Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate

Acknowledging retrospective experiential learning as a unique contribution to knowledge in the context of the workplace is the fundamental focus of the work-based professional doctorate. This report details an evaluation of a 'Second Generation' professional doctorate programme. The progr...

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Autores principales:	John Fulton, Catherine Hayes
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2017
Materias:	Work-based learning practice based research professional doctorate Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/b54eb567573d486ab8631f07a66c3bd9
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spelling	oai:doaj.org-article:b54eb567573d486ab8631f07a66c3bd92021-11-29T14:03:04ZEvaluating retrospective experiential learning as process in scholarship on a work based professional doctorate10.47408/jldhe.v0i11.2551759-667Xhttps://doaj.org/article/b54eb567573d486ab8631f07a66c3bd92017-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/255https://doaj.org/toc/1759-667X Acknowledging retrospective experiential learning as a unique contribution to knowledge in the context of the workplace is the fundamental focus of the work-based professional doctorate. This report details an evaluation of a 'Second Generation' professional doctorate programme. The programme provides a mechanism for both learning development and the acknowledgement and development of pre-existing, discipline-specific, professional practice. Evaluation was used as a means of highlighting how the theory-praxis gap might be bridged via translational knowledge construction. Semi-structured interviews were undertaken with eleven doctoral candidates to explore their experiences and perceptions of the programme. The interviews were then transcribed and thematically analysed during which a 'base superstructure model' was identified. This model identified the underpinning skills of critical reflection, investigation and adaptive capacity necessary to inform and facilitate the research phase of the professional doctorate programme. The facilitation and upskilling of doctoral candidates in the use of emergent technology was identified as the basis for the development of professional and academic practice. The role of the doctoral supervisor, as a facilitator of the development of these skills, was also established as pivotal to learning development for doctoral candidates; in terms of developing their 'base super-structure' to become independent, reflective and adaptive learners. John FultonCatherine HayesAssociation for Learning Development in Higher Education (ALDinHE)articleWork-based learningpractice based researchprofessional doctorateTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 11 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Work-based learning practice based research professional doctorate Theory and practice of education LB5-3640
spellingShingle	Work-based learning practice based research professional doctorate Theory and practice of education LB5-3640 John Fulton Catherine Hayes Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
description	Acknowledging retrospective experiential learning as a unique contribution to knowledge in the context of the workplace is the fundamental focus of the work-based professional doctorate. This report details an evaluation of a 'Second Generation' professional doctorate programme. The programme provides a mechanism for both learning development and the acknowledgement and development of pre-existing, discipline-specific, professional practice. Evaluation was used as a means of highlighting how the theory-praxis gap might be bridged via translational knowledge construction. Semi-structured interviews were undertaken with eleven doctoral candidates to explore their experiences and perceptions of the programme. The interviews were then transcribed and thematically analysed during which a 'base superstructure model' was identified. This model identified the underpinning skills of critical reflection, investigation and adaptive capacity necessary to inform and facilitate the research phase of the professional doctorate programme. The facilitation and upskilling of doctoral candidates in the use of emergent technology was identified as the basis for the development of professional and academic practice. The role of the doctoral supervisor, as a facilitator of the development of these skills, was also established as pivotal to learning development for doctoral candidates; in terms of developing their 'base super-structure' to become independent, reflective and adaptive learners.
format	article
author	John Fulton Catherine Hayes
author_facet	John Fulton Catherine Hayes
author_sort	John Fulton
title	Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
title_short	Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
title_full	Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
title_fullStr	Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
title_full_unstemmed	Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
title_sort	evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2017
url	https://doaj.org/article/b54eb567573d486ab8631f07a66c3bd9
work_keys_str_mv	AT johnfulton evaluatingretrospectiveexperientiallearningasprocessinscholarshiponaworkbasedprofessionaldoctorate AT catherinehayes evaluatingretrospectiveexperientiallearningasprocessinscholarshiponaworkbasedprofessionaldoctorate
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Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate

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