Britain’s first taught doctorate, which carries the same status as a PhD
The programme’s success in recruiting and retaining senior professionals with demanding jobs lies in the top quality of its teaching (through professors and lecturers who are leading figures in their specialist fields); and in its fully developed support structures for participants. On entry, you will be allocated an Academic Adviser and, at a later stage, a Dissertation Adviser.
The Doctorate in Education provides experienced professionals with an opportunity to pursue doctoral level studies via a programme which is relevant to their personal professional interests and needs. It carries the same status as a PhD and is designed for ambitious, mid-career education and training professionals whose work requires them to have a high level of research capability.
The EdD differs significantly from the more traditional academic doctorate (PhD), through its structure of taught components and specialist options leading to an individual dissertation. But, as with a PhD, the core lies in the resulting research-based dissertation. See Wikipedia's definition
If you are a senior professional wishing to strengthen your skills in the following, then the EdD can help you:
The programme attracts high-achieving participants interested in a wide range of aspects of teaching, learning, linguistics, narrative enquiry, management and policy. Current students on the programme come from a range of educational contexts, including international educational policy makers, lecturers in higher education, school teachers, and education and training providers in a number of other settings.
You can study at your own pace (full- or part- time) with our modular programme of intensive two-and-a-half-day units taught in Bristol and Hong Kong. Teaching is conducted by the distinguished faculty of Bristol’s Graduate School of Education, by staff with international reputations for research in their field. Group sizes of under 20 provide for constructive interaction with the teaching staff and the programme is structured to provide you with the support that enables you to succeed.
There are core units in research methods that all students must take and a range of options relevant to your research interests and the pathway you have chosen.
The taught courses are assessed by coursework, which is varied in nature - reports, literature review, book reviews, etc - and which will be approximately the equivalent of 4,000 words per unit.
The research-based dissertation of approximately 45,000 words must:
There is also an oral examination in which you defend your research dissertation and which assesses your understanding and integration of all elements of the programme.
You will have full access to the facilities of the Graduate School of Education. These include a specialist education library, education resource rooms, 24 hr study rooms with computing equipment and access to the internet. Software is provided locally for word processing, data management and analysis, desktop publishing and graphics, with advice and support from the computing centre. In addition, you will have access to the other libraries of the University. Access is also available through national computer networks to a range of other services.
As well as the formal sessions, all students are allocated a personal adviser. The adviser and programme director provide a level of individual support for each student in addition to their contact with course co-ordinators and supervisors. It is also recognized that some professionals may want advice with study skills and writing, and the University holds occasional workshops for such support.
A variety of teaching methods are employed to suit the participants' needs. Most taught formal sessions take place in blocks. Each unit requires attendance for a three day blocks and these are timetabled a year in advance to enable to plan your study. Individual supervision is arranged between student and supervisor. These units will also give students occasion for tutorials and for socialising with fellow students within their cohort. Occasional group meetings, for instance of a year cohort, are arranged.
The EdD is currently available on a part-time or full-time basis. It extends over a maximum period of four years' full-time study or eight years part-time. The taught component is a necessary basis for continuing on to the research-based dissertation. There is the possibility of a negotiated interruption of study for a period, if personal or professional pressures make excessive demands on students at a particular point in the course.
You will normally have a Masters degree in education from a UK university or its overseas equivalent, and will normally be required to have at least three years' experience in your professional area. If you have a Masters degree in a subject other than education, you may be considered provided you can demonstrate evidence of graduate study in education or the social sciences.
From October 2008 onwards we will be using Blackboard, the University of Bristol online learning environment, to register you for your units. To access this, please go to www.ole.bris.ac.uk and log in with your University of Bristol username and password. Once you have logged in, select Unit Registration and follow the links to sign up. You will see that each Unit has a folder which contains the Unit description, details of when it is running and who is running it and also the sign up list. Please read the unit description carefully and note the following information before signing up. The sign up lists will remain available up until one month before the Unit runs. During this time you are able to add or remove your name from the list. Once we close the list we will then issue pre-reading and, if you are paying by Unit, we will raise an invoice for that Unit.
David McCormack (Lecturer in Adult and Community Education, Narrative & Life Story Research strand, part time student, started November 2005): "I started on the EdD programme in November 2005 having participated on two other doctoral programmes, neither of which worked out. I have professional interests in a number of fields, including adult education, ethics, counselling and supervision and it has been difficult to find a course of study at doctoral level that can allow for, and nurture, all of my interests. I find that the narrative strand that I am pursuing allows me to explore a broad range of avenues and ideas that are both intellectually stimulating and creatively inspiring. The quality of tuition has been academically challenging but the quality of support and interaction has been high, despite the fact that I am studying at a distance."
Liz Anderson (Teaching Fellow, Psychiatry, Management & Policy strand, part time student, started March 2005):" I chose to register for the EdD two years ago and haven't looked back since. What is particularly good about the programme is the way it is structured. I can choose modules that coincide with my professional interests and all the assignments so far have enhanced my work as a Teaching Fellow. I like the flexibility and the support students receive, especially when there are times when deadlines can't be met for very good reasons, in my case ill health. I feel that this doctorate is achievable. I start the data collection for my dissertation later this year, and it has provided me with the impetus to get on with something I have had in mind for some time now. I shall be looking at how student doctors construct their professional identities now that the medical curriculum has explicitly embraced a more reflective teaching and learning style and incorporated the humanities into the MBChB programme. Watch this space!"
Ian Donaldson (Management & Policy strand, part time student, started October 2003): "I was attracted to the EdD for a number of reasons. I particularly liked the mode of attendance, personally finding it easier to attend for a block of time. I was also attracted to the flexibility of being able to take modules which were relevant to my area of work and my research interest and was particularly impressed by the range of modules that were available. A further benefit which I was only aware of when taking part in my first module, was the diversity of participants who work in such a wide range of educational organisations and from many different countries. For me this has been particularly enriching and has added an unexpected bonus to taking part in this programme.I have recently found it quite hard to find time to continue with my studies due to pressures and demands in my work. Staff on the EdD have been supportive and it has been a great encouragement to have the flexibility to mould my studies around work demands. I have now completed six units, just submitted my seventh and about to commence my dissertation. The programme has been so useful in my work that it becomes difficult to list all the benefits. Most importantly I have been challenged to really look at my own practice and to develop the critical thinking and leadership skills that are key to developing my role as a senior lecturer in higher education."
David Jackson (Narrative & Life Story Research strand, full time student, started October 2005): "After completing my MA at UEA part time where I researched my own emotional response to my Falklands War experience, I really wanted to continue this area of research. The narrative and life story research strand really supports me in this goal. What I enjoy most is the encouragement from staff to try 'different' ways to present research. This is very exciting and at times quite challenging both on a personal level and an academic level. The course also allows me the flexibility to split my life between my life in Cornwall and my studies in Bristol. This good healthy balance will go some way to achieving my goal."
Brian Staines (Head of Careers Guidance, University of Bristol, Management & Policy strand, part time student, started January 2005): "It's been a really rewarding experience for me since starting the course in 2005. Working in Careers Guidance at the University allows me to see large numbers of students and it's been really interesting to become a student myself. I found the course really stimulating and enjoyable. There is always plenty of time for discussion of issues raised in the modules and all the tutors have been really helpful. Perhaps the most interesting aspect of the course is the opportunity to meet with and discuss topics with such a wide range of students from such diverse backgrounds. It gives a real insight into many of the issues discussed. If it carries on like this I feel sure that it's a very good choice of course."
Cathy Carroll (Narrative & Life Story Research strand, part time student, started February 2006): "With only two modules under my belt, I write as a novice doctoral student on the narrative and life story research strand. I really value how the programme's format allows me to plan when I take modules to fit in with my life and work and even more, I am finding it a very creative space to play with ideas. While the content of modules is stretching, the student groups are supportive, as are the tutors, who are knowledgeable, collegial and excited by new ideas."
You should complete an application form following the guidelines. The reference report forms should be passed to two referees who are willing to support you. Referees should be chosen who, between them, are able to give an opinion on both your academic ability and your professional standing. Please submit applications to:
Doctoral Programmes Office
Graduate School of Education
University of Bristol
35 Berkeley Square
Bristol
BS8 1JA
United Kingdom
Or by email to ed-edd@bristol.ac.uk. Email enquiries to this address are also welcome and personal appointments can be arranged for you to discuss the programme of study with a member of staff.
