Doctor of Education - Higher Education
Page content transcription
If your browser does not render page correctly, please read the page content below
Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool’s Doc- tor of Education - Higher Educa- tion (EdD) is a professional doctor- al programme focused on the latest practice, research, and leadership thinking within Higher Education environments. The programme places great emphasis on the de- velopment of a deep understanding of universities, operating in a global context, as places of learning and as learning institutions. The focus is on the use of professional knowledge, academic and policy literature, and published and personal research to promote the leader at the heart of institutional development. Doctor of Education - Higher Education Online Programme
Doctor of Education - Higher Education 2 This professional doctoral programme in Higher Ed- This learning experience, in combination with a class- Career destinations may include roles such as con- ucation produces a qualification which, whilst being room of international educators, offers exciting op- sultants, middle/senior managers, or administrators equivalent in status and challenge to a PhD, may be portunities for students to network with professionals working in contexts such as educational development, more appropriate for those pursuing leadership and from all over the world. This EdD programme aims learning development, planning and policy develop- professional roles within Higher Education, or those to deliver a professional practitioner who is insightful, ment, and Departmental or Faculty leadership where who wish to focus their research on learning and reflective, and capable of creating exceptional practi- learning and teaching are the principal focus. teaching and other aspects of Higher Education. cal, research informed knowledge as a leader in higher The practically oriented approach of the programme education environments. ›› With an emphasis on Higher Education and lead- allows working professionals to develop and apply ership in environments open to international influ- actionable, research based, knowledge, and critical The University of Liverpool EdD – Higher Education ences, the University of Liverpool’s EdD can serve a thinking skills, with immediate effect into their pro- is ideal for those pursuing professional routes within variety of professional audiences. The programme fessional practice. an academic career, or those wanting a professional will be particularly appealing to: services career. EdD graduates should be well placed ›› Senior professionals in Higher Education seeking Delivered 100% online in an international learning en- to compete for promotion and leadership responsibil- to extend their knowledge of Higher Education and vironment, and supported by rich media to enhance ities in high-level professional positions in the broad skills in educational leadership and management the students’ educational experience, the programme field of education. ›› Education practitioners seeking advancement into adopts an integrated, holistic approach to learning. international education environments ›› Education professionals who are seeking a career shift from an academic focus to an administration and leadership focus ›› Academics who want to extend their knowledge and understanding of Higher Education and leadership within their discipline and beyond ›› Academic professionals who wish to focus their de- velopment as teachers and pursue the scholarship of teaching and pedagogic research
Doctor of Education - Higher Education 3 Programme Outline The online EdD programme is offered by the University of Liverpool’s innovative Centre for Lifelong Learning. The Centre has a strong reputation for educational development - delivering accredited and externally recognised programmes, and contin- uous professional development (CPD) for University of Liverpool staff, and the staff of international partner universities, in- volved in teaching and learning. The Centre sits within the Faculty of Humanities and The programme employs a pedagogy that is based A key feature of the EdD in facilitating transformative Social Sciences, but is also unique in that it acts as a around forms of collaborative inquiry. In collaborative personal impact for the student is the Doctoral De- professional service for the University. Institutional- inquiry, a group of educators study their own practice, velopment Plan (DDP) which provides continuity and ly it engages in policy development, consultancy and develop their capacity to engage in research, and share support throughout the whole programme. The DDP professional development, offering academic pro- results of their studies to deepen the understanding of is a unique module incorporated into the EdD pro- grammes in Higher Education. every individual in the class. The programme aims to gramme designed to facilitate students’ understanding extend students’ capacity for educational leadership and experience of the personal transformation pro- The EdD offers students an international programme within the setting of Higher Education to supports vis- cess. It captures the student’s reflections in their per- focusing not on UK higher education, but on Higher ible and transformative personal impact. Students will sonal transformation to becoming a doctoral scholar Education as a global enterprise. Typically each cohort conduct investigations within the workplace setting and practitioner, supports the creation of a doctoral will consist of students from diverse backgrounds, that support evidence-based problem solving of direct level professional knowledge portfolio, and further de- bringing unique, individual insights and perspectives relevance to their work and career development. velops critical thinking skills. of Higher Education into the classroom. The curric- ulum of the EdD is constructed from an international perspective – using research, case studies, policy and academic literature from international sources – to complete the international experience.
Doctor of Education - Higher Education 4 Integrated Holistic Approach Leadership and Personal Impact Personal and Professional Values The concept of an integrated, holistic approach refers Throughout the programme, students will learn to It is fundamental that individuals in leadership roles to the idea that all the properties of a given system, in understand who they are as a leader and how they within Higher Education are guided by their personal any field of study, cannot be determined or explained relate their role to their organisation. Via this thread, and professional values. Throughout the programme, by the sum of its component parts. Instead, the system students are encouraged to develop an integrated view students will explore the embedded values within dif- as a whole determines how its parts behave. There- of the leadership role in educational organisations and ferent educational philosophies, learning to better ar- fore as students progress through the increased levels environmental contexts. Therefore the focus of this ticulate their own values, and actively translate those of analytical complexities in the modules, they will re- thread is not only on the theories of leadership, but into their professional life and activities. flect upon key thematic threads which bind the com- also on how leadership is enacted. plete educational experience together. Collaborative Learning Globalisation and International Effective collaboration amongst colleagues is a req- Woven throughout the programme’s curriculum, these Networking uisite for successful navigation of the challenges fac- thematic threads are consistent with international ed- Modern education needs to take into account glob- ing Higher Education professionals. Across all taught ucation, global leadership, and organisational trends. al realities while preparing individuals to act locally. modules, students participate in small, collaborative Rather than teach these themes in isolation, this pro- Additionally, many Higher Education institutions al- teams where they learn to effectively operate across gramme recognises the importance these topics play ready operate in a fully globalised environment. To be professional disciplines and intercultural dimen- in today’s educational leadership environments. With effective, educators must be able to critically evalu- sions. This ongoing, intensive interaction reflects the this in mind, the University of Liverpool’s online EdD ate the opportunities and challenges of globalisation integrated and international philosophy of the pro- introduces key thematic threads which cut across all and prepare students and their organisations for this gramme. the modules offered: changing reality. With this thread running throughout the programme, students gain an understanding of the Practitioner Research importance of intercultural dynamics and learn to lev- The development of research skills is an essential com- erage that understanding into networking opportuni- ponent of any doctoral programme. To help students ties with their colleagues. become effective change-agents, they undertake in- creasingly complex, practitioner-oriented research tasks throughout the programme. Students graduate as doctoral practitioners with the research skills need- ed to support them on their path to professional ad- vancement.
Doctor of Education - Higher Education 5 Programme Structure The programme begins with an initial orientation of the online classroom, followed by nine core modules (30 credits per module), the Doctoral Devel- opment Plan (90 credits) and a thesis (180 credits). Thesis elopment Pla De v n al The first module is eleven weeks in length and each subsequent module is ten tor c Module 7/8/9 Collaborative Learning weeks. Modules are sequenced in an order that is best suited to the students’ Do development on the programme. Student support services are available from Module 4/5/6 Leadership & personal impact the Centre for Student Success. The Doctoral Development Plan (DPP) pro- Module 2/3 Personal & Proffessional gresses in parallel with the nine core modules Module 1 Values Practitioner Research Preparatory Modules Globalisation & Interna- › Student Readiness Orientation (0 credits)e D tional Networking Core Modules › Doctoral Development Plan (90 credits–10 cred- its accumulated per module) › Becoming a Doctoral Practitioner (30 credits) › Learners and Learning (30 credits) › Learning: Environments, Infrastructures and Organisations (30 credits) › Ways of Knowing: Perspectives on Education- The programme takes on average 4½ years to complete with a few al Research and Practice (30 credits) weeks’ break in between modules. Should students need to alter › Values in Educational Research and Practice (30 credits) their study path due to work or family commitments they can do › Leadership, Policy and Institutional Change (30 credits) so in consultation with a Student Support Manager. › Educational Research Methods (30 credits) › Action Research for Educational Leadership (30 credits) Course work: 2.5 years. Thesis: 1 – 2 years. › Internationalisation and the Impact of Global Trends (30 credits) › Thesis (180 research credits)
Doctor of Education - Higher Education 6 Modules Core Modules Student Readiness Orientation Doctoral Development Plan (DDP) ›› Reflect on personal and professional transforma- tions arising from the programme and recognise the Aim: To equip students with the technical skills neces- Aims: The DDP module forms the backbone of the Doc- skills and dispositions developed on their journey sary to successfully study online, aided by inspirational tor of Education - Higher Education programme, giving ›› Identify areas for development and consolidation in testimonials from current students and alumni, in a it coherence and continuity, both intellectually and in their professional and research context rich multimedia environment. relation to the student’s engagement in the programme. ›› Draft a framing document for their doctoral thesis The DDP runs in parallel to the other nine core mod- that is well argued, relevant, ethical, and realistic, In this module, students will grasp the basic techni- ules. It is intended to support critical reflection on the as well as demonstrating the potential to lead to cal information and knowledge needed to successfully part of the student at the level of personal, practice re- the development of new professional knowledge or participate in an online curriculum. They will learn lated career progression, and the capacity to act as a insights. how to use the online classroom to get assignments, doctoral practitioner. interact with instructors and other students, and sub- Becoming a Doctoral Practitioner mit work. In this introduction students will gain a clear A DDP Mentor supports students as they progress Aim: To introduce students to the ethos and ways of idea of what is expected from them as they participate from the development of doctoral level skills to the working on the EdD programme, and set the expecta- in an online classroom. Finally the orientation pro- application and exploitation of those skills. Through tions for the subsequent modules as they engage with vides students with an overview of the rules regarding interaction with the DDP Mentor and completion of the basic skills and attributes of doctoral level work. quotation and citation – essential to any postgraduate reflective writings, the DDP will build students’ confi- study, whether online or campus-based. dence and capacity to act as a critically reflective doc- This module will introduce students to the ethos and toral practitioner within their own professional and ways of working on the EdD, setting the pattern for leadership practice. This module, and the DDP Men- future modules as they engage with the basic skills tor, will also support the students’ planning of their and attributes of doctoral level work. The module pro- research thesis. vides students with the opportunity to articulate their own motivations for entering the programme. This By the end of this module, students will be able to: is achieved through collaborative discussion on the origins of, and variations in, higher education in the ›› Apply well developed critical thinking skills to their home countries of the students. Students will gain in- reading and writing capabilities sights into the potential for learning by working with a diverse cohort of international learning collaborators
Doctor of Education - Higher Education 7 Core Modules (continued) in the online classroom. Students will begin to consid- and research findings; consolidate their understanding In this module students will develop a systematic un- er how their own and others’ approach to leadership of a range of models of learning, both generic models derstanding of the social and organisational context is influenced by contextual and cultural factors, and and those which focus on individual differences; and within which learning unfolds. This understanding how research might play a part in promoting the de- in so doing develop the students’ ability to select and will help inform subsequent practitioner research, and velopment of their professional practice. By encourag- apply different models to the interpretations of differ- the scoping, evaluation, and leadership of transforma- ing students to get to know one another the module ent learning goals and the design of different learning tive change in educational environments. begins the process of forming an international coop- tasks. erative academic community. By the end of this module, students will be able to: By the end of this module, students will be able to: By the end of this module, students will be able to: ›› Describe and justify what constitutes an environ- ›› Take part in informed debates about the merits of ment that promotes high-quality learning suited to ›› Understand and manage the requirements of the different models of learning in a range of contexts the diversity of learners present in given social, or- EdD academic environment ›› Analyse the learning behaviour of themselves and ganisational, and cultural contexts ›› Articulate their motivations for pursuing an EdD their students, in terms of its likely effectiveness in ›› Analyse ways in which specific factors influence ›› Understand the value of learning in an internation- reaching learning goals, and recognise ways in which any given environment for learning across a range al online team to improve learning behaviour of macro-level factors - whether underlying infra- ›› Understand the contextual and cultural factors that ›› Read and critically assess a range of theories and structures, technologies, organisational, profession- impact on Higher Education leadership research findings in the area of learning, in particu- al, cultural, national or global factors ›› Begin the process of forming an international coop- lar the relevance and generic nature of such theories ›› Articulate the implications of the above analysis for erative academic community and findings within their own contexts and expe- learning that promotes either social transformation riences or social reproduction Learners and Learning Learning: Environments, Ways of Knowing: Perspectives on Aim: To explore the nature of the learner, and learner/ Infrastructures and Organisations Educational Research and Practice facilitator relationships, learning theories, and the re- lationship between research and learning. Aim: To explore the nature of learning environments, Aim: To provide students with a philosophical and and the plans, creating, and structuring of those envi- methodological underpinning of knowledge creation in This module will build the students’ understanding in ronments. education research. reading and critiquing literature on learning theories
Doctor of Education - Higher Education 8 Core Modules (continued) In this module, students will develop an ability to crit- This module will develop the students’ ability to ana- Leadership, Policy and ically evaluate the ways in which different views of lyse, articulate and make a commitment to the reali- Institutional Change knowledge, theory, and inquiry impact approaches to sation of their own educational values. Students will educational issues and problems. Students will learn be able to recognise the nature of educational values Aim: To explore theories of change and models for facil- to recognise the value of clarifying ways of knowing and how they are manifested in policy and practice, itating continuous improvement, leadership and per- in various educational and cultural contexts, with an whether or not they are stated explicitly. With the abil- sonal impact to act as a change agent, as well as the aim to inform practitioner research and leadership of ity to recognise these values, students will be able to context for institutional change. transformative change in educational organisations. better inform their own decision-making skills, par- ticularly when faced with conflicts in value. This module will develop the students’ capacity to By the end of this module, students will be able to: drive transformative change within an organisation or By the end of this module, students will be able to: other social setting, ensuring that one’s focus extends ›› Recognise individual, social and cultural influences beyond acting as a collaborator to acting as a leader. on ways of knowing ›› Articulate and provide a reasoned basis for their The module also paves the way for extended forms of ›› Articulate the value of different ways of knowing in personal educational values practitioner research within the practice setting. studying and solving real-life educational problems ›› Recognise and express correspondences and con- ›› Analyse educational issues using theories generated flicts between personal and cultural values in dif- By the end of this module, students will be able to: and tested from different epistemological perspec- ferent contexts tives ›› Analyse educational policies and practice in terms ›› Display a clear understanding of theories of change, ›› Critically evaluate the ways in which approaches of the cultural and educational values manifested, organisational learning, and models for facilitat- to inquiry can impact on actions in an educational whether explicitly or implicitly ing continuous improvement, linked to given insti- environment ›› Assess the interests and values of different stake- tutional and professional contexts holders, and relate these to the power relationships ›› Analyse ways in which change initiatives and pol- Values in Educational which pertain within each context, in relation to a icies play out for a diverse set of stakeholders, and Research and Practice range of educational projects affect one’s capacity to enact values fundamental to Aim: To encourage students to explore their personal ›› Develop personal and institutional strategies for the educational enterprise values and educational philosophy, understand the bringing about educational policies and practices ›› Develop strategies for exercising leadership amongst role of education in society and policy, and the rela- which are more consonant with their personal ed- the students’ professional colleagues, establishing tionship between research and policy. ucational values shared commitments and building on a personal
Doctor of Education - Higher Education 9 Core Modules (continued) network of peers that crosses organisational and ›› Critically evaluate a wide variety of educational re- By the end of this module, students will be able to: geographical boundaries search literature bringing both academic and pro- ›› Articulate inter-relationships between strategies for fessional knowledge to bear ›› Critique the various approaches to action research change, and the policy, organisational and resourc- ›› Assess the appropriateness of a research design and in light of their understanding of research para- ing context within which change occurs the suitability of a variety of methods digms, methods and tools ›› Identify productive problems in their own contexts ›› Articulate and defend their value base in using ac- Educational Research Methods and present a cogent argument for adopting particu- tion research Aim: To introduce the student to a range of inquiry lar approaches to addressing these problems ›› Apply an action research approach in their profes- frameworks, including those predicated on the behav- ›› Design a small scale research project including sional setting and leadership role ioural theories of naturalistic and positivistic assump- methodology and application for ethical approval Internationalisation and the Impact tions. Action Research for of Global Trends Educational Leadership This module will support students in understanding Aim: To explore globalisation in education and nation- the complexities underlying research production, dis- Aim: To explore the notion of action research in its al policy issues, as well as their relationship to global semination and application. Students will be able to many varied forms, and gain an in-depth understand- trends. develop a well articulated understanding of the nature ing of the approach and application of action research of educational research and the features that consti- within a practical context. This module will enable students to develop a critical tute good education research. Throughout the mod- understanding of the relationships between the inter- ule, students will come to recognise the factors that This module will enable students to critically exam- national and national factors that enable and constrain drive the questions we ask and the methods we use to ine action research - a form of practitioner research effective practice in particular contexts. Students will seek answers. Students will understand the tools that of significant value to leaders in educational organisa- consider the ways in which interactions between dif- can be used in educational research and apply rigor- tions. Students will explore the underlying values and ferent levels, from personal through to global, affect ous practitioner research in their own professional diversity of approaches of action research, and learn practice settings and the scope for change. Students context. to apply action research to an existing concern in will also examine policy setting and policy enactment their practice. Students will critically evaluate action in light of global trends relevant to Higher Education. By the end of this module, students will be able to: research as a powerful tool for use in their wider lead- This module will help students to develop and sustain ership roles as well as their own personal professional a personal and professional network to underpin their ›› Critically analyse the relationship between theory, practice. Students will also be in a position to apply practice. policy and practice in research action research as an approach to their thesis.
Doctor of Education - Higher Education 10 Core Modules (continued) By the end of this module, students will be able to: with other students while building a rapport with their DDP Mentor. The DDP Mentor then provides the con- Please note all modules are not guaranteed ›› Analyse policies relevant to Higher Education and tinuity and insight to support the students’ progress as to be offered in any calendar year and cur- evaluate their impact on practice they enter this final stage of the programme. rent scheduling may be subject to change. ›› Relate changes in the local educational context to international and national trends Thesis development will last between one and two ›› Evaluate the relationship between personal agency years and will consist of four stages. These stages are: and evolving structures in light of international and developing your thesis proposal, faculty review and national trends approval of your proposal, writing the thesis itself, ›› Assess theoretical positions on globalisation and the oral examination (known as the “viva voce”) ›› Plan for ongoing professional collaborative network- of your thesis. ing Accreditation Thesis The University of Liverpool meets or exceeds all aca- The thesis is the cornerstone of any doctoral pro- demic quality standards for UK higher education, as gramme. It is an original, scholarly work that embod- defined by The Quality Assurance Agency for Higher ies the students’ advanced knowledge and experience Education (QAA), the independent body that is re- and allows them to prove their mastery of the tech- sponsible for standards in higher education in the UK. niques they have studied in applied practice. Within For details, see www.qaa.ac.uk. the context of the EdD, the thesis leads to refinements of practice which can reveal differential outcomes rather than refinements of theory. All elements of the programme contrive to provide effi- cacy in completing the thesis, including research com- petencies developed within and across the modules. Students will begin “scaffolding” thesis writing skills during the programme, allowing them to share ideas
You can also read
NEXT SLIDES ... Cancel