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Abstract
This paper critically engages with the pedagogical design of a generic professional doctorate programme as a framework for creation of actionable knowledge within the practice of both adviser and candidate. Within this exploration the relational dimensions of the adviser–candidate interaction are identified and their potential impact partially explored.
The professional doctorate at University X has developed over the last 20 years with over 100 candidates either graduated or currently studying. It is an individually negotiated programme where the primary resource for the candidate is the one-to-one support of the academic adviser and the consultant. Within this paper the essential features of the work-based learning programme are described. These are designed to enable individual change and to provide high-level professional development for advanced practitioners. The passionate and creative stance of the advanced practitioners that engage with the programme is then considered, as is the manner in which their practice is knowledge producing and validating in its own right, enabling it to be described as epistemic. The engagement of these practitioners with research and enquiry is considered and specifically the relational aspects of both the focus of the research and the interaction with the supervisory team.
Finally, the professional doctorate is considered in light of whether it is a vehicle for co-creation of actionable knowledge as defined by Antonacopoulou. The result is not straightforward and requires a consideration of both the power distribution within, and leadership of, the research activity. Specifically, the challenges that the advisory team are confronted with identifies that is it as much a process of individual change for them as for their candidates.
