Education EdD Doctor of 2017-18This course also available for 2018-19 entry
The Research Degree
The Doctor of Education is a research degree for experienced educational professionals and is equivalent to the PhD. It differs from the PhD in providing formally assessed research training during the first year. The course recruits from a wide variety of educational contexts and offers a comprehensive programme of study and training in quantitative and qualitative research techniques. One of the strengths of the course is the sense of group cohesion, which is developed in year one.
Research in education
There are a wide range of research activities which connect with the EdD programme. Our research students are supported by research active academic staff. Ongoing research underpins the School's reputation for developing professionals. A vibrant and dynamic research culture include a seminar series, lectures by external speakers, funded research projects, book publications and journal articles. Our Research Centre and active research groups reflect emergent research areas led by our senior academics.
The School has a designated Research Centre; The Huddersfield Centre for Research in Education and Society (HUDCRES) and various research groups here. The School of Education and Development has a research environment and was judged by the 2014 Research Excellence Framework (REF) exercise to ‘be conducive to producing internationally recognised and internationally excellent research'.
The School of Education and Professional Development offers a supportive and stimulating environment for postgraduate research students from a wide range of professional and cultural backgrounds. The School has provided opportunities for study at PhD, EdD and Masters level for over twenty years, and many of the graduates from our postgraduate research programmes now occupy senior positions in the education systems of the UK and countries overseas.
18 / 09 / 2017
Your start date may be decided in agreement with your supervisor.
3 1/2 – 6 years part-time study
The normal entry requirements for enrolment on the EdD are a Master's degree or an equivalent professional qualification, in a discipline appropriate to the proposed programme to be followed.
For applicants whose first language or language of instruction is not English you will need to meet the minimum requirements of an English Language qualification. The minimum of IELTS 6.5 overall with no element lower than 6.0, will be considered acceptable, or equivalent.
Further information on international entry requirements and English language entry requirements is available on our international webpages
Tel: 01484 478249
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20(this number may be subject to change)
Huddersfield, HD1 3DH
What can I research?
You will be taught by staff who actively engage in research and publication, at the cutting edge of their various specialisms.
The following research titles give an indication of the breadth of research:
• Transformational Leadership in Saudi Higher Education: A Study of Academic Deans.
• Investigating classroom learner-centredness in an Omani context: how does it address foreign language acquisition?
• Through Children's Eyes and in Children's Voices:A Study of how literacy works for children in international school setting
• A critical investigation to determine the education needs of Practice Teachers
• Testing Fluency in ESL/EFL in CLT:A Libyan Preparatory School Students' Perspective
• Learning Experiences and Learning Expectations of Libyan master's students at UK University:Intercultural Adaptation and Identity
• Exploring ESP/EAP Learning and Target Needs of Engineering Students in Oman
• Investigating Libyan Teachers and Inspectors of English to CLT as well as Communication
• Problems faced by Libyan Learners of English.
• Problem-based learning in Islamic education in the formal curriculum: A case study of secondary girls' education in the Kingdom of Bahrain
• Youth work's contribution to provision for young people with mental health issues in the borough of Bury, Greater Manchester
• Impact of a Forest School approach to support children's learning and development
• Exploring the relative effect of working memory capacity and attitudes on academic achievement in GCSE physics
• '...expected to produce cows when you are given sheep...': Investigating teachers' and stakeholders' perceptions of and attitudes to the provision of a high quality and effective educational experience through a robust teaching community of practice.
• Metaphors for Teaching and Learning in the Reflective Practice of Trainee Teachers in the Lifelong Learning
• Influence of Neoliberalism on Vietnams Higher Education Policies. Cases of Hanoi University and Hanoi University of Science and Technology
• Comparing leadership in effectiveness and less effective high school in Jamaica
• Art teachers' professional identities and attitudes to promotion: a narrative study
• Mature students, Resistance, and Higher Vocational Education: A multiple cast study
• Envisioning Inclusive Education: A Complex Narrative of Inclusive Vision and the Self Through
• Professional Experiences of Greek Head-Teachers
• Techniques of Dialogue and Guided Reflection in Architectural Education
• The narratives of teachers with dyslexia: professional identity, practice and career progression
• What are the attitudes and perceptions of pupils, teachers and parents to the use of corporal punishment in schools in Zimbabwe?
• Investigation into the role of public libraries in facilitating lifelong learning activities: Regional case studies from the North of England
• Impact of Primary Teachers' Professional Autonomy and Knowledge on the Teaching of Reading Teacher educators working together to develop the use of modelling in their practice: an action research project
• The nursing profession and graduate status in England: some perspectives from health educators and student nurses 2012 - 2014
• My Music or Yours Miss? Cross-Cultural Paths to Inclusive Music Education
• The role of informal learning within medieval re-enactment in the UK
• Differentiating Regionalised Higher Education Programs and Management by Emphasising on Local Knowledge Creation through Local Social Context and Geography:A Case Study in Universities along the Thai Border
• Attitudes to Internet Safety: Trust and Digital Literacy in Parents of Reception Aged Children
• What are the influencing factors associated with learning for assessments of undergraduate students from different health courses in a Higher Education Institution.
• An exploration of the extent of a sense of commitment to home cultures and relevant cultural groups among Chinese international students in British taught postgraduate education and the resulting influences on their overseas learning
To find out more about the research we conduct, take a look at our Research, Innovation and Skills webpages, where you will find information on each research area. To find out about our staff visit ‘Our experts' which features profiles of all our academic staff.
Find out what other students and graduates said about this course here.
Find out our latest 'news and events'.
The first 3 taught components will be delivered over the first year through regular full-day sessions on 10 Saturdays, with the final module in year 2 requiring 3 Saturday attendances. The following are the taught modules that will be covered:
- Educational Research Theory and Methodology This module provides the theoretical, methodological and conceptual foundation for doctoral level study in educational research. It aims to enable the student to apply this knowledge to critically evaluate the methodological basis of research practices and anticipates the formulation of research questions, outcomes and design for the generation of new knowledge in an area of professional practice as well as its evaluation.
- Developing Research Proposals in Educational Enquiry The module applies the critical understanding developed through the study of the conceptual foundations of research, the principles of design and the evaluation of data collection and analysis techniques to the process of developing a proposal suitable for doctoral level research. Students with the support of action learning sets and a designated supervisor will design, and refine their ideas in order to present a coherent research proposal in a format suitable for submission for approval and scientific review appropriate to the requirements of a professional doctorate in their field. In addition workshops will consider the real world challenges of undertaking ethical research and the standards required for professional research practice.
- Evaluating Research Fields and Designs This module is designed to develop students' critical appreciation of a specific field of research related to their intended research topic, and to enhance their capacity to evaluate a range of forms of research design. The module will review the traditional evaluative criteria of validity, reliability and representativeness, as well as criteria more specifically suited to the evaluation of qualitative research, such as authenticity and verisimilitude. The applicability of these criteria will be assessed in relation to range of types of design (e.g. Survey-based research; quasi-experimental and action research; ethnographic and phenomenological research; narrative research; critical, critical feminist and critical race research approaches). Specific literatures and research studies will be evaluated in the light of students' choice of perspective.
- Data Collection and Analysis This module builds upon the understanding of the conceptual foundations of educational research, and on the analysis of research designs, gained in previous modules, and provides an opportunity to acquire and apply techniques of data collection and analysis. The module will address the practical as well as theoretical aspects of data collection and analysis, and provide in-depth experience of the application of relevant computer techniques. There will be an exploration of the range of possibilities in data gathering appropriate to particular types of research question.
Following completion of the final module your work will be dedicated to completing a thesis that should not normally exceed 50,000 words, under the guidance of two research supervisors, involving analysis of data, writing up and a viva voce examination.
We will always try to deliver your course as described on this web page. However, sometimes we may have to make changes as set out below.
We review all optional modules each year and change them to reflect the expertise of our staff, current trends in research and as a result of student feedback. We will always ensure that you have a range of options to choose from and we will let students know in good time the options available for them to choose for the following year.
We will only change core modules for a course if it is necessary for us to do so, for example to maintain course accreditation. We will let you know about any such changes as soon as possible, usually before you begin the relevant academic year.
Sometimes we have to make changes to other aspects of a course or how it is delivered. We only make these changes if they are for reasons outside of our control, or where they are for our students' benefit. Again, we will let you know about any such changes as soon as possible, usually before the relevant academic year. Our regulations set out our procedure which we will follow when we need to make any such changes.
When you enrol as a student of the University, your study and time with us will be governed by a framework of regulations, policies and procedures, which form the basis of your agreement with us. These include regulations regarding the assessment of your course, academic integrity, your conduct (including attendance) and disciplinary procedure, fees and finance and compliance with visa requirements (where relevant). It is important that you familiarise yourself with these as you will be asked to agree to abide by them when you join us as a student. You will find a guide to the key terms here, where you will also find links to the full text of each of the regulations, policies and procedures referred to.
The Higher Education Funding Council for England is the principal regulator for the University.
The course and subsequent research provides an excellent foundation for continuing professional development in an educational setting.
Teaching and assessment
Each module is independently assessed by internal and external examiners. The EdD thesis requires an oral examination in the presence of internal and external examiners.
Attendance in the first year consists of 13 Saturday sessions (from 9.15am to 4.15pm).
This course is partly taught in the Lockside building at the University. We have a wealth of information technology and other resources in an award winning refurbished mill alongside the Huddersfield Narrow canal.
The building is maintained to a very high standard with student experience at the forefront of decisions.
Who will teach me?
You will be taught by staff who actively engage in research and publication, at the cutting edge of their various specialisms.
You could also use the keyword search on the academic staff profile page to give you an idea of what types of research staff focus on.
Huddersfield is the only University where 100% of the teaching staff are Fellows of the Higher Education Academy.* *permanent staff, after probation: some recently appointed colleagues will only obtain recognition in the months after their arrival in Huddersfield, once they have started teaching.
How much will it cost me?
In 2017/18, the part-time tuition fee for UK and EU postgraduate research students at the University of Huddersfield is £2,115 (see Fees and Finance for exceptions).
Tuition fees will cover the cost of your study at the University as well as charges for registration, tuition, supervision and examinations. For more information about funding, fees and finance for UK/EU students, including what your tuition fee covers, please see Fees and Finance. Please note that tuition fees for subsequent years of study may rise in line with inflation (RPI-X).
If you are an international student coming to study at the University of Huddersfield, please visit the International Fees and Finance pages for full details of tuition fees and support available.
Please email the Student Finance Office or call 01484 472210 for more information about fees and finance.
The University offers a limited number of full and partial fee waivers. If you wish to be considered for a scholarship, please read through the scholarship guidance and include the name of the scholarship on your online application.
Additional Programme costs
Additional programme costs (sometimes known as bench fees) may be charged for research degrees in which there are exceptional costs directly related to the research project. For some subject areas, such as Science and Engineering, these costs could range from £3,000 - £16,000 per year, dependent upon the research project. If you wish to know if these costs will apply to the course youre interested in, please email the Admissions and Records Office who will direct your query to the relevant department.
Examples of exceptional costs include:
- Equipment maintenance costs
- Equipment hire
- Access costs to specialised equipment
- Patient/volunteer expenses
- Tissue/cell culture
- Special reagents/materials
- Purchase of laboratory consumables
- Purchases of additional special permanent laboratory equipment
- Photography and film processing
- Video tape filming, recording, CD archiving
- Specialised computation
- Travelling costs - where this is integral to the research, it would not normally cover conference attendance except in special circumstances
- Access to specialist facilities/resources
- Special statistical packages
- Access to special databases
- Data collection costs (eg. postage, envelops and stationary, questionnaire administration)
- Interview translation and transcription costs.
Research degrees are also available in this area.
Interim Awards - A Master's course is 180 Master's level credits, which would normally take one calendar year full-time study. Interim awards are available at Postgraduate Certificate level or Postgraduate Diploma level should you decide to exit the course early.
Please contact us for details of the credits required for these interim awards.
Student views "The course is well organised with excellent input from tutors. Advice and guidance was appropriate and timely." "My lecturers are enthusiastic and extremely supportive." Course evaluations ,2014.
"When asked if I would write a testimonial for the EdD, I was more than pleased to be invited to do this small service in return for all the encouragement and support I had been offered over the last six years by both my director of studies, and the school itself.
Any person can do a doctorate if they are committed to developing both themselves and their career, which in turn will feed back into their teaching; my research has certainly allowed me to do this. The first year is a taught year, which allows you to build up a network of friends, which you can call on to bounce ideas off. Additionally, you develop professional relationships with the tutors who are always encouraging, supportive, and will take time to discuss ideas with you.
I was teaching 29 hours per week. This can be quite daunting, but I knew that if I stayed focused on the fact that the experience gained from undertaking the research for the doctorate, and the people I met at conferences would help me develop my knowledge further.
The doctorate will certainly stretch you, but the School of Education and Professional Development is very supportive, and will encourage you to develop yourself to your full potential. But remember this will also take commitment on your part; it is a two-way process, and you will only get out of it what you put in. My Director of Studies was fantastic, he was there when I needed him, he picked me up and dusted me off when I stumbled, and he encouraged me all the way, never once doubting my ability to succeed. For this I cannot thank my Director of Studies and all the staff enough." Dr Denis Feather
I have recently completed my Doctorate in Education at the University of Huddersfield and I will be graduating in a few weeks time! The journey to this point has been long and very, very hard but worth it in the end. I chose to complete a Doctorate in Education rather than a traditional PhD because I wanted my research to be integrated into my everyday work activity. This programme allowed and encouraged me to embrace the underpinnings of theoretical concepts and adopt them to my own research interests. This was complemented in year one by having taught sessions with other professionals, I was astounded to be sat next to a Police Inspector and then opposite a Midwife and debating with a Secondary Head teacher!!! All of this added to the richness of the experience. The University provided excellent resources for part-time post-graduate students, from the library services, UniLearn information and the support from the research office. My biggest challenge while completing this qualification was balancing a full-time job and completing a doctoral thesis at the same time, however, the research supervision provided by the University of Huddersfield was exemplary. My Director of Studies supported me a professional and friendly manner that made a massive difference to my final two years, while completing my thesis. My advice to any ambitious and motivated professional, looking to start a Doctorate in Education, is that no experience can be more positive than mine at the University of Huddersfield. Dr Abigail Moriarty
"I completed the EdD as a part-time student in 2006. Being a Doctoral student was a good experience for me, I learned much greater academic discipline, and was fascinated by the data and my discoveries. Following the EdD route was particularly good because the taught year marshalled my thoughts, and gave me an academic community to be a part of - this was really important as I change jobs twice during the period of time I was completing the thesis so I needed somewhere to ground my work and continue to have enthusiasm for it. Since completion, I have (so far!) three published papers and four conference presentations. I am also enjoying being part of the research community and being able to supervise and examine others." Dr Janet Hargreaves
External Examiner Comments The EdD team should be commended on the quality of detailed feedback provided to students. In particular, the very detailed and constructive points and annotations made throughout the range of manuscripts submitted are most impressive and worthy of commendation.
How to apply
To make a formal application, complete the online application form.
This normally includes the submission of a research proposal of approximately 500 words outlining your area of interest on the research degree application form. This will be provided to the School and they will liaise with you following their review. Read through the proposal guidelines first to make sure you cover all the information needed, and ensure you include the proposal (if required) when submitting your online application. You can check whether the degree you are applying for requires a proposal by checking the specific course entries.
If you wish to be considered for a scholarship, please read through the scholarship guidance and include the name of the scholarship on your online application.
Applications are assessed based upon academic excellence, other relevant experience and how closely the research proposal aligns with Huddersfield's key research areas.
The University of Huddersfield has a thriving research community made up of over 1,350 postgraduate research students. We have students studying on a part-time and full-time basis from all over the world with around 43% from overseas and 57% from the UK.
Research plays an important role in informing all our teaching and learning activities. Through undertaking research our staff remain up-to-date with the latest developments in their field, which means you develop knowledge and skills which are current and relevant to your specialist area.
We offer our postgraduate research students high quality supervision and in the Higher Education Academy's Postgraduate Research Experience Survey (PRES) Education at Huddersfield consistently scored higher than the average for all other Universities.
Following successful progression from the taught element of the course individuals working towards the award of EdD are required to complete a programme of research resulting in a thesis of around 50,000 words that makes a significant contribution to knowledge. This thesis will be examined by both internal and external academics and final award of the EdD is dependent on the successful outcome of the viva examination. During the research phase you will be guided and supported by a supervision team, normally compromising two or three academics, who you are expected to contact or meet regularly.
Research skills training
The University of Huddersfield has an exciting and comprehensive Researcher Development Programme free to all postgraduate researchers. The aim of the Researcher Development Programme is to support the development and knowledge of our researchers and broaden their skills base, allowing them to access tools and skills which can significantly improve employability, whether in academia or industry. The provision of the programme at The University of Huddersfield emphasises the importance of developing personal and professional transferable skills alongside the research skills and techniques necessary for your postgraduate study and research. The skills development programme is also mapped onto Vitae's Researcher Development Framework (RDF), further information about Vitae can be found here
We will offer the skills training through a programme of blended learning to optimise the opportunity presented by advancing technologies as well as face-to-face workshops and courses. The University has subscribed to Epigeum, a programme of on-line research training support designed and managed by staff at Imperial College London which will be accessed via UniLearn, the university's Virtual Learning Environment.
You will be appointed a main supervisor, following completion of the taught modules, who will normally be part of a supervisory team, comprising up to three members. The research supervisor will advise and support you on your project.
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