Who is this programme for?
The programme provides a well-defined and supported route to a PhD for professionals working in higher education institutions around the world.
Participants can study entirely at a distance from Lancaster and whilst in full or part-time employment in a higher education (post-school) environment. This programme is exclusively designed for higher education professionals of whatever sort, for example: academics; managers; administrators; educational developers; student learning specialists.
This 4 year part-time PhD programme is designed for both the needs of universities and national higher education systems and HE professionals around the world insofar as it:
- Qualifies university staff to PhD level;
- Develops them as skilled researchers;
- Supports them in publishing in high status journals*;
- Identifies desirable practices in learning, teaching, administration and management, in addition to research, and helps staff achieve them;
- Equips staff to be effective and valuable change agents in their universities;
- Is oriented to improving academic practices across universities and university systems.
Participating in the programme will enable participants to enhance practices of different sorts within their higher education institutions. The programme builds a mutually supportive spirit among participants who all have overlapping professional and academic interests. This means that participants benefit from studying within a cohort of students who act as critical friends and an informal support network during the programme, and a continued network throughout their careers.
* Examples of publications arising from programme assignments include:
- Cheng, T. K. (2018) How does supervision develop students' professional identity when entering the childcare workforce? Journal of Perspectives in Applied Academic Practice. Vol 6 (2), 3-12.
- Cheng, T. K. (2017) Spanning professional and academic: The changing identity of professional administrators and managers in Hong Kong’s higher education context. Educational Research and Reviews, Vol. 12(23), pp. 1120-1128
- Efu, S. I. (2019) Exams as Learning Tools: A comparison of traditional and collaborative assessment in higher education. College Teaching, Vol 67(1).
- Harding, N. (2018) The Digital Turn: staff perceptions of the virtual learning environment and the implications for educational developers. Irish Journal of Technology Enhanced Learning. Vol 3 (2).
- Hayden, I. (2017) Evaluation of the effectiveness of blended learning using Moodle with first-year undergraduate students. GMIT Research-Journal, Vol. 3. Galway-Mayo Institute of Technology.
- Hayden, I. (2019) An evaluation of the design and use of applied visual interactive resources for teaching building regulations in higher education built environment programmes. Architectural Engineering and Design Management.
- Kelleher, C. (2016) Exploring the social practice of programme board level self-evaluation and its contribution to academic quality assurance, Irish Journal of Academic Practice: Vol. 5 (1), Article 6.
- Osborne, T. (2018) Not lazy, not faking: Teaching and learning experiences of university students with disabilities. Disability and Society.
- Ruby, M. (2018) Not all managers are managerial: A self-evaluation of women middle manager's experiences in a UK university. Higher Education Policy.
- Said, A. (2018) Vocational teaching-learning through the eyes of undergraduate vocational students in Malta: A qualitative exploratory study. International Journal for Research in Vocational Education and Training (IJRVET) Vol. 5 (1), 42-63.
- Shaw, R. (2018) Professionalising teaching in HE: The impact of an institutional fellowship scheme in the UK Higher Education Research and Development. Vol. 37 (1), 145-157
- Teviotdale, W. et al. (2017) Group work and undergraduate accounting students: a Bourdieusian analysis. Research in Post Compulsory Education. Vol. 22 (3), 334-354.
- Wade, P. (2017) The impact of the CPF training funding policy on an adult education EFL diploma course and its students at a public French university. Language Issues, Vol. 27 (2), 100-114.
- Witthaus, G. (2018) Findings from a case study on refugees using MOOCs to (Re)enter Higher Education. Open Praxis, 10 (4).