The principal aim of the Professional Doctorate programme is to make a significant contribution to the advanced professional and academic development of educational psychologists by offering a programme of study which will enable them (as students) to:

1. engage at an advanced level with a wide range of issues of concern to professionals in educational psychology and allied professions;

2. develop appropriate research skills for researching professional concerns;

3. carry out independent research which will represent a contribution to professional knowledge or practice.

These objectives will be met through academic support, production of assignments, research training and opportunities to undertake research. A paramount aim is to integrate theory and practice in all aspects of the programme. Successful completion of (a) a portfolio and (b) a research thesis leads to the award of the degree of Professional Doctorate Applied Educational and Child Psychology.

• Negotiated learning
• Opportunities to claim accreditation of prior learning
• Opportunities to develop advanced scholarship within educational psychology and allied theory and practice areas
• Acquisition of advanced research skills
• Peer support
• Pursuance of original lines of research
• Original and substantive contribution to the discipline of educational psychology
• Annual Conference focusing on research methodology
• Products likely to lead to published works (e.g. articles in refereed journals, or books)

Eligibility

Candidates who are able to demonstrate that they have already successfully completed a recognised postgraduate professional training in educational psychology and are currently practising in this capacity are eligible to apply for the programme. A command of the English language is also required.

Applications

All candidates will complete and submit the standard university postgraduate application form which includes a requirement for two referees. Candidates will be asked to prepare a supporting paper of 1000-1500 words giving their reasons for wanting to join the programme, citing relevant evidence that they believe supports their ability to study at doctorate level and indicating the level of support available from their employing organisations.

Scrutiny of Applications

The following criteria will be used to evaluate applications for shortlisting for interview and as part of the process of deciding whether a place will be offered:

• that the candidate meets all minimum requirements for eligibility
• the candidate’s ability to achieve an academic standard appropriate to a professional doctorate programme
• the candidate’s commitment to the programme and motivation, including the likelihood of meeting attendance and study deadlines
• the candidate’s likely contribution to the cohort of students by virtue of background and experience
• the availability of an appropriate level of support from the candidate’s employing organisation to enable them to complete work place assignments

Interviewing and selection

Following scrutiny of application forms short listed applicants will be invited for an interview. This is intended to be an opportunity for candidates to learn more about the programme as well as a means of selection. At the interview, candidates will have the opportunity to discuss their ideas and plans in more detail.

At least two members of academic staff will review each application before a decision is made.

Applicants with either prior-certified learning or prior-experiential learning that closely matches the specified learning outcomes of the taught part of the programme may be able to claim exemption via agreed university procedures. No exemption can be claimed against the research part of the programme or in situations where a professional body excludes it.

In the case of applicants whose first language is not English, then IELTS 8.0 points (or equivalent) is required with a minimum of 6.5 points being achieved at each language level. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes

Introduction

The programme is structured in that students are required to attend nine study days per year, and a research weekend. These cover a research methods programme, tutorials, seminars, workshops and student research study groups. Students are also required to attend tutorials with their supervisory team on a regular basis. The programme academic requirements include a Portfolio and Research Thesis.

Professional doctorate programmes can be either ‘taught’ or ‘research’ in their emphasis (that is, when measured by student effort). Both have equal status and share the same learning outcomes. You should check with the relevant school to find out where the emphasis is for this particular programme.

Students are required to attend 9 UEL based Study Days per year, one annual weekend research conference focussing on research methodology and UEL for regular, individual tutorials. Doctorate work (data collection, researching, reading etc) is undertaken in the field, in the workplace and at UEL. Telephone and e-mail tutor contact will also be available.

A : THE PORTFOLIO

Students are required to submit four themed assignments which make up a Portfolio, and a research thesis.

Theme 1: REFLECTIVE LEARNING

A reflective learning log

Theme II and III: CURRENT AND RECENT PROFESSIONAL PRACTICE/EDUCATIONAL PSYCHOLOGY TOPIC

An account of a current professional piece of work: one case in depth or up to three individual cases, or specialist project or management activity demonstrating evidence of the application of psychology. This assignment should be written in the format of a journal article, on a topic in Educational Psychology relevant to the whole doctorate theme selected by the student.

THEME IV: RESEARCH

• An essay on epistemological and methodological frameworks for carrying out educational psychology research
• A research proposal and ethics form

B : THE RESEARCH THESIS

A Thesis based upon a research project.

This professional doctorate programme reflects professional practice as well as research. Some of the assignments can be, and are, conducted in the workplace. As and when the need for work based mentors arises, these will be either a student’s line manager and/or a colleague with expertise in the given topic area.

Registration of the research component can only take place following a recommendation from the relevant School Research Degrees Sub-Committee to the university PGR Review Sub-Committee of the suitability of the candidate to undertake research, of the programme of research, of the supervision arrangements and of the research environment. These approvals require appropriate academic judgement to be brought to bear on the viability of each research proposal.

Candidates for a Professional Doctorate must, prior to the submission of the research derived assessment, successfully complete all assessed elements from the taught part of the programme.

Once the research stage of the programme is reached progression will be formally reviewed annually by a Panel comprised of staff with appropriate academic and professional expertise who are independent of the candidate’s supervisory team. The School’s Research Degrees Sub-Committee and the PGR Review Sub-Committee monitor the reports from these Panels.

The examination of the research component of the Professional Doctorate has two stages: firstly the submission and preliminary assessment of the research; and secondly its defence by oral examination.

The thesis should:

• demonstrate reflection on the relationship between theory and practice in educational psychology
• address research questions of relevance to and arising from educational psychology practice/policy
• demonstrate a sound understanding of the main issues and debates in the area under investigation
• provide a clear and well argued rationale for the research questions addressed – in terms of existing research, methodology, theory and educational psychology practice/policy
• make a significant contribution to the theory and practice of educational psychology
• indicate implications of the research for professional practice and policy in educational psychology and produce a product of value to educational psychologists
• report research which is of potentially publishable quality in professionally relevant refereed journals
• demonstrate an ability to select and apply appropriate research methods

The thesis must be between 42,000 and 45,000 words in length.

Study Day attendance and studies carried out on the programme should enable students to meet Continuing Professional Development (CPD) requirements for the Health Professions Council.

Students are already working and are on a career path; a number of students have already obtained promotion to senior posts. Successful completion of the doctorate programme may in some instances lead to career advancement. The selection of an underlying topic area may also lead students to be regarded as specialists in a specific area.

We offer:

• individual tutorial support entitlement of up to 9 guaranteed hours per academic year
• access to UEL study support learning resources
• peer based learning opportunities
• negotiated learning
• maximum choice of areas to be studied
• an annual review of individual progress

Research methods training is offered via:

• individual specialist tutor support
• group seminars on specific research methods, data collection/analysis
• paper-based and web resources

The Graduate School is responsible for providing a focus to the support of our postgraduate research students and for our institution’s research and scholarly strategy.

Professional Doctorate students will have at least two and not normally more than three supervisors, who together demonstrate an appropriate range of academic and professional experience. One supervisor shall be the Director of Studies with responsibility to supervise the candidate on a regular and frequent basis.

Distinctive characteristics of the programme include the opportunity to meet, discuss and study with other students from all over the UK and beyond which is welcomed and valued by all. Also, students and graduates report that opportunities to undertake scholarship and enquiry at an advanced level enhances them as practitioners as well as researchers. Students appreciate negotiated learning opportunities that encourage (a) maximisation of their experience and skills, (b) fostering of new competences, and (c) maximum student choice of study topics. Completed assignments may lead to publication in peer reviewed and other journals.