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ReviewofProfessionalDoctoratesNationalQualificationsAuthorityOctober2006IntroductionThisreviewcon__rnstherangeandtypeofProfessionalDoctoratesofferedinIrelandandinternationally.ItlooksattheirgrowthfieldsofstudystructureofprogrammesanddistinctionsbetweenthemandthePhD.InIrelandtheUKandEuropethereisincreasedattentiongiventodoctoraleducationandtoaddressingissuesoffundingsupervisioncareerprogressionqualityandstandards.Traditionallytherewerenoexplicitnationalstandardsorguidelinesfordoctoraleducationasawholebutthisisnowchanging.Qualificationsdescriptorsareanexampleofthis.Wherequalificationsdescriptorsexisttheydonotdistinguishbetweendifferentformsofdoctoralqualifications.IngeneraltheProfessionalDoctorateistreatedbyuniversitiesandgoverningagenciesasavariantofdoctoraleducationbuttherearesomeissuesthatarespecifictoitincludingprogrammestructureasses__entbreadthoflearningoutcomesnomenclatureandinsomeoftheliteratureaquestioningoftheactuallevelofeducationinvolvedinsomeProfessionalDoctorates.Theissuesthatarisefromthereviewsomeofwhichgobeyondnationalframeworkofqualificationsissuesare:
1.DistinctionsbetweentheProfessionalDoctorateandthePhD
2.Overarchingissuescon__rningdoctorates
3.QualificationsDescriptors
4.Levelofstudy
5.Titleofaward
6.Entryrequirements
7.Recognitionbyaprofessionalbody
6.StructureoftheProfessionalDoctorateInviewoftheexisten__ofdifferenttypesofdoctoralprogrammesandawardsandcommonissuesfacingallofthemitwouldappearthatwhilstsimilarintermsofleveloflearningoutcomesthedifferentcharacteristicsofPhDsandProfessionalDoctoratesneedtobetakenintoaccountbytherelevantinstitutionsofhighereducationawardingbo___sandotheragencies.Itwouldappearfromthisbriefreviewofinternationalpracti__thatthereareimportantstructuralandcon__ptualdifferen__sbetweentheProfessionalDoctoratesintheUSontheonehandandthoseinAustraliaNewZealandtheUKandIrelandtheyarerelativelyunknownintherestofEurope.Thekeyissuesthatariseare__inlyinformedbypracti__outsidetheUS.SectionIofthisreviewcon__rnsinternationalpracti__coveringtheUnitedStatesAustraliaNewZealandandtheUKwhereProfessionalDoctoratesarewellestablishedandEuropewheretheyarelesswellknown.Thissectionalsoincludesadiscussionofqualificationsdescriptorsofdoctorateswheretheseexist.SectionIIdescribesexistingProfessionalDoctorateandrelatedpolicyinIreland.Atotalof14programmesarenowofferedacross8highereducationinstitutions.Ofthese5programmesarebeingofferedforthefirsttimeintheacademicyear2006/
07.Themostpopularfieldsareclinicalpsychologyandeducation.FinallySectionIIIidentifiessomeofthekeyissuesthatariseintheliteratureandfromexistingpracti__that__yneedtobeaddressedbytherelevantbo___sinvolvedintheprovisionqualityandfundingofhighereducationinIrelandparticularlyasProfessionalDoctoratesarelikelytoincreaseinthefutureandexistingguidelines/codesofpracti__addressthePhDonly.Itrecommendsthatguidelinesoracodeofgoodpracti__forProfessionalDoctoratesbeexploredbythekeyagenciesresponsibleforpolicyqualityandfundingissues.Their__inpurposewouldbetoassurethequalityandstandingofProfessionalDoctoratesatthenationalandinternationallevelsothatanypotentialambiguitycon__rningtheirpurposelevelofattai__entandoverallstructurecanbe__oided.IInternationalPracti__BackgroundtotheProfessionalDoctorateProfessionalDoctoratesh__etheiroriginsinNorthAmerica.Theywereinitiallydevelopedinthefieldofeducationwiththepurposeofenablingteachersandlecturerstofurthertheirprofessionaleducationatthehighestlevel.Theyemergedmorere__ntlyinAustraliaandintheUK.Theyarefoundinareasincludingeducationbusinesslawpsychologyhealthscien__shu__nitiesdesignandarchitecture.ScottBrownLuntandThorne2004linktheemergen__oftheProfessionalDoctoratetothechangingrolesoftheuniversityandsocietyintheproductionanduseofknowledgepressuresfordiversificationandmoreprofessionallyrelevantprogrammes__ssificationofhighereducationde__ndfromsomeprofessionsandworkpla__requirementsforhighlevelskillsandknowledgethewiderac__ptan__ofthecon__ptsof‘eviden__-based’practi__andthe‘reflectivepractitioner’byprofessionalsandthedevelopmentofwork-basedlearning.Theywerealsoaresponsetocritici__softhetraditionalPhDintermsofitsnarrowfocusthelimitedsetofskillsacquiredbyPhDcandidatesanditsisolationingeneralfromtheworkpla__.TheyandothersGreen__xwellandShanahan2001notetheparallelgrowthintheProfessionalDoctorateandkeyshiftsintherelationshipsbetweenuniversitiesandtheStateandnewunderstandingsaboutknowledgeproduction/creationandform.ThestructuredPhDprogrammeswhichareincreasinglyafeatureofdoctoraleducationintheUKIrelandandEuropegenerallyrespondtocritici__softhetraditionalPhDprogrammesandmeetnewde__nds.ThesecanblurdistinctionsbetweenthePhDandtheProfessionalDoctorate.Park2005contendsthattheexistingPhDischangingshapeandnewformsofdoctoratesuchastheProfessionalDoctorateareappearinginintermediateortransitionalshape.UnitedStatesPowellandLong2005notethatthedevelopmentoftheProfessionalDoctorateintheUShasbeensomewhatdifferenttoitsdevelopmentintheUKandAustralia.TraditionallytheProfessionalDoctoratewasa‘pre-servi__’high-levelqualificationthatservedaparticularroleinpreparationforentryintotheprofession.Programmesofstudyareofferedinprofessionalschoolsaswellasinuniversitiesthereisasubstantialelementoftaughtcourseworkandatendencytowardsshorterdissertationsandlongerperiodsofsupervisedprofessionalpracti__.Mostoftheseawardsh__ebeenclassifiedas‘1stProfessionalDegrees’.Theareaordisciplineofstudyisindicatedinthedegreetitlee.g.JDMDDVM.IncontrastwiththeUStheterm‘1stprofessionaldegree’isnotusedintheUKorIrelandThe‘1stprofessionaldegree’isafirstdegreenotagraduatedegreeeventhoughitincorporatestheword‘doctor’inthetitle.
[1]Inthepastdecadeseveralnew‘doctoralprogrammes’h__eemergednotablyintheareaofhealthcare.Theseareoftenreferredtoas‘clinicaldoctorate’or‘ProfessionalDoctorate’butarenotthesameastheresearchdoctorateintitleorcontent.Thereisnoconsistencyamongstthemastolengthrigourcontentorulti__teutilitytothepersonwhoachievesthem.Someserveas1stprofessionaldegreesi.e.extendali__n__topracti__whilsttheneweronesdonotyetdoso.In__nycasestheyareofferedoutsideGraduateSchoolsand__nyareofferedbyinstitutionsthatofferfewifanyotherdoctoralprogrammes.
[2]LaBelle2004pointstocredentialinflationasafactorintheincreaseinde__ndforandprovisionofProfessionalDoctorateswiththeresultthatinsomecasesparticularlyinhealthcareformer__sters’degreerequirementsforprofessionalpracti__arebeingrepla__dbythedoctoraldegree.ThetopicoftheProfessionalDoctorateisunderdiscussioninthespecialisedaccreditingagenciestheCouncilforHigherEducationCHEA
[3]CouncilofGraduateSchoolsandtheNational__ntreforEducationalStatisticsN__S
[4]inadditiontodebatesaboutthemeritsoftheEd.DandthePhDineducation.Atthesametimetherearesignificantstu___sunderwayabouttheeffectivenessofthePhDcommonlyreferredtointheUSastheresearchdoctorate.InJune2005theHigherLearningCommissionoftheNorth__ntralAssociationofCollegesandSchoolssetupataskfor__tostudythetrendsandgrowthinthecreationofProfessionalDoctoratesandtheresponsesofgraduateschoolsanduniversitiestothesedegrees.TheHigherLearningCommissionasaregionalaccreditationorganisationiscon__rnedabouthowbesttorespondtothesenewdegreesandtheparticularchallengesofevaluatingthene__ssaryinstitutionalcontexttosupportthem.TheTaskFor__wasaskedtoreportontheseprogrammesidentifyanyhall__rksthatareorshouldbecommontoProfessionalDoctoratesandproposeappropriatestrategiesforaregionalaccreditingcommissiontofollowinextendingaccreditationtoincludethesenewdoctorates.WorkingdraftsoftheTaskFor__’sreportwerecirculatedforcommentinFebruaryandApril
2006.ThefinalreportwascompletedinJune2006andapprovedbytheCommission’sBoardofTrustees.
[5]ThereportsetoutanumberofkeyassumptionsabouttheProfessionalDoctorateincludingthefollowing:
1.aconvincingcasecanbe__dethattheProfessionalDoctoratehasaclearlydefinedpla__inthehierarchyofU.S.highereducationdegreesanditshouldbeper__ivedasdifferentfromandnotasasubstitutefortheresearchdoctorate;
2.particularlyinthehealthcareprofessionsthereisanobviousneedtocreatecapacitytoeducatepractitionersandthosewhowillpri__rilybeeducatingpractitioners;
3.theProfessionalDoctorateshouldbeconsideredasadegreelevelwithinthehierarchyofU.S.degreestherebyfallingundersubstantivechangepro__ssesinaccreditation;
4.newProfessionalDoctorateswill__rkfieldsotherthanthoseinthehealthprofessions;
5.highereducationandtheprofessionswouldbenefitfromqualityassuran__ofProfessionalDoctoratesvalidatingthatthroughthemstudentsacquireprofessionalcompetenciestheywouldnototherwisegaininexistingdegreeprogramswithinagivenprofession
6.theCommissioncanfacilitateexperimentandleadbyexamplebutitcannotalonerespondtotheneedfornationalconsistencyindefiningandevaluatingprofessionaldoctoratesThereportunambiguouslyconcludesthattheProfessionalDoctorateisnotequaltotheresearchdoctoratePhDbutthatitconstitutesanewlevelintheU.S.hierarchyofdegrees.Thedistinctionappearstohingeonthenatureofresearchinvolvedinboth.ItalsonotestheconsiderablevariationintypeofProfessionalDoctorateintermsoftheapplicationofknowledgeproductionofknowledgeandentryroutesinsomecasesfouryearprofessionaldoctoralprogrammesbuildontwoyearsfoundationstudyi.e.studythatiscompletedbeforecompletionofthebaccalaureate.TheHigherLearningCommissionconcurredwiththereport’sfindingthattheCommissionalonecannotrespondtotheneedfornationalconsistencyindefiningandevaluatingProfessionalDoctoratesitspri__ryrolecon__rnstheevaluationofinstitutionalcapacity.Itfindsthatthereisanobviousneedforcapacitytoeducatepractitionersandthosewhopri__rilyeducatepractitionersinthehealthcarefield.Oneoftherecommendationsinthereportisthatinstitutionalaccreditationbo___sshouldworktogetherandwiththerelevantprofessionstoestablishthe‘corecharacteristics’ofac__ptableProfessionalDoctorateprogrammes.
[6]Inconclusionthereportillustratessomeofthe__inargumentsaboutprofessionaldoctoratesintheU.S.andsuggeststhattheyareaspecifickindofdegreewhichisnotcomparabletothePhD.AustraliaThenumberofprofessionaldoctoralprogrammeshasincreasedsignificantlyinAustraliasin__the1990s.Atotalof105professionaldoctoralprogrammeswereofferedinAustraliain2000anincreasefrom48in
1996.Significantgrowthwasregisteredintheareasofhealthpsychologyandadministration.Enrolmentsincreasedfromabout937to1659overtheperiod1996-2000__xwellandShanahan
2000.Thisgrowthhasinpartbeenattributedtoade__ndforflexibilityofdeliverypressureforgreaterdiversityinthetertiarysectorandchangesintheoverallrelationshipbetweenuniversitiesthestateandindustry.TherehasbeenconsiderableliteratureanddebateinAustraliaabouttheProfessionalDoctorate–fromspecificissuesofitsstatusvis-à-visthePhDnaturedesignasses__entresearchrigouranditscontributiontoimprovingdoctoraleducation__xwellandShanahan2000andDepartmentofEducationScien__andTraining
2002.__xwell2003identifiestheemergen__ofa‘secondgeneration’ofProfessionalDoctoratesinAustralia.The‘firstgeneration’werecharacterisedasbeingonlystructurallydifferentfromPhDsbecausetheyentailedcoursework.Theyalsoprivilegedacademicoverprofessionalknowledgeandoutputs.The‘secondgeneration’arecharacterisedbyincreasedflexibilityofdeliverymoreintegrationwiththeprofessionalworkpla__andmorewidespreaduseofaportfoliomodelofasses__entratherthancourseworkplusdissertation.Thereisashiftintherelationshipbetweentheuniversityandtheworkpla__withagreateremphasisonpartnershipandabroaderandmorecomplexunderstandingoftheproductionofnewknowledge.Bothgenerationsofdoctoratenowco-existinAustralia.Guidelinesforbestpracti__inAustraliaIn__rch2005theCouncilofDeansandDirectorsofGraduateStu___sinAustraliaadoptedaframeworkforbestpracti__indoctoraleducationinAustraliahttp://___.ddogs.edu.au/cgi-bin/index.plhttp://___.ddogs.edu.au/cgi-bin/index.pl.Theserevisedtheexisting1998guidelinesonProfessionalDoctorates.Theyareintendedtoinformthedevelopmentofuniversitypolicyondoctoraleducationasawhole.Theguidelinesaddressoutcomesentryrequirementsprogrammedurationnatureofdoctoralprogrammeandprogammecomponentsresearchandscholarshipcourseworkandgenericskillsadvan__dstandingandsupervision.TheseguidelinesbuildonguidelinesdevelopedbyothersincludingtheAustralianQualificationsFramework.TheguidelinesforDoctoraldegreesfortheAustralianQualificationsFrameworkhttp://___.aqf.edu.au/doctor.htmhttp://___.aqf.edu.au/doctor.htmincludetheProfessionalDoctorateseeannex1fordetails.NewZealandTheProfessionalDoctoratehasexpandedinNewZealandsin__the1990s.TheCommitteeonUniversityAcademicProgrammesCUAPoftheNewZealandVi__Chan__llorsCommitteewhichapprovesandaccreditsnewprogrammesandqualificationsintheuniversitieshasguidelinesfordoctoralqualifications.TheseincludethePhD/DPhilhigherdoctorateshonorarydoctoratesandmorere__ntlydisciplinespecificdoctoralqualificationsthatincludeasignificantcomponentofcourseworknameddoctorates.ThelatterareProfessionalDoctorates.InadditiontomeetingtheCUAPrequirementsqualificationsmustalsomeettherequirementsforinclusionintheNewZealandRegisterofQualityAssuredQualificationswhichisoperatedbytheNewZealandQualificationsAuthority___.kiwiquals.govt.nzhttp://___.kiwiquals.govt.nz.BothsetsofrequirementsarequitesimilarseeAnnex
1.TheCUAPprinciples2006
[7]governingtheawardofadoctorateaddressthestatusofthedoctorateuniversitystaffandresour__requirementsandthenatureoforiginalresearch.Alldoctoratesmustfulfilthecriteriacon__rningprogrammecoheren__regularreportingoncandidate’sprogressappropriateandfairasses__ent.UnitedKingdomIntheUKprofessionaldoctoralprogrammesh__eincreasedfrom109in1998to153in2000and192in2004UKCouncilforGraduateEducationUKCGE.TheUKCGEsurveyindicatedthattheexpansionofProfessionalDoctorateswasmostlikelytobeintheareasofhealthsocialcareandhealthscien__sandbiomedicalscien__sinparticular.Thethree__inareasintheUnitedKingdominwhichProfessionalDoctoratesemergedwereengineeringeducationandclinicalpsychology.ThestudybyScottetal2004ofProfessionalDoctoratesinthesethreefieldsdemonstratesthedifferentmodelsofuniversity-industry/professional-statecollaborationineachfield.TheEngDwasinitiatedbythePhysicalScien__sResearchCouncilEPSRCin1992asa‘radicalalternativetothetraditionalPhDbeingbettersuitedtotheneedsofindustryandprovidingamorevocationallyorienteddoctorateinengineering’Scottetal2004:
33.Itisofferedinspeciallydesignated‘academic__ntres’involvinguniversitiesandparticipatingcompanies.
[8]Otherfieldsthath__eemergedsin__arenursingandbusinessadministration.TheUKCGEsurveyof2004identifiedanexpansioninthefieldsinwhichsuchawardsare__de.Ofatotalof192programmes62%con__rnedtheawardsofEdDDClinPsyMDDBAandEngD.There__ining23%arespreadthinlyacrossotherareas.Thebroadareaof‘healthsocialcareandhealthscien__’showsthegreatestproliferationofprofessionspecifictitles.Thesurveyconcludesthatitisnotclearwhetherthisrepresentsadifferentiationwithinbroadprofessionalareasoracknowledgementthatnewareash__ebecomeamenabletodoctorallevelstudy.Scottetalidentify5differenttypesofDoctoralDegreesawardedintheUK.Theseare:
1.ThetraditionalPhD.
2.Thepracti__-basedDoctoratee.g.increativeandperformingarts
3.ProfessionalDoctorate
4.NewroutePhDmodelledontheNorthAmericandoctoralmodelwithtaughtelements__allerthesisandshortertimeframeforcompletion
5.PhDbypublicationratherthanathesis.TheincreaseinstructuredPhDprogrammesde__ndsfromtheworkpla__andfundingcouncilrequirementstodevelopgenericandtransferableskillsareleadingtotheintegrationof__rtainelementsofProfessionalDoctoratesintotraditionalPhDs.ForexampletheJointStatementoftheResearchCouncils’/AHRB’SSkillsTrainingRequirementsforResearchStudents2002setsoutminimumthresholdstandardsforarrangementstosupportstudentsinexplicitresearchandgenericskillstraining.
[9]Therevisedsection1oftheQualityAssuran__AgencyQAACodeofPracti__2004setsoutstandardsforpost-graduateprogrammesincludingProfessionalDoctorates.
[10]Thefundingcouncilsexpectinstitutionstoadheretothesestandards.Lester2004pointstotheemergen__ofthe‘practitionerdoctorate’asanewformofProfessionalDoctoratewhichfocuseson‘generatingpracticalactionwhichalsorepresentshigh-levelprofessionalscholarship’.HegivesasanexampletheMiddle___DProfDoctorofProfessionalStu___sorProfessionalPracti__whichis‘gearedspecificallytoaddressingcomplexprofessionalandorganisationalandsocialissues’.
[11]Theemphasisistosomeextentmoreonpracti__ratherthanonknowledgeperseorresearchmethodologywhichheargues__kesitdifferentto__xwell’s‘firstgeneration’and‘secondgeneration’ProfessionalDoctorates.ThisdoctorateunliketheProfessionalDoctorateisnotdiscipline-basednotisitspecifictoaprofession.Itiscohort-basedinvolvesseminarscourseworkandprofessionalprojectwork.Heraisesbutdoesnotdiscussthequestionofwhetherqualificationsframeworksanddescriptorsadequatelyaddressthepracti__elementofthepractitionerdoctorate.QualificationDescriptorsTheQualityAssuran__Agencypla__sthePhDand‘otherdoctorates’atlevel5intheHigherEducationQualificationsFramework.IthasestablishedacommonqualificationdescriptorfortheDoctorateannex
1.TheScottishCreditandQualificationsFrameworkalsotreatsalldoctoraldegreesasbeingatthesamelevelandsharingthesamesetofcharacteristicsasthosedefinedbytheQAAannex
1.ThequalificationsdescriptorsprovideanimpetustobothdefinetheoutcomesofDoctoralstudyandto__kethemprofessionallyrelevant.EuropeTheProfessionalDoctorateisnotgenerallyknowninEuropeoutsideoftheUKandIreland.‘IndustrialPhDs’areofferedinScandin__iainparticularDenmark
[12]andSweden.These__ybesimilarino__ectiveandorganisationtotheProfessionalDoctoratebutareavariantofthePhD.Asurveyofthe__inchallengestrendsandneedsinthedevelopmentofdoctoralprogrammescompletedbyUNESCO-__PESin2004reportslittleeviden__ofProfessionalDoctoratesoutsidetheUSandtheUK.ItnotesinrespectofAustriathataparticularresearchdoctorateDoktorandenkollegOrganisationsentwicklungattheIFFUniversityofKlagenfurthasastrongprofessionalorientationand‘mightbeconsideredasapilotprojectintendedtoestablishaprofessionalDoctorate’.
[13]TheEuropeanUniversityAssociationcompleteda__jorresearchprojecton‘DoctoralprogrammesfortheEuropeanknowledgesociety’in2004-
05.
[14]Thisexaminedkeyissuescon__rningthestructureandorganisationfinancingqualityandinnovativepracti__indoctoralprogrammesacrossEurope.Itinvolvedsixnetworkscomprisingforty-eightuniversitiesfromtwenty-twocountries.Oftheprogrammes____ysedtheProfessionalDoctoratewasofferedinonlytheUK.Itfoundconsiderablediversityinthetypesofdoctoraldegreesoffered-researchprofessionalandindustrial.Itisunderstoodthatconsiderables__ptici__andlackofunderstandingabouttheProfessionalDoctoratewasvoi__dinthecourseoftheproject.StructuredPhDprogrammesareincreasinglycommonacrossEuropeasareGraduateSchoolsandcollaborationbetweeninstitutesofhighereducationandresearchinstitutesindoctoraltraining.Anumberofcountriesarealsore-structuringhighereducationincludingatthedoctorallevelinthecontextoftheBolognapro__ss.Someofthe__indevelopmentsandstrandsofthedebateastheycon__rnprofessionaldoctoratesarediscussedbelow.Netherlands
[15]Thereisanon-goingdebateintheNetherlandsabouttheintroductionofProfessionalDoctorates.In2005theAssociationofDutchUniversitiesVSNUattherequestoftheMinisterforEducationsetupataskfor__tolookattheissue.
[16]EmergingfromthisinJune2005VSNUrecommendedthattheybeintrodu__dsu__ecttoaninvestigationofde__ndforit.InSeptember2006aworkinggroupinvolvingtheInstitutesofProfessionalHigherEducationandtheuniversitieshasbeensetuptofocusonprogrammesofferedintheThirdCycleincludingtheoptionofaProfessionalDoctorate.Thedebate__ntresaroundwhethertheprofessionaldoctorateshouldbeintrodu__dinwhatfieldsorareasandbywhatinstitutions.InadditionthequestionsofitsrelationshiptothePhDanditslocationwithintheBolognathirdcyclearebeingaddressed.
[17]ItisofnotethattheProfessionalDoctorateunderdiscussionintheNetherlandscouldseeitasbeingpartoftheThirdCyclebutnotequivalenttothePhD.Thedistinctionwould__ntrearoundpurposeandemphasis.InDutchhighereducationthePhDisafour-yearprogrammeleadingtoaqualificationasanacademicresearcher.TheProfessionalDoctorateisenvisagedasa__inlythree-yearprogrammethataimsatresearchinaprofessionalorworkpla__setting.Theformeremphasisesscientifictrainingandmethodologywhereasthelatteremphasisestheprofessionaldimension.AsaresultofthisdistinctionafurtherdimensionofthediscussionsintheNetherlandscon__rnsqualificationsdescriptorsforthePhDandfortheProfessionalDoctorate.Itispossiblethatdistinctdescriptors__ybedevelopedwhichwouldrelatetothethirdcycledescriptorfortheFrameworkforQualificationsoftheEuropeanHigherEducationArea.BolognaThirdCycleTheissueofdoctoralstu___sisunderdiscussionintheBolognapro__ss.TheBergencommuniquéJune2005calledforthe‘furtherdevelopmentofthebasicprinciplesfordoctoralprogammestobepresentedtoMinistersin2007’.
[18]TheBolognaseminaron‘DoctoralprogrammesfortheEuropeanknowledgesociety’alreadytookstepsinthisdirectioninthatitreachedagreementontenbasicprinciplesthat‘shouldunderpinfurtherconsiderationsofthekeyroleofdoctoralprogrammesandresearchtrainingintheBolognapro__ss’.
[19]TheBergencommuniquéalsostatesthat‘doctorallevelqualificationsneedtobefullyalignedwiththeEHEAoverarchingframeworkforqualificationsusingtheoutcomes-basedapproach’.Adeclarationonprofessionalhighereducationwas__debyrectors’conferen__sandassociationsrepresentinghighereducationinstitutionsoutsidetheuniversitysectortotheBergenMinisterialmeeting
2005.Thisemphasisedtheimportan__ofthisstrandofhighereducationandoftheprofessionaldoctorates.
[20]DublinDescriptorandtheFrameworkforQualificationsoftheEuropeanHigherEducationAreaInOctober2004theJointQualityInitiativeagreedashared‘Dublin’descriptorforqualificationsawardedoncompletionofthethirdcyclewhichwassubsequentlyadoptedaspartoftheFrameworkforQualificationsoftheEuropeanHigherEducationArea.Indevelopingthedescriptoramongstotherissuesthecon__ptoftheprofessionaldoctoratewasdiscussedandthedescriptorwasdesignedtoincludethiskindofdoctorate.Theunderstandingofresearchusedinthedescriptor__kesthisclear:‘research’isusedinaninclusivewaytoaccommodatetherangeofactivitiesthatsupportoriginalandinnovativeworkinthewholerangeofacademicprofessionalandtechnologicalfieldsandisnotrestrictedorrelatedsolelytoatraditional‘scientificmethod’.
[21]DublinDescriptor–thirdcycleQualificationsthatsignifycompletionofthethirdcycleareawardedtostudentswhoh__edemonstratedasyste__ticunderstandingofafieldofstudyand__steryoftheskillsandmethodsofresearchassociatedwiththatfield;h__edemonstratedtheabilitytocon__ivedesignimplementandadaptasubstantialpro__ssofresearchwithscholarlyintegrity;h__e__deacontributionthroughoriginalresearchthatextendsthefrontierofknowledgebydevelopingasubstantialbodyofworksomeofwhichmeritsnationalorinternationalrefereedpublication;arecapableofcritical____ysisevaluationandsynthesisofnewandcomplexideas;cancommunicatewiththeirpeersthelargerscholarlycommunityandwithsocietyingeneralabouttheirareasofexpertise;canbeexpectedtobeabletopromotewithinacademicandprofessionalcontextstechnologicalsocialorculturaladvan__mentinaknowledgebasedsociety.Astheon-goingdebateintheNetherlandsshowsthedevelopmentofdoctoraleducationinthecontextoftheFrameworkforQualificationsfortheEuropeanHigherEducationAreaandtheBolognapro__ss__ygiverisetomoretransparencyanddiscussionofhowindividualcountriesper__ivethePhDandotherformsofDoctoraleducationincludingtheProfessionalDoctorate.Alsothere__ntlylaunchedUNESCO-__PESinternationalprojecton‘Formfollowsfunction-comparingformsofdoctoraltraininginEuropeandNorthAmerica’couldalsoindicatetrendsanddevelopmentsinrelationtotheProfessionalDoctorate.
[22]Thisprojectwillexaminetheorganizationofdoctoralschoolsrelationshipbetweendoctoraleducationandthelabour__rketandtraditionalandemergingtypesofdoctoralprogrammes.IIIrelandThereisincreasedattentiongivenbythirdlevelinstitutionsgover__entagenciesandresearchcouncilstoresearchandtrainingatdoctorallevelandthedevelopmentofgraduateschoolsinthecontextofdevelopingaknowledgesociety.TheIrishUniversitiesframeworkproposalforthe‘Reformof3rdLevelandCreationof4thLevelIreland’2005emphasisestheneedfornewtypesofgraduatesatthe4thlevel.
[23]Itillustratesthiswithreferen__totheneedforanewmodelofstructuredPhDprogrammeswithtaughtcoursestrainingandfor__lisedcareerdevelopment.Thesewouldbecharacterisedbyflexibilityresponsivenessandinter-institutionalandstakeholdercollaboration.TheseproposalsdonotspecificallyaddresstheProfessionalDoctoratebutaddresstheneedfor‘radicalmodernisationofPhDandpost-doctoraltraining’tomeettheneedsoftheknowledgesociety.Theseproposalsalsoforeseedirectpathwaysofprogressionfrom__sterstoDoctorallevelstudy.Thesede__ndsandthegrowthofGraduateSchoolscouldseemorestructuredPhDprogrammesandmoreProfessionalDoctoratesinthefuture.
[24]TodatethespecificissueofProfessionalDoctorateshasre__ivedlittleexplicitattentioninpolicydebatesandreviewsofdoctoraleducation.ThenumberofProfessionalDoctoratesonofferinIrishinstitutionsis__allanditisgenerallyac__ptedthattheyareequivalentinleveltoPhDs.Theyaregenerallyunderstoodtobenewpracti__-orientedandaimedtowardsindividualswithsubstantialprofessionalexperien__.In2002-04TheIrishUniversitiesQualityBoardcarriedoutaresearchprojectonGoodPracti__intheOrganisationofPhDprogrammesinIrishuniversities.TheaimoftheprojectwastoimprovetheorganisationandefficiencyofPhDprogrammesinallIrishuniversities.Attheoutsetoftheprojectitwasdecidedtoexcludenon-PhDsandhigherdoctoratesfromtheproject.
[25]Theprojectledtothedevelopmentof‘GuidelinesforGoodPracti__intheorganisationofPhDprogrammesinIrishuniversities’in
2004.Theseaddressthemesincludingadministrationsupervisionresearchprojectinductionandprofessionaldevelopmentdissertationandexamination.TheHigherEducationandTrainingAwardsCouncilHETACin2003issuedsimilarguidelinesforpost-graduateresearchwhichincludeddoctorates.
[26]Overviewofnationalpracti__Datareturns__debytheuniversitiestotheHigherEducationAuthoritydonotdistinguishbetweendifferenttypesortitlesofdoctoralprogrammes.
[27]ThedatacollectedhereonProfessionalDoctoralprogrammescon__rnsthosecurrentlyofferedandthatleadtoawardsthatare__debyhighereducationinstitutionsanduniversitiesinIreland.TheDublinInstituteofTechnologyandtheInstitutesofTechnologydonotcurrentlyofferProfessionalDoctoralprogrammes.Theidentificationofdoctoralprogrammesas‘ProfessionalDoctorate’inthisreviewofitsinciden__inIrelandisbasedonadesignationas‘professional’or‘practitioner’bytheinstitution/faculty/departmentcon__rned;badistinctorientationoftheprogrammetowardsprofessionalsandcuseofnameotherthanPhDinthetitleoftheaward.
[28]ItshouldbenotedthatanumberofinstitutionsofferstructuredPhDprogrammeswithsubstantialtaughtelementse.g.PhDprogrammeinBiomedicalScien__sRoyalCollegeofSurgeonsofIrelandRCSIandinsomecasesleadingtonameddoctorates.TheDoctorofMedicineMDparticulartomedicineandofferedatdoctorallevelinanumberofhighereducationinstitutionsandtheDoctoralDegreeinDivinityDDofferedbythePontificalUniversityarenotconsideredtofallwithinthecategoryofProfessionalDoctorateshereseebelowfordiscussionintheUKoftheMDasaprofessionaldoctorate.Theoverviewbelowisbasedoninfor__tionre__ivedfromavarietyofsour__sincludingprogrammedirectorsoffi__sofDeansofPost-GraduateStudyortheirequivalentsandprogramme__terial__ailabletothepublic.There__ybesomegapsinthe__terialasinsomecasesdetailedinfor__tionisonly__ailablefromFacultiesDepartmentsor__ntreswhichoperateprogrammesoriscontainedincourseapprovaldocumentationwhichisnotwidely__ailable.TheoverviewdoesnotincludeprogrammesthatareonlyofferedbyinstitutionsinIrelandbutwhichleadtoawards__debyinstitutionsoutsidethejurisdictione.g.theDGovwhichisofferedbytheInstituteofPublicAdministrationwiththeaward__debyQueen’sUniversityBelfastandtheEdDofferedbytheDublinInstituteofTechnologywiththeaward__debytheUniversityofSheffield.Thisinfor__tionissum__risedintablesinAnnex
3.InstitutionsprogrammesandfieldsofstudyIntotal8institutionsofferProfessionalDoctoratesofwhich7areuniversities
[29].InNorthernIreland7ProfessionalDoctoralprogrammesareofferedbytheUniversityofUlsterand4byQueen’sUniversityBelfast.Atotalof14programmesareofferedinIrelandfiveofwhichareduetocomeonstreaminacademicyear2006/
07.Thedominantfieldsareclinicalpsychology4andeducation
4.InadditionProfessionalDoctoratesareofferedinclinicaldentistryoccupationaltherapysocialscien__business2andministry.InonecaseacoreoftaughtelementsiscommontocandidatesonprogrammesleadingtotheDoctorofBusinessandtheDoctorofEducationalLeadership.The__infeaturesofthese14programmesaredescribedbelow.Anumberofotherschools/departmentsandinstitutionsarealsodevelopingProfessionalDoctoratessomeofwhicharelikelytobeinnewareas.TheextenttowhichtheProfessionalDoctoratesareaddressedbyinstitution-wideregulationswasdifficulttoas__rtaininthisreview.ItwouldappearthatinsomecasestherearespecificregulationsforProfessionalDoctorateseitherforthemasagrouporforindividualprogrammesonissuessuchasasses__entandgradingwhileinstitution-widepoliciesonforexampleethicalpracti__andplagiari__alsoapplytoProfessionalDoctorates.Moredetailedinvestigationwouldbeneededtoas__rtainpracti__acrossallinstitutions.StructureofProfessionalDoctorateThestructureofProfessionalDoctoratesvariessignificantlydependingonthedisciplineand/orprofessionalfieldrelevanttotheprogramme.Ingeneraltermsprogrammesincludesubstantialtaughtelementsinsomecaseswithsomeoverlapwith__stersprogrammeswhichcanbetransdisciplinaryaswellasdisciplinaryprojectworkandathesis.Theyaredesignedtoallowforflexiblepart-timedeliveryandamixoftaughtresearchandthesiscomponents.Theyaimtomeettheneedsofprofessionalstofocusonpracti__andofferanalternativetothetraditionalPhD.TheProfessionalDoctoratesinclinicalpsychologyareaspecificcaseortypeofProfessionalDoctorateinthattheyaredesignedtoleadtoeffectivepracti__andclinicalcompeten__andarerecognisedbytherelevantprofessionalbody.Pla__mentsandasses__entofcompeten__areacorepartofprogrammesinthisarea.Thereisvariationinthenumberoftaughtmodulesandprojectworkinvolvedandintheirshareoftheoveralldoctoralprogramme.Taughtmodulesaregenerallydeliveredovershortintensiveperiods.Courseworkandathesisformpartofeveryprogramme.TheweightmeasuredintermsofcreditdurationlengthattachedtothethesiscariesfromcasetocasebutislessthanthethesisrequiredfortheawardofPhD.Insomecasesthefinalaward__ybe__desolelyonthebasisofthethesisalthoughotherelementsmustbesuc__ssfullycompletedandcanfeedintothethesisbeforestudentscanprogresstocompleteit.Furtherdetailedinvestigationofprogrammeswouldbeneededtoas__rtainthepreciselocationoflearningbreadthofstu___sandresearchandnatureofinvolvementofprofessionalorganisationsifanyinprofessionaldoctoralprogrammesofferedinIrelandEntryrequirementsThereissomeconsistencyinentryrequirementsforProfessionalDoctorateprogrammes.Theseusuallyincludespecificperfor__n__ina__stersdegreeandprofessionalpracti__‘atanappropriatelevel’asdeterminedbytheinstitutionofferingtheprogramme.Forentrytosomeprogrammesprofessionalpracti____ynotberequiredbutcanbetakenintoaccount.Theacademicqualificationsrequiredvaryfrom2ndclasshonoursto__sters.InthecaseofDoctoratesinClinicalPsychologyhoweverthetypicalentryrequirementisasecondclasshonourspri__rydegreeandnota__sters.Inex__ptionalcasescandidateswhoh__enotmetalltherelevantcriteria__ybeac__ptedontosomeprogrammes.Asses__entAProfessionalDoctorateisusually__deonthebasisofsuc__ssfulachievementofaportfolioe.g.comprisingprojectsreportsessayscasestu___sandthesisinvolvingabroaderrangeofasses__entmethodsthanthetraditionalPhD.Thedoctorateisawardedonthebasisofsuc__ssfulcompletionofanumberofprogrammeelementsincludingathesis.Detailsregardingasses__entmethodsandwhoisresponsibleforasses__entarenotstatedinalloftheprogramme__terial.Thereappearstobeconsistencyinasses__entmethodsforsimilarprogrammese.g.inclinicalpsychologycandidatesareassessedonpla__mentperfor__n__essays/reportsandthesisadditionalasses__ents__ybepartofsomeprogrammes.CreditratingThereareanumberofdifferen__swithrespecttocredit.Firstlynotallprogrammesaremodularisedandthereforearenotcredit-based.Secondlywherecredit-ratingsarespecifiedtheydifferbetweeninstitutionsfrom120–270creditpointsfortheawardanddonotgenerallyindicatewhetherallthecreditisatdoctorallevel.SpecificationoflearningoutcomesTheextenttowhichlearningoutcomesarespecifiedor__deexplicitinprogramme__terialismixeditispossiblethattheseare__demoreexplicitininternalcourseapproval/validationdocumentationorareinferredfromprogrammeaimsando__ectives.Insomecasestheyareclearlystatedandpublishedbutinthe__jorityofcasesthisisnotso.Insomecaseslearningoutcomesarespecifiedformodulesonly.Thedegreetowhichlearningoutcomesarespecifiedappearstorelatetothefieldofstudy/professionandgeneralinstitutionalpracti__.Itwouldappearfromthe__terial__ailablethatthelearningoutcomesareatthesamelevelasthosespecifiedinthedescriptorfortheDoctorateatlevel10inthenationalframeworkofqualifications.NomenclatureThenomenclatureusedforProfessionalDoctoratesisnotstandardised.Programme__terialindicatesthatthetitleofProfessionalDoctorateisspecifictoeachprogramme.Howeverthereissomevariationinpracti__acrossinstitutionse.g.theabbreviationsDEdandEdDareusedforDoctorofEducationandthereisasimilarvariationintheabbreviationsusedforDoctorsofClinicalPsychology.Insomecasesthespeciali__ofthedoctoratewillalsobeindicatedinbracketsaftertheabbreviatedtitle.ProfessionalrecognitionTheDoctorofClinicalPsychologyisinallcasesrecognised/accreditedbythePsychologicalSocietyofIrelandandinonecaseitisalsostatedtomeetaccreditationrequirementsoftheBritishPsychologicalSociety.TheDoctorofClinicalDentistrylikewiseisrecognisedbytheDentalCouncilofIreland.Inothercasesthereisnoequivalentprofessionalbodyforthedisciplineinquestione.g.educationsocialresearchoccupationaltherapybusinessadministration.Professionaldoctoratesinthehealthcaresectoraregenerallydeliveredinpartnershipwithhealthservi__agencies.IIIIssuescon__rningtheProfessionalDoctorate
1.DistinctionsbetweentheProfessionalDoctorateandthePhDInthefirstinstan__thereviewofinternationalpracti__findsthatthereisanimportantdifferen__inthecon__ptoftheProfessionalDoctorateofferedintheUSandelsewhere.ThoseofferedintheUSasfoundbytheTaskFor__oftheHigherLearningCommission2006appearh__eadistinctpla__intheU.S.hierarchyofdegrees.
[30]IngeneraltheProfessionalDoctorateintheUSisnotatanequivalentleveltodoctoralprogrammes.ItwouldappearfromthebriefreviewofawardsofferedelsewhereandinIrelandthattheProfessionalDoctoratesareatdoctorallevel.In__nycasesaward-typedescriptorsandguidelinesforbestpracti__indoctoraleducationaddressalldoctoratesincludingProfessionalones.DefiningtheProfessionalDoctorateThereisnosinglewidelyuseddefinitionoftheProfessionalDoctorateintheliteratureorinpracti__.TheUKCouncilforGraduateEducationReport2002suggeststhatitis:“afurtherdevelopmentofthetaughtDoctoratebutthefieldofstudyisaprofessionaldisciplineratherthanacademicinquiryandscholarship…mostProfessionalDoctoratesaredesignedtomeetaparticularprofessionalneed…theresearchelementofaProfessionalDoctorateisfocusedonprofessionalpracti__…itispossiblefortheworkto__keanoriginalcontributiontothewayinwhichtheoryisappliedortothenatureofpracti__withinaprofession20027PowellandLong2005describetheProfessionalDoctorateasanaward“wherethefieldofstudyisaprofessionaldisciplineandwhichisdistinguishedfromthePhDbyatitlethatreferstothatprofession”20058TheCouncilofAustralianDeansandDirectorsofGraduateStu___sin1998indevelopingguidelinesfortheProfessionalDoctoratedefineditas‘aprogramofresearchandadvan__dstudywhichenablesthecandidateto__keasignificantcontributiontoknowledgeandpracti__intheirprofessionalcontext.Insodoingthecandidate__yalsocontributemoregenerallytoscholarshipwithinadisciplineorfieldofstudy’19991TheCouncilsubsequentlyreviseditsguidelinesanddevelopedaframeworkforbestpracti__indoctoraleducationi.e.ittreatedProfessionalDoctoratesasavariantofthedoctorate.Theseemphasisethatresearchisthefundamentalcomponentofdoctoraleducationandthatthisinvolvesasignificantandoriginalcontributiontoknowledgeforthedisciplineoraprofession/professionalpracti__
2005.OftheuniversitiesandinstitutionsofferingtheProfessionalDoctorateinIrelandandNorthernIrelandonlytheUniversityofUlsterhasadefinitionoftheProfessionalDoctorate.Itisdefinedas:‘aprogrammeofadvan__dstudyandresearchwhichwhilstsatisfyingtheUniversitycriteriafortheawardofdoctorateisdesignedtomeetthespecificresearchneedsofaprofessionalgroupandwhichdevelopsthecapabilityofindividualstointegrateresearchpracti__withinaprofessionalcontext’ResearchStu___sHandbook200543TheUKCGEsurvey2004reportsthatthereissomeconfusionaboutthedefinitionandper__ptionofaProfessionalDoctorateinuniversities.Theysuggestthatwhilethere__ybeageneralcommonunderstandingofwhataProfessionalDoctorateisaprecisedefinitionac__ptablebyallishardertoachievebecauseofdifferen__sacrosshighereducationintermsofhowtheawardisorganisedanddelivered.Thiscon__rnsinter-aliathebalan__betweentaughtandresearchcomponentsandtheasses__entofcandidates.Thisleadstodifferentunderstandingsaboutthecriteriafortheaward.ItisclearfromthebriefreviewofProfessionalDoctoratesofferedinIrelandandfromtheinternationalliteraturethatthereisnosinglecategoryof‘ProfessionalDoctorates’orsinglegroupingof‘alternativePhDs’.DifferentkindsofPhDsanddoctoratese.g.theMDDDh__eexistedforsometimeandcontinuestogrow.AcommonlyunderstooddefinitionoftheProfessionalDoctoratemightaddressthecon__rnsraisedinsomeoftheliteraturewhereforsomeProfessionalDoctoratesatleastthereisambiguityovertheirprecisestatusandrelationshiptodoctoratesDEST2002and__xwellandShanahan
2001.InadditioninsomejurisdictionsthequestionofwhetheradistinctProfessionalDoctorateisconsideredtobea‘researchdoctorate’ornotcanh__eimplicationsforfundinginforexampleAustraliascholarshipfundingis__ailableforresearchdoctoratesandsomeprofessionaldoctoratesarenotdeemedtoberesearchdoctorates.KeyfeaturesoftheProfessionalDoctorateScottetal.2004identifythefollowingdefiningfeaturesoftheProfessionalDoctorate:
1.Afocusonprofessionalwork
2.Afocusonthedevelopmentoftheindividualinrelationtotheirprofessionalwork
3.Asignificanttaughtelement
4.Thespecificationoflearningoutcomes
5.Cohort-basedpedagogiesingeneralUKCGE2004surveyfindsthisisnotuniversal
[31]
6.AshorterlengthofthesisthanthatforthePhDbutwiththesamerequirementfororiginality
7.TheProfessionalDoctorateiscloselyrelatedtothedevelopmentofpracti__withintheprofessioncon__rnedand__ybeaccreditedbyaprofessionalbodyandresultinaprofessionalqualification.
8.referen__toprofessionorprofessionalisusually__deinthetitleoftheProfessionalDoctorateawardAnumberofnewPhDprogrammessharesomeofthesefeatures.DistinctionsbetweenthePhDandtheProfessionalDoctorateThe__inareaofdistinctionbetweenthePhDandtheProfessionalDoctorateappearstocon__rnbothoveralldegreeofemphasispla__donresearchandthenatureofresearch.OutsideofIrelandinforexampletheAustralianDepartmentofEducationScien__andTechnologyreport2002foundthat61%ofProfessionalDoctoralprogrammesfellwithintheclassificationof‘research’higherdegrees.
[32]ThePhDde__ndsthatthestudenthas__deasubstantialandoriginalcontributiontoknowledgeandhastheabilityto__keacontinuingcontributionatthislevel.IngeneralitappearsthattheProfessionalDoctorate__kessimilarde__ndsinrelationtoresearchthatcon__rnsprofessionalpracti__.ThePhDisusually__desolelyonthebasisofasubstantialwrittenpie__ofworkthethesis.AProfessionalDoctorateisusually__deonthebasisofaportfolioinvolvingabroaderrangeofassessedo__ects.Insomedisciplinesprofessionalbo___sandprofessionalsh__eastrongroleinprogrammedevelopmentanddeliverye.g.engineeringandclinicalpsychology.AstheUKCGEsurveysuggests‘adistinctionbetweenthetwoawards__ybecomeapparentinthewayinwhichthecriteriafortherespectiveawardsareframed–contributiontoknowledgeontheonehandandachievementofsetlearningoutcomesaseviden__dinaportfolioontheother’2004:
15.Overalltheliteraturesuggeststhata__ntralissueinthedebateaboutdoctoraleducationandthedevelopmentofProfessionalDoctoratesistheunderstandingofknowledgenatureproductionorcreationanduseofandtheroleofhighereducationinstitutionsinknowledgecreationScottetal
2004.AsthesituationintheUSandthedebateintheNetherlandsindicatesdifferentcon__ptsofProfessionalDoctorates__ydevelopinthefuturealsoinIrelandwhichcouldseesomeofthematdoctorallevelbutnotequivalenttoPhDs.Asindicatedabovethereisawidevariationoncoursestructureanddeliverylearningmethodscreditratingandasses__entacrossprofessionaldoctorateprogrammes.
[33]InAustralianotallareclassifiedasbeingresearchprogrammes.TheyareconsideredtobesoinIreland.TheclassificationhasfundingimplicationsthisisraisedintheliteratureonProfessionalDoctoratesinNewZealandandAustralia.ThedistinctivenessbetweenthePhDandtheProfessionalDoctorate__ybechallengedbymorere__ntchangesinPhDprogrammes.TheincreaseinstructuredprogrammeswhichincludesubstantialtaughtelementsandmeasurestodevelopgenericandtransferableskillsarequirementoffundingcouncilsintheUKarearguablybringingPhDsmoreinlinewithcorefeaturesoftheProfessionalDoctorate.AsScottsuggests‘thePhDisnowseenasaqualificationwhichisrequiredtodevelopclearlydefinedand__rketableskills’2004:
19.Oneofthe__jordistinctionsoftheProfessionalDoctoratesistheuseoftheprofessionalfieldaspartofthenomenclature.ThisstandsincontrasttomostPhDswherenosuchqualifierisused.ThenomenclatureofProfessionalDoctoralawardsisnotroutinelystandardised.
2.Overarchingissuescon__rningdoctoratesTheEUAreportondoctoralprogrammesfortheknowledgesociety2005
[34]identifiesanumberofoverallissuescon__rningalltypesofdoctoraleducation.Itnotesthatthereisanincreasedtendencytowardsstructuredprogrammeswithdoctoralstudentsgroupedinresearch/graduateschools.Insomecountriesthereisclosecooperationbetweenuniversitiesandresearchinstitutes.Thesedevelopmentsthereportnotesshouldbefirmlyembeddedininstitutionalpracti__andpolicies.Eachuniversityshouldtakeresponsibilityforthefurtherdevelopmentofitspoliciesandregulationsgoverningqualityasses__entsupervisionetc..Itfoundthatmorestructuredprogrammeswererequiredtoprepareresearchersforincreasinglyspecialisedfieldscoupledwithtransferableskilltrainingforawiderrangeofcareers.Thereportnotesthatcountriesarealsoatdifferentstagesinthereformofdoctoraltraining.Thekeycomponentofthedoctorate-research–aswellasdisciplinarydifferen__sinconductingresearchandtheindividualcharacterofdoctoraleducationposecomplicationsforreachingthesamedegreeofcommonunderstandingabouttheThirdCycleashasbeenachievedfortheFirstandSecondCyclesBologna.
[35]AsindicatedinSectionIIbestpracti__guidelinesfordoctoraleducationh__ebeendevelopedinrespectoforganisationstructurefundingandotherissuesrelatedtodoctoraleducation.IntheUKtheResearchCouncilsandtheQAAingeneralworkwithsimilarguidelinesforalldoctoralprogrammesspecificguidelinesexistforengineeringdoctorates.
[36]ExistingguidelinesinIrelandaddressthePhDinparticular.3QualificationsDescriptorsAcommonqualificationdescriptorappliestodoctoratesinqualificationsframeworkstheHEQFandSCQFtheAQFNewZealandQualificationsFrameworkandtheNationalFrameworkofQualificationsIreland.TheDublindescriptoralsoaddressesallqualificationsinthethirdcyclewithoutdistinction.Therearedifferen__sinthewordingofthesedescriptorsandintheirdegreeofspecificity.Itwouldappearthattheexistingaward-typedescriptorforthedoctoraldegreeintheNationalQualificationsFrameworkIrelandissufficientforframeworkpurposes.4LevelofstudyThequestionoflevelofparticularprofessionaldoctoralprogrammeshasbeenraisedinsomestu___sintheUKandtheUS.TheUKCGEreport2004suggeststhatequivalen__oflevelofstudybetweentheProfessionalDoctorateandthePhDcannotbeassumedinallcases.TheUKCGE2004reportnotestheparticularissueofwhethertheMDistreatedasbeingequivalentinleveltothePhD.Inits2004surveyfourofthe23institutionsthatofferedtheMDquerieditsstatus.Sometreateditasbeingof__sters’level.ThesurveyalsoindicatedsomeconfusionaboutwhethersomeHigherDoctoratescouldalsobeconsideredtobe‘ProfessionalDoctorates’
[37]Thehigherdoctoratetypicallyindicates‘com__ndoverafieldofstudyandacontributiontounderstandingwithinthatfieldsustainedoveraperiodofyears’2004:
22.Higherdoctoratesareseenbysometoindicateasignificantcontributiontotheprofessionalfieldorh__easpecificprofessionalorientationandthustoqualifyas‘ProfessionalDoctorates’.ItemergesfromthesurveythatthenomenclatureusedfortheHigherDoctorateandProfessionalDoctoratecancauseconfusionabouttheleveloftheawardinquestion.MoregenerallythedifferentpurposesandstructureofProfessionalDoctoratescan__keitdifficulttodirectlycomparelevelsofstudyorlearningacrossthemandbetweenthemandthePhD.AcloserinvestigationoftheprogrammesthatareofferedforIrelandabovewouldbeneededtoelucidatetheissues.
5.EntryrequirementsItisnotedintheliteraturethattherehasbeensomediscussionabouttheminimumentryrequirementsforprofessionaldoctoralprogrammes.Scottetal2004findthatentryrequirementsfortheprogrammestheyexaminedintheUK__tchedthoseforPhDsandinmostcasesex__ededthem.ThiswouldalsoappeartobethecaseforProfessionalDoctoratesinIrelandalthoughamoredetailedlookatrequirementsandpracti__forallDoctorateswouldbene__ssarytoconfirmthis.Theentryrequirementscanpotentiallyimpactonthestandardandstatusactualorper__ivedoftheProfessionalDoctorate.Appropriateprofessionalexperien__isarequirementformostbutnotallprogrammes.InsomecasesProfessionalDoctoratesaredesignedasaprogressionfromrelevant__sters’programmes.
6.NomenclatureTheUKCGEstudyfindsthattherearevariedpracti__scon__rningthenomenclatureofProfessionalDoctorates.
[38]Thereisalsoatrendtowardsanincreaseinthenumberoftitlesusedforthesequalifications.Thisisofinteresttoprofessionalswhogenerallywantdifferentiationbytitleandtoinstitutionswho__yusetitlesasa__rketingtool.Someinstitutionsconsiderthatthiscausesconfusionforbothstudentsandemployerse.g.theUKG__survey2004foundthattheengineeringProfessionalDoctoratecanbetitledEngDorDEng.Thereisatensionbetweentheneedsandusefulnessofincreasedspecificityandtheconfusioncausedbyaproliferationoftitlesand/orabbreviationsoftitles.Asprofessionsbecomemoresub-dividedormoredifferentiatedthetitlesofProfessionalDoctorate__ybecomemoredifferentiated.Itappearsclearfromareviewofinternationalpracti__thatthetitlealonedoesnotgiveaclearindicationofthenatureofaProfessionalDoctorate–indeedsomePhDsh__ea‘professional’or‘practi__’orientationwhichisnotapparentfromthetitleandsharesomestructuralcharacteristicswithProfessionalDoctorates.
7.RecognitionbyaprofessionalbodyThestudybyScottetal2004setsoutthedifferentwaysinwhichprofessionalbo___sareinvolvedinProfessionalDoctoratesinengineeringeducationandbusinessadministration.InengineeringtheEPSRCwasthe__indriverforprofessionaldoctoratestheprofessionalbodywouldalsoappeartoh__ebeenakeydriverinrespectofProfessionalDoctoratesinclinicalpsychology.CompletionofaProfessionalDoctorate__yconferaparticularstatusorrighttopracti__inspecialisedareas.Insuchcasestheinvolvementoftheprofessionalbodyinthedesigndeliveryandasses__entoftheaward__ybesignificant.Thequestionoftheextenttowhichhighereducationinstitutionsh__efullownershipandresponsibilityforqualityandstandards__yarise.Theneedto__intaintheconfiden__ofboththeprofessionandtheacademyintheassociatedawardisimportant.Thehighereducationinstitutionsandtheprofessions__yh__edifferentviewsoncorecharacteristicsofprofessionaldoctoratesandinhowtheseareachieved.Theevaluationandqualityassuran__ofinstitutionalrequirements/settingsforprofessionaldoctoralprogrammescanposeparticularchallenges.RecommendationItwouldseemfromtheabovethattherearestrongargumentsfordistinguishingbetweentheProfessionalDoctorateandthePhDintermsofprogrammeasses__entandresearchparticularlyastheseh__eimplicationsforevaluatingthene__ssarysupportstructuresforqualityandstandards.AttentionalsoneedstobepaidtohowProfessionalDoctoratesareper__ivedandtreatedatboththenationalandinternationallevelsincludingbyfundingagencies.WhilethereviewofProfessionalDoctoratesofferedinIrelanddidnotexploretheseissuesindepthinternationalpracti__andthedebatesaboutdoctoraleducationintheEuropeancontextinparticularsuggestthatthey__yariseinthefutureinIreland.Moreoverexistingbestpracti__guidelinesinIrelandaddressPhDsonly.Thiscouldh__etheeffectofcreatingsomeambiguityaboutthelevelandstatusofProfessionalandindeedotherDoctorates.ItisproposedthattheusefulnessofdevelopingguidelinesforProfessionalDoctoratesbeexploredbytherelevantbo___s.Inthisregardthespecificationoflearningoutcomesinlinewiththeaward-typedescriptorforthedoctorateintheNationalFrameworkofQualificationswouldclearlydemonstratethatsuchqualificationsareatlevel10intheNationalFrameworkofQualificationsandfallwithintheoverallDoctoraldegreeaward-type.Annex1QualificationsDescriptorsandBestPracti__Guidelines
1.AustralianQualificationsFramework-GuidelinesforDoctoraldegrees
2.NewZealandRegisterofQuality-AssuredQualificationsandCommitteeonUniversityAcademicProgrammesNewZealandPrinciplesfornameddoctorates
3.HigherEducationQualificationsFrameworkforEnglandWalesandNorthernIreland–QualificationDescriptorforDoctorate
4.ScottishQualificationsandCreditFramework–QualificationDescriptor
5.DublinDescriptor–thirdcycleawardsFrameworkforQualificationsoftheEuropeanHigherEducationArea
6.NationalFrameworkofQualificationsIrelandAward-typeDescriptorDoctoralDegree
1.AustralianQualificationsFramework-GuidelinesforDoctoraldegreesCharacteristicsofDoctoralDegreesTheDoctoraldegreerecognisesasubstantialoriginalcontributiontoknowledgeintheformofnewknowledgeorsignificantandoriginaladaptationapplicationandinterpretationofexistingknowledge.Thissubstantialandoriginalcontributiontoknowledge__ytaketheformof:acomprehensiveandsearchingreviewoftheliterature;experimentation;creativeworkwithexegesis;othersyste__ticapproaches;oradvan__dsearchingandexpansivecriticalreflectiononprofessionaltheoryandpracti__AgraduateofaDoctoraldegreeprogramisableto:carryoutanoriginalresearchprojectoraprojectsaddressinga__tterofsubstan__con__rningpracti__inaprofessionatahighleveloforiginalityandquality;andpresentasubstantialandwellordereddissertationnon-printthesisorportfolioforsubmissiontoexternalexaminationagainstinternationalstandards.PathwaysguidelineCandidatestypicallyholda__stersdegreeoraBachelorHonoursdegreeFirstorSecondClassupperdivisionorequivalentandareexpectedtodemonstratepotentialtoundertakeworkatthislevelintheproposedfieldofstudy.Insomeinstitutionscandidates__yupgradeanin-progress__stersdegreetoaDoctoraldegreewheretheyh__enotyettakenoutthe__stersdegree.Forsomedoctoralprogramssubstantialprofessionalexperien__willbeanintegralrequirement.Thereisarangeofdoctoralprogramsinvaryingcombinationsofresearchandcourseworkandprofessionalorientationasfollows:theresearchdoctorateisusuallyenteredfromaresearchorpart-research__stersdegreeoraBachelorHonoursdegreeFirstorSecondClassupperdivisionandispri__rilyachievedthroughsupervisedresearch;theProfessionalDoctorateisusuallyenteredfromacombinedresearchandcoursework__stersdegreeaBachelorHonoursdegreeFirstorSecondClassupperdivisionorequivalentandrequiressignificantprofessionalpracti__eitherpriortoand/oraspartoftheprogramwhich__ybeundertakenthroughvaryingcombinationsofcourseworkandresearch.Becausecandidatesholdarangeofrelevantskillsandknowledgethedurationofprogramsvaries.Atypicalresearchorprofessionaldoctoralprogramwouldbeexpectedtorequiretheequivalentofthreetofouryearsoffull-timework.Thereisafurthertypeofdoctoraldegreethehigherdoctoratewhichisawardedtocandidatesusuallypossessingadoctoraldegreeonthebasisofaninternationally-recognisedoriginalcontributiontoknowledgeratherthansupervisedcandidatureofteninthecontextofasubstantialassociationwiththeconferringinstitution.Sou__:http://___.aqf.edu.au/doctor.htmhttp://___.aqf.edu.au/doctor.htm
2.NewZealandRegisterofQuality-AssuredQualificationsDefinitionofdoctoraldegreesWiththeex__ptionofthehonorarydoctoratethedoctorateisaresearchdegreethatisatasignificantlyhigherlevelandofsignificantlyhigherstatusthana__sterate.Itisnor__llytheculminationofastructuredsequen__ofinstructionateducationalinstitutionsthatbeginsattheBachelorlevelandreachesastagebeyondthe__steratewhenthestudentbecomesanincreasinglyindependentscholarand__kesasubstantialandoriginalcontributiontoknowledge.ForthePhD/DPhilandthenameddoctoratethisdevelopmenttakespla__undertheguidan__ofrecognisedexpertsinthefieldofstudyandundercircumstan__sthatallowthestudentac__sstoappropriateresearchresour__s.Thedoctorateisawardedonthebasisofanoriginalandsubstantialcontributiontoknowledgeasjudgedbyindependentexpertsapplyingcontemporaryinternationalstandards.Thehall__rkwillbethecandidatescapacityforsubstantialindependentresearchorcreativeactivityasattestedforthePhD/DPhilandthenameddoctoratebyhis/hereducationalinstitutionand/orasdemonstratedbysubmittedwork.Withtheex__ptionofthehonorarydoctoratethe__jorcomponentofalldoctoratesisoriginalresearch.Thebodyofworkthatleadstotheawardofadoctoratewillbeoneofthefollowing:athesisthePhD/DPhilcreativeworkinthevisualorperformingartsthePhD/DPhilathesisorequivalentcreativeworkincombinationwithcourseworkthenameddoctorateathesisincombinationwithacreativeworkinthevisualorperformingartsthenameddoctoratepublishedworkthehigherdoctorateex__ptionalcontributiontosocietythehonorarydoctorate.Adoctoraterequiresatleast240creditsworthofadvan__dresearchatlevel
10.Thefollowingtypesofdoctoraldegreearerecognised:DoctorateofPhilosophyPhD/DPhilThethesisconstitutestheentirebodyofworkonwhichtheawardofthequalificationwillbejudged.Coursework__yalsobeprescribedforthestudentbutthiswillonlycontributetothepreparationforresearchandac__ptan__intothedoctoralprogramme.Studentsinthevisualorperformingarts__ypresentacreativeworkinthepla__ofthethesis.Doctorateinaspecifiedfieldordiscipline-thenameddoctoratee.g.EdDortheDMusForadoctorateinaspecifiedfieldcoursework__ycontributetotheassessedprogrammeofstudybutresearchanditsassociatedthesismustoccupyatleasttwofull-timeacademicyearsandcontributenotlessthantwo-thirdsoftheoverallcreditforthedegree.Thecourseworkwhichistobeatastandardinadvan__ofthatexpectedfora__steratepapermustbepartofacoherentprogrammewiththeresearchworkandshouldnor__llycovernomorethanonefull-timeacademicyear.Acandidateforanameddoctoratemustgainapassinggradeinboththecourseworkandthethesisoritscreativeworkequivalent.Sour__:___.kiwiquals.govt.nz/about/definitions/doctoraldegree.htmlhttp://___.kiwiquals.govt.nz/about/definitions/doctoraldegree.htmlCommitteeonUniversityAcademicProgrammesNewZealandPrinciplesfornameddoctoratescoursework__ycontributetotheassessedprogrammeofstudybuttheworkcontributingtothethesismustengagethecandidateforaminimumoftwofull-timeacademicyearsandcontributenotlessthantwo-thirdsoftheoverallcreditforthedegree.thecourseworkcomponent__yincludepaperspracticumsoranyotherappropriatepie__ofworkprovidingthatthecourseworkisatalevelinadvan__of__sterslevelandthattakentogetherwiththeresearchworkitprovidesacoherentprogramme.thecourseworkshouldnor__llyengagethecandidatefornomorethanonefull-timeacademicyear.acandidatemustobtainapassinggradeineachcomponentofcourseworkandforthethesisoritsequivalent.theproposednomenclaturemustbe______accurateinfor__tiveandsuccinctandh__ewideinternationalcurrencyandprovidealinktoarecognisedprofessionalfield.
3.HigherEducationQualificationsFrameworkforEnglandWalesandNorthernIreland–QualificationDescriptorforDoctorateDoctorallevelDoctoratesareawardedforthecreationandinterpretationofknowledgewhichextendstheforefrontofadisciplineusuallythroughoriginalresearch.Holdersofdoctorateswillbeabletocon__ptualisedesignandimplementprojectsforthegenerationofsignificantnewknowledgeand/orunderstanding.Holdersofdoctorateswillh__ethequalitiesneededforemploymentrequiringtheabilityto__keinformedjudgementsoncomplexissuesinspecialistfieldsandinnovationintacklingandsolvingproblems.ThetitlesPhDandDPhilarecommonlyusedfordoctoratesawardedonthebasisoforiginalresearch.Doctoralprogrammesthat__yincludearesearchcomponentbutwhichh__easubstantialtaughtelementleadusuallytoawardsthatincludethenameofthedisciplineintheirtitlee.g.EdDforDoctorofEducation.Adoctoratenor__llyrequirestheequivalentofthreeyearsfull-timestudy.DescriptorforqualificationsatDoctoralDlevel:DoctoraldegreeDoctoratesareawardedtostudentswhoh__edemonstrated:ithecreationandinterpretationofnewknowledgethroughoriginalresearchorotheradvan__dscholarshipofaqualitytosatisfypeerreviewextendtheforefrontofthedisciplineandmeritpublication;iiasyste__ticacquisitionandunderstandingofasubstantialbodyofknowledgewhichisattheforefrontofanacademicdisciplineorareaofprofessionalpracti__;iiithegeneralabilitytocon__ptualisedesignandimplementaprojectforthegenerationofnewknowledgeapplicationsorunderstandingattheforefrontofthedisciplineandtoadjusttheprojectdesigninthelightofunforeseenproblems;ivadetailedunderstandingofapplicabletechniquesforresearchandadvan__dacademicenquiry.Typicallyholdersofthequalificationwillbeableto:a.__keinformedjudgementsoncomplexissuesinspecialistfieldsoftenintheabsen__ofcompletedataandbeabletocommunicatetheirideasandconclusionsclearlyandeffectivelytospecialistandnon-specialistau___n__s;b.continuetoundertakepureand/orappliedresearchanddevelopmentatanadvan__dlevelcontributingsubstantiallytothedevelopmentofnewtechniquesideasorapproaches;andwillh__e:cthequalitiesandtransferableskillsne__ssaryforemploymentrequiringtheexerciseofpersonalresponsibilityandlargelyautonomousinitiativeincomplexandunpredictablesituationsinprofessionalorequivalentenviro__ents.QualificationsNomenclature–guidelinesspecifictodoctoratesThetitlesHonours__sterandDoctorshouldbeusedonlyforqualificationsthatmeetinfulltheexpectationsofthequalificationdescriptorsatHMandDlevelsrespectively.UseoftheabbreviatedtitlesPhDandDPhilshouldberestrictedtoqualificationswhereasses__entissolelybyafinalthesisorpublishedwork;orbyartefactorperfor__n__thatisaccompaniedbyawrittencommentaryplacingitinitsacademiccontext.Titlesusedfordoctoralqualificationsawardedafterprogrammesthatincludeasubstantialtaughtelementshouldnor__llyincludethenameofthedisciplineinthetitleegEdDforDoctorofEducation.Sour__:http://___.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp#annex1http://___.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI/default.asp#annex1
4.ScottishQualificationsandCreditFramework–QualificationDescriptorTheSQCFtreatsalldoctoraldegreesasbeingatthesamelevelandsharingthesamecharacteristicoutcomesasthosesetoutintheHigherEducationQualificationsFrameworkabove.Itdescribesdoctoraldegreesasfollows:theDoctoraldegreesare__ailablethroughseveraldifferentroutes.ThePhDisnor__llyawardedfollowingsuc__ssfulcompletionofathesiswhichrequirestheequivalentofaminimumofthreeyearsfull-timeresearchandstudytocomplete.ProfessionalDoctoratesalsorequiretheequivalentofthreeyearsfull-timeresearchandstudytocompleteandwillfrequentlyinvolvework-basedaswellasHEI-basedresearchandstudy.Doctoraldegreesreflectspecialisedadvan__dknowledgeunderstandingandpracti__atthefrontiersofthesu__ectorprofessionalarea.
5.DublinDescriptor–thirdcycleawardsFrameworkforQualificationsoftheEuropeanHigherEducationAreaQualificationsthatsignifycompletionofthethirdcycleareawardedtostudentswho:-h__edemonstratedasyste__ticunderstandingofafieldofstudyand__steryoftheskillsandmethodsofresearchassociatedwiththatfield;-h__edemonstratedtheabilitytocon__ivedesignimplementandadaptasubstantialpro__ssofresearchwithscholarlyintegrity;-h__e__deacontributionthroughoriginalresearchthatextendsthefrontierofknowledgebydevelopingasubstantialbodyofworksomeofwhichmeritsnationalorinternationalrefereedpublication;-arecapableofcritical____ysisevaluationandsynthesisofnewandcomplexideas;-cancommunicatewiththeirpeersthelargerscholarlycommunityandwithsocietyingeneralabouttheirareasofexpertise;-canbeexpectedtobeabletopromotewithinacademicandprofessionalcontextstechnologicalsocialorculturaladvan__mentinaknowledgebasedsociety;
6.NationalFrameworkofQualificationsIrelandAward-typeDescriptorDoctoralDegreeTitle DoctoralDegreePurposeThisisamulti-purposeaward-type.Theknowledgeskillandcompeten__acquiredarerelevanttopersonaldevelopmentparticipationinsocietyandcommunityemploymentandac__sstoadditionaleducationandtraining.Level10Volume LargeKnowledge-breadth Asyste__ticacquisitionandunderstandingofasubstantialbodyofknowledgewhichisattheforefrontofafieldoflearningKnowledge–kindThecreationandinterpretationofnewknowledgethroughoriginalresearchorotheradvan__dscholarshipofaqualitytosatisfyreviewbypeersKnow-howandskill–rangeDemonstrateasignificantrangeoftheprincipalskillstechniquestoolspracti__sand/or__terialswhichareassociatedwithafieldoflearning;developnewskillstechniquestoolspracti__sand/or__terialsKnow-howandskill-selectivityRespondtoabstractproblemsthatexpandandredefineexistingpro__duralknowledgeCompeten__-contextExercisepersonalresponsibilityandlargelyautonomousinitiativeincomplexandunpredictablesituationsinprofessionalorequivalentcontextsCompeten__–roleCommunicateresultsofresearchandinnovationtopeers;engageincriticaldialogue;leadandoriginatecomplexsocialpro__ssesCompeten__–learningtolearnLearntocritiquethebroaderimplicationsofapplyingknowledgetoparticularcontextsCompeten__-insightScrutiniseandreflectonsocialnormsandrelationshipsandleadactiontochangethemProgressionTransfer Articulation Annex2Infor__tiononProfessionalDoctoralProgrammesonofferininstitutionsinIrelandandNorthernIrelandTable1FieldsofLearninginwhichProfessionalDoctoralProgrammesareoffered2006/07Su__ectAreasNumberofProgrammesIrelandNorthernIrelandPsychologyDoctorofClinicalPsychology31DoctorofEducationalChildandAdoles__ntPsychology01DoctorofPsychologicalScien__inClinicalPsychologytobeofferedin2006/0710EducationDoctorofEducationoneofthesetobeofferedin2006/0732DoctorofEducationalLeadershiptobeofferedin2006/0710EngineeringDoctorofTechnology01DoctorofEngineering01DoctorofInfor__tics01HealthDoctorofOccupationalTherapytobeofferedin2006/0710DoctorofClinicalDentistry10DoctorofNursingScien__01Scien__DoctorofEnviro__entalScien__01DoctorofBiologicalScien__01OtherDoctorofMinistrytobeofferedacademicyear2006/0710DoctorofSocialScien__10DoctorofGovernan__01DoctorofBusinessEconomics10DoctorofBusinesstobeofferedin2006/0710TOTAL1411Table2ProgrammesandawardtitlesTitlesareasindicatedinprogramme__terialTrinityCollegeDublinDoctorofEducationDEdDoctorinClinicalPsychologyDClinPsychUniversityCollegeDublinDoctorofClinicalPsychologyDPsychScDublinCityUniversityDoctorinEducationEdDDoctorofEducationLeadershiptobeoffered2006/07DoctorofBusinesstobeoffered2006/07UniversityCollegeCorkDoctorofBusinessEconomicsDBADoctorofClinicalDentistryDClinDentDoctorofOccupationalTherapyDOccTtobeofferedin2006/07DoctorofSocialScien__DSocScNationalUniversityofIrelandGalwayDoctorofPsychologicalScien__inClinicalPsychologyDPsychScUniversityofLimerickDoctorofClinicalPsychologyDClinPsychNationalUniversityofIreland__ynoothDoctorofEducationEd.Dtobeofferedin2006/07MilltownInstituterecognisedcollegeofNationalUniversityofIrelandDoctorofMinistryDMintobeoffered2006/07NorthernIrelandUniversityofUlsterDoctorofEnviro__entalScien__DEnvScDoctorofBiologicalScien__DoctorofNursingScien__DoctorofTechnology/EngineeringDTech/DengDoctorofInfor__ticsDInfDoctorofEducationEdDDoctorofMedicalScien__DMedSciQueen’sUniversityofBelfastDoctorofClinicalPsychologyDClinPsychDoctorofGovernan__DGovDoctorofEducationEdDDoctorofEducationalChildandAdoles__ntPsychologytobeoffered2006/07Table3Sum__ryinfor__tiononProfessionalDoctoralProgrammesIrelandProgrammeTitleAbbrevInstitutionDurationEntryrequirementsLearningOutcomesAsses__entCreditsRequiredtoObtainAwardDoctorofClinicalPsychologyDClinPsychUniversityofLimerickf/t3yrs2:1HonoursdegreeinPsychologyandoneyearofworkexperien__n/sMixtureofmethods920-40creditsthesis–uniregs__ximumof120creditsDoctorofClinicalPsychologyD.Clin.Psych.TrinityCollegeDublinUpper2ndclasshonourspri__rydegreeinPsychologyn/sMixtureofmethodsNotcreditbasedDoctorofClinicalPsychologyDPsychScUniversityCollegeDublinf/t3yrs
2.1honoursdegreeinpsychologyoranhonoursdiplo__inpsychologyandh__erelevantexperien__inclinicalpracti__and/orclinicalresearch.n/sMixtureofmethodsThesis32000wordsNotcreditbasedDoctorofPsychologicalScien__inClinicalPsychologyD.Psych.Sc.NationalUniversityofIrelandGalway3yrsDegreeinpsychologyorpostgraduatediplo__ofatleastupper2ndclasshonoursleveln/sMixtureofmethodsThesis30000words270ECTSDoctorofEducationD.Ed.TrinityCollegeDublin4-5yrspart-time__sterslevelqualificationatleastmin3yrsexperien__n/sMixtureofmethodsThesis800000NotcreditbasedDoctorofEducationEd.DNationalUniversityofIreland__ynooth3yrs__stersdegreeorequivalentineducationor_____educationandsubstantialexperien__of5yrsdurationatseniorlevelineducationor_____educationn/sMixtureofmethodsThesisofapprox50000wordsNotcredit-basedDoctorofEducationEdDDublinCityUniversitySt.Patrick’sCollegeDrumcondraRecommendedthatthecourseiscompletedin4yrsGoodhons__stersdegreeandsubstantialexperien__n/sMixtureofmethodsThesis50000NotcreditbasedDoctorofEducationalLeadershipDublinCityUniversity1stor2ndclasshons__stersdegreeandh__eexperien__workinginaleadershiprole.n/sMixtureofmethodsThesis40000notcreditbasedNote:Insomecaseswherelearningoutcomesarenotspecifiedtheycanbeinferred.ForsomeprogrammesespeciallythoseinthefieldofClinicalPsychologydetailedcontentando__ectivesaresetoutfordifferentelementsofprogrammes.Theinfor__tionaboveisbasedonwhatwas__de__ailablebytheinstitutionscon__rnedinpublicly__ailablecourse__terial.Inthecaseofsomenewprogrammesdetailedprogramme__terialisnotyet__ailablefortheseandothersadditionalinfor__tion__ybe__ailableininternalcourseapprovaldocuments.Table3contd.ProgrammeTitleAbbrevInstitutionDurationEntryrequirementsLearningOutcomesAsses__entCreditsRequiredtoObtainAwardDoctorofClinicalDentistryDClinDentUniversityCollegeCork3yrsPri__ryDentaldegreemin2yrsexperien__andpossessaMembershiporFellowshipdiplo__fromoneoftheRoyalCollegesofSurgeonsn/sMixtureofmethodsthesis90credits250creditsDoctorofOccupationalTherapyD.Occ.T.UniversityCollegeCork4-5yrsProfessionalqualificationinOccupationalTherapyfromWFOTandpost-professional__stersDegreeora1stclassHonsdegreeintheprofessionallyqualifyingdegreeinOccupationalTherapyminof5yrsprofessionalpracti__n/sMixtureofmethodsThesis40000240creditsDoctorofSocialScien__DSocScUniversityCollegeCork4yrs__stersdegreeandatleast5yrsrelevantpostgraduateprofessionalexperien__Specifiedn/sThesis40000words240creditsDoctorofBusinessEconomicsDBAUniversityCollegeCork4yrsp/t2ndclasshonsina__stersleveldegreebeexpectedtodemonstrateeviden__ofatleast5yrsworkexperien__SpecifiedMixtureofmethodsThesis50000wordsProgrammenotmodularisedandthereforenotcreditbasedDoctorofBusinessDublinCityUniversity4yrsp/t2ndclass__stersdegreeand4yrs__nagerialexperien__SpecifiedMixtureofmethodsThesis40000NotcreditbasedDoctorofMinistryDMinMilltownInstituterecognisedcollegeofNationalUniversityofIreland5yrsHonours__sters’degreeorequivalentintheologyministryorspiritualityandatleast3yrsfull-timeprofessionalministryn/sMixtureofmethodsThesis50000-60000wordsNotcreditbasedTable4Sum__ryinfor__tiononProfessionalDoctoralprogrammesNorthernIrelandProgrammeTitleAbbrevInstitutionDurationEntryrequirementsLearningOutcomes*Asses__entCreditsRequiredtoObtainAwardDoctorofClinicalPsychologyDClinPsychQueen’sUniversityofBelfastMin3yrs__x4yrs2ndclasshonoursdegreeSpecifiedMixtureofmethods2researchprojectsworth110creditpoints540creditslevelDoctorofEducationalChildAdoles__ntPsychologyQueen’sUniversityofBelfast3yrs2:1n/sn/s360creditsDoctorofEducationEdDQueen’sUniversityofBelfast3yrsPri__rydegreeandatleast5yrsf/tprofessionalexperien__ataseniorlevelinafieldofworkrelatededucationSpecifiedMixtureofmethodsThesisnotmorethan40000words540creditsatdoctorallevelDoctorofEducationEdDUniversityofUlster3yrsfull-time4yrspart-timeAppropriateprofessionalqualificationa__stersdegreeinEducationorrelatedsu__ectwithanoverallasses__ent__rkofmorethan60%nor__llymorethan3yrs’experien__.n/sn/sn/sDoctorofTechnology/EngineeringDTech/DEngUniversityofUlster2yrsf/t4yrsp/t__stersdegreewith60%__rkoroverinanappropriatediscipline3yrsexperien__n/sThesisn/sDoctorofInfor__ticsDInfUniversityofUlster2yrsf/t4yrsp/t__stersdegreewith60%__rkoroverinanappropdiscipline3yrsexperien__n/sThesisn/sDoctorofNursingScien__UniversityofUlster4yrsmin6yrs__xp/t__stersDegreeinNursingoracognatedisciplineand2yrsclinicalexperien__n/sn/sn/sDoctorofEnviro__entalScien__DEnvScUniversityofUlster4yrsmin6yrs__xp/t__stersdegreewith__rkofnotlessthan60%andatleast3yrsexperien__n/sMixtureofmethodsDoctorofMedicalScien__DMedSciUniversityofUlster4yrsmin6yrs__xp/t__stersdegreewith__rkofatleast60%andatleast3yrsexperien__n/s**ThesismixofmethodsfromOct.07360DoctorofBiologicalScien__DBiolSciUniversityofUlster4yrsmin6yrs__xp/t__stersdegreewith__rkofnotlessthan60%andatleast3yrsexperien__n/s**Thesis360DoctorofGovernan__DGovQueen’sUniversityBelfastOfferedjointlywithIPA4yrsp/t2:15yrsf/texperien__MixtureofmethodsThesis50000words540creditsatdoctorallevel*Thisreferstoexplicitandeasily__ailablestatementsaboutlearningoutcomes.Insomecasesprogrammespre-datetheuseoflearningoutcomesortheseareindicatedininternalvalidation/accreditationdocumentsonly.**Itisplannedtore-validatetheDMedSciin2006/07andatthattimetoh__eclearlyidentifiedlearningoutcomesandamorestructuredlearningprogrammeSour__sCouncilofAustralianDeansandDirectorsofGraduateStu___s1999GuidelinesonProfessionalDoctoratesDepartmentofEducationScien__andTraining2002ResearchTraininginDoctoralProgramswhatcanbelearnedfromprofessionaldoctoratesCommonwealthDepartmentofEducationScien__andTrainingEvaluationsandInvestigationsDivisionAustraliaJ.Hui__anandR.Naidoo2006‘TheProfessionalDoctorate:fromAnglo-SaxontoEuropeanChallenges’HigherEducation__nagementandPolicyOECDVol.
182.T.LaBelle2004CredentialinflationandtheprofessionaldoctorateinCaliforniahighereducation’__nterforStu___sinHigherEducationResearchandOccasionalPaperSeries:CSHE.
1.04S.Lester2004Con__ptualisingthepractitionerdoctorateStu___sinHigherEducation
296.C.Park2005NewVariantPhD:ThechangingnatureofthedoctorateintheUKJournalofHigherEducationPolicyand__nagement272July.D.ScottA.BrownI.LuntandL.Thorne2004ProfessionalDoctorates:IntegratingProfessionalandAcademicKnowledgeOpenUniversityPressT.W.__xwellandP.Shanahan2000ProfessionaldoctoraleducationinAustraliaandNewZealand:reviewingthes__neinDoctoralEducationandProfessionalPracti__:TheNextGenerationeditedbyBGreenTW__xwellPJShanahanKardoorairPressArmidaleNewSouthWales.T.W.__xwell2003‘FromfirstgenerationtosecondgenerationProfessionalDoctorate’Stu___sinHigherEducation283pp79-291UNESCO/__PES2004DoctoralStu___sandQualificationsinEuropeandtheUnitedStates:StatusandProspectseditedbyJanSadlakUKCouncilforGraduateEducation2004ProfessionalDoctorateAwardsintheUKNote:Infor__tionondoctoralprogrammesofferedinIrelandandNorthernIrelanddrawnfrominstitution/school/departmentalwebsitesandcommunicationwithcoursedirectorsand/orOffi__sofDeansofGraduateStu___sortheirequivalents.PAGE1^1FirstprofessionaldegreesareclassifiedbytheNationalCentreforEducationalStatisticsNCESasthoseawardedaftercompletionofacademicrequirementstobeginpracticeinthefollowingprofessions:chiropracticD.C.;dentistryDDSorDMD;lawLLBorJD;medicineMD;optometryOD;osteopathicmedicineDOpharmacyPharm.D;podiatryDPMDPPodD;theologyMDivMHLBDorOrdinationorveterinarymedicineDVM.TheclassificationofthesekindsofdegreesisunderreviewwithintheNCES.Seehttp://nces.ed.gov/ipeds/trp15a.asp^2TheaboveparagraphdrawsontheworkoftheTaskForceontheProfessionalDoctorateHigherLearningCommissionoftheNorthCentralAssociationofCollegesandSchoolsJune2006http://www.ncacihe.org/download/TaskForceProfDocFinal
0606.pdf^3TheCHEAisengagedinconversationswithaccreditingorganisationsespeciallythoseinhealth-relatedfieldsabouttheProfessionalDoctorate.Issuesbeingaddressedinanumberofrelevantforaarecommondefinitionscurriculumcharacteristicsandfacultyrequirements.FortheCHEAthemaindistinctionbetweentheProfessionalDoctorateandthePhDisthatthattheformeremphasisespracticewhilethelatteristheresearchdoctorateandisthebasisformostacademicappointmentsascommunicatedbyCHEAexecutiveMay
2006.EntryrequirementsforbothgenerallydifferwithcompletionofaMastersdegreebeingapre-requisiteforentrytoaPhDprogramme.^4TheNCESclassifiesdoctoraldegreesasthehighestawardastudentcanearnforgraduatestudy.TheclassificationincludessuchdegreesasDoctorofEducationDoctorofJuridicalScienceDoctorofPublicHealthandDoctorofPhilosophydegreeinanyfield.TheNationalScienceFoundation’slistofapproveddegreedesignationsinitsSurveyofEarnedDoctoratesisbasedonresearchdoctoratesonlyandincludessome40titlesotherthanthatofPhDfordetailsseehttp://www.norc.uchicago.edu/issues/docdata.htm^5Finalreport16June2006ispostedontheHLCwebsiteathttp://www.ncacihe.org/download/TaskForceProfDocFinal
0606.pdf^6TheTaskForceidentifiedthedistinguishingcharacteristicsoftheProfessionalDoctorateas:amountandtypeofresearchtrainingamountandtypeofappliedpracticestatedcompetenciesforresearchandpracticeresearchutilizationvs.researchproductionpractitioners/providersforclinicalexperienceandtypeofsupervisionofdoctoralstudents.^7ThesearecontainedintheCUAPhandbookatwww.nzvcc.ac.nz/files/cuap/FANDP
05.pdf^8Itisgearedto‘provideambitiousandablegraduatescalled“ResearchEngineers–REs”withtheabilitytoinnovateandimplementnewideasinpracticeandenablethemtoreachseniorpositionsinindustryearlyintheircareers’.Seebestpracticeguidelinesathttp://www.epsrc.ac.uk/CMSWeb/Downloads/Other/EngDGoodPracticeGuidelines.doc#^9SeeArtsandHumanitiesResearchBoardAHRBhttp://www.ahrc.ac.uk/files/university_staff_files/postgraduate/joint_statement_on_skills_training_for_research_students.asp^10http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/.Seealsohttp://www.hefce.ac.uk/research/postgrad/standards.htm^11Theprogrammeisofferedasagenericframeworkwhichenablesawiderangeofprofessionalsfromthepublicprivateandvoluntarysectorstogainaqualificationwhichiscustomisedtotheneedsoftheirownprofessionsandorganizationswww.mdx.ac.uk/subjects/wbl/mprofdprofps.htmaswellasspecialistpathwaysforthoseworkingintheareasofhealthand/orenvironmentwww.mdx.ac.uk/risk/resdegrees/mprof.htm^12SeeMinistryofScienceTechnologyandInnovationIndustrialPhDInitiativehttp://www.erhvervsphd.dk/visArtikel.aspartikelID=510DanishIndustrialPhDFellowshipprogrammeadministeredbytheCommitteeonIndustrialPhDfellowshipsundertheDanishAcademyofTechnicalSciencesATVatwww.atv.dk.ForSwedenseeexampleofwww.chalmers.se/en/sections/education/doctoral_programmes/industrial_doctoral^13‘AlthoughitisaresearchDoctorateaccordingtothegeneralregulationsprevailinginAustriatheprogrammeismorethanotherstailoredtotheneedsofprofessionaladultsbothintermsoforganizationteachinginblocksandofcontentstudentsareencouragedtoconductresearchonprojectsfocusedontheirdailypractice.Theprogrammeispeculiarinthatitadmitsonlystudentswhoalreadyhaveprofessionalexperience.StudentswhowanttoenrollimmediatelyaftertheawardoftheirMaster’sdegreearenotaccepted.ThereasonisthattheDoctoralprogrammeisorganizedasatheoreticalreflectionofprofessionalexperience.Studentsnothavingthisexperiencesimplycannotparticipate’UNESCO/CEPES2004‘DoctoralStudiesandQualificationsinEuropeandtheUnitedStates:StatusandProspects’editedbyJanSadlakp.34Seehttp://www.iff.ac.at/oe/content.phplang=dep=6^14http://www.eua.be/eua/jsp/en/upload/Doctoral_Programmes_Project_Report.
1129278878120.pdfSeeEuropeanUniversityAssociationforfollow-uptothisinthecontextofBolognaprocesshttp://www.eua.be/eua/en/Doctoral_Programmes.jspx^15ThisnoteisbasedonpersonalcommunicationwithVSNUexecutiveAugust-September
2006.^16VSNU’searlierreport2004HoreEst!ReformingtheresearchtrainingsystemfocusedonthePhDbutregardedtheprofessionaldoctorateasarelevantdevelopmentandadvisedtheExecutiveBoardofVSNUtoproduceaseparatereportontheircharacteristicsandrequirementsp.11atwww.vsnu.nl^17Since2004againstthebackgroundoftheintroductionoftheBolognacyclesintheNetherlandscandidateswhosuccessfullycompletethetwo-yearpost-mastersMasterofTechnologicalDesignMTDwereentitledtotheProfessionalDoctorateinEngineeringPDEng.Thisisofferedbythreetechnicaluniversities:DelftUniversityofTechnologyTwenteUniversityandTechnischeUniversiteitEindhoven.Itisdesignedtomeettheneedsofaspecificprofessionalgroupaspost-Masterslevelthatisdistinctfromthe‘morefundamentalresearch-orientedPhDstudies’andiscertifiedbytheDutchCertificationCommitteeforCoursestoTechnologicalDesignerCCTOseehttp://www.tnw.tudelft.nl/live/pagina.jspid=f5882f50-0c6d-4c44-b704-5c37086fc2belang=enandwww.ust.tm.tue.nl/brief.aspfordetails.^18http://www.bologna-bergen
2005.no/Docs/00-Main_doc/050520_Bergen_Communique.pdf^19SalzburgreportFebruary2005athttp://www.bologna-bergen
2005.no/^20http://www.bologna-bergen
2005.no/Docs/03-Pos_pap-05/050408_declaration_on_professional_education.pdfThisdeclarationwasendorsedbytheIrishCouncilofDirectorsofInstitutesofTechnology.ThedeclarationnotesthatWithinthethirdcycledoctoratelevelprofessionalstreamscanbedistinguishedaswell.InstitutionswithintheUKandinsomecountriesoutsideEuropeofferprofessionaldoctorateprogrammeswhereresearchworkiscarriedoutincloseco-operationwiththeparticularsectorinthelabourmarkettowhichtheprogrammeisdirected.SomeoftheEuropeanschoolsofartsalsoofferdoctoraldegreeswithartisticandresearchoptions.Theartisticoptionsareclearlyprofessionalalbeitrepresentingahighlyspecialisedkindofprofession.Webelieveitisimportanttoworkonanimprovementofthestreamofprofessionallyorientedhighereducationforallthreecyclesalsotakingintoaccountthelinkwiththesectorofvocationaleducationandtraining.Professionallyorientedhighereducationisnotonlyintendedtodeliverhighlyskilledlabourersbutalsoactsasanimportantplayerfortheadvancementoftheprofessionsthemselvesinnovatingthelabourmarketandupdatingskillsandcompetences.InitsrecommendationstoMinistersitcalledforananalysisofprofessionaldoctoratesbeingimplementedorplannedinordertofindtheirproperplaceinthehighereducationsystem.^21Theword‘research’isusedtocoverawidevarietyofactivitieswiththecontextoftenrelatedtoafieldofstudy;thetermisusedheretorepresentacarefulstudyorinvestigationbasedonasystematicunderstandingandcriticalawarenessofknowledge.Thewordisusedinaninclusivewaytoaccommodatetherangeofactivitiesthatsupportoriginalandinnovativeworkinthewholerangeofacademicprofessionalandtechnologicalfieldsincludingthehumanitiesandtraditionalperformingandothercreativearts.Itisnotusedinanylimitedorrestrictedsenseorrelatingsolelytoatraditionalscientificmethod.FromDublindescriptors18October2004http://www.jointquality.com/^22http://www.cepes.ro/hed/policy/Doctoral_Frankfurt.pdfInstitutionalcasestudieswillbepresentedtoaninternationalworkshopinNovember
2006.^23http://www.iua.ie/documents/Reformof3rdLevelandCreationof4thLevelIrelandProposal-IUAOctober2005_
000.pdf^24Seealso‘GraduateEducationReform–GuidingPrinciples’March2006whichemergedfromagraduateeducationforumhostedbytheHEAinpartnershipwiththeIRCHSSandIRCSETwww.hea.ie.ThesearebroadlybasedontheprincipleswhichemergedfromtheSalzburgSeminarFebruary
2005.^25IntheinterimreportontheprojectaworkshopreportfromTrinityCollegeDublinnotedtheon-goingdebateaboutthetwo‘non-standard’doctoratesthenofferedthefour-yearDoctorateinPoliticalScienceandthethree-yearDoctorateinClinicalPsychologyandtherelationshipbetweenteachingresearchandpracticeatdoctorallevel.ItnotedthattherewasinterestindevelopingProfessionalDoctoratesineducationneuroscienceanddentistrytheoneineducationhassincebeendeveloped.Interimreportavailableatwww.iuqb.ie^26http://www.hetac.ie/docs/PG_Accreditation_Final.pdfAdditionalguidelinesarefoundinitsaccreditationpoliciesandcriteriaforresearchprogramme
2005.^27ThisissimilartothesituationintheUKwheretheHigherEducationStatisticsAgencydoesnotdistinguishbetweendoctoralprogrammeswww.hesa.ac.uk.^28ThetitlesconcerndoctoratesotherthantheNUI’sdoctorateswhichareawardedonthebasisofpublishedworkonly:DoctorofCelticStudiesDLittCelt;DoctorofEconomicScienceDEconSc;DoctorofLawsLLD;DoctorofLiteratureDLitt;DoctorofMedicineMD;DoctorofMusicDMus;DoctorofPhilosophyPhD;DoctorofScienceDSc.^29TheMilltownInstituteoffersaProfessionalDoctorateinMinistry.ItisarecognisedcollegeoftheNationalUniversityofIrelandNUIwhichmakesthisaward.^30WhilstthiswasnotanationaltaskforcetheworkcanbetakentoindicategenerallyheldunderstandingsoftheProfessionalDoctorateintheUS.TheTaskForceidentifiedthedistinguishingcharacteristicsoftheProfessionalDoctorateas:amountandtypeofresearchtraining;amountandtypeofappliedpractice;statedcompetenciesforresearchandpractice;researchutilizationvs.researchproduction;practitioners/providersforclinicalexperienceandtypeofsupervisionofdoctoralstudents.Itattemptedtomapoutdifferentkindsofprofessionaldegreesbutfoundthattherewaslittletobegainedinitsworkfromtryingtofurtherdifferentiatedoctoraleducationbeyondthe‘professionaldoctorate’title.^31TheUKCGEsurvey2004reportsthatsomeprogrammesarenotuniversallycohort-based.^32Seeexecutivesummaryathttp://www.dest.gov.au/archive/highered/eippubs/eip02_8/^33AswithsomePhDprogrammesapartoftheDoctoralprogrammemayentailresearchortaughtelementsthatareatMasterslevel.InsomecasesprogrammesarestructuredtoleadonfromMasterslevelortoprovideanexitasMasterslevel.ThequestionofappropriatebalancebetweenthedoctoralandMasterslevelcomponentsmayarise^34http://www.eua.be/eua/en/Doctoral_Programmes.jspx^35TheBergenCommuniqué2005statesthatdoctorallevelqualificationsneedtobefullyalignedwiththeFrameworkforQualificationsfortheEuropeanHigherEducationAreausingtheoutcomes-basedapproach.TheEUAwasinvitedtoprepareareportundertheresponsibilityoftheFollow-upGrouponthefurtherdevelopmentofthebasicprinciplesfordoctoralprogrammestobepresentedtoMinistersin
2007.ThiswilldrawupontheexistingEUAreportandtheexisting10Salzburgbasicprinciples.Seehttp://www.eua.be/eua/jsp/en/upload/Salzburg_Report_final.
1129817011146.pdf.Theseincludetheprinciplesthatthecorecomponentofdoctoraltrainingistheadvancementofknowledgethroughoriginalresearchandthatatthesametimedoctoraltrainingmustincreasinglymeettheneedsofanemploymentmarketthatiswiderthanacademia.Thereportalsoindicatesthatthereshouldbe‘onlyonedoctorateandonediplomasignedbytheRectorthatiscommonforallfaculties/institutesoftheuniversity’.Italsonotestheneedforinstitutionalrulesonkeyaspectsofdoctoraltrainingincludingsupervisionentryandassessment.^36www.epsrc.ac.uk/CMSWeb/Downloads/Guidance/Engineering%20Doctorate%20Best%20Practice%20Guidelines.pdf^37Thehigherdoctoratesreferreddtointhesurveyare:DentalSurgeryDDSVeterinaryMedicineDVM;DivinityDD;LawLLDMusicDMusScienceDSc‘Letters’DLittEngineeringDEngandMedicineMD.HigherdoctoratesareconferredbytheNationalUniversityofIrelandinDLittDLittCeltDEconScDScDMusandLLD;TrinityCollegeDublinawardsthefollowinghigherdoctorates:DDLL.DMus.DScDandDLitt.ItagreedadescriptorfortheHigherdoctorateinMarch
2006.In2004adescriptorfortheHigherDoctorateintheNationalFrameworkofQualificationswasagreedwww.nqai.ie/en/FrameworkDevelopment/FrameworkDevelopment/^38ThereportnotesthatthetitlingconventionsforProfessionalDoctoratesintheUKare:specificmentionofprofessionalareainthetitleinclusionoftheword‘professional’intheprogrammedescriptorandawardtitlePDrofofProfD。