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  • Doctor of Education (EdD)

Doctor of Education (EdD)

Why choose this course?

The Doctor of Education (EdD) is a doctoral research degree for educators working in a wide range of educationally-oriented settings who wish to extend their professional understanding and develop advanced skills for research, reflection and evaluation.

If you are an education professional working in, for example, an early year's setting, school, college, university, health and social care setting or a museum and heritage service, this doctoral level programme is an excellent opportunity for you. As a professional doctorate, the EdD is offered part-time to help you maintain some flexibility and balance between your work and study. Through engaging in critical self-reflection and a sequence of structured learning experiences culminating in a substantial piece of professionally-focused research, the programme will enable you to transform your practice and make a contribution to new professional knowledge. 

The EdD is a programme of the Faculty of Health, Social Care and Education (FHSCE) which has extensive relationships with multi-agency partners and a broad range of participatory and networking opportunities for experienced, early career and student researchers. Our academic staff have extensive experience of working with researching professionals at masters and doctoral level and leading national and international research projects. The EdD programme provides a strong foundation for rigorous, research-led pedagogy and praxis supported by experienced and research-active supervisors. 

Mode Duration Start date
Part time 6-8 years January 2020
Location Kingston Hill

Reasons to choose Kingston University

  • Our part-time professional doctorate has flexibility to help you balance work with study.
  • We provide research facilities, research training opportunities, and research-active experienced supervisors from the wider Faculty of Health, Social Care and Education   
  • We have strong relationships with a number of multi-agency partners, providing you with extensive networking opportunities

What you will study

The programme combines contextual modules with independent research. It contains modules which address issues of education professionalism, interprofessionalism, policy and practice, the philosophy and practice of educational research, the design of a research proposal and a substantial professional-relevant research project. Issues are introduced, reconsidered and further developed in successive modules towards the research proposal, which is the ‘gateway' to the independent Research Project, the 'capstone' to the EdD.

Year 1

Year 2

Year 3

Final years

In Year 1, the focus is upon concepts, principles and practice which define professionalism, professional identities and professional practice in education-related contexts, and policy and practice in education, all of which would be valued by education professionals.

Core modules

Education professionals as knowledgeable doers

30 credits

This module will bring together students from a wide variety of educational contexts and provide an opportunity to share and explore your own practice and professional knowledge and learn from others. The module will use face-to-face and technology enhanced methods to facilitate interprofessional learning and you will be facilitated to engage in and critically discuss the methods for exploring practice knowledge. The module will also explore and develop an advanced understanding of the concepts, principles and practice which define professionalism, professional identities and professional practice in education related contexts.

Policy transfer and analysis

30 credits

This module will critically examine the local and global contextualisation of education policy and transfer alongside debates surrounding neoliberal perspectives. The content of this module is designed to integrate with elements of module one in cross-cutting themes to allow you to critically reflect upon the potential relationship of the education professional to policy. By examining the broader context of policy development and engaging in discussion from a range of disciplinary and multidisciplinary perspectives, with education providing the loci of study, you will critically examine the usefulness of overarching ideas. Focussing more specifically upon self-selected policy-related texts which are relevant to your role and setting, you will critically analyse their formation and implementation by applying advanced methodological approaches in order to reflect upon and examine your role and responsibilities as an education professional in relation to policy.

In Year 2, the focus is upon theories of knowledge and research methods for educational and social research, and critical examination of ethical and practical issues in a context of professional practice which will support the development of a research proposal relevant to your professional role and setting. In Year 2, it is also the development of the research proposal, which is completed in Year 3. The research proposal is necessary to ensure your readiness for the Research Project.

Core modules

Knowledge and practice in educational settings

30 credits

In this module, you will critically examine theories of knowledge in educational and social research and their ontological, epistemological and methodological basis, and relate them to the field of study and particular research interests in which you are working. Through engaging in a dialogic mode of learning and critical reflection, critical examination of the relationships between language, knowledge, power and argument, you will consider the contested nature of knowledge and practice, how and why people do research, and how research relates to your profession. Through using face-to-face and technology-enhanced methods, you will critically examine philosophies that bring meaning to what constitutes education and theories of knowledge production, particularly relevant to educational research and practice context. The module, building on what you learnt from the previous two modules, will help you to develop a rationale of your position and what you want to find out. It will equip you with knowledge and skills to design, analyse, conduct and critically evaluate research and prepare you to develop the working methodology and research design for your professional doctoral research proposal in the next module.

Research proposal

60 credits

This module requires the development of a research proposal and forms the transition point between the taught modules and the Research Project. It is a requirement that students pass all modules, including the Research Proposal, before proceeding to the Research Project.
Drawing upon subject knowledge acquired during your studies in the modules prior to the Research Proposal, you will apply your understanding of epistemological, methodological and research design principles. Critical examination of ethical and practical issues in a context of professional practice will support the development of sharply-focussed research questions relevant to your professional role and setting. Successful completion of this module will ensure that you are enabled to undertake the professionally-relevant and academically advanced applied educational research requisite for contributing to new knowledge to your professional field.

In Year 3, the focus is on the completion of the research proposal and the preparation for undertaking your independent research; a substantial piece of professionally relevant and focused original research.

Core modules

Research proposal

60 credits

This module requires the development of a research proposal and forms the transition point between the taught modules and the Research Project. It is a requirement that students pass all modules, including the Research Proposal, before proceeding to the Research Project.
Drawing upon subject knowledge acquired during your studies in the modules prior to the Research Proposal, you will apply your understanding of epistemological, methodological and research design principles. Critical examination of ethical and practical issues in a context of professional practice will support the development of sharply-focussed research questions relevant to your professional role and setting. Successful completion of this module will ensure that you are enabled to undertake the professionally-relevant and academically advanced applied educational research requisite for contributing to new knowledge to your professional field.

Research project

210 credits

Guided by the content of the research proposal, this module encompasses all activities concerned with the generation of the research project constituting the third and final stage of the programme. It is not a taught module like the previous four, but it comprises opportunities for peer-support, mutual critique, self-critique, and personal support through a supervision programme. The module enables you to undertake a substantial piece of professionally relevant and focused original research and helps you to generate new knowledge that you will be able to disseminate to make an impact on professional practice. As this module constitutes the research project phase of a doctoral programme, you will be overseen by the Faculty Research Degrees Committee (FRDC) and have access to all available support offered for researchers within the Faculty.

In Year 4 and the following years, you will engage with activities concerned with the generation and completion of the research project. Using opportunities for peer-support, mutual critique, self-critique, and personal support through a supervision programme, you will learn and become able to conduct research, generate new knowledge and disseminate that knowledge to make an impact on professional practice.

Core modules

Research project

210 credits

Guided by the content of the research proposal, this module encompasses all activities concerned with the generation of the research project constituting the third and final stage of the programme. It is not a taught module like the previous four, but it comprises opportunities for peer-support, mutual critique, self-critique, and personal support through a supervision programme. The module enables you to undertake a substantial piece of professionally relevant and focused original research and helps you to generate new knowledge that you will be able to disseminate to make an impact on professional practice. As this module constitutes the research project phase of a doctoral programme, you will be overseen by the Faculty Research Degrees Committee (FRDC) and have access to all available support offered for researchers within the Faculty.

 

The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.

Teaching and assessment

The learning, teaching and assessment principles are designed to facilitate the process of researching professional practice by enabling you to share with your peers, in dialogue and reflection, problems and issues that warrant contextualised empirical enquiry. Critical support is provided by tutors and peers at seminars, workshops and lectures in the exploration of professionally relevant concepts to illuminate workplace challenges. Learning experiences are designed to enable discussion, dialogue and argumentation so that genuine collaborative learning can facilitate processes of enquiry and professionally-oriented knowledge production.

Guided independent study

When not attending timetabled sessions, you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.

Support for postgraduate students

At Kingston University, we know that postgraduate students have particular needs and therefore we have a range of support available to help you during your time here.

Your workload

  • Year 1: 10% of your time is spent in timetabled teaching and learning activity.
  • Year 2: 9% of your time is spent in timetabled teaching and learning activity.
  • Year 3: 6% of your time is spent in timetabled teaching and learning activity.
  • Year 4+: 5% of your time is spent in timetabled teaching and learning activity in each year after Year 4.

Contact hours may vary depending on your modules.

How you will be assessed

Assessment comprises of written assignments (essays), oral presentation, a written doctoral thesis and a viva voce oral examination.
The approximate percentage for how you will be assessed on this course is as follows:

  • Year 1: 100% coursework (written assignment)
  • Year 2: 100% coursework, including written assignment and oral presentation.
  • Year 3: 100% coursework, including written assignment and oral presentation.
  • Year 4+: 100% coursework, including a written thesis and a viva voce oral examination. The development of the written thesis, which may begin from the middle of Year 3, and continues which is developed as an ending point to defend the thesis.

Feedback summary

We feedback commentaries on drafts for summative module assignments to prompt reflection and revision or refinement of argument, perspective, exemplars, etc. We also provide constructive feedback, verbal and written, for formative tasks to inform and feed-forward to your summative assessment. During taught sessions, work in progress seminars allow you to articulate, discuss and critically examine your developing understanding, contributing to one another's learning. As autonomous learners, you are also encouraged to reflect upon your own learning and to maintain a reflective journal from the onset of the course in order to identify specific action points which support your progress.

Class sizes

To give you an indication of class sizes, this course normally enrols 10 students and lecture sizes are normally 10-20. However, this can vary by module and academic year.

Entry requirements

Typical offer

The normal entry requirements are a Master's degree in Education (180 M level credits), or a discipline allied to Education. Candidates with a Master's qualification but limited experience of research methods relevant to education might need to complete an appropriate bridging programme, such as the Postgraduate Certificate in Research Methods in Education. Those who require an appropriate Master's qualification will be directed to the Master of Research (Education) programme offered by Kingston University.

Additional requirements

Candidates are expected to be currently in professional practice, but those who are not and are able to demonstrate appropriate and significant experience, may also be considered. Education professionals may make applications at any stage of their professional career.

Candidates are expected to demonstrate the potential to study at level 8, a commitment to professional learning in an education-related context, and an ability to work collaboratively in exploring and developing ideas.

If your first language is not English, you need to demonstrate a good standard of written and spoken English and have an IELTS score of 7 overall and not less than 6 in any section, as detailed in Kingston University's admissions regulations.

You will need to submit a 2000 word statement of the proposed research project with your application, guidance is available on the apply for this course page.

Other

Prior learning achieved on programmes at other recognised higher education institutions may be accredited in exceptional circumstances; viz. where there are satisfactorily completed doctoral-level modules with comparable content and credit values to the modules for which exemption is sought. Requests for recognition of prior and/or experiential learning are documented under the categories: Certificated Prior Learning, Formal Learning which has not been assessed and Experiential Learning. All prior certificated learning requires the presentation of relevant certificates and/or confirmation from the award-bearing body and experiential learning requires verification. Guidance is provided to applicants to complete the university form H1 ‘Student request for recognition of prior and/or experiential learning'. Specifically, requests can be made for Recognition of Prior Certificated Learning (RPCL) and Recognition of Prior Experiential Learning (RPEL).

Who teaches this course?

This course is delivered jointly by the Schools of Education, Allied Health, Midwifery and Social Care, and Nursing of the Faculty of Health, Social Care and Education (FHSCE). Experienced and research-active academic staff from the FHSCE comprise the EdD team for the core teaching and supervision. The EdD team is keen to support you, the student, undertaking doctoral research into professional practice to successful completion. The FHSCE is committed to developing learning opportunities for professionals regionally and nationally. All calendar years are enriched by the use of the wider research community within the FHSCE and the University as an additional context to your learning. Throughout the course, you are encouraged to attend Faculty research seminars and conferences, Graduate Research School training events, library workshops, and to make full use of opportunities to network within the context of the University's research strategy. Some of these events may be scheduled during the weekday and others may be available in the evening.

Kingston Hill

There is a wide range of facilities at our Kingston Hill campus, where this course is based.

Kingston Hill is a leafy, hillside campus situated about three miles away from Kingston town centre. It is a quiet, secure place to study with easy access to London, meaning it provides the best of all worlds for our students.

Find out more about the Kingston Hill campus in the virtual tour.

Library

One of the highlights of the Kingston Hill campus is the modern library, called the Nightingale Centre after Florence Nightingale, who was a regular visitor to Kingston Hill.

The library provides a spacious and attractive place for students to meet and study and features a cafe, more PCs and zoned study areas. Long opening hours give you plenty of access to specialist education books, journals and online resources.

Find out more about the Nightingale Centre in the virtual tour.

Computer and online facilities

There are many computers (PCs and Macs) available for you to use across the Kingston Hill campus when you need a place to study. Access to the wireless network across the campus means you can also work from your laptop or mobile device.

Using IT to support your studies is crucial. Kingston has an innovative virtual learning environment called Canvas. This allows you to access course materials and contact fellow students and staff while away from the campus.

Course fees and funding

Home and European Union 2020/21

  • EdD part time £3,000

Funding

As well as tuition fee loans, there are a range of student funding options available to help you fund your postgraduate studies, including:

After you graduate

As a researching professional in this programme, you will develop professional links and connections between research and education-related settings. Through researching critical questions and looking for answers to fundamental educational and social issues, you will deepen and enhance your employability skills to advance your existing career or develop a new one in an area of growing importance in modern society.

Postgraduate study
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