Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDUPRORP

Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDUPRORP

PhD (Professional) Education 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.

Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDUPRORP

Key Information

Full-time

2-4 years

Part-time

3-6 years part-time

Campus

Brayford Pool

Validation Status

Validated

Fees

View

Course Code

EDUPRORP

Teaching and Learning During COVID-19

The current COVID-19 pandemic has meant that at Lincoln we are making changes to our teaching and learning approach and to our campus, to ensure that students and staff can enjoy a safe and positive learning experience here at Lincoln.

From autumn 2020 our aim is to provide an on-campus learning experience. Our intention is that teaching will be delivered through a mixture of face-to-face and online sessions. There will be social activities in place for students - all in line with appropriate social distancing and fully adhering to any changes in government guidance as our students' safety is our primary concern.

We want to ensure that your Lincoln experience is as positive, exciting and enjoyable as possible as you embark on the next phase of your life. COVID-19 has encouraged us to review our practices and, as a result, to take the opportunity to find new ways to enhance the Lincoln experience. It has challenged us to find innovative new approaches to supporting students' learning and social interactions. These learning experiences, which blend digital and face-to-face, will be vital in helping to prepare our students for a 21st Century workplace.

Of course at Lincoln, personal tutoring is key to our delivery, providing every student with a dedicated tutor to support them throughout their time here at the University. Smaller class sizes mean our academic staff can engage with each student as an individual, and work with them to enhance their strengths. In this environment we hope that students have more opportunities for discussion and engagement and get to know each other better.

Course learning outcomes are vital to prepare you for your future and we aim to utilise this mix of face-to-face and online teaching to deliver these. Students benefit from and enjoy fieldtrips and placements and, whilst it is currently hard to predict the availability of these, we are working hard and with partners and will aspire to offer these wherever possible - obviously in compliance with whatever government guidance is in place at the time.

We are utilising a range of different digital tools for teaching including our dedicated online managed learning environment. All lectures for larger groups will be delivered online using interactive software and a range of different formats. We aim to make every contact count and seminars and small group sessions will maximise face-to-face interaction. Practicals, workshops, studio sessions and performance-based sessions are planned to be delivered face-to-face, in a socially distanced way with appropriate PPE.

The University of Lincoln is a top 20 TEF Gold University and we have won awards for our approach to teaching and learning, our partnerships and industry links, and the opportunities these provide for our students. Our aim is that our online and socially distanced delivery during this COVID-19 pandemic is engaging and that students can interact with their tutors and each other and contribute to our academic community.

As and when restrictions start to lift, we aim to deliver an increasing amount of face-to-face teaching and external engagements, depending on each course. Safety will continue to be our primary focus and we will respond to any changing circumstances as they arise to ensure our community is supported. More information about the specific approaches for each course will be shared when teaching starts.

Of course as you start a new academic year it will be challenging but we will be working with you every step of the way. For all our students new and established, we look forward to welcoming you to our vibrant community this Autumn. If you have any questions please visit our FAQs or contact us on 01522 886644.

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.

School 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 which aims to aid the dissemination, development and management of a range of professional practice and policy development. It provides an integrated and structured programme of study aimed at current and future educators who wish to conduct original research relating to their professional context or area of educational practice.

The programme is designed around a coherent taught component during which students undertake three core modules, two optional modules and a research component, during which they conduct field work, analyse their data in light of existing knowledge, and write a thesis for examination.

During the taught stage, the core modules aim to support you in identifying your 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 allow you the opportunity to deepen your existing subject knowledge and/or broaden your appreciation of the study of education.

The research stage involves the implementation of your research proposal through the exercise of rigorous data collection and analysis, leading to the production of a 60,000-word thesis that systematically presents your research, learning, and contribution to knowledge.

Throughout the duration of the programme, you 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 post-graduate training opportunities, present their work to academic audiences and communicate the significance of their research to colleagues and peers.

To apply for this programme please follow this link:

https://my.lincoln.ac.uk/welcome/pages/login.aspx

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 throughout 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, but students are expected 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 recorded '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.


Programme Structure

Core:

  • Critical Engagement with Educational Literature
  • Research Methods
  • Dissertation
  • Thesis - PhD (Professional) Education


Optional (students select two):

  • Education and Social Justice
  • Educational Leadership and Management: Theory and Practice
  • Language and Education
  • Special Educational Needs and Disability


Contact Hours and Independent Study

Personal Supervision throughout the programme: 1 hour monthly for full-time and 1 hour bi-monthly for part-time.

Participation on taught modules: 25 hours per module

The taught element of this programme is 12 months full-time and 24 months part-time.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs. For research programmes this includes research fees and research support fees.

Find out More

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.

Programme Structure
Core modules:

  • Critical Engagement with Educational Literature
  • Research Methods
  • Dissertation
  • Thesis - PhD (Professional) Education

Optional modules (students select two):

  • Education and Social Justice
  • Educational Leadership and Management: Theory and Practice
  • Language and Education
  • Special Educational Needs and Disability

(Please note optional modules may differ from year to year.)

Contact Hours and Independent Study

Personal Supervision throughout the programme: one hour monthly for full-time and one hour bi-monthly for part-time.

Participation on taught modules: 25 hours per module

The taught element of this programme is 12 months full-time and 24 months part-time.

What You Need to Know

We want you to have all the information you need to make an informed decision on where and what you want to study. To help you choose the course that’s right for you, we aim to bring to your attention all the important information you may need. Our What You Need to Know page offers detailed information on key areas including contact hours, assessment, optional modules, and additional costs. For research programmes this includes research fees and research support fees.

Find out More

An Introduction to Your Modules

Module Overview

In this module, students can develop their skills of identifying, searching, critically evaluating and synthesising academic literature, as well as the skills needed to understand and apply this knowledge to developing their own research. The module focuses on critically evaluating research literature in various areas of educational studies and around students' area of research in particular. The module is intended to help students focus on their study and situate it within the wider field of educational research.

Module Overview

The dissertation enables students to undertake an in-depth, independent, and sustained study and presentation of a topic of their choosing in Education. It includes the conceptualisation, design, conduct, analysis, and written and oral or visual presentation of a substantial research project. The aim of the module is to support students through a process of extended scholarly research and to develop their capabilities as fully independent and critical social researchers.

Module Overview

This course explores the relationship between education and social justice. It introduces conceptual tools for identifying and challenging injustices in educational contexts, and strategies for developing knowledge, methods and skills for creating social just learning practices and environments. Education is a powerful activity and institution. Its importance lies not only in its centrality to national and international policy, but in the widely held belief that education has the capacity to liberate individuals, advance social flourishing and equality, and enable meaningful participation in social and political life. Yet educational practices and systems can also disempower people, reproduce structures of inequality and perpetuate discriminatory and oppressive social relationships. Making sense of the complex relationship between education and social justice is therefore an essential capability for educators. This course aims to provide you with resources to critically assess the personal, social and political implications of diverse educational theories, practices, policies and institutions, and to cultivate practices which promote social justice in your own context. Themes include theories of social justice in education; the politics of educational policy and reform; the relationship between education, state, market, family, work and social movements; the dynamics of gender, race, class, sexuality, disability and geography in education; and approaches to social justice in pedagogy, curriculum and educational governance.

Module Overview

This module will explore educational management and leadership with particular reference to the organisational and operational aspects of educational institutions. It is divided into three related parts. The first part analyses the organisation, structure and culture of educational institutions drawing upon organisational theory, cultural analysis and the use of metaphor. The second part explore the nature of leadership in educational institutions, a complex and contested concept. Particular emphasis is placed on transactional, transformational and constructivist leadership and leadership for learning. The third part provides an opportunity to critically consider some key issues in educational leadership and management including the nature of learning organisations, leadership for professional development and leading schools in challenging circumstances.

Module Overview

This module provides the opportunity for students to look at both language education and language in education from a multidisciplinary perspective. Policy, practice and research relating to language teaching and use will be examined in reference to social, political and educational climates. The module covers a number of different aspects of language teaching, including pupils using English as an Additional Language (EAL), foreign language learning in schools, global and local multilingualism and bilingualism. Students’ awareness of language attitudes and ideologies and the role education plays in establishing and reproducing these will also be developed. In addition, students will engage with research relating to language acquisition, bilingualism and bilingual education and consider how these relate to a UK-specific language context.

Module Overview

This module is designed to provide participants with core knowledge, understanding, and skills of mentoring and coaching and their application within an educational context. It aims to provide participants with personal and professional development as it explores and critiques and critically evaluates key concepts, theories, practices, models, frameworks, and approaches to mentoring and coaching in education.

Participants can develop a deeper understanding of the role of the mentor, the skills and understanding that is required to meet the challenges of mentoring, the importance of supporting the learning of mentees, and mentoring to enhance professional practice. Through structured experiences and interactive workshops mentoring and coaching can be practised and reflected upon in the light of empirical and practice-based research evidence as well as participants’ own learning.

Module Overview

This module is designed to introduce the key features and processes of conducting postgraduate standard research using quantitative and qualitative methods. The module introduces the main instruments used for data collection and discusses their ability to produce a desired result in a range of contexts. The module considers practical issues of instrument design and implementation, coupled with wider questions of sampling. A strong emphasis is placed on methods of data analysis and identifying the relationships and processes by which students progress from data collection and the handling of raw data through to the high quality testing/generating theory that is a feature of postgraduate-level work.

Module Overview

Special Educational Needs and Disability is specifically designed to support the needs of students interested in careers in education, including practicing teachers, Special Educational Needs Coordinators, and educational researchers. This module encourages students to critically explore issues related to policy and practice for children with additional needs. A key feature of the module is that it draws on the implications of policy to practice and aims to increase awareness of how practice can be adapted to support the diverse needs that children can have. The module focuses on supporting additional needs in both primary and secondary schools but the materials studied can be extended to an adult population. We also reflect on international initiatives and explore the impact they have on current policy.

Module Overview

The PhD (Professional) Education is a doctoral research programme of equivalent standing to the Doctor of Philosophy with a focus on research and professional practice which aims to aid the dissemination, development and management of a range of professional practice and policy development.

This is the research stage component of the PhD (Professional) Education, which typically results in a thesis of 60,000 words.

† 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.

An Introduction to Your Modules

Module Overview

In this module, students can develop their skills of identifying, searching, critically evaluating and synthesising academic literature, as well as the skills needed to understand and apply this knowledge to developing their own research. The module focuses on critically evaluating research literature in various areas of educational studies and around students' area of research in particular. The module is intended to help students focus on their study and situate it within the wider field of educational research.

Module Overview

The dissertation enables students to undertake an in-depth, independent, and sustained study and presentation of a topic of their choosing in Education. It includes the conceptualisation, design, conduct, analysis, and written and oral or visual presentation of a substantial research project. The aim of the module is to support students through a process of extended scholarly research and to develop their capabilities as fully independent and critical social researchers.

Module Overview

This course explores the relationship between education and social justice. It introduces conceptual tools for identifying and challenging injustices in educational contexts, and strategies for developing knowledge, methods and skills for creating social just learning practices and environments. Education is a powerful activity and institution. Its importance lies not only in its centrality to national and international policy, but in the widely held belief that education has the capacity to liberate individuals, advance social flourishing and equality, and enable meaningful participation in social and political life. Yet educational practices and systems can also disempower people, reproduce structures of inequality and perpetuate discriminatory and oppressive social relationships. Making sense of the complex relationship between education and social justice is therefore an essential capability for educators. This course aims to provide you with resources to critically assess the personal, social and political implications of diverse educational theories, practices, policies and institutions, and to cultivate practices which promote social justice in your own context. Themes include theories of social justice in education; the politics of educational policy and reform; the relationship between education, state, market, family, work and social movements; the dynamics of gender, race, class, sexuality, disability and geography in education; and approaches to social justice in pedagogy, curriculum and educational governance.

Module Overview

This module will explore educational management and leadership with particular reference to the organisational and operational aspects of educational institutions. It is divided into three related parts. The first part analyses the organisation, structure and culture of educational institutions drawing upon organisational theory, cultural analysis and the use of metaphor. The second part explore the nature of leadership in educational institutions, a complex and contested concept. Particular emphasis is placed on transactional, transformational and constructivist leadership and leadership for learning. The third part provides an opportunity to critically consider some key issues in educational leadership and management including the nature of learning organisations, leadership for professional development and leading schools in challenging circumstances.

Module Overview

This module provides the opportunity for students to look at both language education and language in education from a multidisciplinary perspective. Policy, practice and research relating to language teaching and use will be examined in reference to social, political and educational climates. The module covers a number of different aspects of language teaching, including pupils using English as an Additional Language (EAL), foreign language learning in schools, global and local multilingualism and bilingualism. Students’ awareness of language attitudes and ideologies and the role education plays in establishing and reproducing these will also be developed. In addition, students will engage with research relating to language acquisition, bilingualism and bilingual education and consider how these relate to a UK-specific language context.

Module Overview

This module is designed to provide participants with core knowledge, understanding, and skills of mentoring and coaching and their application within an educational context. It aims to provide participants with personal and professional development as it explores and critiques and critically evaluates key concepts, theories, practices, models, frameworks, and approaches to mentoring and coaching in education.

Participants can develop a deeper understanding of the role of the mentor, the skills and understanding that is required to meet the challenges of mentoring, the importance of supporting the learning of mentees, and mentoring to enhance professional practice. Through structured experiences and interactive workshops mentoring and coaching can be practised and reflected upon in the light of empirical and practice-based research evidence as well as participants’ own learning.

Module Overview

This module is designed to introduce the key features and processes of conducting postgraduate standard research using quantitative and qualitative methods. The module introduces the main instruments used for data collection and discusses their ability to produce a desired result in a range of contexts. The module considers practical issues of instrument design and implementation, coupled with wider questions of sampling. A strong emphasis is placed on methods of data analysis and identifying the relationships and processes by which students progress from data collection and the handling of raw data through to the high quality testing/generating theory that is a feature of postgraduate-level work.

Module Overview

Special Educational Needs and Disability is specifically designed to support the needs of students interested in careers in education, including practicing teachers, Special Educational Needs Coordinators, and educational researchers. This module encourages students to critically explore issues related to policy and practice for children with additional needs. A key feature of the module is that it draws on the implications of policy to practice and aims to increase awareness of how practice can be adapted to support the diverse needs that children can have. The module focuses on supporting additional needs in both primary and secondary schools but the materials studied can be extended to an adult population. We also reflect on international initiatives and explore the impact they have on current policy.

Module Overview

The PhD (Professional) Education is a doctoral research programme of equivalent standing to the Doctor of Philosophy with a focus on research and professional practice which aims to aid the dissemination, development and management of a range of professional practice and policy development.

This is the research stage component of the PhD (Professional) Education, which typically results in a thesis of 60,000 words.

† 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.

How you are assessed

During the taught stage, you will be assessed through written assignments, portfolios and presentations. Students will also need to successfully complete a viva examination. You will also receive regular feedback on your work from your Supervisor as well as receiving grades to mark your progress through the curricula. In addition, you should expect to participate in formative peer review 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 you promptly – usually within 15 working days after the submission date.

During the taught stage, students will be assessed through written assignments, portfolios, and presentations. Students will also need to successfully complete a viva examination. Supervisors will provide regular feedback and grades to mark their progress through the curricula. In addition, students should expect to participate in formative peer review 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.

Fees and Scholarships

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

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.

Course-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.

Postgraduate study is an investment in yourself and your future, and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.

Course Fees

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.

Course-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.

Entry Requirements 2019-20

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

Entry Requirements 2020-21

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

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.

Interviews

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

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.

Discover More

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.
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