Enhancing professional self-esteem: learners' journeys on a distance-learning Doctorate in Education (EdD)

This article explores the motivations, experiences and perceived outcomes for Doctorate in Education (EdD) students in their journey through a relatively new form of doctoral education at a distance. The research draws on a range of individual EdD participant voices, both student and graduate, and is timely in focusing on an example of an under-researched but increasingly common phenomenon of part-time distance learning professional doctorates. The aims of the research were: to understand what motivated students to register for an EdD; to explore the factors which successfully sustained them on their journey; to identify common outcomes on completion. The researchers developed a case study of the student EdD journey in its distinctive professional context(s). Data was collected in a number of linked stages including postal surveys, semi-structured interviews, and students’ reflective evaluations at different points. Key themes related to professional postgraduate learner transitions emerge from the data, which contrast with previous work on the traditional PhD and relate to: the deliberate choice by students of a part-time distance learning route; a broader and better-informed understanding of professional outcomes on a professionally-oriented doctorate; the value of flexible support systems for EdD students working in demanding educational roles

Person-centred approaches to social work with older people: aspirations and contradictions

About the book: Social work practice in the twenty-first century is continually changing. Contemporary practitioners work in complex areas and have to do so quickly and competently. This text helps qualified social workers, as well as those about to qualify, to build on their initial studies in order to develop professionally. The volume considers not just what you need to know to practice, but how you develop in criticality and capability – in particular, how you can respond effectively in times of uncertainty and change to become more effective. It examines new roles, identities and contexts, including some international perspectives and the impact of globalisation. Each chapter discusses the contexts of practice (such as law, policies and theories); the contributions made both by those who practice social work and those who use its services; and the capabilities and skills that social workers need to develop in order to deal with complexity in social work

Globalization and health and social welfare: some key issues

About the book: Why do we need to know about adult lives? As western industrialised societies experience demographic change, the proportion of adults compared to children and young people becomes more dominant extending life into advanced old age. Understanding the implications of this change requires detailed consideration of the life course and an awareness of ageing. Adult lives are defined by the experience of history, are structurally specific, and draw upon different interpersonal, lifestyle and cultural resources. Adult lives: a life course perspective, is a diverse collection of academic articles and personal views representing different experiences at different stages of adulthood. These readings constitute a shared life course perspective from which to consider the inter-relationships of how we all live and work together in an ageing society. Its holistic approach will appeal to everyone with an interest in ageing including practitioners and those developing policy in the field of health and social care. This Reader is essential reading for those who wish to understand how lives can be transformed through policy and practice

Whose adulthood is it anyway

Practitioners are finding that adult education approaches are effective with adolescents. Emphasis on student-centered, participatory methods and development of learner autonomy prepares students for adult roles. (SK

The flexible solution to economic decline Journal of Further and Higher Education, Vol. 17. No.1, pp.92-100

The legislative measures and curriculum initiatives taken by the Government in recent years affecting further education colleges have had profound implications for the organisation of institutions and the roles that staff must now play within them. This article attempts to assess the impact on the character and mode of provision, and the quality of learner experience, in the new 'flexible' college. It asks whether the Government's measures will achieve the goal of providing the highly educated, flexible labour force necessary for restoring economic competitiveness

The Challenge of a Distance Learning Professional Doctorate

The first Doctorate in Education (EdD) in the UK was presented at Bristol University in 1992, following US innovations eighty years earlier, when the EdD was seen as a pre-service award, and Australian developments from 1990 where the EdD is seen as an in-service, professional development award. Over the last ten years, a rapid expansion of professional doctorates in education has taken place, with 37 different universities in the UK now offering EdD programmes. This is undoubtedly a response to a growing market (both national and international), which might be a direct result of changing political agendas. These EdDs are all in their different ways a doctoral qualification with an explicitly professional orientation, generally presented as requiring part-time independent study supported by blocks of taught components (for example research methodology) delivered at weekend residential schools in the university. Recent policy initiatives in the UK have suggested a model of teacher professional development conceptualising teaching as a research-based, or evidence-based practice. However, there is a contrary policy direction running simultaneously in England and Wales, which is seeking to impose a more instrumental, Standards driven approach to professional development

An exploration of how some tutors use learning materials to enable student social workers to link theory to practice while learning in the workplace

This paper reports on the outcomes of a study day, which was held using an appreciative inquiry approach, to explore the way students on a social work applied practice course were linking the learning about theories and methods with their work in their practice learning opportunity. The course tutors who took part in the day shared the methods they had used successfully to enhance student learning in this area. The paper identifies these successful methods and also considers barriers to learning and overcoming them. The other main areas discussed are: working with resistance; reflection on the self; building confidence; case studies and scenarios; agency climates and individual student factors. The paper concludes with a discussion of the barriers and opportunities for theorising about practice in managerial climates

Enhancing students’ ability to apply theory to practice

The use of academic theory in social work practice is often a challenge for social work students and improving the practice/theorising relationship has been a longstanding concern of social work educators. This is issue is highlighted when students write about their practice learning in workplace settings. Applied Social Work Practice is a second year practice course in the social work degree at the Open University and the third cohort is in process. Students are expected to engage with theory to practice applications through assessed practice alongside their studies. The course team were particularly keen to find ways to assist those students who struggle most with this aspect of their learning. This paper presents the outcomes of an action research study day which investigated successful approaches used by tutors to enable students to enhance this aspect of learning. The method used was an action research study day involving 10 tutor ‘champions,’ drawn from across the UK and selected for their experienced and proactive approaches in teaching and learning. The research day used an appreciative inquiry approach to skills development that has emerged from the world of organisational change. It provides an alternative to problem based approaches by seeking out positive stories. It requires an open approach to sharing ideas and methods and a willingness to learn and take new ideas forward. The facilitators therefore sought to identify successful teaching strategies and learning resources that could be shared with the fifty lecturers teaching on the course. The findings include a critical evaluation of teaching approaches considered helpful, suggestions for how this aspect of delivery of the course pedagogy might be enhanced or developed and explores cross-cutting themes for other settings/teaching situations. There is a focus on practical and transferable teaching outcomes, which evidence learning for best practices and experiences of teaching success