Multi-disciplinary Practice Based Doctorates: An Appreciative Inquiry in Design, Development, and Delivery in

the European Union and US

Annette Fillery-Travis Middlesex University

BolognaBologna Declaration of 1999 with the aim of creating European Higher Education Area

Lisbon Strategy of 2000 formulated to create a European Research and Innovation Area

September 2003 the Berlin Communique adding `third cycle’ i.e doctorates to the process---formulation of doctoral descriptors

New terminology : postgraduate education / research training / doctoral education---`doctoral candidates’ rather than students

Diverse doctoral forms across Europe ---the PhD / the professional doctorate / higher doctorates

The motto is `One goal, different routes’

The PhD and professional doctorates are considered under `research-based’ category

Doctorate Supervision Presentation| 2

Drivers for Growth

‘creative, critical and autonomous intellectual risk takers’ capable of contributing to all sectors where deep rigorous analysis is required.’ (ERA 2010).

Doctorates are also becoming increasingly required for advanced levels of practice within the professions as well as work beyond frontier research and education: in applied research, in policy making, in management, and in many other leadership roles in society (LERU doctoral degrees beyond 2010).

‘The Modern Doctorate’

Defined for us as doctorates for which the research and supervision occurs in part outside the academy at the point of application

Has a variety of purposes, ranging from knowledge exchange between industry and academia, the development of higher levels of professional practice and individualised development programmes for practitioners of advanced standing.

They are everywhere!DArch – Doctorate of Architecture

ThD - Theology DoctorateDBEnv – Doctorate of the Built Environment DBA - Doctor of Business Administration DClinPsy - Doctor of Clinical Psychology EdD - Doctor of Education EngD - Engineering Doctorate DCrimJ - Doctorate of Criminal Justice DPharm - Doctorate of Pharmacy DSocSci - Doctorate of Social Science DProf – Doctorate in Professional Studies

292 listed in the UK

BBSRC’s – ATP for Professional Doctorates within the agro-food sector to enhance uptake of higher level innovation and research

PhD EngD,

industrial PhDDBA

DClinPsy

FTP

EdD, DTheol, ProfD

DProf(TD)

The Modern Doctorate

Taught professional elements

Research focus on practice within practice

Purpose of the Modern Doctorate

Achievement oftechnical outputs & training as researcherProduction of new knowledge owed by the University/published with the supervisor

Development of higher level learning and criticality of the candidate within their professional context (social, political etc). IP owned in part at least by candidate

Shift in Purpose

Shift in Advisor/Supervisor Role to facilitator of the research – at the service of the candidate’s agenda. The candidate approaches the research as the expert in the context and goal of the research

The Modernisation of Higher Education in Europe' (2011, p12) as it fulfills the requirement for "researcher training in higher education... (to) be better aligned with the needs of the knowledge-intensive labour market and in particular with the requirements of SMEs. High quality, industry-relevant doctoral training is instrumental in meeting this demand for expert human capital."

‘Conventional’ Doctorate Supervision‘more private than any other scene of teaching and learning’ Lee (2010)

‘production of an autonomous independent scholar who is, in effect independent of their context and free from the outside world’

An apprenticeship model where ‘mastery’ is identified as with the supervisor as the credentialed seasoned researcher

Supervisory Stance – a mix of function, enculturation, critical thinking, emancipation, relationship development depending upon discipline and personal experience

Barbara Grant’s (2008) archetype of ‘master and slave’ –’ the fruitful necessity of its difficult but often pleasurable power relations’

Research is identified within the academy ‘looking into…’, often single or multidisciplinary, owned by the University (IP), certain boundaries as to what constitutes knowledge

A Moderm Doctorate Learner

Bi-modal distribution – work familiar or mature (typically 35-50)

Can be well established/senior at work

May have few traditional qualifications to access or progress through HE or could have many!

Considerable pre-understanding (formal and informal learning)

PD places the learner at the interface between work and the university to explore work-focused issues

Epistemic Practitioners (Knorr-Cetina (1999))

Undertaking projects within their work context for which they are expert

9

Modern Doctorate Contexts

Removes project from location of University

Removed from expertise/discipline base

Transdisciplinary and practice -based

Student expert in context and knowledge

Student drawing upon resources from themselves and work

Student designs the appropriate outcomes

The State of the Art

The supervision of such work based research requires complex capabilities from the supervisor(s) as they seek

to

(1) address the diverse needs of a candidate operating at doctoral level within a work environment where their priorities are, in part at least, set by the needs of their

organisation and work role and

(2) supervise the creation of knowledge at doctoral level.

And yet there has to date been little study of these needs and no commonly accepted framework of practice

for supervisors to draw upon.

SuperProfdocERASMUS +

Middlesex University IWBL DProf PhDs

Maastricht Business School, Netherlands DBAs PhDs

Fondazione ADAPT University of Bergamo Italy Industrial PhDs and Labour Relation

Trinity College,University of Dublin DEds PhDs

EURODOC---federation of national institutions representing the interests of early stage researchers—

doctoral candidates

University of Central California USA DEds PhDs

Evaluator: Anne Lee

175,000 Euros Doctorate Supervision Presentation| 12

Project AimThe project seeks to

develop a framework for supervision that is applicable for the varying modes of modern doctorates throughout Europe

enable universities, individuals and organisations to partner successfully in research training and the generation of research at the point of application

Objective 1 and 2 Collection of Data• Literature review• Survey 500 candidates (Lead Partner 1)• Interview 50 supervisors• Interview 25 Programme Leaders and sponsors

Objective 3 Construct Framework (Lead Partner 1)• Collation of data and analysis• 2 day design meeting

Objective 4 Preparation of Dissemination Materials (Lead Partner 3)• Joint design and preparation• Ebook of resources

Objective 5 Dissemination (Lead Partner 3)• Publications, training workshops, online material.• Consultancy Service

Months 1-14

Months 16-20

Months 24-36

Months 20-36

SUPER-PROFDOC

Interview Team

Andrew Loxley, Trinity College, Dublin

Kate Maguire, Middlesex University, London

Francesca Sperotti, ADAPT, Italy

Rose Taylor, UCF

Colton Tapoler, UCF doctoral student

Status of Interview

DevelopmentInitial questions developed, implemented, and in process of revision.

Things to avoid when supervising, philosophical underpinnings which inform supervisory teaching & learning in the practice of supervision, contracts & contracting, supervisors’ reflection on their own learning regarding supervision

Pilot interviews will take place in May and then the protocol will be revised.

Volunteers for interviews should contact Kate or Rose in April.

Interviews (50-60 will take place June-September)

Survey TeamPatrick Mans, Maastricht School of Management, Netherlands

James Molensky, Maastricht School of Management, Netherlands

Francesca Speratti, ADAPT, Italy

Tom Vitale, University of Central Florida, USA

Kari Whaley, UCF doctoral student

Survey StatusHave shared a previously used surveys and team members are reviewing these questions to determine which can and cannot be used

After the initial literature review is completed, the survey will be completed and piloted.

The hope is to get at least 500 participants.

We believe this estimate is conservative and a more realistic estimate is closer to 1000 participants.

Literature Review: structure, process and competency?

Building a learning relationship

Development of self direction in our candidates

Optimal delivery of feedback

Contracting for duration, mode and frequency of contact

Facilitation of cohorts

Learning consultancy skills- supporting individual and organisational change optimal structure of learning/change programme –review, planning, activity, monitoring and review

Expected outcomes /practice

Sustainability of change

Support for/of advisors

Attributes of advisor (resilience, flexibility, positive stance, etc)Boud and Costley (2007)

Advisor-as-coach

Delicate balance to maintain of:

Supporting the candidate to develop

their research question and project to

produce actionable knowledge

(Antonacopoulou 2009)

Whilst holding the learning framework

and relational interaction to enable that

creation

‘there was a melding of the doctorate and practice but not in a simplistic way -in a way that elevates each.’

Carole Pemberton DProf GraduateVisiting Professor University of Belfast

Please join usVisit superprofdoc.eu

Send me an email

Give me your card – link to facebook etc

Nominations to be critical friends for one-day seminar on Dublin

Be part of the dissemination