Accessibility navigation


Supporting researching professionals: EdD students’ perceptions of their development needs

Lindsay, H., Kerawalla, C. and Floyd, A. (2018) Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education, 43 (12). pp. 2321-2335. ISSN 0307-5079

[img]
Preview
Text - Accepted Version
· Please see our End User Agreement before downloading.

405kB

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.

To link to this item DOI: 10.1080/03075079.2017.1326025

Abstract/Summary

A Doctorate in Education (EdD) is an established alternative to a Doctorate in Philosophy (PhD). However, frameworks in use to support doctoral study in the UK are focused mainly at PhD students and their associated needs and do not address the specific requirements of students who are often working full time and undertaking research into their professional context. To fill this gap, the purpose of this paper is to report on a Researching Practitioner Development Framework (RPDF) which has been developed to meet the specific professional development needs of EdD students. We describe the theory which underpins the overarching structure of the RPDF and report on a thematic analysis of semi-structured interviews with nine EdD students, which informed its content. Future research is planned to evaluate the implementation of the RPDF alongside existing EdD programme resources, and its role in supporting the professional development and research impact of EdD students.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:70209
Publisher:Taylor & Francis

Downloads

Downloads per month over past year

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation