1. Hugh McKenna, Dean, Faculty of Life & Health Science Moving Doctoral education forward in the 21st century: issues and dilemmas

2. Presentation Outline  Baseline history and current trends  Reasons for doctoral education and its goals  The different types of doctorates  Quality in doctoral education worldwide  Future trends and challenges regarding doctoral and post doctoral careers,

3. US Doctoral Education  Approximately 250 nursing doctoral education programmes across more than 30 countries.  1980s - 1.5 million US nurses but only 0.16% at doctoral level.  The number of US doctoral programs have increased 1954 (2) 1977 (17) 1985 (29) 1990 (50) 1999 (70) with 16 in development. (Anderson 2000)

4. UK Nurse Doctoral Education PhD 3 years F/T 5 years P/T Number of doctoral students/programs 1967 – Single figures 1997 – 300 PhDs (Traynor) 2003 – 500 doctorates 2008 - ~ 50 doctoral programmes 2009 – 446 returned in RAE (SP 11 only)

5. Reasons for Increase in Doctoral Education  Development of new knowledge through research;  The health and wellbeing of individuals, families and communities worldwide require a well educated nursing workforce;  Preparation of leaders in nursing practice, management and education;  Younger people pursuing doctoral education;

6. Reasons for Increase in Doctoral Education  An increasing number of full-time and part time research studentships and fellowships;  Evolving career structures in universities with the need for staff to teach in undergraduate and graduate programmes  Introduction of the Consultant/Advanced Clinical role, where a doctoral degree is perceived to be beneficial  Government funding for clinical doctorates as part of clinical academic careers (Finch 2008, JRN, 2009).

7. Goals of Doctoral Education  To provide students with a clear sense of purpose and a lifetime love for expanding their intellectual and clinical horizons.  To enable students to recognise themselves as emergent research leaders and appreciate the significance of the development of scholarly endeavours  To provide students with the ability to think critically, identify the gaps in knowledge, search for truth without prejudice, take risks with ideas, be creative and imaginative in solving problems and to communicate clearly and effectively.

8. Goals of Doctoral Education  To educate and train students with critical and reflective capacity for the development of new knowledge and skills for nursing;  To prepare students to pursue intellectual inquiry and conduct independent research;  To educate students to meet the social responsibility of enhancing the health of people through discovery and dissemination of knowledge.

9. Types of Nurse Doctorates  PhD by Thesis  PhD By Published Works/Portfolio  The Professional Doctorate

10. Definition: Professional Doctorate  A professional doctorate is not to be confused with an academic doctorate. The PhD is an advanced research degree, preceded by basic undergraduate education in the field and is intended to prepare scholars who will advance and teach the knowledge of the field. In contrast a professional doctorate is a practice degree similar to the doctor of medicine degree and constitutes basic preparation for practice. (Newman 1975 )

11. Definition: Professional Doctorate  A student undertaking a professional doctorate will have the knowledge base to be able to function at an advanced level and to be able to develop into expert clinical practitioners, advisors, managers or educators within their particular area of expertise. (Boore 1996)

12. PhD Vs Prof Doc Professional DocPhD DeliveryTaughtNon Taught TrainingBroadNarrow OrientationPractice OrientedResearch Oriented ProductThesis & CourseworkThesis only Size of Thesis20-60,000 words100,000 words CareerClinical/ Advanced Practice Academic/ Teaching

13. NEW MODELS OF DOCTORAL EDUCATION  Newer trends are noted. a)some schools are involved in distance learning in doctoral education b)some schools are requiring 6-12 months of international study as part of doctoral education [ex., Taiwan] c)some schools are sending their students to U.K. institutions to develop dissertation proposals and carry it out in home country. d)E-Learning – South Africa & USA – students find these convenient

14. Quality: Curriculum  The importance of research should be clearly stated as a goal by the institution;  Curriculum should include core content (theory development, research methodologies for qualitative and quantitative research, ethical principles of research, dissertation seminars; and other courses (e.g. leadership, political and policy analysis);  Specify research areas in which academic staff have expertise.

15. Quality: Curriculum 2  Provides formal training in research governance and the protection of human and animal subjects during research;  Has a process in place that fosters socialisation of students and interaction between staff and students;  Provides sufficient information and guidance about career opportunities;  Should have critical mass of qualified staff.

16. Quality: Staff Qualification and Expertise Have earned doctorates in nursing or related fields; Have demonstrable expertise in a research area with external funding record, and with student fellowship or studentship; Have evidence of scholarship and esteem (i.e. publication and presentations).

17. Quality: Staff Qualification and Expertise Provide students challenging learning experiences including diverse intellectual perspectives; Demonstrate supportive supervisory and mentoring skills for students – supervised to successful completion; Be able to fulfill their diverse responsibilities and roles.

18. Quality: Student Quality  Students should:  Demonstrate intellectual capacity, knowledge and experiences in basic research and professional career;  Have goals congruent with faculty expertise and institutional resources;  Establish a pattern of productive scholarship, collaborating with researchers and other disciplines by publications and presentations in national and international peer-reviewed journals;  Demonstrate appropriate entry qualifications, seminar completions and defense of thesis.

19. Quality: Infrastructure and Resources  Have a research support offices/units with technical skills and statistical expertise;  Have a Research Graduate School that handles policy, rules and regulations for student admission, progression, appeals, and graduation.  Libraries with holdings of national and international literatures with search facilities and data base resources;  Advanced computing facility with internet access to national and international data sources;  Adequate accommodation and facilities for teaching and research.

20. POSTDOCTORAL STUDY  New models have been developed and are now being implemented between several institutions and several countries. Some institutions are sponsoring their new graduates to come to the U.S or UK for a year of postdoc study after graduation (e.g. INDEN, Commonwealth Fellows) Some mid-career professionals are using their sabbatical leave to go overseas for postdoc work to refresh their research skills. If you have the freedom go to the best centre of excellence in your field and soak up the vision, knowledge and skills

21. Issues and Challenges for Doctoral Education  Shortage of qualified supervisors;  Staff scholarship and research track record not as competitive as those of other disciplines;  Limited funding source for research and student fellowships/ scholarships;  Limited research environment and support system;  Mostly women with family responsibilities, delaying time to graduation;  Limited socialisation among students, and with staff due to a large number of part-time students.  Entrance requirements

22. Issues and Challenges for Doctoral Education Issues and Challenges for Doctoral Education  Perceptions of Professional Doctorates;  Credibility and multiplicity of titles;  Variability and standard of doctorate;  Funding for Professional Doctorates;  Over Assessment;  Recruitment and Retention;  Career Structure;  Uni Vs Multidisciplinary;  Volume of work in day job;  Lack of opportunity to use skills in practice.