Page 31 - Innovative Professional Development Methods and Strategies for STEM Education

The Role of the Professional Doctorate in Developing Professional Practice in STEM Subjects

role. It has provided me with the opportunity to reflect on my work with almost indecent introspection.
At times it has felt like an indulgence but the additional critical reflection and knowledge has impacted
crucially and I believe significantly on the continuing success of my work projects. Undertaking the
doctorate, the processes of reflection, the need for rigor, the collection of evidence critically and the
application of theory have all impacted directly upon my practice and delivered real benefits for my
work and my employer.

Discussion of the Themes

Each of these themes is discussed below.
Cohort experience. In general the students were very positive about working with a cohort of stu-
dents from different backgrounds, and felt that there was much to be gained from this experience. The
STEM students gained much from working alongside others who were not from a STEM background
and welcomed the different methodological and practitioner perspectives which this gave. They enjoyed
discussing work-based issues within a safe, supportive environment and often gained new insights from
fellow students who brought different theoretical models, and practices to bear on the issues which the
students were exploring for their doctoral studies. An element of competition developed within the cohort,
and the students motivated, supported and encouraged each other. When a student graduated there was
feeling of success for all, and group celebration of individual success became a very important aspect
of the programme.
Structure and academic support. A number of issues regarding the structure of the programme and
of the final doctoral submission were raised by the students. Although as busy professionals the students
required flexible delivery, they also welcomed some structure, looking forward to teaching sessions
and managing to reserve space for them within their work schedules. They also welcomed programme
deadlines, which encouraged them to develop sections of their doctoral submissions within specific time-
frames, a discipline and rigor which is often missing within a traditional PhD programme. The students
welcomed the regular, consistent and independent support from academic staff which they enjoyed; this
being provided by a much wider group of tutors than the more traditional student-supervisor model on
which a PhD is often based.
Personal impact. The students seemed to indicate that studying on the programme had made a big
impact upon their professional practice. This was evident from a range of students, including those who
were relatively new to the programme. The students reported that they saw quite significant changes
within their practice at work. They also reported much wider benefits as they increasingly introduced
new practices, models and theoretical perspectives to the workplace, having studied these within their
doctoral programme, or having learnt of them from other student practitioners.
Mixed employer perceptions. The students indicated a mix of employer reactions to, and perceptions
of, the programme. Some employers were very supportive, and provided tangible resources to the student,
including paying the fees for their doctoral programme. Others were much less supportive; some students
reported having to keep their studies almost secret, as their employers seem jealous and resentful of the
academic work which they were doing.
Reflective practice. One of the important elements of many professional doctorate programmes,
including the programme within this case study, is reflective practice. Students are required to reflect
upon their own practice in a formal manner, writing reflective essays discussing their own work based

12