120 research outputs found
Providing the framework for exploration and creation of knowledge in a DProf programme
As the introductory contribution to the Middlesex Symposium Dr Annette Fillery-Travis will critically engage with the pedagogical design of the Professional Doctorate Programme as a framework for reflective dialogue between advisory team and candidate that facilitates the exploration and creation of actionable knowledge within the practice of both (Brockbank and Mc Gill, 2006).
The Professional Doctorate at Middlesex University has developed over the last fifteen year with over 180 candidates either graduated or currently studying. It is an individually negotiated programme where the primary resource for the candidate is the one to one support of the academic advisor and the consultant. Within this paper the workbased learning design of the programme is described and its essential features which enable individual change to occur and the programme to provide high level professional development. I then consider the passionate and creative advanced practitioners that engage with the programme and how their practice is knowledge producing and validating in its own right enabling it to be described as epistemic. The engagement of these practitioners with research and enquiry is considered and specifically the relational aspects of both the focus of the research and the interaction with the supervisory team.
Finally the Professional Doctorate is considered in light of whether it is a vehicle for co-creation of actionable knowledge as defined by Antonacopoulou (2010). The result is not straightforward and requires a consideration of both the power distribution and leadership of the research activity. In the following contributions to this symposium two advisor-candidate pairs will discuss their experience in this doctoral programme. Hopefully this paper will have provided some context to the challenges they have experienced and the co-created knowledge they have produced
Contracting within the business coaching relationship - a guide and a cautionary tale!
In this white paper we explore the limited research available on contracting - the setting up, use and monitoring of the business coaching relationship. We do not try to develop a standard coaching contract as that would be too constraining for the majority of business coaches- each contract must be customized to the client's requirements. Instead we provide a list of factors that should be considered in developing an effective contact
Exploration of the potential role of professional doctorates in practitioner accreditation within professional associations
In this paper I ask whether Professional Doctorates (either through new research or through Public Works) have a role or contribution to make within individual accreditation by professional bodies at advanced (Fellowship) levels
Developing the coach: using work based learning masters and doctorate programmes to facilitate coaches learning
How is coaching being used within school? Part 2: Does coaching have an impact on improvement in school settings?
The report also highlighted how coaching is being assimilated into other school improvement and professional development strategies – for example, lesson observations, professional development and performance management. A similar integration with practice emerged in the training of coaches with skills development programmes enhancing the core elements of professional practice such as listening, questioning, learning and reflection. Clearly both the skills and practice of coaching are contributing to major areas of professional work in school.
In this second summary report we consider the interviews with head teachers and senior leaders in a sample of these schools (self-selected) and take a more in-depth, qualitative perspective on how coaching is being used. Our initial analysis provides a distinct leadership perspective on:
• why do these leaders give such commitment and energy to coaching?
• what has been their experience of implementing coaching strategies?
• what do they consider to be the visible benefits and challenges?
Powerful themes emerge around power, equality and inclusion; leadership awareness and personal responsibility.
Throughout this Project, the voices of all have spoken passionately of a common, fundamental purpose: improving the quality of the learning of children, young people and adults. ‘We have to make a difference.’ This report draws together these voices and offers a picture of how coaching in schools is contributing to this agenda
Does coaching work or are we asking the wrong question?
Within the context of an expanding market for coaching in all its forms organisations are asking the questions ‘Does coaching work?’ They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework?
We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework
How is coaching being used within schools? Does coaching have an impact on improvement in school settings?
Within this report we are seeking to investigate how coaching is being used within school, who is doing it and how it is evaluated by those using it. Without such information it is difficult to offer informed support to teachers and schools in this field.
The results of this work will identify the potential that a sample of head teachers see for coaching as a development tool for the future and indicate where schools are finding value in the coaching approach. Primarily we hope this will inform head teachers and those responsible for teacher development so they have access to the experience of others building best practice in the area. This information may also help to inform decisions of policy and strategy at all levels. It may help to shape the training offered by those with commissioning and provider roles for the development of teachers and leaders in schools. The findings of this report may help tailor provision to the specific needs of teachers and schools rather than using the generic commercial models of coaching currently on offer
Researching coaching
This chapter reviews the current state of coaching research and identifies new directions for the future including the exploration of alternative methodologie
A critical review of executive coaching research: a decade of progress and what's to come.
This paper aims to summarise the current state of coaching research and to provide a basis for future research which will provide a frame of reference ensuring that research builds on previous studies and adds to knowledge rather than replicating previous findings in innocence. This approach will prevent wasted effort and resources in organisations and research.
The paper is divided into three sections. The first two sections review the state of research over the past hundred years, with a greater focus on the past decade when coaching research has accelerated at warp speed. The paper divides the recent research into categories; the nature of coaching, coach behaviour studies, client behaviour studies, relationship studies and executive coaching impact studies.
The third section considers the future direction research may take. It identifies key questions which the authors believe should be the focus of future research and highlights the work undertaken to support coaching researchers and published by the Coaching Foundation
- …