- Why choose Exeter
- Credit for prior learning
- Financial support
- Masters programmes
- Professional Doctorates (EdD)
- PhD in Education
- TESOL options
- The National Award for SEN Coordination
- DEdPsych Professional Training in Educational Psychology
- Facilities and support
- Methods of Teaching, Learning & Assessment
- Programme specifications
- SEND resources
- Back to Education home
Our international community of researchers has an excellent record of winning external funding, and our research centres provide structure and support, promoting collaboration and impact.
The deadline for receipt of complete applications:
July programmes - 30th May.
Sept programmes - 30th June.
We may still be able to accept applications after these dates, subject to the availability of places, but cannot guarantee to be able to process your application in time for a July/September start.
The generic EdD route brings together professionals and policy-makers from across sectors that have traditionally been, and mostly remain, separated.
- early childhood education and care
- schools and further education colleges
- adult and community education
- higher education
- medical education
- health and social care
It encourages the growth of a community of professional scholars with varied but complementary interests in exploring theories, policies and practices associated with education, training, teaching and learning at different stages in the life course, together with the complex, overlapping roles of professionals engaged in these processes.
The programme is divided into units of study called ‘modules’ which are assigned a number of ‘credits’. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work.
The programme carries a total of 540 credits and is completed in two ‘Phases’.
Phase 1 (pre-thesis) is normally equivalent to one full-time academic year (12 months) and has a credit rating of 180. This phase is divided into six 30-credit modules. Each module is assessed by means of written assignments (each equivalent to 6,000 words).
To progress to Phase 2 you are required, as a minimum, to complete four ‘core’ modules and two modules in any one of the ‘special fields.’
Phase 2 (thesis) is normally equivalent to two full-time academic years (24 months)and has a credit rating of 360 (the equivalent of 180 credits per year). This phase consists of a single module which entails the completion of a 50,000 word research thesis within the special field chosen in Phase 1.
The EdD generic pathway is only available as a part-time study option. As the maximum period of study is 7 years part-time it is normally expected that the thesis be submitted by the ‘submission date’ which is 6 years after the commencement of the programme. This is to ensure that the viva voce examination and any amendments required can be completed before the maximum period of study, or ‘completion date’ is reached.
I chose to study at Exeter because I did my undergraduate degree here, and since graduating I have become more aware of the prestige and high quality programmes that Exeter has available, especially within the Graduate School of Education. I also appreciate the aesthetic of St Lukes Campus.
As I am a full time lecturer, the Doctorate in Education seemed to be a perfect blend of research, theory and practice. It is definitely designed for the ‘researching professional’ and the assessments, reading, writing and final thesis were all directly related to my professional practice. The structure of the teaching over three residential weekends a year, and the community of practice that develops, has been fantastic — it provides for a wonderful network of support and professional contacts. The experience of the professors who came and talked and worked with us on those residential weekends was inspirational, engaging and hugely motivational.
The programme has directly informed my teaching and research at all levels and I would recommend it without hesitation. The community of students and staff that built up over my five years has been a tremendous support and motivational factor in completing my thesis and graduating. This is ideal for professionals working in education who wish to develop their understanding of education and their place within it.
Mark Leather is a senior lecturer in outdoor adventure education at University College Plymouth St Mark & St John.