FOSTER, Patricia A. (2011). Professional doctorate students' stories of experiential learning : a discourse analysis. Doctoral, Sheffield Hallam University.
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10695714.pdf - Accepted Version
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Abstract
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.
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