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

Lindsay, Hilary; Kerawalla, Lucinda and Floyd, Alan (2017). Supporting researching professionals: EdD students’ perceptions of their development needs. Studies in Higher Education (Early Access).

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/03075079.2017.1326025
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Abstract

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 semistructured 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: Journal Item
Copyright Holders: 2017 Society for Research into Higher Education
ISSN: 0307-5079
Keywords: EdD; doctorate in education; researching professionals; development
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Childhood Studies
Item ID: 49580
Depositing User: Lucinda Kerawalla
Date Deposited: 09 Jun 2017 09:32
Last Modified: 24 Jul 2017 16:12
URI: http://oro.open.ac.uk/id/eprint/49580
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