disciplines of counselling and psychotherapy, and in psychological trauma. The DProf facilitates the generation of original knowledge that comes out of experience and practice, and enables a fresh and meaningful contribution to be given to practice-based knowledge and dialogue.

Why Study Doctor of Professional Studies (Counselling and Psychotherapy Studies / Psychological Trauma) with us?

The Division of Counselling and Psychotherapy, and the Centre for Research and Education in Psychological Trauma, contain several nationally and internationally recognised researchers among its staff. They input onto the teaching and supervision of research on this DProf course.

There is a vibrant research community at Chester, consisting of both PhD and DProf research students, who meet regularly together, alongside the research staff, to support each other and stimulate new thinking and research ideas.

What will I learn?

The DProf is designed for part-time or full-time study through a structured course that is designed to offer continuing professional development (CPD), the opportunity to reflect on your own practice, the opportunity to write for publication and present at conferences, and the opportunity to conduct dialogue with academic practitioners and researchers who are at the forefront of the counselling/psychotherapy and psychological trauma professions.

How will I be taught?

Learning takes place in one four-day-long block teaching event and six one-day CPD workshops staggered throughout the year in Phase 1 (at which attendance is mandatory), and one four-day-long block teaching event in Phase 2.

Throughout the course, we will support you in monthly group supervision (one half-day per month) and in individually negotiated supervision sessions. You will have access to the full range of online library facilities.

How will I be assessed?

Assessment in Phases 1 and 2 is by means of essays, publishable articles, presentations, and a research proposal. In Phase 3, assessment will be by thesis and viva. Part-time students are expected to give at least 16 hours a week to their studies.

Postgraduate Visit Opportunities

If you are interested in this course we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please visit our website

Request a Prospectus

If you would like to know more about the University please request a prospectus.

53122| University of Gloucestershire| Professional Doctorate in Sport and Exercise (Postgraduate Research)|

Designed for sport and exercise professionals interested in engaging with major projects within or beyond their organisation.

Through your study you will develop advanced skills in critical thinking and you can engage with a wide range of topics, for example, those based on applied sport performance, clinical practice, health promotion, applied sports coaching and community engagement. The programme provides a focus for ‘embedded scholarship’ within a range of sport and exercise professions. You will attain the standards required of any doctorate and produce a substantial and original study that identifies you as an independent researcher.

The DSE is a structured route to doctoral level achievement. The initial pre-thesis element comprises two taught modules over a period of 18 months, after which you present your formal research plan. Having completed your research project, you submit and defend a thesis in a viva voce. Linked to the real world relevance and original nature of the project, the DSE provides an understanding of issues in the sport and exercise professions that cannot be attained through other means. Compared with a more traditional PhD, the DSE provides you with a vocational and professional doctorate, well suited to your needs and those of your industry.

DSE cohorts are limited to between eight and twenty participants to preserve the quality of the taught experience in a collaborative and supportive learning environment.

Study style

The course has two entry points; February and September each year. The two taught modules are normally delivered over two weekends over an 18 month period.

The programme is composed of two parts; an initial taught component comprising of two modules followed by a large-scale research project. Compared with the traditional doctorate model characterised by independent endeavour, an important feature of this programme is the supportive learning community established within each cohort and encouraged through the taught components. Throughout the course you will be supported by a personal tutor. For the research project, you will also be allocated a specialist supervisory team. You will be expected to complete the course within a period of between four and seven years.

Entry requirements

  • You will need a masters postgraduate diploma degree or equivalent, ideally in a subject area relevant to the proposed research topic.
  • you will need a degree or equivalent, in a subject area relevant to the proposed research topic
  • a minimum of two years’ post qualification professional practice and ability to demonstrate professional competence to a high standard in the relevant research area
  • EU and international students need IELTS 6.5 overall (no less than 6.0 in writing and 5.5 in any other band) or equivalent

Fees

See the further details of tuition fees when studying a course at the University of Gloucestershire.

52719| Aston University| Executive DBA|

The Aston Executive DBA is a part-time distance learning doctoral programme designed so that senior professionals can advance their learning whilst still working in their existing roles. The Aston Executive DBA goes beyond theory. You will discover how to turn complex ideas into actions and become recognised as thought leaders in their field.

You will benefit from: 

  • A unique research experience that can transform your career, organisation and development as an individual.
  • A widely respected qualification that clearly demonstrates your credibility, insight and ability to innovate.
  • Networking opportunities through a global cadre of highly experienced fellow Executive DBA participants to exchange ideas and experiences.

Programme Structure 

  • Year 1 (up to two maximum): Research Methods Course and Qualifying Report
  • Years 2-4 (up to six years maximum): Individual research project and submission of thesis/portfolio.

The Research Methods Course

All doctoral students undertake the taught Research Methods Course (RMC) as the foundation of their development as a professional researcher and this is undertaken in the first year of study (or the first two years in some circumstances).

The RMC is intended to provide you with all the skills that you require both to successfully complete your Executive Doctorate and to develop you as a "researching professional". The RMC is taught by expert staff in management research and is designed to lead to the development of your final research proposal and qualifying report, which is the conclusion of the RMC.

The programme begins with a week-long residential module taught together with full-time research students. On-campus attendance is compulsory. For Executive Doctorate participants the three subsequent research methods modules are delivered online via Aston University’s Virtual Learning Environment (VLE), Blackboard. DBA participants are welcome to attend workshops on campus should the days and times these are arranged be convenient to them.

Each of the Research Method Course modules is assessed through assignments that require students to link the concepts from that module to their own research project.

The RMC is designed to lead to the development of a Qualifying Report, a written document approximately 6,000 words in length which forms the basis for the final thesis. The Qualifying Report is has to be successfully completed before the student proceeds onto the next stage of the research project. 

Final Thesis 

The Aston Executive DBA is a part-time distance learning doctoral programme designed so that senior professionals can advance their learning whilst still working in their existing roles. The Aston Executive DBA goes beyond theory. You will discover how to turn complex ideas into actions and become recognised as thought leaders in their field.

You will benefit from: 

·        A unique research experience that can transform your career, organisation and development as an individual.

·        A widely respected qualification that clearly demonstrates your credibility, insight and ability to innovate.

·        Networking opportunities through a global cadre of highly experienced fellow Executive DBA participants to exchange ideas and experiences.

Programme Structure 

Year 1 (up to two maximum): Research Methods Course and Qualifying Report

Years 2-4 (up to six years maximum): Individual research project and submission of thesis/portfolio.

The Research Methods Course

All doctoral students undertake the taught Research Methods Course (RMC) as the foundation of their development as a professional researcher and this is undertaken in the first year of study (or the first two years in some circumstances).

The RMC is intended to provide you with all the skills that you require both to successfully complete your Executive Doctorate and to develop you as a "researching professional". The RMC is taught by expert staff in management research and is designed to lead to the development of your final research proposal and qualifying report, which is the conclusion of the RMC.

 

The programme begins with a week-long residential module taught together with full-time research students. On-campus attendance is compulsory. For Executive Doctorate participants the three subsequent research methods modules are delivered online via Aston University’s Virtual Learning Environment (VLE), Blackboard. DBA participants are welcome to attend workshops on campus should the days and times these are arranged be convenient to them.

Each of the Research Method Course modules is assessed through assignments that require students to link the concepts from that module to their own research project.

The RMC is designed to lead to the development of a Qualifying Report, a written document approximately 6,000 words in length which forms the basis for the final thesis. The Qualifying Report is examined by viva voce and has to be successfully completed before the student proceeds onto the next stage of the research project. 

Final Thesis 

The research project culminates in the submission of a final thesis of up to 80,000 words in length. The thesis must be successfully defended by viva voce before the degree can be awarded.  

The research project culminates in the submission of a final thesis of up to 80,000 words in length. The thesis must be successfully defended by viva voce before the degree can be awarded.  

52542| Harvard University| Doctor of Public Health|

The Harvard doctor of public health (DrPH) will prepare you for high-level leadership to make a difference in the fields of public health and health care. This first-of-its-kind, multidisciplinary degree provides advanced education in public health along with mastery of skills in management, leadership, communications, and innovation thinking. This is accomplished within a highly collaborative, small-group learning environment. In just three years—two years at Harvard plus one year in a field-based doctoral project—you will learn how to address complex problems of public health policy and use advanced analytical and managerial tools to lead organizational and societal change. You will learn the scholarship of translation, assembling scientific evidence and using it to achieve real results in the field. And you will gain hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.

The Format

The Harvard DrPH is planned as a 3-year academic program. The first two years of the Harvard DrPH involve full-time, on-campus study as part of a collaborative cohort of approximately 25 students. The academic training will cover the biological, social, and economic foundations of public health, as well as essential statistical, quantitative, and methodological skills you will need to address today’s complex public health challenges, which rarely fall within neat disciplinary boundaries. You will also shape an individualized course of study in your second year by selecting courses to deepen specific areas of expertise and build skills that you will apply during your third year capstone project— the DrPH Doctoral Engagement in Leadership andTranslation for Action (DELTA) Project, which is developed at the Harvard T.H. Chan School of Public Health to foster transformative leadership in the field. During the DELTA Doctoral Project, you will undertake in a nonprofit, governmental, or for-profit organization.

Your Future

As a Harvard DrPH graduate, you will be ready to lead. You will be equipped with experience gained through real-world case work and field work conducted at a variety of organizations. You will have the skills to start new organizations or work from within to change existing ones. You will know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health. You will be comfortable in a leadership role and confident in your public health expertise. And whether you choose to pursue a career in a nongovernmental organization, health ministry, government agency, health care provider, start-up, or more established private sector business, you will be prepared to make a difference.

If you aspire to a leadership position in public health—whether at a health ministry, government agency, consulting firm, health-related start-up, established corporation, nongovernmental organization, or international organization—the Harvard DrPH will equip you to meet your goals.

Our Community

As a DrPH student, you will work closely with Harvard’s renowned faculty through rigorous case discussions, simulations, and field experiences in a variety of major public health organizations. You will also collaborate with passionate, highly skilled classmates who bring diverse talents, backgrounds, and creative problem-solving skills to the classroom. The rich relationships you establish during this experience will become lasting sources of collaboration and support, along with the global network you will gain as a member of the Harvard alumni community.

Who Should Apply?

All candidates for admission to the Harvard DrPH should have, at a minimum:

  • A bachelor’s, master’s OR doctoral degree in the health sciences or in other related fields (biology, medicine, psychology, economics, business, health care, population health sciences, etc.)
  • At least four years of full-time public health and/or service experience in a relevant field.Prior coursework in public health-related methods and in specific technical areas of public health is also beneficial.

Beyond the formal qualifications, we seek top applicants who demonstrate an appetite and vision to effect change, displaying the energy and creativity to have already moved along that path early in their careers. We also explicitly seek to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.

52478| Anglia Ruskin University| Professional Doctorate in Policing|

Critically examine your current working practice as a senior police professional at doctoral level. Become a rigorous learner at the highest strategic perspective, able to apply new forms of knowledge and models to your professional practice.

  • Complete your Professional Doctorate while working full-time - regardless of your schedule - with our flexible blended-learning delivery.
  • Join forces with PIER, our Policing Institute for the Eastern Region, with links to local and regional forces and chief officers at local and national level.
  • Always feel supported with online resources including a learning management system, online library services, web-based forums, and Study Skills Plus.

Completing our Professional Doctorate in Policing will help deepen your knowledge and understanding of your professional practice to an advanced level, allowing you to contribute substantially to the development of new techniques, ideas, and approaches in your area of policing.

First, you will develop your research skills pertaining specifically to policing, allowing you to reflect on and critically examine your own professional activity in accordance with academic and professional ethical standards.

Then, supported by our expert academics, you will conduct a research project to generate new knowledge, applications or understanding at the forefront of your area of professional practice.

The online element of the course will take place on Canvas, our learning management system, allowing you to access tutorials with staff and students, as well as individual supervision, through chat and discussion forums.

This will be supplemented by face-to-face study days, at which you will consolidate your learning and develop communities of practice through group activity, peer learning and by presenting your ideas and research to your fellow students. These sessions will also give you an opportunity to meet in person with your supervisor, who will be selected from our pool of expertise across the university depending on your area of interest.

More about blended learning

In studying for any academic award it is important that candidates feel part of a community. This can be more challenging when studying part-time and with significant professional and other commitments. This programme is designed to help you to develop a sense of belonging to your cohort group (the others beginning Professional Doctorate studies at the same time as you) through face to face meetings at weekend workshops and through discussion groups using the Virtual Learning Environment (Canvas). Furthermore, you will also spend some time in workshops with candidates on other professional doctoral programmes in other faculties.

This course is managed by the Policing Institute for the Eastern Region (PIER). As one of our students you will be part of the PIER research community and the wider ALSS postgraduate student body. Throughout the year, PIER hosts a series of events and opportunities for networking and knowledge exchange with local and regional police forces, and representatives from national policing bodies.

Careers

Our Professional Doctorate in Policing will benefit your career progression by helping you develop higher-level academic skills and apply new forms of knowledge and models to your professional practice.

52388| University of Bolton| Doctor of Education (EdD)|

Do you want to develop your knowledge and research skills in the field of education even further? The Doctor of Education (EdD) course offers you the benefits of a part-taught degree along with the opportunity to independently research a specific area of interest in depth.

What the course offers

At the University of Bolton we have a ‘Teaching Intensive, Research Informed’ ethos. This means we aspire to offer postgraduate student-focused learning opportunities that inform best practice in education, underpinned by the research knowledge of our high quality staff.

The Doctor of Education course was the first of its kind to be introduced at the University and is extremely popular. The programme differs from the traditional PhD in that it is in two parts. Stage one, the taught element, covers the development and submission of your research proposal. Stage two is a programme of directed and independent study leading to the production and defence of your own critical commentary.

Our welcoming team of experienced, professionally and academically qualified staff will help you to understand how you can align your research topic of interest to other current research in applicable fields, and apply it to your own professional practice and context. The EdD is invaluable for demonstrating your ability to implement a project and also opens up opportunities for higher education lecturing and/or research posts.

Course Highlights:

  • The EdD is a high-level, nationally-recognised qualification that has strong higher education kudos and compares exactly to a PhD.
  • Professionals who hold a University of Bolton EdD take back to their organisation a greater knowledge and a higher understanding of today's diverse educational world, gained through a programme that is research driven.
  • We’ll work with you to help mould your EdD so that it complements your employment and interests within the research framework.
  • You’ll be strongly encouraged to bring your own education-related issues to the table as the basis of your research. The research (thesis) phase requires you to design, implement and disseminate an original research study.
  • This partly taught doctorate offers a more efficient format than the independent research project involved in a traditional PhD.

Key Features:

  • Our EdD provides an opportunity to delve deeply into policy and practice, and examine a specific area of interest in detail via a thesis. You’ll be encouraged to develop your research, analytical, conceptual and critical thinking skills to a very high level.
  • We’ll support you to develop a thorough understanding of research methods so you can make informed research decisions, and become skilled in shaping learning materials towards your own specialism. This makes the course relevant to specialists in every sector of education, from early years through to higher education.
  • Using collaborative learning methods, you’ll be encouraged to work with other course members and your tutors as co-developers of knowledge, drawing from work-based experience to share best practice. You’ll also have the opportunity to develop a strong working relationship with your fellow students and tutors before you embark on your research phase.
  • The course is designed to fit around your current employment commitments and responsibilities. Classes are usually held on Saturdays and include seminars, face-to-face teaching and new technologies.
  • For your thesis, you’ll work with a named supervisor, your Director of Studies, who’ll guide and advise you through the course up to submission and the oral examination.
52387| University of Bolton| Doctor of Educational Leadership (EdDL)|

Are you seeking to progress your career as a manager and leader in primary, secondary or tertiary education? Our Doctor of Educational Leadership (EdDL) degree focuses on helping you gain high standard professional, organisational and political skills and knowledge to meet the vast challenges associated with improving both public and private educational environments.

What the course offers

The University of Bolton’s EdD in Leadership is designed for working professionals who aspire to be educational leaders. If you’re looking to strengthen your skills for leading groups in high-performing teaching and learning organisations, and connect relevant research with practice, this part-taught doctoral programme can support your career development.

The Doctor of Education in Leadership differs from the traditional PhD in that it is in two parts. Stage one, the taught element, offers you the opportunity to complete ‘blocks’ of blended learning – combining online rich media-based interaction and collaborative work, seminars, online taught elements and tutorials with interactive collaborative coursework. You’ll be guided to explore topics such as revisiting learning and teaching, the impact of emerging educational models, transformative learning, managing politics and policy influences, leadership and organisational transformation, and mastering the ‘self’.

Stage two involves a programme of directed and independent study leading to the development and submission of your research proposal, followed by the production and defence of your own critical commentary. Our welcoming team of experienced, professionally and academically qualified staff will help you to understand how you can align your research topic of interest to other current research in applicable fields, and apply it to your own professional practice and context.

Course Highlights:

  • The EdDL is a high-level, nationally-recognised qualification that has strong higher education kudos and compares exactly to a PhD.
  • Professionals who hold a University of Bolton EdDL take back to their organisation a greater knowledge and a higher understanding of today's diverse educational leadership landscape, gained through a programme that is research driven.
  • We’ll work with you to help mould your EdDL so that it complements your employment and interests within the research framework.
  • You’ll be strongly encouraged to bring your own education leadership-related issues to the table as the basis of your research. The research (thesis) phase requires you to design, implement and disseminate an original research study.
  • This partly taught doctorate offers a more efficient format than the independent research project involved in a traditional PhD.

Key Features:

  • Our EdDL emphasizes leadership development, oral and written communication, and understanding of contemporary educational assessment and research.
  • You’ll examine a specific area of interest in detail via a thesis, and be encouraged to develop your research, analytical, conceptual and critical thinking skills to a very high level.
  • Using collaborative learning methods, you’ll be encouraged to work with other course members and your tutors as co-developers of knowledge, drawing from work-based experience to share best practice. You’ll also have the opportunity to develop a strong working relationship with your fellow students and tutors before you embark on your research phase.
  • The course is designed to fit around your current employment commitments and responsibilities. We offer flexible, blended learning that is accommodating for working professionals.
  • For your thesis, you’ll work with a named supervisor, your Director of Studies, who’ll guide and advise you through the course up to submission and the oral examination.
52011| Liverpool John Moores University| Doctor of Business Administration, Engineering and Technology|

The Doctor of Business Administration, Engineering and Technology is designed to develop senior managers who work in the broad fields of engineering and technology, by improving specialist business management skills through research and its application in a professional setting.

  • The only Doctoral level programme of its kind in the UK to merge business research with engineering and technology
  • Be part of a rigorous academic environment for the investigation of current and future engineering and technology issues
  • Make significant contributions to the development of original research
  • Develop key skills in project management, teamwork, research, leadership, and change management
  • Opportunities to engage with an independent mentor from your area of professional practice

The DBA takes between 3-7 years to complete, and during this time you will participate in workshops, lectures, seminars, action learning sets and tutorials.

​To ensure your research is on track, you will receive one-to-one supervision, remotely and face-to-face, and you will be expected to undertake the necessary amount of self-directed study. All students will have access to a dedicated mentor from industry as well as the supervisor. The mentor will be available remotely or face-to-face to discuss your progress on the programme and will be independent, giving you a chance to discuss ideas and issues outside the DBA.

The DBA has two levels: Masters and Doctoral, with a total of 540 credits.

The Masters level comprises 180 credits, and participants already possessing an appropriate and relevant Masters degree, ideally an MBA, may enter the programme at level 8 having gained credit transfer as part of the admissions process. The programme at Doctoral level comprises 360 level 8 credits, all of which must be completed successfully to obtain the award of Professional Doctorate. The level 8 credits will take a minimum of 3 years to complete, although it is likely that most participants will take between 4 and 5 years to complete.

51610| Rutgers, State University of New Jersey| Applied Physics - MSc|

Program Description

The 30 credit MS program in applied physics offers graduate courses in physics in collaboration with the New Jersey Institute of Technology. The program is designed to meet the demands of modern industry for young researchers with a basic knowledge of quantum mechanics, statistical mechanics and electrodynamics that they can apply it to problems in laser spectroscopy, photonics, magnetic resonance and surface physics.

Learning Goals and Assessment

Learning Goal 1 for Students: Master the fundamental knowledge of the field.

Assessment of student achievement of Goal 1:

  • Performance on homework, examinations and class participation in courses
  • Comprehensive qualifying examination to assess basic knowledge in physics
  • Essay on a current topic in the field or a research thesis evaluated by faculty
  • Placement in a career or a continuation of graduate study that requires ability in applied physics.

Role of the program in helping students to achieve Goal 1:

  • Assure that students are being prepared in a coherent and academically rigorous fashion
  • Effective monitoring of student progress
  • Evaluations of teaching effectiveness of instructors in graduate courses
  • If effectiveness is below expectations, work with instructors to improve
  • Periodic review of curriculum offerings and assessment tools

Learning Goal 2 for Students: Engage in and conduct original research (for Master’s degrees with thesis)

Assessment of graduate student achievement of Goal 2:

  • Assessment of quality of Master’s thesis
  • Public defense of thesis
  • Critical reading of thesis by a committee of graduate faculty members
  • Submission and acceptance of conference papers and of peer reviewed articles based on the thesis
  • Achievement of students as evidenced by professional placement, selection for conference presentations, peer-reviewed publications, and the awarding of individual grants

Role of graduate program in helping students achieve Goal 2:

  • Provide an early introduction to research methods and opportunities for research
  • Provide opportunities and support to present research and receive feedback

Learning Goal 3 for Students: Prepare professionals working in applied physics

Assessment of graduate student achievement of Goal 3:

  • Evaluations of teaching effectiveness of graduate student instructors
  • Collection of placement and awards data

Role of the program in helping students achieve Goal 3:

  • Host professional development and career exploration activities
  • Acquaint students with non-academic career opportunities

The leadership of the Graduate Program of the Department of Applied Physics will regularly review the structure and content of the program and feedback received from assessments, surveys and students. These reviews are used to improve the program to achieve the goal of providing the best possible education for students.

Programs and Facilities

Students in the graduate program in applied physics have access to many resources, including far-infrared free electron laser, laser spectroscopy laboratory, surface science laboratory, biosensor laboratory, and a Microelectronics Research Center with class 10 clean room facility for CMOS technology and micromachining research. Other available technology includes molecular beam epitaxy (MBE) for III-V optoelectronic materials and device research, chemical vapor deposition (CVD) and physical vapor deposition (PVD) materials synthesis, ultrafast optical and optoelectronic phenomena, ultrathin film and microelectromechanical systems (MEMS), Electronic Imaging Center, rapid thermal annealing, infrared optoelectronic device laboratory, and various materials- and device-characterization facilities.

Interdisciplinary applied physics research is carried out in collaboration with electrical engineering, chemistry, biological sciences, and geological sciences faculty members, as well as with the University of Medicine and Dentistry of New Jersey (UMDNJ). There also is extensive cooperative research with the National Solar Observatory, Bell Laboratories, the U.S. Army Research Laboratory, and other industrial and federal research laboratories.

51572| University of Central Lancashire| Elite Performance - PGCert/PGDip/DProf|

The Professional Doctorate in Elite Performance (D.Prof) is an exciting and original initiative, capable of providing a high level, vocationally focused award to a broad range of professionals, including, but not limited to, coaches (in sport and business), scientists in support roles, medical/paramedical practitioners, military and other structured service providers, and all those involved in the performing arts. Offering an equivalent to PhD level, the D.Prof provides an opportunity for those working in elite performance to complete a programme of study focused on individual needs. 

PROGRAMME AT A GLANCE

The award of D. Prof EP. consists of two components. The first component represents the taught element of the programme. The second component comprises independent research leading to the submission of a thesis for the professional doctorate. You will begin by enrolling for the postgraduate certificate modules, followed by the postgraduate diploma and culminating in the thesis. All modules must be

Skills Review & Development (20 credits) 

This module is designed to enable you to formulate a detailed and contemporary personal development plan (PDP) based on your strengths and weaknesses, and consideration of your current professional environment.

Working Context (40 credits) 

This module enables you to complete discipline-based review of pertinent factors and theoretical constructs impacting on performance in your domain. This offers you a chance to explore the disciplinary underpinnings of performance development in your domain. This module compliments TL4116 by evaluating your own skills and that of your environment.

Research Methods & Design (20 credits) 

This module is designed to equip you with the knowledge, techniques and skills to critically appraise research and to undertake your own small project. In doing so it provides a theoretical framework upon which to base both practical and empirical approaches to research. The module is an essential pre-requisite to the Thesis.

Evolution of Working Practice (40 credits) 

The module extends your critical reflection on the use of pertinent knowledge sources and interdisciplinary implications for one self-identified, pertinent aspect of the domain. Normally anticipating the topic for final thesis module, you will develop a critical consideration of the „pros, cons and challenges‟ of a specific innovation.

Final Thesis (420 credits) 

The thesis forms the second part of your programme of study. In satisfactorily completing the previous modules, you will design, conduct, analyse and interpret the results of a substantial investigation relevant to a particular aspect of your professional practice.

LEARNING ENVIRONMENT AND ASSESSMENT

The programme has been designed to reflect your professional considerations and offers a flexible and independent learning environment. You are expected to put in approximately 100 hours for every 10 credits. So, for a 20 credit module, a comparative amount of independent study should be approximately 200 hours. This indicates the amount of independent study time that you should plan to spend in reading and preparing for assignments.

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. The timing of submission for the assessments undertaken as part of this award will be agreed through mutual negotiation between you and your director of studies. Once this has been agreed, you are urged to manage your time effectively so that you are able to meet the deadlines.

FURTHER INFORMATION

If you consider that you may have already covered some of the modules listed above through previous learning, please consult the course leader and gain advice from the APL Coordinator to find out whether you can make a claim for accreditation of prior learning for part of your course. Some of you may have existing MSc/MA/PG Dip awards that you may see as an appropriate level to APEL specific modules. However, it is important to consider the appropriateness of the award that you have completed in relation to an APEL application for this award. The Course Leader and Director of Studies will consider any application that meets the appropriate level and nature of modules.

For information on our academic expertise, please view our blog.

51549| University of Central Lancashire| Health - DProf|

The Professional Doctorate in Health (DProf) is an exciting initiative, and will provide you with a high level, vocationally focused award, suitable for a broad range of healthcare practitioners. This includes, but is not limited to nurses, medical/paramedical practitioners, allied health professionals, practitioners of a complementary and alternative medicine, midwives, and health care educators.

Offering an equivalent to PhD level, the DProf provides an opportunity to complete an advanced programme of study, focused on your individual needs. The programme builds upon an existing suite of awards for the professional education of practitioners. The two-stage structure (MSc/DProf ) means that you can progressively develop your research in practice part-time culminating in doctoral research. The doctorate uses a range of Masters modules for Stage 1. Stage 2 comprises the doctoral research at Level 8 taking you through to your final thesis. Depending on the modules chosen the modes of study may include campus study or e-learning. 

PROGRAMME AT A GLANCE

STAGE 1

Stage One uses both core and option modules from both the research and professional practice perspectives many of which are also included in the many masters awards in Health. This allows you to develop both research and practitioner inquiry and skills alongside your CPD and professional understanding of your field.

Stage One involves completion of 180 credits at NQF Level 7 providing an exit award of the UCLan MSc Health.

STAGE 2

Stage Two involves completion of a thesis at NQF Level 8 which is the completion of a written submission of approx 40,000-60,000 words on your applied professional research. There are no taught modules at this stage.

Target award DProf. Total credits = 420 at Level 8. Those of you with relevant masters can enter with advanced standing directly into Stage 2.

LEARNING OUTCOME & AIMS

The Programme Learning Outcomes address the 4 areas of ‘Knowledge and Understanding’, ‘Subject-specific skills’, ‘Thinking Skills’ and other skills relevant to employment, which characterise the concept of a professional practitioner contributing through research to the advancement of both knowledge and practice. They also comply with the objectives of the Research Skills Council. 

By the end of the PrD, participants will be able to:

  1. Create, synthesise, interpret and critique new knowledge through original research and advanced scholarship of a quality to satisfy peer review, extend the forefront of their discipline and merit publication
  2. Play a leading role in the promotion, development and support of a research culture within practitioners own communities of practice and its wider context.
  3. Critically appraise and apply techniques for research and advanced academic enquiry
  4. Apply critical understanding of how applied research can inform, develop, and impact on professional practice and processes of change.
  5. Be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences in clinical and research contexts
  6. Reflect critically upon the inter-relationship between policy, research and developing professional practice.

FURTHER INFORMATION

The award of DProf consists of two stages. The first stage is made up of the taught element of the programme. The second stage comprises independent research leading to the submission of a thesis.

51464| University of Central Lancashire| Doctorate in Education - EdD|

For information about progression from MEd see Masters in Professional Practice in Education .

Participants complete a Bridging Module EH4120, in which they develop the basis of a research proposal.

All EdD modules are compulsory

Year 1

80 Credits:

  • EH5000 Research Methods for Professional Practitioner Inquiry (Semester 1)
  • EH5003 Policy and Contemporary Issues in Education (semester 2).
  • EH5001 Research and Practice module (year-long)

Year 2

80 credits:

  • EH5002 Research Analysis and Evaluation (Semester 1)
  • EH5004 Situating and Enacting Educational Development in Organisational Settings (Semester 2)
  • EH5006 Consolidating Research and Practice (year-long)
  • EH5005 Processes of Professional Learning in Context focusing on practitioner development and learning - completed in thesis year

Year 3 – 4

200 credits:

• EH5007 The ‘Doctoral Thesis’ (200 credits), oral examination and completion of reflective module

Further Information

The learning environment provides a structured framework to support busy professionals in timely completion of their doctoral study. It focuses on providing access and support through a community of peers, actively researching academic and supervisors and colleagues from various settings studying on the programme. Participants come together in regular monthly sessions which are structured around the modules and doctoral process. In addition participants are allocated to a supervisory team for one-to-one meetings and they can also access the excellent support programmes provided through the Graduate Research School.

Assessment is designed to support participants on the research journey and thesis production, so participants are encouraged to write papers exploring elements of research and knowledge creation activity. In addition participants will engage in assessment which is complementary to professional development as practitioner researchers and will include critical discussions, poster presentations, conference papers, abstract submissions, articles, viva preparation and reflexive writing.

The aims of the programme are:

  • To enable participants to make a contribution to both theory and practice in relation to their educational setting
  • To enable participants to develop professional practice through making an original contribution to professional knowledge.

This is a professional doctorate and hence is about the creation of professional knowledge in and around and for the workplace by researching professionals. The relationship between the workplace and research is therefore closely interconnected.

51309| Queen’s University Belfast| Doctorate in Childhood Studies|

The Doctorate in Childhood Studies (DChild) is a partly taught and partly research based Professional Doctorate which has proved to be both successful and convenient for middle and senior managers and other professionals who wish to further their careers by enhancing their academic knowledge and research skills through developing and expanding on their existing expertise.

You can undertake pathways through taught modules that have an emphasis on child care/child protection; children and education; and children/young people and youth justice.

It represents a unique opportunity to pursue an original research project informed by research training and a range of theoretical perspectives on the lives of children and young people. Exploring the experience of childhood across the age spectrum, in different social and political contexts, this research degree places a strong emphasis on the links between social justice, rights, lived experiences and outcomes.

CHILDHOOD STUDIES HIGHLIGHTS

The programme content is delivered intensively through group teaching in two and a half day blocks (usually Thursday-Saturday lunchtime).

WORLD CLASS FACILITIES

  • The modules are delivered in the University's Graduate School.

INTERNATIONALLY RENOWNED EXPERTS

  • This unique programme is delivered by leading international academic experts in specialist fields including sociology, law, social work, psychology and education.

STUDENT EXPERIENCE

  • The Professional Doctorate in Childhood Studies is delivered through interactive and innovative methods including electronic resources, online discussion forums and, in the near future, podcasts.
  • Credit Transfer Participants who have completed a Master’s degree within the last 10 years that involved a substantive element of educational research methods training, including a research-based dissertation or project, may be eligible to transfer credit (a maximum of one module).
  • You can can avail of additional specialist training courses and opportunities for networking that are offered by the Graduate School and other events run at Queen’s University Belfast.

COURSE STRUCTURE

Course Details

Students are required to take eight taught modules, five of which are core and three of which are chosen from a menu of options, plus a research thesis.

Core Modules

Students must complete the following five 30-credit core modules:

  • Children’s Rights: Research and Practice
  • Psychological Approaches to Researching Childhood
  • Qualitative Research: Methods, Data and Theory
  • Quantitative Research: Methods, Data and Theory
  • Sociological Approaches to Understanding Children and Childhood

Optional Modules (all 30 credit except where stated)

  • Childhood, Rights and Justice
  • Critical Perspectives on Early Childhood
  • Researching Children and Young People in Educational Settings
  • The Professional as Researcher
  • Youth and Social Justice (20 CATS)
  • Youth Justice: Theory, Law and Practice (20 CATS)

The above list is indicative and not prescriptive.

This programme involves cross-School collaboration and a multi-disciplinary suite of optional modules. The modules are designed to ensure that students acquire interdisciplinary, theoretical and methodological research knowledge within the field of Childhood Studies. Modules are delivered in the Spring and Autumn each year in the splendid surroundings of the historic Graduate School which provides world-class graduate education creating synergy between academic and business communities.

51033| University of East London| Prof Doc in Social Work|

The Doctorate in Social Work at the University of East London is a five-year part-time modular course specifically aimed at senior professionals working in all fields of education. 

The course gives you the opportunity and the skills to conduct robust, innovative research that will improve the policy, practice and the quality of education. Your doctorate will enhance your professional capability through critical analysis and the use of research evidence. 

You will be studying at one of the most diverse and multicultural universities in London, with the chance to meet and work with students and academics with different national and international professional backgrounds, each with their own experience and expertise that they bring to the course. 

Doctoral courses at the University of East London give you the chance to draw on this dynamic research culture as well as the research expertise of our academic staff, at least two of whom will serve on your supervisory team. 

The EdD consists of two stages. In Stage One, you will study four compulsory modules over two years. This is then followed by Stage Two, where you complete your research thesis.

50791| Manchester Metropolitan University| Professional Doctorate in Health and Social Care|

The professional doctorate is suitable for professional health and social care practitioners to gain academic recognition at doctoral level in study directly linked to their specialist areas of practice. Designed to facilitate the development of skills in critical analysis, enquiry and research, this programme will enable practitioners to lead and respond innovatively to the rapidly changing health and social care environment. It offers a flexible, practice based route to a doctoral level qualification whilst developing research based and informed improvements to practice. 

50469| Australian National University| Master of Diplomacy|

The Master of Diplomacy is your pathway to professional advancement, equipping you with knowledge about practices of international affairs and real-world skills to effectively represent your country or organisation at an international level.

The degree provides exciting study and career options in the important and prestigious arena of diplomatic practice. You will be taught by internationally recognised research scholars from the Asia-Pacific College of Diplomacy and senior diplomats from Australia and elsewhere, and you will graduate from a world-class university, positioning you firmly in the centre of a global network of leading scholars and policy-makers.

Employment Opportunities

Ideal for careers in the foreign ministries and in the international sections of other ministries - for example Australia Awards, Defence, Prime Minister and Cabinet, Immigration, Trade, Environment; IGOs - United Nations, World Bank and International Monetary Fund; Journalism and NGOs such as the Red Cross.

Learning Outcomes

Upon successful completion of a Master of Diplomacy, graduates will be able to:

  1. Demonstrate in-depth knowledge of transnational diplomacy and its contemporary challenges, from the perspective of multiple actors, such as a civil service department, multilateral body, international corporation or non-government organisation;
  2. Display effective diplomatic skills with the ability to engage with transnational issues in a globalised environment with the use of negotiation, persuasion, advocacy and protocol
  3. Use theories of diplomatic studies to reflect upon the global management of the world’s problems through diplomatic dialogue, and the role of the use of force, and design multi-stakeholder processes that lead to solutions;
  4. Use high-level research and writing skills to undertake self-directed study in diplomacy and communicate findings in academic and practical contexts, justifying their approach and methods as appropriate.
  5. Use their knowledge and skills to analyse new areas of concern in both scholarly and policy-relevant terms; 
50225| University of East Anglia| Professional Doctorate in Health and Social Care (ProfD HaSC)|

The Professional Doctorate in Health and Social Care (ProfD HaSC) is an interdisciplinary, postgraduate level research programme which has been designed to meet the needs of senior health and social care practitioners who wish to develop and lead evidence-based interventions within their own sphere of practice.

The applied nature of the programme develops candidate’s research capability and enables them to manage complex problems and advance their practice. It is an award at the highest academic level that is distinct from the PhD in that it fosters pioneering professional development relevant to the needs of the individual’s professional working situation.

For more information on the course structure, please visit: https://www.uea.ac.uk/health-sciences/postgraduate-research-degrees/professional-doctorate-in-health-and-social-care/course-overview

50224| University of East Anglia| Doctorate in Clinical Psychology (ClinPsyD)|

The University of East Anglia Clinical Psychology Doctoral Programme lasts for three calendar years and leads to the qualification of Doctorate in Clinical Psychology (ClinPsyD). Successful completion of the Programme gives eligibility to apply for registration as a Clinical Psychologist with the Health and Care Professions Council (HCPC) and gives eligibility for membership of the British Psychological Society as a Chartered Psychologist.

Please see UEA's website for further information on the course: https://www.uea.ac.uk/medicine/doctorate-in-clinical-psychology/about-the-programme

50223| University of East Anglia| Doctorate in Educational Psychology (EdPsyD)|

The Doctorate in Educational Psychology (EdPsyD) is a full-time postgraduate training programme that is three years in length. Upon completion, you will hold the recognised qualification in England, Wales and Northern Ireland to become an Educational Psychologist.

Based in the School of Education and Lifelong Learning, successful completion of this three year, full-time postgraduate training programme will give you the skills and competencies required for HCPC registration that enables you to practise as an educational psychologist.

For more infomraiton on the course, please visit: https://www.uea.ac.uk/education/research-degrees/doctorate-in-educational-psychology

Interested in finding out more? UEA have an open day for the Doctorate of Educational Psychology coming up on Friday 27 October 1-3pm. For more details and how you can register, please visit: https://www.uea.ac.uk/education/research-degrees/doctorate-in-educational-psychology

50221| University of East Anglia| Doctor of Education (EdD)|
  • The Doctor of Education (EdD) at the University of East Anglia is a part-time course designed to encourage professionals to construct their own programme of research building towards a significant piece of work in 5 years. 
  • Entrants to the doctoral programme will register initially for the degree of MeD for the first two years and then progress to EdD by the end of the second year, subject to the successful completion of two assignments, a detailed research proposal and an ethics approval of the proposed research project.

For information on course structure, please go here: http://www.uea.ac.uk/education/doctorate-in-education/course-structure

49796| Munich Business School| Doctor in Business Administration|

The DBA - Doctor in Business Administration, is a 48 Months Program offered by Munich Business School in collaboration with Sheffield Hallam University (SHU) in UK, students can boost their academic or business careers in an international and flexible setting that doesn‘t require them to put their professional careers on hold.

49689| University of Stirling| Professional Doctorate in Health Psychology| [[Application Criteria]]
Applications will be evaluated according to our criteria for evidence of suitability for undertaking a Professional Doctorate. This includes having approved placement(s) for the supervised practice component and the following conditions:

• References confirm consistently high standards of ethical and professional conduct towards participants, colleagues etc.
• References confirm ability to work well on own initiative and consistently meet deadlines.
• Good written communication skills (English).

[[Programme Outline]]
This doctoral programme is designed to:

(i) Prepare the student to become an independent scientist-practitioner in health psychology.

(ii) Provide the student with experience of sets of health psychology competence in Professional Practice, Consultancy, Delivering Psychological Interventions, Systematic reviews and Teaching and Training (in 3 taught modules).

(iii) Provide competence in carrying out a piece of high quality empirical research to a standard publishable in peer review journals.

The DPsych is mainly acquired through placement learning, with University Based and Workplace supervision. This will be supported by regular seminars and workshops at the University of Stirling. On successful completion students will be eligible to apply to the Health and Care Professions Council to become a registered Health Psychologist, British Psychological Society Chartered status, and full membership of the Division of Health Psychology.

[[Why Stirling?]]
In REF2014 Stirling was placed 6th in Scotland and 45th in the UK with almost three quarters of research activity rated either world-leading or internationally excellent.

Psychology at Stirling is one of the leading psychology departments in the UK. It ranked in the top 20 in the recent research assessment (REF 2014) and is one of only seven non-Russell group universities to do so (Birkbeck, Royal Holloway, Sussex, Essex, St Andrews and Bangor; source Times Higher Education magazine). Its quality of research publications ranked third in Scotland after Aberdeen and Glasgow. Furthermore, the relevance of its research activity to society received the highest possible rating which only four other psychology departments in the UK achieved (REF 2014 results).
49359| Zigurat Institute of Technology| Digital Business For Executive| This Digital Transformation Global Master has been designed to provide the necessary knowledge to all those leaders and owners that want to improve their organizational skills and boost their competitiveness, as well as to advance their capabilities to make decisions which will help their management organization to reach a higher level of productivity and improve market orientation.

After this course, the participant will be able to understand the best of breed tools to improve their business strategies and process, as well as the most important digital, collaborative and utility tools.

We will enter into different market sectors, and for each of them, we will learn the main changes to do into each process, human resources practices and technology tools, and how to implant them from a “traditional” way of working to a current one.

If you are a business leader today
you need to find a digital mindset.

The Exectutive Knowledge on Digital Transformation for Leaders and Owners provides key decision-making skills to effectively adapt your company in the new paradigm lead by technology.
Our lecturers contribute a global and thorough vision of digital transformation and share their extensive knowledge in this executive level program for top position business management.

Content Program

1. Digital Transformation Concept and Examples
2. Is your company digital enough?
3. Change Management and Organization’s adaptation
4. Impact on internal processes of organizations
5. Impact on how to reach the customer / user
6. Big Data, IoT, Smart Cities, the fifth dimension
7. Transform Digitally without damage.

International Summit
3 days in Barcelona
49358| Zigurat Institute of Technology| Digital Business Global Master| Digital Business Global Master has been designed to provide the necessary knowledge to all those professionals and students who want to improve their organizational skills and increase their competitiveness in the market. Additionally, under our guidance, people will not only understand but learn how to implement decision-making skills in order to elevate the existing level of the organization under their Management to a higher level of productivity and market orientation.

This course is not exclusively for “Tech Guys”, but is available for anyone who would like to be equipped with the tools to become a leader of the digital procedures of a company. No company can avoid this change and therefore all businesses must adapt their workflows to continue to compete in the current market. What Zigurat does is offers you the possibility of not only getting ahead in this marketing adjustment but rather to pioneer this movement.
This Global program has the potential to become the new MBA for the Business Sector.

In collaboration with IBM, Sabis, Elogia, Setesca ...

Goals

We have the tools and the capacity. We are the geniuses of the new era and as such we must reach out to others and overcome all the limitations imposed by humanity.
We have the power and with that, the world at our fingertips. We are unified in our desire to defeat such limitations. We are the new definition of billionaire. With our connection and our capacity to discover and evolve we can and will be the most competitive product in the market.
This is more than a conventional masters program. This course will guide you through one of the most epic changes in our era – the 4th revolution.
We will penetrate different market sectors, and for each of them, highlight the fundamental changes in each process including human resources practices and technological tools. Thereafter, we will demonstrate how to use such progress, implanting them into your business regime and converting your work ethic from “traditional” to a more progressive current way of working.
What will you be capable of doing?

By the end of this course you will understand how to apply the best plethora of collaborative and digital tools to improve your business strategies and processes.

Content Program:

Module 1: Competitive models
Module 2: Digital Business model
Module 3: Omnichannel marketing and sales models
Module 4: Digital maturation analysis of the organization and strategic model
Module 5: Basic people skills and competences
Module 6: Management and innovation models
Module 7: Transformation of the value chain: Purchasing
Module 8: Transformation of the value chain : Logistics
Module 9: Transformation of the value chain: Production
Module 10:Transformation of the value chain: Distribution
Module 11: Transformation of the value chain: Marketing
Module 12: Transformation of the value chain: FICO
Module 13: Transformation of the value chain: Information Technology
Module 14: Transformation of the value chain: Human Resources
Module 15: Cybersecurity and Digital Business Security
Module 16: Digital business enablers (IoT, BlockChain, BigData, Predictive, AI)
Module 17: Collaborative models
Module 18: Predictive models and advanced data analysis
Module 19: Industry 4.0
Module 20: Impact of electrification and sustainable consumption

International Summit
3 days in Barcelona
49084| Edge Hill University| Professional Doctorate Emergency Services Management| Professionalisation of the emergency services workforce and the development of strategic leadership within the blue lights, namely the ambulance, police, and fire and rescue services, are at the top of government and reform agendas.

If you are a leader or senior manager from the emergency services or prison and probation service, or if you work for local authorities, councils or health organisations and have responsibilities under the Civil Contingencies Act 2004, this programme will enhance your ability to question, analyse, critique and theorise. It will also encourage interoperability and multi-agency cooperation in line with the statutory duty for collaboration between the emergency services introduced in the Police and Crime Bill 2017. You will develop professional management practice while gaining an appreciation and understanding of the relationship between management research and the professional practice of management.

Upon successful completion of the programme, you will have obtained and demonstrated the creation and interpretation of new knowledge, through original research, of a quality to satisfy peer review and merit publication. You will make a significant contribution towards new professional practice and academic knowledge.

[[What will I study?]]

You will work on a research project throughout the programme, resulting in a thesis of doctoral standard, demonstrating an original contribution to the field of approximately 55,000 words.

Alongside this, you will undertake development activity in the first two years of the programme. This comprises of:

- Core and methodological training which will help you to finalise your research proposal by the end of the first semester;
- A programme of related studies which will be tailored to address your specific learning needs to help you enhance your skills as a researcher;
- Subject-specific researcher training which will focus on a range of themes, including contemporary issues and challenges in management practice of the emergency services, multi-agency collaboration and interoperability between organisations, and reflexivity and becoming a reflective practitioner.

[[How will I study?]]

The programme typically requires approximately 23.5 hours per week dedicated to research-related activity. The way in which this research is structured is primarily led by you, with supervisory input.

You will also attend scheduled researcher development sessions, ranging from individual personal supervisor-led contact to supported online learning, small group work and teacher-led lectures.

There is a requirement to attend Edge Hill University once per week for core and methodical training in the first semester of the programme, in addition to a total of three weekends across the first two years of the programme for subject-specific researcher training.

Outside of these occasions, attendance on campus will be determined by your individual development needs and the nature of your project.

[[How will I be assessed?]]

The programme incorporates three viva examinations where your written submissions are assessed by a team of experts.

At the first examination, after approximately seven months of study, your research proposal will be scrutinised. At the second examination, between two and three years after first registration, your research to date will be reviewed. At the third examination, your final thesis is presented.

[[Who will be teaching me?]]

You will be supervised in your research by a team of academic and professional experts with specialist knowledge of emergency services management. Guest speakers will also contribute to the delivery of the programme.

[[What are my career prospects?]]

This programme will enhance your personal development across a wide range of roles performed by staff in the emergency services. You will also be well placed to take advantage of opportunities in consultancy or to pursue a teaching career in higher education.
49025| Maynooth University| Doctorate in Higher and Adult Education| TBC
48450| University of Chester| Doctor of Professional Studies (DProf) - Negotiated Studies|

Our DProf is designed to enable high-performing professionals to stimulate organisational development and contribute to wider debates in their field. Participants become active members of our research community. Members of this community are true practitioner-researchers who aim to develop strategic practice and contribute to wider debates associated with the contemporary issues impacting in their field.

Why Study DProf - Negotiated Studies with us?

Our DProf participants become active members of our research community. Members of this community are true practitioner-researchers who aim to develop strategic practice and contribute to wider debates associated with the contemporary issues impacting in their field.

The Faculty has a strong track record of facilitating organisational development across sectors. You can fast track your doctoral journey by getting recognition for your previous Master’s-level achievements. You can target strategic workplace issues and challenges for organisational and even sectorial change and benefit. You can contribute to and engage with our growing doctoral and researcher community. You will be able to network with researchers recognised as creating world-leading research (Research Excellence Framework 2014).

It is expected that participants will apply for the Accreditation of Prior Certificated Learning for the first stage of the doctoral course: A Master’s award related to the expected area of research.

What will I learn?

Our researchers engage in research training to negotiate and build their expertise before undertaking a major study. Specifically, you will focus on a negotiated research theme related to your Master’s (DProf).

How will I be taught?

In order to become an effective practitioner-researcher who is able to develop strategic practice and contribute to wider debates, you will undertake a combination of workshops, high-level critical refl ection and sustained independent self-directed study.

How will I be assessed?

This will be negotiated with the tutor but generally involves a portfolio and written assignments. There are no written examinations for modules.

Course Fees

For our latest fees please visit our website.

Postgraduate Visit Opportunities

If you are interested in this course we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please visit our website

Request a Prospectus

If you would like to know more about the University please request a prospectus.

48447| University of Chester| Doctor of Professional Studies (DProf) in Practical Theology|

This innovative professional doctorate programme offers you the opportunity to pursue a programme of advanced research while remaining rooted in your professional or organisational context.

Why Study DProf in Practical Theology with us?

Our course combines the flexibility of a portfolio approach, the freedom to research your own professional context, and the rigour of undertaking a doctoral course.

Theology and Religious Studies at Chester is an internationally renowned centre of excellence for Practical and Contextual Theology, with a longstanding track record of expertise in teaching, research and supervision at the interface of higher education and the faith communities.

From its foundation as a teacher training college in 1839, the University of Chester has placed a premium on work-related study and vocational training. With the establishment of professional doctorates across the University, beginning with the DProf in Practical Theology in 2009, we continue to be committed to supporting students undertaking practice- and work-based research.

What will I learn?

The elements of the DProf course cover all aspects of advanced research at doctoral level. You will progress through a range of assessed modules dealing with different aspects of the research journey, from an initial foundation in literature in practical theology and a grounding in advanced research methods, to a publishable article and research proposal.

You will then undertake an extended dissertation which will enable you to explore your chosen research topic in greater detail.

How will I be taught?

Our DProf course is delivered via a mixture of independent study, one-to-one supervision and three (24- or 48-hour) residential research training events per year. You will also have access to our comprehensive online learning facilities.

How will I be assessed?

Assessment takes place via submission of a modular research portfolio, with structured written assignments and deadlines.

We recommend that candidates should commit to a minimum of eight to ten hours’ study per week on a regular basis throughout the academic year.

Postgraduate Visit Opportunities

If you are interested in this course we have a number of opportunities to visit us and our campuses. To find out more about these options and to book a visit, please visit our website

Request a Prospectus

If you would like to know more about the University please request a prospectus.

47825| Manchester Metropolitan University| Health and Social Care - Professional Doctorate| The professional doctorate is suitable for professional health and social care practitioners to gain academic recognition at doctoral level in study directly linked to their specialist areas of practice. Designed to facilitate the development of skills in critical analysis, enquiry and research, this programme will enable practitioners to lead and respond innovatively to the rapidly changing health and social care environment. It offers a flexible, practice based route to a doctoral level qualification whilst developing research based and informed improvements to practice.

[[Features and benefits of the course]]
-Flexible, blended learning programme
-Practice based inter-professional expertise
-Academic recognition of professional experience and practice
-Develops and improves own professional working environment
-Contemporary approach to integrated health and social care expertise
-Research informed practice

[[About the Course]]
The Professional Doctorate in Health and Social Care is made up of four core units and students will be able to select one optional unit to complete their studies, which will be closely linked to their areas of professional interest.

This programme is delivered in two phases. Core and optional taught units are studied in the first two years, with the second research phase commencing in year 3.

Students with equivalent doctoral experience may be able to enter the programme in phase 2, please enquire with the programme team for more information.
47195| University of Portsmouth| Professional Doctorate in Pharmacy (DPharm)| [[Why take this course?]]

The University of Portsmouth was one of the first institutions to respond to the rapid changes within health and social care by offering a Professional Doctorate in Health and Social Care Disciplines programme. This programme started in October 2000, and has been highly successful in its delivery to these professionals.

The Professional Doctorate is an alternative pathway to a doctorate qualification. It is a rigorous programme of advanced study and research, designed specifically to meet the needs of commerce, industry and professional groups and is the professionally oriented counterpart to the more theoretical PhD. It enables students to study a specific subject to the same depth as PhD students, but also allows them to apply learning to their professional practice.

[[What will I experience?]]

The Faculty of Science offers seven health and social care programmes at doctorate level:

Doctorate in Biomedical Science (DBMS)
Doctorate in Chiropractic (DChiro)
Doctorate in Health Science (DHealthSci)
Doctorate in Medical Imaging (DMedImg)
Doctorate in Nursing (DNursing)
Doctorate in Pharmacy (DPharm)
Doctorate in Social Work (DSW)

These routes are taught together and this enables students in each cohort to benefit from the experience of others and provides a unique inter-professional learning environment.

The Professional Doctorate is open to a wide range of health and social care professionals, who have an active interest in practice-based research and professional practice issues, wish to attain the highest level of professional and academic achievement and develop their career within the health and social care arena. Relevance and application of the research to the professional environment will be a pivotal feature of the programme and reflection on practice will be integral to the learning process.

This course is recognised internationally as a qualification granted to those who have reached the highest level of professional and academic achievement in their field of endeavour.

[[What opportunities might it lead to?]]

On a personal level, successful completion of the Professional Doctorate will offer personal fulfilment, professional development, career enhancement and encourage reflective practice.

The programme aims to enhance personal development planning for continuing professional development and encourage an advanced level of critical, analytical, debating and publishing skills, plus knowledge of the range of different research methods encountered in professional practice.

Within the National Health Service (NHS) a Professional Doctorate is now being seen as an essential academic qualification for attaining higher level posts within the NHS Agenda for Change career framework.

[[Module Details]]

This is a part-time course, which has been specifically designed so that it can be available to health and social care professionals from all over the country, to fit with the demands of fulltime employment. The course structure is only offered in a part-time mode and is divided into two parts.

Attendance for Part 1 will be in six study blocks of three days duration spread over two academic years. Typically, students will be required to attend the University for up to 18 days for the whole of Part 1. Attendance for Part 2 will only be required for tutorials, seminars and oral presentations.

Part 1

This is the 'taught' component of the programme, which will equip students with the skills that they will need in preparation for Part 2. Part 1 consists of four units, namely:

Professional Review and Development

Advanced Research Techniques

Publication and Dissemination

Proposal for Professional Research and Development

Part 2

This is the research and professional development component and comprises one or two pieces of practice-based research, linked with a commentary demonstrating the relevance of the research to both practice and the practitioner. The nature of this study may include pure basic research or applied research related, for example, to a management or educational setting. This should normally take between 24 and 48 months to complete.

Assessment will be by a thesis, an oral presentation and a viva voce examination.

The University offers Accreditation for Prior Learning (APL), for applicants with previous learning experience and other academic achievement which could be taken into account for some of the units of study. Claims will be considered on a case-by-case basis.

[[Programme Assessment]]

Each student will be assigned one or more University supervisors, depending on the area of research and professional development. Access to specialist advisors in the workplace will be required for Part 2 of the programme and will vary according to the area of investigation. We have excellent support systems for our Professional Doctorate students. All students are assigned a Personal Tutor for Part 1 as well as two Supervisors for Part 2 of the course.

There are further opportunities to attend Research Seminars and Workshops organised by the University's Graduate School.

The Professional Doctorate consists of coursework and research and is credit based. The coursework component is designed to help build on professional expertise by exposing students to challenging and innovative ideas in their field.

Assessment is by coursework (including preparation of an article for publication and a research proposal) and oral presentations. This should normally take 24 months to complete.

[[Student Destinations]]

Those students completing the MRes Science course will have moved to the next level of qualifications with the advantages that this offers in terms of learning and employability. They will also be in an excellent position to apply for any related doctoral training programme, research assistant positions, graduate teaching positions, or general research related roles.

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