First off, there are significant differences between an EdD and a traditional PhD programme. While both can be concerned with research into any aspect of education, they differ in respect of how they are structured and delivered.
Typically a (UK) EdD will consist of 2–3 years taught element consisting of 5–6 modules, usually assessed through 5000 word essays (including a doctoral research proposal). The EdD candidate will attend periodic group lectures where there will be an emphasis on critical thinking/analysis, theory, research methods/methodologies and preparing for the full research proposal. When I was co-Director of the EdD at Keele University (2001–2015) the first essay we gave students was a 5000 word reflective essay in which they were required to analyse their life experiences (personal and professional) through appropriate sociological theories (they had 3 months to write this). All modules had to be passed (they were not graded). Once students had written and presented their final research proposal and successfully passed this stage, then they went on to produce a 50,000 word doctoral thesis. During this latter stage, which officially lasted from 1–2 years , they were under supervision. Final assessment was a traditional doctoral viva. Successful EdD students were awarded the full doctorate.
EdD’s are normally undertaken part-time, officially last 4–5 years (though extensions may be given), have a requirement (albeit limited) to attend university lectures, and are ideal for educational professionals with full-time jobs.
The EdD student, upon commencement of their final thesis, will be allocated a supervisor from among the EdD tutor team.
A traditional (UK) PhD, certainly in education, may well have a requirement to initially attend some lectures in research methods/methodology (and pass this module), but the bulk of the process is done through individual study supported by a supervisor. PhDs can be done full-time (3 years) or part-time (5 years) though extensions can (and often are) granted under particular circumstances. The student will produce a 90,000 word doctoral thesis, duly assessed through viva (external examiner and internal examiner).
The traditional PhD route is perfect for the candidate who is already well-versed in writing academic essays, is an experienced researcher (e.g. at Masters level) and is ready and able to commit to the process, full-time. Which in effect means they already know what they want to research and are therefore able to produce a high quality doctoral research proposal which gets submitted to the university doctoral assessment board. Once this research proposal gets passed, then the PhD student embarks on their full doctorate – research, study, writing.
So those are the two avenues open to you, and only you can know which one suits you best. It all depends on your particular personal/professional circumstances and academic experience.
These are some additional tips:
- When applying for a PhD, it is vitally important to consider the appropriate supervisor as they are going to be a major influence on your whole doctoral journey. If they accept you as a doctoral candidate, then this counts a long way towards you getting accepted by their university. When thinking of the most suitable supervisor, do so on the basis of their proven (international) expertise in your chosen research field (including theoretical position) rather than on which university they are employed at. Contact them direct and seek an initial interview/meeting. This supervisor/student role is a sensitive partnership so proceed with intellect and intuition.
- Whether you go for an EdD or a PhD, you can expect it to dominate your life to some extent. So decide what you are going to sacrifice in order to achieve it. Do not imagine that you can simply add the doctoral experience on top of everything else going on in your life. Unless you have a lot of spare time, that won’t work. When I started my PhD (1993–96) I gave up all my sports coaching and sports administration positions. That saved me many hours a week which I then devoted to my doctorate. Also, avoid big changes in your life during your doctorate (e.g. marriage, divorce, redundancy, children, extended travel, a new career). You need stability and predictability for as long as it takes you to produce the work. You may not be able to achieve this for the 4–5 years of study (I couldn’t), but at least you are forewarned.
- Build your own research network of like-minded doctoral candidates and post-doc researchers. A good way to do this is through attending academic conferences, presenting your ongoing research at such conferences and your university, and contacting academics who have written and published in your specific field. A good supervisor will also help you network, though don’t rely on them for this.
- Related to Point 3, what you want to avoid during the doctoral journey is the feeling of intellectual isolation and ennui. Don’t rely on your supervisor for this – she/he will have several doctoral candidates to supervise – you need to be proactive in linking up with those who will support, understand, and encourage you. And don’t rely on social media. That won’t work. You need to have deep intellectual discussions about your research and ideas with those who get it.
- Doctorate research is, by definition, highly focused, and every thesis produced is very specific to a limited number of clear, concise and answerable research questions. So before starting out on this road you must ask yourself ‘what do I want to research?’ What will keep me motivated for 4- 5 years of hard research, field work, writing, and reading?
- Finally, decide why you want this level of qualification. What is your motivation? Money? – forget it. Status? – ok, you’ll be a doctor but then what? Career? – sure but really only works if you continue to publish post-doctorate and work in academia as a lecturer. Because it will please your parents? Oh dear! The only worthwhile reason to do a doctorate, whether it be EdD or PhD, is because you want to stretch your intellectual boundaries while at the same time, discovering/creating new knowledge and understanding of education and social phenomena.
