Education and Psychology BSc

Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Typical Offer

View

Campus

Brayford Pool

Validation Status

Subject to Revalidation

Fees

View

Course Code

EDUPRORP

PhD (Professional) Education

The School of Education is a vibrant and intellectually stimulating environment in which staff have developed national and international reputations in their areas of expertise.

Our Alumni Scholarship can reduce fees by up to 20 per cent for UK students. See our Scholarship and Bursaries page for more information.

Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Typical Offer

View

Campus

Brayford Pool

Validation Status

Subject to Revalidation

Fees

View

Course Code

EDUPRORP

Dr Joss Winn - Programme Leader

Dr Joss Winn - Programme Leader

Joss is a Senior Lecturer and over the past 20 years, he has taught at all levels of education, from a Kindergarten and public school in Japan to undergraduate and doctoral programmes in the USA and UK, as well as informal adult education. His subject specialisms include: Education and technology, academic labour, Marxism and education, political economy, democratic education, co-operative education; craft education and lutherie.

Academic Staff List Make an Enquiry

Welcome to PhD (Professional) Education

The PhD (Professional) Education is a doctoral research programme of equivalent standing to the traditional Doctor of Philosophy, with a focus on research and professional practice. The course is designed for current and future educators who wish to conduct original research relating to their professional context or area of educational practice, and aims to support the dissemination, development, and management of a range of professional practice and policy development.

Students will undertake three core modules, two optional modules, and a research component where they can conduct field work, analyse their data in light of existing knowledge, and write a thesis for examination.

During the taught stage, core modules aim to support students in identifying their specific research questions through a critical review of the literature; develop the requisite knowledge, understanding, and practical skills in appropriate research methods; and produce a compelling rationale and plan for conducting a substantive piece of original research. Optional modules present opportunities for further learning, while the research component involves rigorous data collection and analysis to produce a 60,000-word thesis that systematically presents research, learning, and contribution to knowledge.

Throughout the duration of the programme, students will be part of a diverse, supportive, and intellectually challenging research environment in the School of Education. In addition to the programme requirements, all students are encouraged to engage in broader postgraduate training opportunities, present their work to academic audiences, and communicate the significance of their research to colleagues and peers.

How You Study

All students are expected to attend scheduled teaching on the programme. This takes place at two weekend study schools (Friday - Sunday in October and February) and one week-long study school (Monday - Friday in July).

Study schools include lectures, student presentations, seminars, visiting speakers, and workshops. An emphasis is placed on encouraging students to share and discuss their own work, and to provide structured activities that build on students' research interests, and those of academic staff. Study school attendance is not restricted to the taught stage of the programme, and students are encouraged to continue to attend study schools throughout their time on the programme.

Between study schools, fortnightly seminars are held for each module. These may be attended in person or remotely. These seminars are also available as webinars through the use of the Virtual Learning Environment (VLE). The VLE provides students with access to a range of structured resources, including many digitised texts and key readings. It is also used more interactively, as a means of extending the dialogues that are seen as crucial to students' learning.

An Introduction to Your Modules

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Thesis - PhD (Professional) Education 2022-23EDM9787MLevel 82022-23CoreEducational research: Conceptualising your research problem 2022-23EDM9810MLevel 72022-23This first core module for the PhD (Professional) Education aims to introduce students to doctoral research and outline the anticipated journey from professional practitioner to advanced researcher. In doing so, students will develop a better understanding of their chosen research topic, moving from an issue located in professional practice to a conceptual appreciation of their research problem.CoreInitiating research: Exploring existing knowledge 2022-23EDM9809MLevel 72022-23This core module builds on the first module and explores in detail the purpose and techniques of reviewing existing research. Emphasis is placed throughout on developing students critical skills, and applying these to the research problem previously identified. By doing so, students should develop an initial understanding of: the current evidence-base related to their problem; the various choices of research design available to them, and commonly used theoretical frameworks.CoreResearch design: Understanding disciplinary approaches 2022-23EDM9811MLevel 72022-23This module introduces students to the key educational research methodologies, and allows students to (a) locate their own work within a specific academic discipline, and (b) begin to consider how their own research philosophy becomes reflected in the developing design of their research project. The module progresses from a philosophical discussion of the nature of knowledge in educational research (questions of epistemology and ontology) through to more practical questions of research approach and methods of data collection. It seeks to make strong connections between the different disciplinary concerns of social science and the implications of the student's 'researcher positionality' and research design, emphasising throughout the need for students work to have philosophical integrity and practical coherence.CoreResearch progress report and defence 2022-23EDM9813MLevel 72022-23This module requires students to undertake independent study, which aims to consolidate the learning, scholarship and research undertaken during the taught stage of the PhD (Professional) Education. Under the direction of their Supervisor, students must submit a detailed rationale and plan for continuing onto the thesis stage of the professional doctorate. An application for ethical approval for the research should also be applied for.CoreEducational research: Planning a pilot study in a professional context 2022-23EDM9812MLevel 72022-23This optional module for the PhD (Professional) Education supports students to develop and implement a pilot study for their thesis research and consider the ethical dimensions of insider research in a professional context.OptionalResearch Experience Work Placement 2022-23EDM9794MLevel 72022-23The Research Experience Work Placement module allows students on the professional doctorate to gain real-world experience assisting with research in the School of Education and requires the negotiation and approval of an academic member of staff with whom the student will work with, prior to being accepted on the module. The work placement opportunity may involve any aspect of the research process, including literature searches and reviews, the co-design of data collection instruments, identification of research participants, preparation of an ethics application, transcription of data, assisting with the analysis of data and the drafting of research reports. It will demystify the research process and ground doctoral students' understanding of research in the real-world as well as offer an insight into academic work and employment more generally.Optional

How you are assessed

During the taught stage, students are assessed through written assignments, portfolios, and presentations. To complete the doctorate, students need to successfully complete a viva examination of their thesis.

Supervisors and module co-ordinators provide regular feedback and grades to mark student progress through the curricula. In addition, students should expect to participate in formative peer re-view of each other's ideas and work throughout the programme through active group discussion and a variety of presentation methods (e.g. annual student conference presentations, poster sessions, 'PechaKucha' sessions).

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly - usually within 15 working days of the submission date.

Throughout the programme, students meet with their doctoral supervisor each month (full-time) or bi-monthly (part-time).
The taught element of this programme is 12 months full-time and 24 months part-time. Overall, students are typically enrolled for 5-6 years (part-time) or 3-4 years (full-time).

Career and Personal Development

The PhD (Professional) Education aims to enable individuals to make a significant contribution to understanding and improving professional practice in education through research. The programme is specifically designed for current and future educators, and can be understood as an advanced form of research-based professional development or training. Graduates from the programme may go on to senior positions in their existing field as well as entering academic careers.

Features

A key feature of the PhD (Professional) Education is the School’s belief that students’ learning is most effective when it is the product of an on-going dialogue with others, either teaching staff or fellow students, and when they are constantly challenged to refine their understanding of key concepts in the field of education, alongside personal development of their research ideas. Emphasis is placed on creating the conditions in which such dialogues can flourish. Academic staff principally act as supervisors of the student's own research rather than teachers of others' research. In this way, roles of teacher and student are progressively minimised and both students and supervisory staff become part of a joint research project.

Students will be allocated an academic supervisor as soon as they commence the programme and will meet with them on a regular basis. This person will have a key role in providing individual support throughout the programme. Face-to-face supervision takes place at study schools, and support is offered through electronic means or by telephone in between.

Applicants are encouraged to review the research profiles of academic staff in the School of Education and where possible, align their research topics with our existing expertise. Over the years, we have supervised a wide range of theses, many of which are listed on our website.

Interviews

Applicants will be selected for interview on the basis of their application and research proposal.

Entry Requirements 2022-23

First or second class honours degree or equivalent professional experience.

If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages: https://www.lincoln.ac.uk/home/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.

Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/.

If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-session English and Academic Study Skills courses. https://www.lincoln.ac.uk/home/studywithus/internationalstudents/englishlanguagerequirementsandsupport/pre-sessionalenglishandacademicstudyskills/ . These specialist courses are designed to help students meet the English language requirements for their intended programme of study.

In addition to the stated qualifications required, applicants are required to submit a research proposal with their application. For guidance on writing a research proposal, please visit: http://bit.ly/WritingAResearchProposal. For information about potential PhD supervisors in the School of Education, please visit https://www.lincoln.ac.uk/home/education/schoolstaff

Fees and Funding

For eligible students, there are more ways than ever before to fund your postgraduate study, whether you want to do a taught or research course. For those wishing to undertake a Master's course, you can apply for a loan as a contribution towards the course and living costs. Loans are also available to those who wish to undertake doctoral study. The University offers a number of scholarships and funded studentships for those interested in postgraduate study. Learn how Master's and PhD loans, scholarships, and studentships can help you fund your studies on our Postgraduate Fees and Funding pages.

Programme Fees

Programme-Specific Additional Costs

All students are expected to attend scheduled teaching on the programme. This takes place in Lincoln (UK) at two weekend study schools (Friday Sunday in October and February) and one week-long study school (Monday-Friday in July). Students are responsible for their own travel, accommodation and general living expenses while attending these sessions.

Discover More

Prioritising Face-to-Face Teaching

At Lincoln, we strive to make sure our student experience is engaging, supportive, and academically challenging. That is why, in response to the issues presented by the Covid-19 pandemic, we have been prioritising face-to-face teaching sessions for our new and returning students in areas where they are the most valuable, such as seminars, tutorials, workshops, and lab and practical sessions. Additional online opportunities have been introduced where they support learning and have been shown to be successful and popular with our current students.

Safety remains a key focus. We are fully prepared to adapt our plans if changes in Government guidance makes this necessary, and we will endeavour to keep current and prospective students informed. For more information about how we are working to keep our community safe, please visit our coronavirus web pages.

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.