Doctorate Education

Generic Education Doctorate Pathway

Module 1: The role and nature of theory

The module aims to explore the role and significance of theory in advanced academic inquiry. It will explore discourses around theory and the relationship between theory and the concept of paradigms and professional practice. You will be expected to situate your own practices and professional contexts within particular theoretical frameworks and begin to analyse the limitations of theory. The ability to critique and interpret theory in relation to complex issues in specialist fields and research is a core aim of this module.

Module 2: Critical theory

The aims of the module are to demonstrate how critical theory may be used to critique educational discourse in relation to practice and policy. The module aims to engage candidates in some of the discussions and themes informed by critical theory and for them to use critical theory especially associated with postcolonial theory to critique an element of policy and practice, while considering how critical theory influences their approach to this analysis. Aspects of critical theory will be used as examples of the way theory can shape and determine the research process.

Module 3: The development of professional knowledge

The aim of the module is to develop candidates’ ability to discuss the development of professional knowledge from an informed range of standpoints. A range of relevant views of the nature of knowledge will be considered, with a view to enabling candidates to make informed methodological choices in their own research work and writing as they relate to and inform professional environments.

Module 4: Research: self and positioning

The aim of this module is to offer an opportunity to undertake critical and reflexive exploration of a chosen theme, either substantive or methodological, in order to establish and experiment with the importance of personal positioning. This involves developing greater awareness of multiple selves and perspectives and the implications for educational research. This final Level 7 module in the course occupies a pivotal position in enabling candidates to begin to consider seriously their approach to the doctoral thesis, in terms of both focus and methodology and the place of the self within this process

Module 5: Methods and methodologies

This module aims to develop students’ understanding of a range of research methodologies and methods and their philosophical underpinnings. Students will be supported in developing their understanding of the relationship between different methodologies and methods, conceptualising the relationship between the researcher, the researched and writing.

Module 6: Policy, research and truth

The principle aim of this module is to support candidate’s ability to conduct a piece of research analysing notions of truth in policy. The module aims therefore include developing candidate skills in developing a research proposal, their understanding of the nature of policy in education and philosophies of truth.

Module 7: The research proposal

The aims of the module are to develop candidate’s ability to engage and reflect on the range of research methods and methodologies that can be applied and used in educational settings in relation to their proposed thesis. They will be expected to develop a research proposal and rationale in relation to the methodology and research questions (and the relationship between them) as part of the proposal. Candidates will be asked to critically examine and reflect on the philosophies, cultural and social factors that characterise the principles that underpin research methodologies and also to consider what constitutes research. Candidates will problematise relationships between the research questions, epistemology and the methodology.

STEM Pathway

Module 1: The role and nature of theory 

The module aims to explore the role and significance of theory in advanced academic inquiry. It will explore discourses around theory and the relationship between theory and the concept of paradigms and professional practice. You will be expected to situate your own practices and professional contexts within particular theoretical frameworks and begin to analyse the limitations of theory. The ability to critique and interpret theory in relation to complex issues in specialist fields and research is a core aim of this module. Illustrations are drawn from our beacon research in STEM and STEM education. Epistemic insight is an initiative which puts an emphasis on encouraging students to think critically about the questions they are considering in science lessons and to explore the boundaries between science and other disciplines.

Module 2: Critical theory

The aims of the module are to demonstrate how critical theory may be used to critique educational discourse in relation to practice and policy. The module aims to engage candidates in some of the discussions and themes informed by critical theory. Aspects of critical theory will be used as examples of the way theory can shape and determine the research process. We will examine the argument that science education today is underpinned by a false premise of Cartesian dualism and will explore this and other historical perspectives on the aims and presuppositions of science and education about science.

Module 3: The development of professional knowledge

The aim of the module is to develop candidates’ ability to discuss the development of professional knowledge from an informed range of standpoints. A range of relevant views of the nature of knowledge will be considered, with a view to enabling candidates to make informed methodological choices in their own research work and writing as they relate to and inform professional environments. The use of these frameworks to discuss contemporary issues in STEM education and research is a recurrent theme in this module.

Module 4: Research: self and positioning

The aim of this module is to offer an opportunity to undertake critical and reflexive exploration of a chosen theme, either substantive or methodological, in order to establish and experiment with the importance of personal positioning. This involves developing greater awareness of multiple selves and perspectives and the implications for educational research. This final Level 7 module in the course occupies a pivotal position in enabling candidates to begin to consider seriously their approach to the doctoral thesis, in terms of both focus and methodology and the place of the self within this process

Module 5: Methods and methodologies

This module aims to develop students’ understanding of a range of research methodologies and methods and their philosophical underpinnings. Students will be supported in developing their understanding of the relationship between different methodologies and methods, conceptualising the relationship between the researcher, the researched and writing.

Module 6: Policy, research and truth

The principle aim of this module is to support candidate’s ability to conduct a piece of research analysing notions of truth in policy. The module aims therefore include developing candidate skills in developing a research proposal, their understanding of the nature of policy in education and philosophies of truth. Sample proposals in STEM education will be developed such as an exploration of young people’s attitudes and beliefs about the possibility of artificial consciousness and ways that STEM education does and could interact with current perspectives on ethical responsibilities concerning future technologies and human life.

Module 7: The research proposal

The aims of the module are to develop candidate’s ability to engage and reflect on the range of research methods and methodologies that can be applied and used in educational settings in relation to their proposed thesis. They will be expected to develop a research proposal and rationale in relation to the methodology and research questions (and the relationship between them) as part of the proposal. Candidates will be asked to critically examine and reflect on the philosophies, cultural and social factors that characterise the principles that underpin research methodologies and also to consider what constitutes research. Candidates will problematise relationships between the research questions, epistemology and the methodology.

Full use is made of the range of teaching approaches. You are required to be able to work and discuss in a way that is flexible from within your own disciplines and professional contexts but also in ways that go beyond these boundaries. The use of an extensive range of teaching strategies will support the development of postgraduate skills that will substantiate your learning and research.

You will be taught over study weekends. There will be a mixture of seminars, tutorials, collaborative work, lectures and workshops. Significant sections of the course will be delivered by researchers who are active in specialised fields of professional enquiry and you will have the opportunity to discuss and analyse their work with them. Below gives an indication of the key features of the teaching days and the tutorials.

• The thesis writing stage of the Ed.D will be supervised through individual tutorials. The bulk of this period will be self-directed study and writing and researching although you will have regular tutorials with your supervisors and have access to discussion forums on Blackboard.
• During the thesis writing stage you will meet with your supervisors at least once a term and you may, at the request of your supervisors, be required to submit evidence of work/progress once a month. You may be expected to provide evidence of written work and reading and to participate in discussions about the progress of your thesis. You will be expected to participate in seminars and discussion forums organised as part of the faculty research culture where they are relevant to your study.
• During the thesis writing stage you will be expected to regularly participate in relevant scholarly activities for example attending and giving papers at conferences, participation in seminars and workshops.
• Ed.D participants will be taught by professors, readers, research theme leaders and specialist tutors.

Fees

2020/21 tuition fees for this course

The fee will rise each year during the programme of study in line with the 2020/21 Tuition Fee Statement. The increase will be calculated on the previous year’s tuition fees and not the tuition fees at the start of the course.

Students may self-fund their course or a sponsor may fund or part-fund. Bursaries, scholarships and fee discounts may also be available. 

Students may self-fund their course or a sponsor may fund or part-fund. Bursaries, scholarships and fee discounts may also be available.

Further information

• See information about financial support available for postgraduate studies
• If you would like information about paying your fees, please contact accounts.receivable@canterbury.ac.uk
• For specific fee queries, please contact fees@canterbury.ac.uk

Additional course costs

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet.

Costs applicable to all students

General principle policy

The University’s general principles policy for additional course fees are set out here

Applications for this course can be completed online. For further information, please read our guidance on how to apply. 

Apply Direct / Part-time study