Guidelines on Professional Doctorates

(1)

Page 1 of 13

ACADEMIC SECRETARIAT, UCD REGISTRY

Guidelines on Professional Doctorates

v2.5 Approved by Academic Council 18 February 2010

1. BACKGROUND / CONTEXT

The Structured PhD programme, introduced across all Colleges within the University in 2006, has been a key component of the ongoing development of graduate education. Students registered to a Doctor of Philosophy programme may now avail of a structured curriculum, which enables them to earn credits for their original research activity, as well as for taught modules across a range of areas. These modules normally include “education and training modules, such as modules providing specific disciplinary education, generic or transferable skills or advanced research training (including experiential research training).”1 Despite the availability of such taught components, however, the fundamental characteristic of the PhD programme remains a major piece of original research activity. This original research must comprise (in nominal credit terms) a minimum of 240 credits out of a minimum 270 credits for the PhD programme as a whole, with a maximum of 270 credits out of a maximum 360 credits. In general terms, this means that the original research activity element of the Structured PhD programme constitutes, at a minimum, three-quarters of the total overall activity.

Within the broader context of doctoral education, however, there are alternative awards that place a much greater emphasis on professional or experience-based knowledge. These awards are broadly referred to as professional doctorates and are found, in particular, in areas such as engineering, education, business and psychology. In its

Review of Professional Doctorates (October 2006), the National Qualifications Authority of Ireland (NQAI) cited a

number of factors which have contributed to the emergence of professional doctorates. These include “the changing roles of the university and society in the production and use of knowledge, pressures for diversification and more professionally relevant programmes, massification of higher education, demand from some professions and workplace requirements for high-level skills and knowledge, the wider acceptance of the concepts of ‘evidence-based’ practice and the ‘reflective practitioner’ by professionals and the development of work-based learning.”2 The review notes that within Ireland there are 14 professional doctoral programmes offered across 8 different institutions. With a view to developing a clearer understanding of the characteristics of doctoral programmes as a whole – that is, the learning outcomes associated with the PhD degree or any other doctoral programme (including professional doctorates) – a number of initiatives at European, national and University level have sought to articulate the knowledge, skills and competencies that students who have completed a PhD programme of study should be able to demonstrate. These include the European Universities Association’s Salzburg Principles3, the National Framework of Qualifications Level 10 indicators (see Appendix 1), the Dublin Descriptors – UCD Level 5 / NQAI Level 10 (see Appendix 2) and the Irish Universities Association PhD Graduate Skills Statement (see Appendix 3).

These descriptions relate to the full set of skills and competencies that a doctoral student should be able to demonstrate, with no specific requirements or suggestions concerning the mode of delivery or indeed differentiation between the different types of doctoral qualifications. In its review report, the NQAI notes in particular that professional doctorates had been discussed during the course of the development of the Dublin Descriptors, and that in order to account for professional doctorates, the term research “is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields and is not restricted or related solely to a traditional ‘scientific method’.”4 Within much of the literature regarding professional doctorates, it is also clear that professional doctorates are, and must be, qualitatively equivalent to all other types of doctoral programme, including the PhD.

1

General Regulations for the Degree of Doctor of Philosophy (regulation 4.6)

2_{Review of Professional Doctorates, National Qualifications Authority of Ireland (NQAI), October 2006 (p.3)} 3

European University Association, Report on the Bologna seminar: doctoral programmes for the European knowledge society, Salzburg, 3-5 February 2005, p. 2. http://www.eua.be/fileadmin/user_upload/files/EUA1_documents/Salzburg_Report_final.1129817011146.pdf 4

(2)

Page 2 of 13

Within UCD, the Academic Council approved the General Regulations for the Degree of Doctor of Philosophy in October 2006. These regulations do not explicitly or implicitly cover types of doctorates outside of the Doctor of Philosophy, and in light of the existence of one professional doctorate (Doctor of Psychological Science) and proposals for others, it would be prudent of the University to clarify its position concerning professional doctorates and determine a process for development of regulations for same.

Owing to the unique character of professional doctoral programmes, and the high level of differentiation between different types of such programmes, it is essential that any professional doctoral programme be supported by its own individual set of academic regulations. It is envisaged that these regulations would be developed alongside the process for the approval of such new programmes, as outlined in the University’s Programme Development,

Approval and Review Framework (available at http://www.ucd.ie/registry/academicsecretariat/progs.htm). Such

regulations will then be subject to the same process for approval as exists for all other University regulations (culminating in approval by Academic Council).

2. UCD DOCTORAL EDUCATION – GENERAL CHARACTERISTICS

Whilst the Structured PhD programme is currently the most prevalent mode of doctoral training within the University, it is useful to consider the potential for alternative forms of doctoral training. In broad terms, the scope of doctoral education within the University (including a broad proposal regarding professional doctorates) might be roughly sketched-out as follows:

Table 1: Doctoral Education at UCD

The Structured PhD programme primarily consists of a combination of taught activity and research activity, where the research activity constitutes at least three-quarters of the total overall activity for the programme. Thematic or collaborative doctoral programmes are also primarily comprised of taught activity and research activity, though may also include specific research training or clinical rotations.

With professional doctorates, the research activity normally constitutes significantly less than is the case with either thematic or collaborative doctoral programmes or the Structured PhD. This is due to the existence of a third type of activity which can be described as professional practice.

•Based on a theme / research cluster •Skills training

•Subject or Thematic Taught modules •Major Research Project

•Based on a specific topic •Skills training

•Subject-specific Taught modules •Major Research Project •Doctoral Studies Panel

•Based on professional training across a range of areas

•Transferable and Professional Skills training

•Taught modules on specific topics or areas

•Integrated Professional Practice elements (work experience, clinical placements)

•Doctoral Studies Panel (to include professional practice supervisor as well as academic supervisor) •Assessment may comprise module coursework, evaluations of clinical or professional competence, case studies, portfolios, published articles, research reports and minor research project or thesis or dissertation Thematic or Collaborative Doctoral Programmes Structured PhD Professional Doctorates •10-25% taught •75-90% research •10-25% taught •75-90% research

Clinical Practice (ex. veterinary medicine, clinical psychology)

•25% taught

•50% clinical placement •25% research

Work Experience (ex. engineering, education, business administration)

•50% taught

•50% professional research

•Work experience – integrated w/ taught and/or research

•Research training, including rotations (clinical,

professional, etc)

•Doctoral Studies Panel (with disciplinary or cross-institutional membership)

(3)

Page 3 of 13

As the specific aim of the professional doctorate is to link academic taught and research activity with professional practice, this third component constitutes a critical element of any professional doctoral programme. Depending on the specific nature of a given programme, the professional practice element can also be further differentiated between clinical practice (for example, for programmes in medicine or clinical psychology) and work experience (for example, for programmes in engineering, education or business administration). Within this latter cohort, such work experience is rarely constituted as a distinct credit-bearing activity, but is rather integrated into either the taught activity or the research activity, thus illustrating the fundamental characteristic of professional doctoral programmes which seek to truly integrate academic and professional activity.

It is also important to note the critical role of professional accrediting bodies in shaping the structure, content and duration of professional doctorates. Professional accreditation requirements must be taken into account in the course of developing such programmes, as it can often be the requirements of a particular profession that have given rise to a market need for professional doctoral programmes.

3. UCD DOCTORAL AWARD DESCRIPTORS

The National Qualifications Authority of Ireland (NQAI), through the National Framework of Qualifications (NFQ), has established criteria for the level and type of all university awards, together with a generic award descriptor for each. In October 2003, the NQAI published this information in its report Determinations for the Outline National Framework of

Qualifications.5 The generic award descriptor template established by the NQAI identifies a number of categories through which the learning outcomes, aims and objectives and overall competences associated with all of the awards mapped to the National Framework of Qualifications may be described.

This template thus provides a basis for UCD to articulate in more detail the key characteristics and attributes, including the learning outcomes, for each of the award types that it offers (for example, for award types such as the Bachelor of Science, Bachelor of Arts, Master of Science, Master of Arts and Doctor of Philosophy). This may, in turn, enable various programme co-ordinators to articulate the specific characteristics for each programme leading to such an award. The following is an adaptation of the NQAI award descriptor template to describe the University’s doctoral awards:

3.1 UCD Doctor of Philosophy (PhD) Award Descriptor

The UCD Doctor of Philosophy (PhD) Award Descriptor may be drafted on the basis of existing guidelines such as the NFQ Level 10 Indicators (Appendix 1), the NQAI Level 10 “Dublin Descriptors” (Appendix 2) and the IUA PhD Graduate Skills Statement (Appendix 3). In addition, the IUQB National Guidelines of Good Practice in the Organisation of PhD Programmes in Irish

Universities6 and the Government’s Strategy for Science, Technology and Innovation (2006-2013)7 provide an extensive review and analysis of the role of doctoral education in Irish universities and Irish society more generally. Furthermore, a draft discussion document on UCD Doctoral Attributes was presented to the Academic Council Executive Committee in September 2007, and the key elements of this have also been integrated into the descriptor included below.

5 see http://www.nfq.ie/nfq/en/public_resources/documents/DeterminationsfortheOutlineNFQ.pdf 6_see_{http://www.iuqb.ie/info/good_practice_guides.aspx?article=59507a1a-0ffd-4090-a124-bb1df04bc566} 7 see http://www.entemp.ie/publications/science/2006/sciencestrategy.pdf Title Doctor of Philosophy Class of Award Major

Purpose This award is characterised by a significant original contribution to scholarship, based largely on a major research project which is also complemented by the development of a range of transferable and professional skills. It may be used for career progression to advanced levels of academia and research.

Level 10 Volume Large Knowledge - breadth

A coherent understanding of the problems at the forefront of knowledge and potential approaches and solutions, as well as in-depth knowledge of the relevant

(4)

Page 4 of 13

Table 2: UCD Doctor of Philosophy (PhD) Award Descriptor

3.2 UCD Professional Doctorate Award Descriptor

The UCD Professional Doctorate Award Descriptor may likewise be drafted on the basis of existing guidelines such as the NFQ Level 10 Indicators (Appendix 1), the NQAI Level 10 “Dublin Descriptors” (Appendix 2) and the IUA PhD Graduate Skills Statement (Appendix 3). In addition, the NQAI Review of Professional Doctorates8 and the UK’s Economic and Social Research Council (ESRC) report on Recognition of Professional Doctorates9 provide an overall analysis of a number of key issues in the ongoing development of professional doctoral programmes. The attributes and characteristics of professional doctoral programmes are still very much up for debate and discussion, as there is a limited degree of convergence between separate professional doctoral programmes (for example, the Doctor of Engineering, Doctor of Business Administration and Doctor of Psychological Science) and national, European and international guidelines on professional doctoral programmes.10 The UCD Professional Doctorate Award Descriptor included below is

8

see http://www.nqai.ie/documents/ReviewofProfessionalDoctorates1006rev.doc 9

see http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/Images/recognition_of_professional_doctorates_(appendix%25202)_tcm6-9063.pdf 10_{It is worth noting that an International Conference on Professional Doctorates run by the UK Council for Graduate Education (UKCGE) is due to} be held in London on 9-10 November 2009.

scholarship in a particular field or discipline.

Knowledge – kind

A contribution through original research which extends the frontiers of knowledge by developing a substantial body of work, some of which merits national or international refereed publication.

Know-how and skill – range

• The capacity to recognise and evaluate problems; • Original autonomous thinking;

• Capacity for critical analysis, reflection and evaluation;

• Understanding and application of basic principles of project and time management, presentation skills and working in a collaborative capacity.

Know-how and skill - selectivity

• Critical analysis, evaluation and synthesis of new and complex ideas; • Formulation and application of solutions to research problems and effective interpretation of results;

• Ability to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society.

Competence - context

• Make a significant contribution to the application of knowledge and skill, including in novel contexts;

• Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence – role

• Communicate results of research and innovation to peers;

• Engage in critical dialogue both within academia and in other relevant contexts;

• Lead and originate complex social processes.

Competence – learning to learn

• The ability to reflect on the process of learning and achievement and a capacity to plan for personal, educational and career development; • Learn to critique the broader implications of applying knowledge to particular contexts.

Competence - insight

• Critical awareness of the global intellectual, social and cultural implications of developments in their own and others area of research and expertise.

Progression & Transfer None. Articulation

The Degree of Doctor of Philosophy (PhD) is awarded following successful completion of a programme of supervised research and advanced education and training. This programme may include articulation with a taught or research Masters (NQAI Level 9) programme, where there are in existence formal

processes to assess the progress of a candidate and their suitability for advanced doctoral research and training.

(5)

Page 5 of 13

therefore a preliminary attempt at defining the characteristics of the professional doctoral awards specific to UCD.

In general terms, the professional doctorate is a programme of research, training and applied practice. The research undertaken must be professionally relevant research, applied to professional practice through (and not in addition to) either a work experience or clinical practice scenario, where the outcome of the research contributes to changes, developments or improvements in professional practice. It must also include a demonstration of the ability to critically reflect and contextually embed such developments in professional practice within a theoretical and academic framework.

Title

Professional Doctorate Class of Award Major

Purpose This award is characterised by a significant original contribution to both theory and practice, and to the development of professional practice through making a contribution to professional knowledge. It may be used for career progression to advanced levels of academia and research, but is primarily aimed at candidate’s already on a clearly defined career track in a specific field of industry, business enterprise, medical practice, education or other professional environment.

Level 10 Volume Large Knowledge - breadth

A coherent understanding of a single (or set of) problem(s) encountered in professional practice against which further critical reflection and consideration of the potential for the development and application of theoretical solutions (arising from further academic research) must be tested.

Knowledge – kind

A contribution through professional practice and applied original research which change, develop or improve existing practices based on critical reflection within a broader academic context.

Know-how and skill – range

• The capacity to recognise, evaluate and solve practical problems; • Original autonomous thinking;

• Capacity for critical analysis, reflection and evaluation;

• Understanding and application of advanced principles of project and time management, presentation skills and working in a collaborative capacity.

Know-how and skill - selectivity

• Critical analysis, evaluation and synthesis of existing professional practice(s) and its relationship to new and complex ideas; • Formulation and application of solutions to professional practice problems and effective reflection on the impact of such solutions; • Ability to promote, within both professional and academic contexts, the development of new solutions to existing or emerging problems.

Competence - context

• Make a significant contribution to the application of professional knowledge and skill;

• Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence – role

• Communicate results of research and applied professional practice to peers, including senior colleagues in professional work environments; • Engage in critical dialogue within professional, academic and other relevant contexts;

• Lead, originate, develop and improve complex professional processes.

Competence – learning to learn

• The ability to reflect on professional practice and the process of learning and achievement as well as a capacity to plan for personal, educational and career development;

• Learn to critique the broader implications of applying professional knowledge to professional practice.

Competence - insight

• Critical awareness of the global intellectual, social and cultural implications of developments in their own and others area of professional practice, applied research and expertise.

Progression & Transfer

A point of formal progression analogous to that between stages 1 and 2 of the Structured PhD.

(6)

Page 6 of 13

Table 3: UCD Professional Doctorate Award Descriptor

3.2.1 General Guidelines on the UCD Professional Doctorate

The following are some general guidelines on the UCD professional doctorate and may be used as a guide by programme co-ordinators in the development of proposals for professional doctoral programmes:11

• Award Type: A professional doctorate is an alternative award to the Doctor of Philosophy (ex. Doctor of Psychological Science, Doctor of Education, Doctor of Engineering, Doctor of Business Administration, Doctor of Veterinary Medicine);

• Admission: There should be a clear articulation of the entry requirements for any professional doctoral programme. This will normally be a minimum 2nd Class Honours, Grade 1 in a relevant Bachelors or Masters programme, together with a minimum number of years of relevant professional work experience (3-5 years).

• Taught Component: A number of taught modules, including discipline-specific modules, transferable skills modules and/or professional relevant modules may constitute a substantial component of the professional doctoral programme (though this may vary across different professional doctorate programmes). Aspects of professional practice

may be classified as credit-bearing modules (including clinical placement modules, case

study modules, or work experience modules) wherein the criteria for module descriptors will apply (including a description of learning outcomes, assessment strategies and student workload (in hours));

• Professional Practice: The professional practice element of a professional doctorate will constitute a significant proportion of the overall activity across the life of the programme, and may either be constituted as a credit-bearing module (a single module or multiple modules) or through some other mechanism that adequately satisfies the required learning outcomes and volumes of student activity. The general parameters that apply to the UCD professional doctorate programme are as follows (though it is important to note that the specific distribution of activity is highly dependent on the nature of each specific professional doctoral programme):

Minimum period of study: 3 years, though normally 3-4 years

Period of Taught Activity: normally between 1 semester and 1 calendar year (30-90 credits), but not required

Period of Professional Practice (clinical placement or work experience): minimum half of the programme (normally amounting to 1.5 to 2 years)

Minimum period of applied research: 1 year (integrated with professional practice) • Supervision: Whilst the professional practice element(s) may be supervised by an

individual “in the field”, it is recommended that the research element of the professional doctorate will be supervised by an academic member of staff of the University. This helps to ensure quality and consistency of supervision across the whole cohort of students who may be in different placements, and enables the University to retain direct oversight over the key academic element of the professional doctorate programme. The Doctoral Studies Panel will include academic staff, such as the Principal Supervisor, and may also include professional colleagues or placement supervisors, each of whom may contribute to the supervision of some or all components of the programme;

11

For comparison with professional doctoral programmes in other universities, see also Appendix 4.

a programme of professional practice, supervised research and advanced education and training. This programme may include articulation with a taught or research Masters (NQAI Level 9) programme, where there are in existence formal processes to assess the progress of a candidate and their suitability for

(7)

Page 7 of 13

• Assessment: Portfolio-based assessment is permissible. However, taught activity (normally delivered through modules) must be assessed in the normal way, and there must also be separate and distinct modes of assessment for the professional practice element, as well as for the dissertation. It would be normal practice for there to be a sizeable dissertation or ‘capstone project’, though this will normally be shorter in length than the traditional PhD thesis as a result of being supplemented by assessment components tied to taught modules and the professional practice element. Any portfolio should therefore include module coursework, evaluations of clinical or professional competence, oral examinations, case studies, research reports, published articles and a thesis or dissertation. There must also be at least one point of formal progression (analogous to that between stage 1 and stage 2 within the Structured PhD programme) to ensure that the student is making sufficient progress through their programme. Proposals for professional doctoral programmes should provide all relevant and specific details pertaining to the range, type and timing of assessment to be used across the entirety of the programme;

• Extern Examiners: In accordance with University policy, an Extern Examiner should be appointed. It is possible to use either a Special Extern or Subject Extern, but recommended that the appointed Extern Examiner be responsible for the professional doctoral programme as a whole. Where possible, and given the relative newness of the professional doctorate in the University, an Extern Examiner who has experience of professional doctoral programmes within the relevant field should be appointed.

• Collaboration: There must be formal partnership arrangements between the University and external entities (ex. employers, professional bodies, hospitals) which host and support students on professional doctoral programmes. The nature of this relationship must be documented as it pertains to individual students or cohorts of students;

•

Mode of Delivery: There may be a more flexible approach to the mode of delivery (part-time, integration with employment activity), with the proviso that the applied professional research being carried out must be undertaken through applied professional practice (and not in addition to it).

4. CONCLUSION

In sum, the University should be careful (but not necessarily cautious) about introducing professional doctoral programmes. The University will consider creating such specific professional doctoral awards where:

o There is a demonstrable capacity (including supervisor capacity) to deliver a professional doctoral programme of the highest quality, aimed at promoting original scholarship, and including advanced education and training unique to the relevant profession;

o The professional doctoral programme has proven value as an identity which is distinct and separate from the PhD degree, but which preserves the identity of the doctorate as a mark of original research and scholarship;

o There are clear international norms or professional accreditation requirements for such an award within the relevant discipline;

o There is student demand, workforce trends, industry needs and/or political priorities which give rise to the need for development of such a professional doctoral programme;

o The development of such a professional doctoral programme is a clear strategic priority for the University; o The professional doctoral programme can be developed in a way which recognises the importance and

variability of students’ personal or professional circumstances, and which accounts for the relevance of mode of delivery (residential, off-site, distance-learning, e-learning) and its relation to such circumstances. This broad framework therefore describes the parameters within which professional doctoral programmes may be developed within the University, and it is intended that these guidelines may be used by staff who may be interested in exploring the possibility of establishing such programmes. These guidelines will be integrated into the University’s

Programme Development, Approval and Review Framework and may be used to inform the development of specific

(8)

Page 8 of 13

Tracking Information

Version History

Version Date Summary of Changes Changed by

1.0 19 Jan 09 First draft, version 1.0 M Kennedy

1.0 09 Feb 09 Meeting of the Registrar’s Senior Management Team (RSMT) – comments received and integrated.

M Kennedy 1.0 23 Mar 09 Meeting of the Graduate Studies Management Group (GSMG) – comments

received and integrated.

M Kennedy 2.0 20 Apr 09 Feedback from Directors of Registry and Academic Secretariat received and

incorporated

S Critchley 2.2 25 Sept 09 Meeting of the Graduate Studies Management Group M Kennedy 2.3 14 Oct 09 Changes made following feedback from Human Sciences (esp. from

Programme Co-ordinator of DPsychSc)

M Kennedy 2.4 10 Dec 09 Changes made following discussion at UGPB meeting of 12 Nov 09 M Kennedy 2.5 01 Feb 10 Changes made following discussion at Academic Council meeting of 10 Dec

09

(9)

Page 9 of 13 Appendix 1: NFQ – Level 10 Indicators

Level 10 Synopsis

Learning outcomes at this level relate to the discovery and development of new knowledge and skills and delivering findings at the frontiers of knowledge and application. Further outcomes at this level relate to specialist skills and transferable skills required for managing such as the abilities to critique and develop organisational structures and initiate change.

Knowledge (Breadth) A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning.

Knowledge (Kind) The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers.

Know-How & Skill (Range) Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials.

Know-How & Skill (Selectivity) Respond to abstract problems that expand and redefine existing procedural knowledge.

Competence (Context) Excercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence (Role) Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes.

Competence (Learning to

Learn)

Learn to critique the broader implications of applying knowledge to particular contexts.

Competence (Insight) Scrutinise and reflect on social norms and relationships and lead action to change them.

Appendix 2: Dublin Descriptors – UCD Level 5 / NQAI Level 10

Bologna Cycle Third Cycle

(Doctorate)

NQAI Level 10

UCD Level 5

Knowledge and understanding

have demonstrated knowledge and understanding in an advanced theoretical or conceptual framework, a systematic understanding of the problems at the forefront of knowledge and potential approaches and solutions, and mastery of skills and methods of research associated with the field of study.

Applying knowledge and understanding

have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity and have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication.

Making judgements are capable of critical analysis, evaluation and synthesis of new and complex ideas. Communications and working

skills

can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise.

Learning skills can be expected to continue their own learning at the frontiers of knowledge and be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.

Appendix 3: IUA – PhD Graduate Skills Statement

Research skills and awareness

• exhibit knowledge of advances and developments in their field • demonstrate knowledge of research in related fields and disciplines • comprehend and effectively employ appropriate research methodologies

• critically analyse and synthesise new and complex information from diverse sources • formulate and apply solutions to research problems and effectively interpret research results • exercise critical judgement and thinking to create new ways of understanding

• demonstrate, where appropriate, a knowledge of health and safety procedures and their application in the research environment • have a broad awareness and knowledge of key relevant funding sources and grant application procedures

(10)

Page 10 of 13

Ethics and social understanding

• understand, and apply in their research, principles of ethical conduct of research, including avoidance of plagiarism, allocation of credit and authorship and definitions of research misconduct

• understand the relevance of research in society and the potential impact of research on individuals, groups and society

• where applicable, understand and apply the relevant guidelines for the ethical conduct of research involving people, human tissue and animals Communication skills • demonstrate effective writing and publishing skills

• effectively use and decide on appropriate forms and levels of communication

• communicate and explain research to diverse audiences, including both specialist and non-specialist • teach and support the learning of undergraduate students when involved in teaching and demonstrating Personal effectiveness /

development

• operate in an independent and self-directed manner, showing initiative to accomplish clearly defined goals

• appreciate key rhetorical skills, including how to persuade others of a viewpoint’s merits, demonstrating and communicating credible suggestions to achieve one’s aims

• appreciate the importance of initiating new projects, proactively reacting to newly identified needs or aiming to resolve persistent problems • ability to handle difficulties in research or other professional activities in an appropriate way

• critically reflect on experiences and act on such in a cycle of self-improvement Team-working and leadership • develop and maintain effective relationships with colleagues

• work in a collaborative environment

• awareness of their own working style, that of others, and how they interact

• understand how to acknowledge others’ views, with a willingness to reflect on and critically appraise them

• understand leadership in team environments, recognising the strengths of team members and work effectively to achieve mutual goals

Career management • demonstrate an awareness of transferable skills and their applicability to both academic and non-academic positions and how they are applied in different circumstances

• take ownership of their own career management, forming credible career plans

• initiate and sustain networks and relationships that may encourage opportunities for employment

• present themselves and their skills, attributes, experiences and qualifications, through effective job applications, CVs and interviews • understand the broadest possible range of their employment opportunities

Entrepreneurship & innovation

• understand the role of innovation and creativity in research

• demonstrate an awareness and understanding of intellectual property issues, appreciate and, where appropriate, contribute to knowledge exchange • appreciate the skills required for the development of entrepreneurial enterprises in the public and private sectors

• understand different cultural environments, including the business world, and the contribution that knowledge transfer can make to society

Appendix 4: Comparative Structures of Professional Doctorates (Ireland/UK/US/Australia/Canada)

Programme Title Institution Duration Structure % Activity

(approx.) Assessment Doctor of Psychological Science University College Dublin

3yrs · 500 hours academic coursework (100-150 days) · 2000 hours research (200-250 days)

· 3000 hours supervised clinical practice (390 days)

10% taught 35% research 55% clinical practice

· Two volume Doctoral Thesis (60000+ words)

Doctor of Psychological Science

NUI Galway 3yrs (FT) · 5 taught modules (total = 90 ECTS)

· 4 Applied Clinical Theory modules (total = 55 ECTS)

34% taught 20% clinical

· Coursework (3 essays, 3 Reports of Clinical Activity, 2 Small-Scale Research Projects)

(11)

Page 11 of 13

· 6 Clinical Practice modules (total = 70 ECTS) · 1 Thesis module (total = 55 ECTS)

[Total = 270 ECTS]

theory 26% clinical practice 20% research

· Evaluation of clinical competence · Large-Scale Research Project/Thesis

Doctor of Clinical Psychology

Trinity College Dublin

3yrs · 1 four-week induction programme · 8 taught courses · 6 five-month placements 42% taught + research 58% clinical practice

· Assessment on 8 taught courses · Evaluations of clinical competence · Four reports of clinical activity · Small-scale research project · Dissertation Doctor of Clinical Psychology Queen’s University Belfast 3-4yrs (FT), 6-8yrs (PT)

· 10 Taught modules (total = 70 credits)

· 5 Clinical Placement modules (total = 135 credits) · 3 Applied Research modules (total = 65 credits) [Total = 270 credits] 26% taught 50% clinical practice 24% research · Module coursework · Clinical Placement reports · Thesis

Doctor of Educational, Child & Adolescent Psychology

Queen’s University Belfast

3yrs (FT) · 9 Taught modules (total = 157.5 credits), integrated taught activity and clinical practice for approx. 5 modules

· 3 Research Inquiry modules (total = 112.5 credits)

58% taught + clinical practice 42% research

· Placement performance

· Academic and clinical coursework (essays, portfolio reports, etc)

· Case presentations

· Problem-based learning exercises · Major Research Project

Doctor of Psychology University College Cork

4yrs (FT) · 27 taught modules, each worth 10 credits, across yrs1,2,3 (90 credits per yr); can also be described as 9 modules with 3 discrete 10-credit parts (workshop, online discussion forum, reflective log keeping) · Research activity, worth 90 credits (yr4)

75% taught = clinical practice 25% research

· Module coursework · Thesis (40000 words)

Doctor of Social Science University College Cork

4yrs (distance-learning)

· 8 taught modules, each worth 15 credits (4 in yr1, 4 in yr2)

· Specialist component in yr3 (identification of research project and draft proposal)

· Dissertation (yr4)

50% taught 50% research

· Module coursework · Thesis (40000 words)

Doctor in Governance Queen’s University Belfast

4yrs (PT) · 9 Taught modules (yrs1+2), delivered via 3-day workshops per module

· Research activity

· Research Project (50000 words)

Doctor of Education Trinity College Dublin

4-5yrs (PT) · 8 taught modules (3 in yr1, 3 in yr2, 2 in yr3) · Assessment point at end of yr2

· Module coursework

· Dissertation (70000-80000 words)

Doctor of Education NUI Maynooth 3yrs · 1-day long seminars held every 2 weeks in term time (yrs 1+2)

· Group and individual seminars and thesis writing (yr3)

· Coursework · Thesis

Doctor of Education Dublin City University

4yrs (PT) · 5 taught courses (yrs 1+2), delivered in block workshops

· Research activity (yrs 3 onwards)

· Coursework

· Thesis (practice-based research)

Doctor of Education Queen’s University Belfast

3yrs (FT), 4yrs (PT)

· 9 Taught modules (total = 135 credits), delivered via 2 ½ day intensive courses per module

· Dissertation (total = 135 credits) [Total = 270 credits]

· Module coursework · Dissertation (40000 words)

Doctor of Education Harvard University

4yrs (FT) · 16 Taught modules (yrs1-2) · Research activity 50% taught 50% research · Module coursework · Qualifying Paper · Dissertation

Doctor of Education University of Pennsylvania

4yrs (FT) · 20 course units (yrs1-2) (5 course units = 1 semester) · Research activity 50% taught 50% research · Module coursework · Comprehensive Examination · Dissertation

Doctor of Education University of Western Australia

4yrs (FT) 5yrs (PT)

· 4 Taught modules (yrs1-2) · Research activity 33% taught 64% research · Module coursework · Dissertation Doctor of Education (Educational Leadership)

UCLA 3yrs (PT) · 4 Taught modules (yrs1-2)

· Research activity (packaged as modules)

· Module coursework · Dissertation

(12)

Page 12 of 13 Doctor of Education (Educational Leadership & Policy) University of British Columbia

3yrs (FT) · 8 Taught modules (yrs1-2) · Research activity 66% taught 34% research · Module coursework · Comprehensive Examination · Dissertation Doctor of Business Administration Dublin City University

4yrs (PT) · 5 taught modules (yrs 1+2), delivered in 6 two-day workshops (modules 1-3) or 3 three-day workshops (modules 4+5)

· Research activity (yrs 3 onwards)

· Module coursework · Research work: · Essay (5000 words) · Pilot Study (10000 words) · Reflective Critique (3500 words) · Formal Research Proposal (5000 words) · Reflective Portfolio (1500 words) · Literature Review (10000 words) · Thesis (40000 words) [Total = 75000 words] Doctor of Business Administration University College Cork

4yrs (PT) · 2 taught modules (yr1 = stage 1) · Research activity (yr2 onwards = stage 2)

50% taught 50% research · Module coursework · Thesis Doctor of Business Administration Durham University 3yrs (FT), 4-6yrs (PT)

· 6 taught modules, delivered via a series of 4-day blocks (yrs1-2)

· Seminar-style workshop · Research activity

· Module coursework (4000 word essays per module) · Thesis (60000 words)

Doctor of Business Administration

University of Surrey

4yrs (PT) · 5 taught modules (yrs1-2)

· Research activity (yrs3-4), includes seminars, presentation and final thesis

50% taught 50% research · Module coursework · Thesis Doctor of Business Administration Boston University

4yrs (FT) · 16 Taught modules (yrs1-2) · Research activity (yrs 3-4)

50% taught 50% research · Module coursework · Curriculum Paper · Qualifying Examination · Dissertation Doctor of Business Administration Harvard University

4-5yrs (FT) · Taught modules (yrs1-2) · Research activity (yrs 3-4)

50% taught 50% research · Module coursework · Dissertation Doctor of Business Administration University of Western Australia 4yrs (FT) 6yrs (PT) · 2 Taught modules · Research activity 10% taught 90% research · Module coursework · Thesis Doctor of Occupational Therapy University College Cork 4yrs (FT), 8 yrs (PT)

· 4 taught modules (yrs 1+2, each module = 30 credits) · Research activity (yrs 3+4)

50% taught 50% research · Module coursework · Thesis Doctor of Clinical Dentistry (Orthodontics) University College Cork

3yrs (FT) · Taught modules · Research activity [270 credits total]

n.a. · Module coursework

· Thesis

Doctor of Medicine University of Ulster

3yr (FT), 5yr (PT)

· Research activity 100% research · Annual written report and oral presentation on progress

· Thesis

Doctor of Medical Science

University of Ulster

4-6yrs (PT) · Research activity · Taught modules (optional)

100% research · Research Project

· Module coursework (optional)

Doctor of Nursing Science University of Ulster 3yr (FT), PT also available · 12 Taught modules · Research activity

· Thesis Doctor of Nursing Practice Columbia University 2yrs (post-Masters) 4yrs (post-Bachelors)

· Taught modules (7 modules support/theory and 10 modules clinical practice)

· Research activity · Clinical Residency (1yr)

50% taught 50% clinical practice (research is part of both taught and clinical practice)

· Portfolio (analogous to dissertation)

Doctor of Biological Science

University of Ulster

4-6yrs (PT) · Research activity 100% research · Thesis

Doctor of Environmental Science University of Ulster 2yrs (FT), 4yrs (PT)

· Research activity 100% research · Thesis

(13)

Page 13 of 13

Ulster · Research activity · Thesis

Doctor of Engineering University College London

4yrs (FT) · 15 taught modules (yr1 = 6 modules, yrs2-4 = 3) · Research activity

Doctor of Engineering University of Manchester

4yrs (FT) · 8 taught modules (yrs1-2) · Research activity

· Module coursework · Thesis

Doctor of Engineering University of Southampton

4yrs (FT) · Taught modules (120 credits over yrs1-2), includes generic skills courses, management courses and technical courses

· Research activity (yrs3-4)

· Module coursework · 12-month report (yr1)

· Mini-thesis (10000 words) (yr2)

· Research reports, portfolio, publications (yr3) · Thesis (yr4)

Doctor of Engineering University of Queensland Min 7yrs (degree appears to be an honorary degree)

· Research activity 100% research · Thesis

Doctor of Technology University of Ulster

5yrs (PT) · Taught modules · Research activity

· Thesis

Doctor of Informatics University of Ulster

3yrs (FT), 6yrs (PT)

· Taught modules ( = 60 credits)

· Research training ( = 15 credits of taught modules) · Research activity ( = 195 credits)

[Total = 270 credits]

· Module coursework

· DInf Review Report + viva voce · DInf Research Project

Doctor of Ministry Milltown Institute

3-5yrs · 11 taught modules · Research activity

· Research Project Thesis (50000-60000 words)

Note: The University of Limerick Handbook of Academic Administration (section 10) addresses the structure of Professional Doctorates by indicating that the distribution of credits for the different elements of such programmes must fall within the following ranges:

Programme Element Credits % Activity

Taught 20-40 credits 17-33%

Professional Placement 30-60 credits 25-50%

Thesis 20-40 credits 17-33%