FOSTER, Patricia A. (2011). Professional doctorate students' stories of experiential learning : a discourse analysis. Doctoral, Sheffield Hallam University.
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This report provides an account of a project, the aim of which was to conceptualise, design and complete a work based inquiry of professional doctorate students' stories of experiential learning. The expected outcomes included: the development and construction of a discourse of experiential learning, based on the experiences of those who 'story' them; the development and evaluation of an epistemology of work based inquiry, both providing new insights into hitherto comparatively neglected areas of interest to researchers. The project, based on an initial exploration of the literature, including key conceptual and theoretical perspectives, used a generalised qualitative approach. Reflexivity was integral to all elements of the inquiry. In-depth, unstructured interviews were conducted on seven individuals, studying on a Doctorate in Professional Studies. Data from these interviews, together with evidence gathered from a further continuing and extensive review of the literature, was analysed using methods of data analysis, informed in part by the writings and ideas of Michel Foucault. Three major discourses, constructed from the participants' messages, emerged from the analysis. They were not only on experiential learning, but also on professional doctorate people and professional doctorate awards. Key learning from the project related to the extra-ordinary people who were the professional doctorate students, as well the magical and emotional experience of experiential learning. Additional lessons to come from the project related to discourse analysis and work based inquiry. Suggestions regarding the provision of professional doctorate awards, staff development, the support of professional doctorate students and experiential learning were made to significant stakeholders. These included faculties and higher education institutions providing professional doctorate programmes, as well as educationalists involved in the delivery of experiential learning, all of whom should find this report of interest.
|Item Type:||Thesis (Doctoral)|
|Research Institute, Centre or Group:||Sheffield Hallam Doctoral Theses|
|Depositing User:||Jill Hazard|
|Date Deposited:||20 Apr 2012 11:39|
|Last Modified:||20 Apr 2012 11:39|
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