PROGRAMME SPECIFICATION
Doctor in Education
Awarding body: University College London
Teaching institution: University College London Institute of Education
Name of the final award:
Doctor in Education (EdD)
Postgraduate Diploma (in Practitioner Research)
Master of Education (MEd) (in Practitioner Research)
Programme title:
Doctor in Education
UKPASS Code: P025229
Criteria for admission to the programme
Applicants should have at least four years’ full-time experience or equivalent in a
relevant professional area and should normally hold a Master’s degree obtained from
a United Kingdom university or overseas equivalent.
A candidate not satisfying these requirements may be considered for admission if
the Institute is satisfied that his or her general education, scholarship, training and
experience are suitable for the programme. In such cases, the Institute shall
prescribe qualifying work that must be completed to the satisfaction of the Doctoral
School before registration.
Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency.
The Institute of Education is committed to admitting and supporting participants with
disabilities and welcomes applications from them.
We provide support for students with a range of conditions which have a long-term
and adverse effect on studying such as:
• sensory (visual / hearing / speech) impairments
• mental health issues
• mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders
• chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
• specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary
mobility / dexterity impairment / other difficulty as a result of an accident, injury,
illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them.
This applies to all students – home, EU and international.
Aims of the programme
The Doctor in Education (EdD) aims, through a combination of taught courses and
supervised personal research, to develop research skills and knowledge, which
together with reflection on professional experience enable participants to interpret,
evaluate, conduct and disseminate research that is relevant to, and has potential
impact on, their professional development and workplace practice, as well as
meeting the requirements of rigour and originality expected of a doctorate.
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes
The programme is recognised by the ESRC and attracts professionals such as head
teachers, indicating its importance in terms of career development. All work is
examined at Level 8.
Programme outcomes:
The programme provides opportunities for students to:
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develop a greater understanding of professionalism, the professional context of
education, and their own professional role and work;
participate in wider academic and professional communities and through this
enlarge their experience and enhance their own professionalism;
engage with contemporary research and analysis as a basis for reflection on their
own and others’ professional experience and workplace practice;
develop knowledge, understanding and skills in methods of enquiry and
approaches to collecting and analysing data;
read, understand and evaluate a range of research approaches
Specifically the programme provides opportunities for students to demonstrate the
following:
Knowledge and understanding
 Theoretical knowledge and understanding of the changing nature of
professionalism
 Theoretical knowledge and understanding of the relationship between different
epistemological and methodological positions and the form of research;
 Understanding of the evaluation, design and conduct of workplace based and
other research;
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Expertise in the collection and analysis of data and its use in the conduct of
workplace and other research;
Current research and analysis in a specialist area of education that is of direct
relevance to their own professional practice.
Intellectual and research skills
 To apply the skills and knowledge acquired to the conduct of workplace based
research that has a demonstrable impact on professional practice;
 To reflect rigorously on their professional practice;
 To carry out a rigorous extended piece of original research which makes a clear
contribution to academic knowledge and/or professional practice;
 Through the above, to enhance their own and colleagues’ professional
development and practice.
Transferable/key skills
Participants will be able to:
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engage critically with a range of forms of research and academic and
professional writing;
work effectively with others in the development of ideas and research strategies;
develop clear and coherent arguments informed by the issues raised in the
course;
identify research of relevance to their interests, for instance through the use of
bibliographic databases;
reflect analytically on their own professional experience in the light of relevant
recent research;
identify relevant audiences for their work and present and disseminate research
effectively;
attend to political, ethical and legal issues in the design, conduct and
dissemination of research;
interact productively and creatively in small-group and whole-group discussions
of complex topics;
relate the theories and ideas of others to understandings and analyses of their
own professional practice, and develop theories and ideas of their own;
understand and incorporate theoretical perspectives which will inform their
understandings of organisations and people, both generally and in the specific
context of their own professional lives;
explore and critique methods of enquiry related to their own written assignments;
develop critical readings of literature and research in the field, including an ability
to reflect critically on the research methods and findings of others;
appraise critically the use of data and other sources of evidence and argument in
policy and public documents.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Taught courses
Each of the taught courses is delivered in 30 hours of group contact time plus tutorial
blocks and examined by course work of 5,000 words. Students also receive support
via email and Moodle.
IFS report
In addition to support from a specialist supervisor, there are workshops which
provide help with the development of the IFS proposal, the design and conduct of the
research and presentation of the report.
Thesis
Support is provided by meetings with a specialist supervisor and participation in a
series of thesis workshops.
Workshops are offered to support the research component of the programme. From
the beginning of the programme, participants are assigned a supervisor with whom
they meet once a term during the taught part of the programme and at least three
times a term during the research component.
Assessment
The current assessment requirements for each element are set out below.
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A portfolio comprising three separate pieces of coursework of approximately
5,000 words each based upon one of the assessed courses which make up the
taught element of the EdD, plus a statement of approximately 2,000 words
reflecting on the student’s learning experiences across the three courses and the
relationship between the three pieces of coursework and the student’s academic
and professional development.
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The IFS forms the basis of a research report of 20,000 words which is expected
to show that the programme has supported the student’s professional
development and extended his or her understanding of his or her professional
role.
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The research-based thesis of no more than 45,000 words must form a distinct
contribution to the knowledge of the field of study and afford evidence of
originality and a capacity for autonomous research. The thesis must be
accompanied by an abstract of not more than 300 words.
There is also an oral examination (a viva voce), which tests both the thesis and the
candidate’s conceptual understanding of the integration of all the elements of his or
her programme of study. Candidates will be expected to submit, together with their
thesis, a statement of no more than 2,000 words summarising the areas that they
have covered in their course as a whole, and highlighting the links between each
element. This statement should be bound into the thesis and will be discussed with
the examiners at the oral examination.
Candidates will be expected to satisfy the examiners in all three elements of the
programme of study, and no compensation between elements of the degree will be
permitted. All coursework is assessed according to the grade-related criteria for the
programme level, available in the student handbook.
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each individual.
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Assignments are graded from A to D, with D being a failing grade.
Participants who fail an assignment may be re-assessed in that element of
their programme of study on one further occasion only, within the deadline
specified by the Programme Leader.
The IFS is similarly graded A, B, C, (pass), D (referred)
The thesis is examined by viva voce in the same way as the PhD
although EdD students have the option of a ten minute presentation at the
start of the viva.
An external examiner is appointed and plays an important role in monitoring the
quality of the programme and evaluating the effectiveness of the teaching and
support provided for the programme participants and the reliability of the judgements
made in assessing them.
Further details about assessment regulations can be found on the UCL website.
Support for Learning
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An induction day at the commencement of the programme informs
participants of the programme content, methods and expectations, and
introduces them to Student Support Services and the Academic Writing
Centre.
Programme and module handbooks offer full guidance and advice on
studying, writing and submitting both assignments and dissertations or
reports.
The programme leader is available to advise all participants on academic
matters, and to refer them to the range of support services available at IOE.
Formative feedback is provided on draft assignments to take forward to the
final submission.
Peer support and networking is facilitated in the group by the use of virtual
learning environment (VLE) and collaborative projects.
Access to the full range of welfare and union facilities is afforded to all
Institute students.
Participants are all inducted on the use of the library and information services,
and of the VLE operating system.
Programme structures and requirements, levels, modules, credits and awards
The EdD programme comprises:
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Four taught courses. These are taken in the first four terms of the programme.
Foundations of Professionalism addresses issues relating to contemporary
professionalism, there are two Methods of Enquiry courses which introduce a
range of methods of enquiry and provide research training and fourth “specialist”
course provides an opportunity to focus on either: curriculum, pedagogy and
assessment; post compulsory education; or leadership and learning in
educational organisations.
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An institution-focused study (IFS). This is a professionally oriented piece of
research presented as a 20,000 word report. The IFS is normally expected to be
presented at the beginning of the third year of study.
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A thesis. This is based on original, professionally relevant research presented as
a 45,000 word thesis. This work will usually be related to the IFS and work
conducted in the taught part of the programme. The thesis would normally be
presented at the end of the fourth or fifth year of study and must provide evidence
of that it forms a distinct contribution to the knowledge of the field of study and
affords evidence of originality and a capacity for autonomous research.
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Students are also required to write a 2,000 word statement which is assessed to
ensure they possesses a conceptual understanding of the integration of all
elements of their EdD studies.
The Postgraduate Diploma in Practitioner Research or the Master of Education
(MEd) in Practitioner Research can be awarded to students who initially register for
the EdD and who are unable to complete the degree for whatever reason.
The Postgraduate Diploma can be awarded subject to satisfactorily completing and
passing the four taught courses. The MEd shall be awarded subject to satisfactorily
completing and passing the four taught courses and the institution-focused study
report.
Methods for evaluating and improving the programme
Quality assurance arrangements include:
 Procedures for the approval of each element of the programme;
 Criteria for the appointment of EdD tutors and supervisors;
 Guidelines for the supervision of the institution-focused study and thesis;
Mechanisms for review and evaluation of teaching, learning, assessment
 Participant module evaluation
 Termly meetings of the Programme Committee including student
representation
 Annual programme review prepared by programme team and considered by
teaching and quality committee
 Period programme review and revalidation involving external panel member
 Staff review and development
 External examiner reports
Committees with responsibility for monitoring and evaluating quality and standards
 Programme Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation and Partnership Panels
Mechanisms for gaining participant feedback on the quality of teaching and their
learning experience
 Participant module evaluation (sessional and programme);
 Student representation of programme committees.
Mode of study
The programme is designed to be completed in four years of part-time study. The
entry date is October each year. The normal pattern of study involves attendance at
three two day (Friday and Saturday) blocks per term for the taught part of the
programme.
Language of study
The Institute of Education teaches and assesses participants through the medium of
the English language. Competence in English language is required of all applicants.
Programme regulations may indicate the level of competence required of each
applicant and may make its achievement a condition of admission.
Date at which the programme specification was written or revised.
September 2013