Dr Josette Bettany-Saltikov Professor Rob Mcsherry Do structured doctorates enhance the student`s learning and progression and facilitate successful completion? Dr Josette Bettany-Saltikov Professor Rob Mcsherry

Globally the popularity, development and diversity of professional doctorates (PD) continues to rapidly expand. They are not only confined to Health and Social care but, engineering (EngD), business (DBA) and education (EdD) (McKenna 2005, Melles 2009). Background

What do we mean by the term Professional Doctorate? A PD is described as : an advanced study and research which, whilst satisfying the university criteria for the award of a doctorate, is designed to meet the specific needs of a professional group external to the university and which develops the capability of individuals within a professional context (United Kingdom Council for Graduate Education 2002 p31)” What do we mean by the term Professional Doctorate?

Sounds easy enough. what`s the challenge? The challenge facing many universities is in designing structured programmes which complement educational regulators requirements like; The Quality Assurance Agency alongside Organisational necessities such as the United Kingdom National Health Services and Professional disciplines e.g the Health and Care Professions Council (2014), NMC, social care? Sounds easy enough. what`s the challenge?

Challenging and difficult in practice Accommodating these wide ranging, Diverse and often disparate stakeholders along with designing programmes which are student-centred is both challenging and difficult to achieve in practice. Challenging and difficult in practice

Diverse stakeholders This is because of several factors such as: University Regs QAA HCPC NMC Social Work This is because of several factors such as: developing a shared vision with specific aims and objectives which accommodate the various stakeholders needs and requirements. Diverse stakeholders

Aims The round table discussion (RTD) will Reflect, share and discuss the challenges and opportunities from 9 years of our experiences of supporting a variety and diversity of students on a Doctor of Health and Social Care Programme And enquire about your own experiences of these issues Aims

Do you agree with the operational definition of a structured doctoral programme on page 2? Why do you think this type of approach is appealing to many students? How do you think that this approach impacts: a. on the students learning experience? b. support ? c. and outcomes? .   Key issues to debate

What do you believe are the impacts of the structured Doctorate on: student identity? Expectations? Timelines? Deadlines? support through the cohort Key issues 2

Finally, we recommend the importance of having a well-defined structured (and step-by-step approach) in the design and delivery of Doctorate programmes. Conclusions