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 years January 2021
Location Kingston Hill

2020/21 entry

If you are planning to join this course in the academic year 2020/21 (i.e. between August 2020 and July 2021), please view the information about changes to courses for 2020/21 due to Covid-19.

 

Continuing students

Students who are continuing their studies with Kingston University in 2020/21 should refer to their Course Handbook for information about specific changes that have been, or may be, made to their course or modules being delivered in 2020/21. Course Handbooks are located within the Canvas Course page.

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. 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. In the first two years, the programme contains taught modules which address issues of education professionalism, interprofessionalism, policy and practice, the philosophy and practice of educational research and the design of a research proposal. These modules will prepare you to carry out a substantial professional-relevant research project in the following years.

The learning experiences are delivered over weekends using a day conference format at the Kingston Hill campus of Kingston University London.

Year 1

Year 2

Year 3

Final years

The focus in the first year 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.You are required to attend four full learning weekends (Saturday and Sunday) in February, April, June and September. You are expected to attend the EdD Conference Day in November. The learning weekends are designed to provide face-to-face sessions (seminars and workshops) for each of the two modules offered in the first year.

The EdD Conference, which marks the end of the learning year, is not compulsory for the first-year students, but it is recommended as an excellent opportunity for you to meet fellow students from other years and active researchers and learn from their experiences.

 

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.

The focus in the second year 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. The development of the research proposal starts after the completion of the third module in Year 2 and can be continued and completed in Year 3. The research proposal is necessary to ensure your readiness for the Research Project.

In this second year, you are required to attend two full learning weekends (Saturday and Sunday) in February and April for the "Knowledge and Practice in Educational Settings" module, two Saturday learning events in July and September for "The Research Proposal" module, and the Conference Day in November.

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.

In the third year, you are required to attend Saturday events only taking place in February, April, July and September and the Conference Day in November. All events focus upon providing opportunities for presentations and discussions of your research proposal, or work in progress on your research project, in a friendly and safe environment and getting useful feedback from peers and tutors.

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.

In each of the final years, you are required to attend a minimum of three Saturday events, including the conference and are expected to present and discuss your work in progress with your peers and tutors.

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.

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.

Please note: Most students from countries outside the European Union/European Economic Area and classified as overseas fee paying, are not eligible to apply for part-time courses due to UK student visa regulations. For information on exceptions please visit the UKCISA website or email our CAS and Visa Compliance team.

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.

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.

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.

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).

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

As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's support services

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.

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.

Changes to courses for 2020/21 due to Covid-19

Changes detailed here are for students joining this course in the academic year 2020/21 (i.e. between August 2020 and July 2021).

Course information (changes for 2020/21 entry)

Composition of the course

We do not anticipate making any changes to the composition of the course, i.e. number of modules or credits in a year, as a result of the pandemic.

Changes can be made to courses as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to the composition of the course will be highlighted to students during the induction period.

Modules

We do not anticipate making any changes to module titles and summaries or to the availability of modules as a result of the pandemic.

Changes can be made to modules as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area and to provide a high quality student experience. Any such changes made to module titles and/or availability of modules will be highlighted to students during the induction period.

Length of course

We expect to deliver the course within the planned timescales to enable successful students to progress through and graduate from the course without delay.

In exceptional circumstances the sequence of learning and teaching activities may be changed, e.g. re-sequencing those modules that can be delivered more effectively under the current restrictions with those which would be more difficult to deliver, such as practical modules and placements.

Entry requirements (changes for 2020/21 entry)

We have not changed entry requirements as a result of the pandemic. However, the range of accepted alternatives have increased as has the way in which we select students, which now includes virtual interviews and online portfolios.

Entry requirements for international students

We have not changed entry requirements for international students as a result of the pandemic. However, in response to the pandemic, we now accept a much broader list of English language exams for entry to the course; the level of these exams remain the same.

Teaching (changes for 2020/21 entry)

Changes to the way the course will be delivered

All sessions will be held online over intensive weekends.

Changes to teaching in the event of a further lockdown or adjustments in government advice

The University will continue to closely monitor government announcements and advice in relation to the current pandemic and, where required, will take any necessary action in order to comply with such advice.

In the event that a further lockdown is enforced the University will aim to deliver the course fully online. This may require some additional changes being made to planned teaching and learning activities, including assessments. The majority of our courses are prepared to be delivered fully online if the situation requires it. Where the quality of the student experience may be compromised significantly, or the course is unable to be delivered fully online, the University may need to suspend the delivery of that course until a time that it can be delivered appropriately. Students will be supported in these situations to ensure they are able to make the right choices for their particular circumstances.

In the event that the current social distancing restrictions are fully lifted and the University is able to resume normal delivery of teaching and learning activities, courses will assess whether it is in the students' interest to resume normal delivery. In some cases it may be better to continue and complete modules under the planned blended delivery mode.

Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for Year 1

Changes to the overall breakdown of scheduled teaching hours, placements and guided independent study hours will not be made as a result of the pandemic. However, it is possible that some adjustments might be made at module level, e.g. a few more scheduled activities, in order to help ensure student engagement with blended learning.

Any changes made to the overall breakdown of scheduled teaching hours, placements and guided independent study hours for the course will be highlighted to students during the induction period.

'Scheduled teaching' includes teaching that is online either live or recorded / on demand.

Timetable

Your individualised timetable for teaching block 1 (i.e. from September 2020 to December 2020) should be available by the end of August 2020. Timetables for teaching block 2 (i.e. from January 2021) will not be available until the autumn. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9am and 9pm. To accommodate smaller group sizes and social distancing, we will need to maximise the time available for teaching. This means, we may have to use Wednesday afternoons and enrichment week for additional teaching slots. Timetables for part-time students will depend on the modules selected.

Assessment (changes for 2020/21 entry)

Changes can be made to modules, including how they are assessed, as part of normal enhancement processes in order to keep our modules up to date with current developments in that subject area. Due to the current restrictions in place, i.e. social distancing, it is anticipated that many formal on-campus examinations, including practical examinations, will be replaced with alternative assessments which can be completed online. These changes will be considered and approved through the University's processes to ensure that student assessments will be able to demonstrate they have achieved the expected learning outcomes. The approval process will also assess whether the change impacts the status of any professional body accreditation the course benefits from.

Any changes to the overall methods of assessment for the course will be highlighted to students during the induction period.

Staff (changes for 2020/21 entry)

No changes are expected to the general level of experience or status of staff involved in delivering the course.

As a result of the social distancing restrictions in place, on-campus teaching activities may need to be split into smaller groups which may require the support of teaching assistants and student mentors, who will be managed by experienced staff.

Fees, funding and additional costs (changes for 2020/21 entry)

Tuition fees

There will be no changes to published tuition fees for 2020/21.

Additional costs (e.g. field trips, materials, equipment, etc.)

As a result of the blended delivery of courses in 2020/21, where a significant proportion of the teaching will be done online, students will need a personal laptop or computer and access to the internet to participate in online teaching and learning activities. Students who are able to travel will have access to computers on campus, however, it should be noted that access to on-campus facilities will be restricted due to social distancing requirements.

The University is considering how best to provide support to students who do not have access to suitable hardware and software requirements and access to the internet. Identifying students who require this type of support is an important milestone for the University in our journey to ensure equity of access while we continue to deliver our blended approach. Information about the support that will be available will be provided to students during the induction period.

Funding

There will be no changes to any existing University funding arrangements for 2020/21. Currently there are no indications from the UK government that there will be any changes to government funding arrangements.

Fees and funding for international students

There will be no changes to published tuition fees or funding arrangements specifically relating to international students for 2020/21.

Award, qualification and accreditation (changes for 2020/21 entry)

Qualification

No changes will be made to the qualification awarded, e.g. MSc, as a result of the pandemic.

Changes can be made to courses, including the qualification awarded (although very rare), as part of normal enhancement processes in order to keep our courses up to date with current developments in that subject area. Any changes made to the qualification awarded for the course will be highlighted to students during the induction period.

Additional (changes for 2020/21 entry)

International students

International students should maintain awareness of the UK government's and their home country's government advice on possible travel restrictions. The University will closely monitor advice and guidance published by the UK government and assess its impact on our international students. Appropriate advice and guidance will be provided as and when required.

Students who are unable to attend on-campus learning and teaching activities

The University will ensure students who are unable to attend on-campus learning and teaching activities are able to effectively engage with their studies remotely. For certain courses an inability to attend on-campus learning and teaching activities may not be in the students best interest, as it may impede their chances of succeeding in the course or lead to them receiving a poor learning experience. In such cases students will be advised and guided through the various options available to them, such as deferring their studies until they can engage fully with the course.