Professional Doctorates 2016: Updates and Further Recommendations

The charge to this second working group was to examine the 2012 recommendations and clarify Walden’s position on professional doctorates. Unlike the first effort that addressed differences between professional and academic doctorates, the expectations for this group were to focus on the commonalities in the university’s professional doctorates; set clear and consistent definitions, standards, and requirements for our professional doctorates; and link those programs to employment paths more directly. From the outset, the working group acknowledged that any outcome will be a “living document” that continues to be refined as discussion continues in the university community

Professional Doctorates: Literature, History, and Recommendations

The purpose of this paper is to guide the Walden University academic community toward a consistent understanding of the standards and scope for our doctoral degrees, with a focus on the professional doctorates. The specific purpose of the findings in this paper is to help shape future development and assessment of professional doctorates within the University. Tools within this document can be used for guidance and criteria to help demonstrate that Walden is upholding basic agreed-upon standards of doctoral educatio

Global Discipline Confusion in Management and Business Related Doctorate Programmes

Professional doctorate programmes have recently emerged around the globe as an alternative to the more traditional research based doctoral programmes and have expanded rapidly to the point where professional doctorates are now the dominant form of doctorate education. This paper aims to shed some light on the growth of professional doctorates and to make some comparisons of professional doctorate programmes with traditional research based doctorate programmes by reporting on research undertaken in Australia. The research demonstrates confusion in the discipline of doctorates globally. The research includes a case study on a globally significant Doctor of Business Administration (DBA) programme to demonstrate how professional doctorates are impacting on what might be regarded as more traditional doctorate programmes and causing confusion in the market place. Issues and observations arising from the research are discussed. A conclusion reached is that it may be time for Australian universities to consider establishing a new advanced higher research degree that clearly differentiates university research of a very high standard from other research.Professional doctorate; research doctorate; research higher degree; business; management.

What influences adherence to treatment in people with multiple sclerosis?

BackgroundCurrently, there are a number of disease modifying therapies (DMTs) available that can help to reduce the number of attacks experienced in relapsing remitting multiple sclerosis (RRMS). However, optimal outcomes are not always achieved due to early treatment discontinuation and low levels of overall adherence. This study sought to understand the drivers of non-adherence from a patient perspective and their potential to be modified through behaviour change interventions. MethodsA two-part scoping review was carried out to determine the drivers of adherence in people with MS and to explore how these drivers are currently being addressed through adherence interventions. The COM-B framework for adherence and BCT Taxonomy were used to operationalize these findings. Following this review, it was evident that there was a lack of qualitative research exploring drivers of adherence from the perspective of the patient themselves. Therefore a multi-country, qualitative study was conducted. Semi-structured interviews were conducted with 24 (n=12 females) people with RRMS from Germany, Spain and the United Kingdom. Insights were extracted using Framework Analysis. Findings The review identified over sixty discrete factors, across thirty-three studies, which had been found to potentially influence adherence behaviours in MS. Twenty-nine of these were identified more than once and 48% could be mapped to the COM-B model of adherence. The review also identified four successful behaviour change interventions that targeted eight of these factors. The qualitative research determined that control and conflict were the overarching themes related to adherence, whereby an increased sense of control over MS and limited conflicts with self-management behaviours and ‘day to day’ life could enhance likelihood and ability to adhere to treatment and other self-management tasks, thereby leading to potentially better outcomes. Conclusion Overall, this research found a disconnect between the majority of studies exploring drivers of adherence in MS, and the interventions which have successfully impacted adherence behaviours in the same population. A focus on ‘convenience’ data, in particular clinical and demographic factors, has done little to further our understanding in terms of how best to support this population and there is an apparent need for research exploring drivers of adherence to align more closely with intervention research. This is further supported by the qualitative research that showed the often complex interplay between multiple factors and adherence outcomes in people with MS

The development of doctoral degree curriculum in England: Perspectives from professional doctoral degree graduates

The paper investigates two issues surrounding the field of higher education leadership, particularly in doctoral education, namely the reasons why potential doctoral students decided to enroll in a professional doctorate instead of a traditional Doctor of Philosophy (PhD) and how did professional doctorate status enhance its graduates’ professional development and career promotion.  Guided by the Social Cognitive Career Theory (SCCT), 20 professional doctorate graduates who are members of a professional association in London were invited as participants. The paper discovers that in the view of professional doctorate graduates, the program offers the flexibility for professionals to enjoy the rigorous education at doctoral level.  Second, the curriculum of the professional doctorate allows graduates to apply both theories and practical applications into their current workplace directly.  Third, the rich supports from lecturers enhancing the prosperity of professional doctorate graduates’ life experience.  This study provides solid evidence and recommendation for university administrators, policy makers, organizational employers, and potential doctoral students in the United Kingdom and other Anglophone countries to understand the learning outcomes and gained skills of professional doctorates. Keywords: career counseling; doctoral student experience; professional doctorate; qualitativ

PROFESSIONAL DOCTORATE PORTFOLIO

This portfolio provides an insight into the development of a trainee sport and exercise psychology practitioner through the Professional Doctorate in Sport and Exercise Psychology ‘journey’ at Liverpool John Moores University. The portfolio provides evidence, through a combination of consultancy, teaching and research based products and extensive reflection, of how the trainee sport psychology practitioner successfully meets the competencies (professional standards, consultancy, research, and dissemination) of the British Psychological Society (BPS) and Health and Care Professions Council (HCPC) for ‘Chartered’ and ‘Practitioner’ Psychologists, and her extensive practitioner development during the programme. Within the portfolio, the practice log provides a summary of the hours spent by the trainee in learning, implementing, and evaluating key competencies required by sport and exercise psychologists. The trainee’s reflective diary highlights the critical moments, events and learning experiences that have been key to their practitioner evolution and their development of a coherent personal and professional identity and practice philosophy. A series of applied case studies (three consultancy and one teaching) provide a thorough account on the trainee’s Consultancy process and Teaching and Training style, and offers critically reflective insight into the trainee’s approach across the diverse experiences encountered within applied practice settings. This includes work with multiple sport and exercise populations, including gymnastics, CrossFit, archery, football, tennis, e-racing, rugby, and recreational gym athletes). The portfolio also includes three research products. The systematic review attempts to investigate present gaps in understanding the quality of mindfulness interventions in sport. In contrast, the two empirical papers have a linked exercise psychology focus, and provide a quantitative investigation of the relationship between self-reflection and self-determined physical activity motivation and behaviour, and a qualitative exploration of the lived experience of participants’ self-reflective practice in relation to physical activity motivation and behaviour. Opportunities to disseminate research findings at academic conferences and workshops, professional team meetings, and as a lecturer of sport and exercise psychology have enabled the author to communicate, translate (and better understand) her own positioning as a researcher, and how this reflects the values and beliefs that transfer across the consultancy, research and teaching elements of her professional practice. More broadly, these experiences have contributed to the author’s development of a coherent and congruent philosophy of practice, which has evolved over the duration of the doctorate to facilitate and enhance her confidence in delivery across different cultures and contexts

Professional Doctorate Portfolio

This portfolio provides an insight into the development of a trainee sport psychology practitioner’s journey through the Professional Doctorate in Sport and Exercise Psychology at Liverpool John Moores University. The portfolio provides evidence, through a combination of consultancy, research, and reflective practice, of how the trainee sport psychology practitioner successfully meets the competencies (professional standards, consultancy, research, and dissemination) of the British Psychological Society’s (BPS) Stage Two training pathway. The three applied case studies and one applied teaching case study provide a critical and reflective insight into the work conducted with elite athletes and coaches from a variety of sports. These applied consultancy experiences allowed the trainee practitioner to develop a coherent and congruent philosophy of practice, which can now be confidently delivered across contexts and cultures. Throughout these applied experiences, the trainee practitioner was able to demonstrate diversity in their training by working with multiple sports (gymnastics, triathlon, wrestling, rugby-league, football, and golf). The reflective log highlights the critical moments experienced by the author throughout this journey, which support the development of a coherent personal and professional identity. The two empirical papers and systematic review attempt to bridge the gap between theory and practice by exploring topics such as; use of psychology within the coaching context, importance of reflective practice for optimal practitioner development, and the impact critical moments have on the practitioner individuation journey of applied sport psychology practitioners. The research, combined with the opportunities to disseminate at conferences and as a Lecturer of Sport Psychology, allowed the author to understand how his values and beliefs transferred across his consultancy, teaching, and research

PROFESSIONAL DOCTORATE PORTFOLIO

This thesis demonstrates the development of a neophyte sport psychology practitioner’s journey through a professional doctorate. In particular, the thesis provides a reflective demonstration of enhanced competence in ethical practice, consultancy, dissemination and research. Three applied consultancy case studies and reflective diary entries highlight the challenges faced as a trainee sport psychology practitioner, with a particular focus on the development of a professional philosophy. In particular, a lack of self-awareness regarding personal values and beliefs and often incongruently delivering practitioner-led sessions, with an emphasis on ‘needing to offer something meaningful for clients’. Following a period of self-examination (Simons & Andersen, 1995) and discovery (Corlett, 1966) the author began to develop a more congruent philosophy of practice, focused on a client-led, counselling based approach. The author also demonstrates anxiety related to competence, particularly during the early stages of development; this is in line with contemporary practitioner development research (e.g., Tod, Andersen & Marchant, 2009). Two empirical papers and a systematic review were also conducted. The author often adopted the position of practitioner-researcher when conducting research. The challenges associated with such positions are discussed, such as challenges to identity (Champ, 2019). Finally, a dissemination case study and reflections highlight the delivery of psychoeducational sessions to a variety of populations. Through this, the author’s pedagogical approach develops from an authoritarian, traditional lecture-based approach (Girgin & Stevens, 2005), to a more collaborative learning experience, placing the learner at the centre of the process (Postareff & Lindblom-Ylanne, 2008)

The Professional Doctorate of Pharmacy in a developing country: the Sudan Initiative

This paper discusses the development of a professional doctorate of Pharmacy at Pharmacy Specialization board (PSB) part of Sudan Medical Specialization Board (SMSB), Khartoum, Sudan. The initiative for this new doctorate was led by Professor Abdalla Elbadri chairman of the PSB. The curriculum of the undergraduate programme was drug oriented and this necessitated the establishment of professional postgraduate training, which was in the responsibility of the PSB. The first degree approved was the fellowship in pharmacy. This innovation from fellowship in pharmacy to professional doctorate came about because the fellowship was not able to meet the present demand for pharmacists throughout the pharmacy practice in the country, as when graduated, many choose to migrate to western countries. The new professional doctorate in pharmacy introduced the concept of professionalism as a corner stone throughout the study period. Currently there are four available specialties in the Professional Doctorate including; Clinical Pharmacy, Hospital Pharmacy, Quality Assurance of pharmaceuticals and Management of Pharmaceutical Services. The programme is flexible so that candidates with a master degree, fellowship or even a Bachelor’s degree can be admitted, with differences in study period, for example, those with a Bachelor’s degree may gain the full professional doctorate within four years. Assessments include theoretical knowledge, practical skills and research. The professional doctorate development team at Khartoum University feel that regional and international collaboration is needed in order to overcome obstacles characteristic to developing countries, for example in terms of academic recognition or a professional doctorate (where the PhD is the single most popular doctoral degree)

GSU Panel to Explore Practice Doctorates

The College of Health Professions at Governors State University will present “Advancing Professional Practice: An Expert Discussion on the Professional Practice Doctorate,” on Thursday, January 10, from 1 to 4 p.m. The professional practice doctorate degree is a credential that is quickly gaining ground as professions adapt to the growth in knowledge in fields like nursing, physical therapy, and education