Doct

orwww.cityu.edu.hk/ce/edd

The EDd is an exempted programme under the Non-local Higher and Professional Education (Regulation) Ordinance (reference no. 450292). It is a

matter of discretion for individual employers to recognise any qualification to which this

programme may lead.

Part-time Year 2013 17th IntakeProgramme Code: 133-29070

Postgraduate Programme

Doctor of Education

University of Bristol

www.bris.ac.uk

School of Continuing and Professional Education, City University of Hong Kong

Address : LG/F, Academic Exchange Building,

Tat Chee Avenue, Kowloon

Tel : 3442 7423

Fax : 3442 0399

Email : scope@cityu.edu.hk

Website : www.scope.edu

SCOPE/1/13/01/081

MESSAGE FROM THE PROGRAMME DIRECTOR

“I am very pleased indeed to welcome you to the Doctor of Education Programme offered by the University of Bristol in association with SCOPE at City University, Hong Kong. You are joining one of the most highly respected and widely recognised taught doctorates in education worldwide...and one with an excellent profile and reputation in Hong Kong.

I am sure you will benefit greatly from working with our team of internationally distinguished tutors. From past experience, I know you will also find it to be a very enjoyable and rewarding undertaking that will connect you to other participants and researchers working throughout Hong Kong, and to research that is directly connected to your own professional experience.

With all best wishes for your success in the programme in the coming years.”

Professor Michael Crossley, AcSSDirector of Doctor of Education

Professor of Comparative and International Education

SPECIAL FEATURES OF THE BRISTOL EDD PROGRAMME

Gateway to Distinguished Education Programme

One of the top-10 universities in the UK that is recognized internationally for its research & teaching.

Launched in 1997, with proven record of completion and high quality graduates in different levels and sectors of education.

The EdD carries the same status as PhD.

Learn from experienced Education Professionals

100% taught by high calibre academics from the University of Bristol - Graduate School of Education.

Unique Class Schedule

Every taught unit is designed as one weekend block every two months to allow students to study without affecting their full time commitment.

Valuable Networking Platform

International mix of students providing excellent opportunity for experience sharing and appreciation of cultural diversity.

Bristol at a Glance 100-year centenary celebrations in 2009 Top-30 (28th) University in the world (QS World

University Rankings 2012-2013)

Graduate School of Education Celebrates its centenary in 2013 Among the top 5 for Education in the UK in the

latest Research Assessment Exercise, which rates research quality

Maximum points for teaching quality in the latest Quality Assurance Agency review

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THE UNIVERSITY OF BRISTOL DOCTOR OF EDUCATION PROGRAMME IN HONG KONG

When you choose to follow the Bristol EdD, you will find yourself in the company of senior professionals in education, health, business and other sectors. While participants in the programme come from very diverse backgrounds, they share a common purpose: to achieve a doctorate, the pinnacle of academic studies, both to enhance their current performance and as an investment in their future careers.

The Bristol EdD

The University of Bristol launched its Doctor of Education Programme in Hong Kong in February 1997. It was the first British University to launch a “taught” doctorate in Education although the concept has now been adopted by many other British universities both in Education and in a growing number of other fields. The participants, most of whom study part-time, come from every stage of education from Primary through to University level, they hold academic or administrative positions, but they all have some form of management responsibility as part of their present posts and many are influential policy-makers.

The Bristol EdD programme in Hong Kong offers senior educational professionals for a lifelong path of executive leadership and educational administration in different phases and sectors of educations, in other public services and in the private sector whose work requires them to have high level research and inquiry skills, enabling them to evaluate, implement, commission, design and administer research into the many different aspects of educational provision as well as to understand the policy implications of research.

The Education Management and Policy specialism offered in Hong Kong is primarily concerned with enabling participants to improve their understanding of the process of management by engaging with the most recent research and theoretical developments relating to the core tasks of management and those which educational institutions are currently confronting, e.g. human resource management and the management of multiple innovations. The understanding that the programme seeks to encourage will sustain professional reflection leading to improved practice.

The Bristol-based EdD programme operates throughout the year, including through the summer, so it is possible for participants registered on the Hong Kong programme to attend units in Bristol should they be visiting the UK. On such visits to the UK they would also have access to the University Library and other resources in the Graduate School of Education.

For those entering the programme with a recognized Master’s degree, the degree comprises 7 taught units (5 mandatory units and 2 optional units) and a dissertation. These units are taught on a weekend block (normally on Friday evenings, Saturdays and Sundays).

Each unit normally consists of 15 hours of contact time plus a further 60 hours of associated study time including the writing of an assignment of 4,000 words.

Tentative Timetable for Intake 17 (2013 – 2015)

# Optional Units to run in alternate years, students may also choose to take other optional units that available

The delivery of the DegreeThe degree is delivered in Hong Kong in a part-time block mode every two months. Each taught unit consists of a mandatory pre-unit task, 15 hours of contact time and a tutorial* to discuss the assignment. Each unit is normally spread over 3 days (Friday evenings, Saturdays and Sunday) in the pattern as follows:

* Tutorial may be an individual meeting with the tutor or students may choose to meet with the tutors in small groups.

AssessmentAssessment is based on coursework (a written assignment about 4,000 words for each unit) and a dissertation not exceeding 45,000 words in length.

Structure of the Degree

The diversity of topics offered in the programme make it possible to develop a specialist understanding of a range of issues relating to education management and learning in organizations. It is the emphasis on academic knowledge and deep understanding, combined with a focus on real life professional issues, that distinguishes it from a variety of other doctorates in educational and professional studies.

The focus of the programme is particularly appropriate for development if you are likely to be involved in senior responsibilities for managing organizational change, learning and development.

Taught Units and Dissertation

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DATE UNITS

2013 November Understanding Educational Research

2014

JanuaryMarchJuneNovember

Education Policy Leading for Educational Change in Organisational Settings Learning with New Technologies#

Educational Assessment and Evaluation#

2015FebruaryMarchApril

Research Methods in Learning, Leadership & Policy Preparation for Dissertation Learning and Teaching in the Global University#

Pre-Course Reading

Normally 4-6 weeks prior to the class

LectureFriday evening (3 hours),

Saturday (6 hours) and Sunday (6 hours)

AssignmentNormally 3 months

after class

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EDUCD0068 Educational PolicyThe topics to be considered will include: the nature and scope of policy studies and policy analysis; perspectives on educational policy analysis; key constituencies and players in educational policy making; political ideologies and their influence on educational policy; the processes of educational policy formulation; the impact of research on policy. These theories and concepts will be applied to the analysis of particular policies and issues e.g. audit and inspection; the marketisation of education.

EDUCD0093 Leading for Educational Change in Organizational SettingsThe unit will seek to develop a critical awareness of the key issues and challenges facing leaders in education in the UK and internationally during times of turbulent change. It is aimed at future and potential leaders from all sectors and across all levels of education. The unit will allow participants to examine leadership and management theory, to interpret cutting edge research and to apply insights to their own contexts through developing case studies. The substantive areas covered will include the contexts of leadership and change in educational settings; understanding the change process; organisational cultures and learning; changing modes of professionalism; models of leadership for change.

EDUCD0090 Research Methods in Learning , Leadership & PolicyThe unit is aimed at academics, administrators, curriculum developers, teachers, students and governors and anyone else with an interest in research methods, designs and approaches related to educational leadership and management, teaching and learning, policy and evaluation. An introduction to a range of quantitative and qualitative data collection methods will be covered, such as: questionnaire design; interviewing; systematic and video observation; participant observation; documentary evidence; secondary datasets. An introduction to a range of quantitative and qualitative forms of analysis will also be covered, such as: data modelling and statistical inference; grounded theorising; and textual, video and documentary analysis. Examples will be drawn from current and recent research projects undertaken within the Graduate School and a range of organisational settings.The strengths and weaknesses of different approaches and strategies to data collection and analysis will be considered and participants will be guided in considering these methods in relation to their own research plans and in relation to the key paradigms introduced in “understanding educational research”. Web-based and other resources to inform and guide the selection and use of research methods will be highlighted (eg ESRC NCRM).

EDUCD0089 Preparation for DissertationThe unit assumes and builds on the introduction to educational research provided in Understanding Educational Research. It is not subject- or discipline-specific, but is concerned with generic issues involved in developing research to be published in the form of a dissertation. Issues of methodology and research design link questions of topic, theory and method, and provide contexts for informed choice of methods. Using examples from existing EdDs, issues around the crafting of the dissertation, and of ways that ‘good ideas can be made into good dissertations’ are critically discussed, with an emphasis (1) on structure and organisation of the dissertation as a whole, and (2) writing as academic practice. Particular emphasis is placed on the importance of the ethical dimensions of the dissertation. A key focus is on making the most of the supervisory relationship. Emphasis is placed on the importance of practical (access; scheduling) as well as academic issues.

B. OPTIONAL UNITSEDUCD0009 Educational Assessment and EvaluationThe unit looks at contemporary issues in theory, policy and practice of educational assessment internationally. Research on assessment in schools, higher education and vocational settings will be included in the course. Educational standards and the relationship between assessment and learning will be key themes.

A. MANDATORY UNITSEDUCD0011 Understanding Educational ResearchThis unit will review core issues from the philosophy of social science, and will offer students a conceptual framework to support their understanding of major research paradigms in social science and education. This framework will then be used to classify educational studies and to examine the validity of evidence and analysis in a number of cases. Through participative activities involving the presentation, classification, critique and defence of significant projects, the course will demonstrate the ways in which theories, research designs, ethical principles and methods influence data-sets and their interpretation. The projects selected will be drawn from recently published books which have influenced policy, planning or practice in education. Through lecture and debate, the unit will also address objectivity and subjectivity in educational research. In conclusion, the unit will focus on the worthwhileness and relevance of research findings and their application for policy and practice. Links will be drawn with the process of conducting research for a higher degree.

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EDUCD0102 Learning and Teaching in the Global UniversityThe unit examines theoretical perspectives on and research approaches to the curricular, pedagogic, and policy implications of current debates about teaching and learning in higher education from an international perspective. The unit draws upon social psychology, sociology, cultural studies,gender studies and management and organisational studies as well as the wide literature on higher education.The unit will begin by charting the current landscape of policies and issues relating to learning and teaching in the 21st Century university across different national contexts, including, Europe, Australasia, Asia and North America. It will be focused around three key themes; Learning Environments, Diversity and Quality Enhancement. Learning Environments will be concerned with New Technologies in Learning and Teaching, Academic and Digital Literacies, Pedagogies and Disciplinary Identities and Research and Teaching linkages. Diversity will include discussions around the move to systems of mass higher education, widening participation agendas and internationalisation and cultural diversity. Quality Enhancement will focus on national policies on learning and teaching in higher education, processes of evaluation, marketisation and commercialisation and debates on the purposes of higher education.The unit will be of value to academics, higher education students, learning-support staff, educational developers, higher education managers and administrators and those who wish to enter such occupations.

EDUCD0092 Comparative ResearchMuch can be learned from the experience of other education systems, but disciplined and systematic comparative research also draws attention to the dilemmas of the transfer of educational policy and practice from one context to another. Drawing upon detailed analyses of contemporary comparative and international studies, and upon research projects carried out within the Graduate School of Education, this unit examines how we may best learn from, and apply, comparative perspectives in both our professional work and research and scholarship. The unit focuses upon the potential and pitfalls of education policy transfer, upon issues relating to the quality of education, upon the place of context and culture, and upon the importance of forging strong linkages between educational research, and policy and practice.

EDUCD0099 Testing and Assessment in Lauguage LearningThis unit provides an overview of current developments in theories and practices of language testing and assessment. We explore approaches and the processes of language test construction and validation as well as classroom-based assessment, and review current developments in the field through consideration of the principles underlying best practice in language testing and assessment. We focus on the development and validation of tests and other procedures used to assess the language development, achievement and proficiency of speakers of English as a foreign or additional language, and the research methods relevant to these tasks. Indicative content areas include language assessment as socially situated practice, assessment for learning, the Common European Framework of Reference, assessment of different language skills (e.g., the development and validation of rating scales, integrated writing tasks, observation driven approaches to classroom/teacher assessment, self-/peer-assessment), washback, and power, and ethics and fairness in language testing as social practice.

EDUCD0066 Learning with New TechnologiesThis unit focuses on the ways in which new technologies can be used to enhance and transform the capabilities and practices of both individuals and organisations across a range of sectors and settings. Participants will consider digital technologies and environments and the ways in which they are embedded in our everyday lives and how they can be harnessed for teaching and learning. There will be three strands to the course: reading and discussion of relevant literature and theoretical perspectives; critical analysis of a range of digital-environments through “hands on” work; evaluation of the effects of the use of a computer environment for learning or management.

EDUCD0088 Leading, Managing and Governing the 21st Century UniversityThe unit is aimed at current/future university leaders and managers, academics, administrators, students and governors and anyone else with an interest in HE leadership, management and governance. It will explore theoretical, methodological and practical concerns relevant to and analyse recent empirical research about, the leadership, governance and management of higher education institutions. The unit will enable a critical examination of what it now means to lead a university, faculty or department in the 21st century university. The strengths and weaknesses of different approaches and strategies will be considered. Substantive areas covered will include: the leadership and management of teaching and research (including quality), managing staff and resources, the strategic management of universities as organisations, entrepreneurial universities, what it means to be a world class university and the governance of higher education institutions and how to research all of these. Examples will be drawn from a range of countries.

Supervised Individual Study (single or double unit)This unit is available in the exceptional circumstances that require an individually negotiated programme of study, submission of work and assessment that could not be met by any other available unit in the programme. The unit devised for these purposes must be consistent with and contribute to significant aspects of the Programme Specification.

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The thirteen taught units, of which you need to take seven for credit, will be presented over a period of two years, after which participants will begin the work on their dissertations. The minimum period of study is 3 years and the maximum period is 8 years.

Changes to University of Bristol RegulationsThe Regulations and Code of Practice for Postgraduate research students will be changing from 2012/13 to include a specific section for Professional Doctorates. These will be available in September 2013 online at www.bristol.ac.uk/esu/ and will also be issued in hard copy.

Teaching100% taught by senior academics from The University of Bristol

Student Support & Learning ResourcesLearning materials will be provided to students to support students’ learning. Assignments planning and writing is supported through electronic communication with Unit tutors. Library support including a dedicated EdD book collection in SCOPE Learning Centre as well as computing services will be provided by City University of Hong Kong, Participants will also be provided access to the University of Bristol Library collection of electronic journals via the off-site proxy server system.

Additional support will also be provided by the Graduate School of Education Library in Bristol which carries an extensive stock of books and journals. Materials that are not available from City University of Hong Kong, can be ordered from Bristol.

CommencementSeptember 2013

Entrance RequirementCandidates should hold a recognized Master’s degree in Education or a related subject with not less than three year’s appropriate professional experiences.

FeesProgramme Fee : Year 1 : $104,000 * Year 2 : $104,000 * Year 3 and after: $45,000 per year (until the completion of programme)Graduation Fee : HK$400 (due upon admission)* Fees for Year 1 and 2 will be charged on an instalment basis.

A major attraction of the programme for busy professionals is its flexibility. It is offered on a part-time basis and the taughtunits are presented at one weekend block.

Period of Study

C. DISSERTATIONThe dissertation comprises one half of the degree and must not exceed 45,000 words. It will represent a contribution to knowledge which shows evidence of originality and independence, critical evaluation of the appropriate literature, research skills and the ability to communicate the results and their implications. It is expected that the results of dissertations will be worthy of being, and in many cases will actually be, published. Dissertations will be examined by internal and external examiners and will involve a viva voce examination.

Published Work (single or double unit)This unit provides participants with the opportunity to present published work for assessment alongside scholarly reflections on issues involved in writing the published work as an opportunity for reflective evaluation. The self-assessment might be informed by making presentations on the work in any appropriate setting(s). The assessed piece of work will consist of the publication and a commentary. The selected publication must be one that has been published in the preceding five years. A proposal will have to be submitted to judge if the published work meets the specified criteria and is sufficiently consistent with the Programme Specification before students can register on this unit.

Application Deadline :

28 June 20136

All the above information is updated as at 28 February 2013. The presentation of this programme is conditional upon satisfactory recruitment. The University of Bristol and City University of Hong Kong reserve the right to change any of the information without prior notice.

How to ApplyApplication should be made through the University of Bristol’s online application system at: www.bristol.ac.uk/prospectus/postgraduate/2013/apply.html

Completed online application and the supporting document should be submitted by the application deadline:

at least TWO references; copies of university degree certificate(s) and transcript(s); any other professional qualification(s) / supplementary information which is relevant to the assessment of your

application

Paper applications and hardcopy of supporting document WILL NOT be accepted

Before completing your application, you are advised to go through the “Notes for Online Applicants” and

the “Online Application Guide” which will guide you step-by-step through the application procedure.

** Notes for Online Applicants” and “Online Application Guide” are obtainable online from the Download Area at www.cityu.edu.hk/ce/edd

Notification of the Application ResultApplicants will be notified of the decision through the online system. Please notify the Graduate School of Education at ed-edd-hk@bristol.ac.uk if you do not receive the results within 21 days after submission of your application.

Use of Application InformationThe information that you provide in the online application form, including the HKID number, will be used for the following purposes:

as a basis for various types of processing in relation to your application;

as a basis for selection of applicants for admission in 2013/2014 to the programme you applied for and for other relevant or related purposes;

for obtaining from relevant institutions information about your candidature for public examinations and studies in institutions in Hong Kong and elsewhere;

for transferring to the student record system of University of Bristol and CityU-SCOPE upon successful outcome of your application;

for statistical and research purposes (with personal identifiers removed).

In accordance with the Personal Data (Privacy) Ordinance, you have the right of access to, and correction of the information contained in the application form, and the right to request a copy of such data. If you wish to obtain more information, please write to CityU-SCOPE. For details of the Personal Data Collection Statement, please refer to the website: www.cityu.edu.hk/ce/pdcs. For data privacy issue of University of Bristol, please refer to www.bris.ac.uk/university/governance/policies/vip/vip-privacy.html for details.

Education Loan Successful applicants are eligible to apply for the Extended Non-means Tested Loan Scheme (ENLS) administered by the Student Financial Assistance Agency (SFAA) of the HKSAR government. The maximum financial assistance under the ENLS is equivalent to the total tuition fees payable of the programme. For more details and enquiries, please visit SFAA’s website: www.sfaa.gov.hk or call 2150 6223.

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STAFF PROFILESally BarnesMPhil (Open), PhD (Bristol)Sally Barnes is Senior Lecturer in Education and Graduate Dean/Co-Education Director for the Faculty of Social Sciences and Law. Her research interests are in how appropriate technology can be used to enhance the learning process in both face-to-face and at a distance scenarios. She originally came to Bristol to work on the acquisition of child language with the Language Development Project (directed by Gordon Wells). Since then her work has focussed on individual differences in children’s language acquisition (MPhil) and adults learning to use computers (PhD).Her current projects revolve around the FP7 EU-Network of Excellence Kaleidoscope where Sally was a member of the executive and core groups and on the sterring board of the Virtual Doctoral School. Other projects include the ESRC funded use of digital video technology to better understand the holistic impact of technology on the classroom; and an evaluation of the Rollout of the NGfL in 10 Pathfinder LEAs (funded by BECTa)Sally has research links with several the Instituto Informatica Educativa at the Universidad de la Frontera in Temuco Chile. Bristol and Temuco have signed a Memorandum of Understanding to try and develop their Masters programmes into a linked joint effort. The Instituto is responsible for running Enlaces, the Chilean educational network.Recent publications include:Timmis, SE, Joubert, MV, Manuel, AL & Barnes, SB.(2010) ‘Transmission, transformation and ritual: an investigation

of students’ and researchers’ digitally mediated communications and collaborative work’, Learning, Media and Technology, 35 (3), (pp. 307-322)

Barnes, SB, Timmis, SE, Eagle, S, Howard-Jones, PA & Rasmussen, I. (2009) ‘Deep learning with technology in 14- to 19-year-old learners’

Balacheff, N, Ludvigsen, S, deJong, T, Lazonder, A & Barnes, SB. (2009) ‘Technology-enhanced Learning - Principles and Products’

Barnes, SB & Sutherland, RJ.(2008) ‘Learning with new ICT tools’Barnes, SB & Sutherland, RJ. (2007) ‘Researching classroom interactions: A methodology for teachers and researchers’,

2007 For more details, please visit: www.bristol.ac.uk/education/people/sally-b-barnes/overview.html

Michael CrossleyBEd (Keele), MA (London), PhD (La Trobe), FRSA, AcSSMichael Crossley, AcSS, is Professor of Comparative and International Education, Director of the Research Centre for International and Comparative Studies at the Graduate School of Education, and Director of the Education in Small States Research Group (www.smallstates.net), University of Bristol, UK. He was Editor of the journal Comparative Education from 2004 to 2009 inclusive, and was Chair and Vice Chair of the British Association for International and Comparative Education (BAICE) from 2000 to 2004. He is a member of the Editorial Board for Comparative Education, the International Journal of Educational Development and Research in Post-compulsory Education, and is Founding Series Editor for the Bristol Papers in Education: Comparative and International Studies (Symposium Books, Oxford). Key research interests relate to: theoretical and methodological scholarship on the future of comparative and international education; the international transfer of educational policy and practice; educational research and evaluation capacity and international development cooperation: and educational development in small states. Professor Crossley has undertaken teaching, research and consultancy work in numerous countries worldwide, and has published widely in the field, including the book, Comparative and International Research in Education: Globalisation, Context and Difference (with Keith Watson) Routledge , 2003. Before moving to the University of Bristol, he was Associate Dean for Planning and Research at the University of Papua New Guinea. In 2005 he was elected as an Academician by the UK Academy for the Social Sciences (AcSS). Recent publications include:Crossley, M., Broadfoot, P. & Schweisfurth, M. eds., (2007). Changing Educational Issues, Contexts and Priorities: 40

Years of Comparative Education, London and New York: Routledge.Crossley, M., (2010). Context matters in educational research and international development: learning from the small

states experience. Prospects, 40(4), pp.421–429.Crossley, M.W., (2011) 'Epilogue: Bridging Research Paradigms, Disciplines and Cultures', in Rizvi, S (Ed.), Multi-

disciplinary Approaches in Educational Research, Routledge.Crossley, M.W., (2011) ‘Strengthening educational research in small states’ in M. Martin and M Bray (eds) Tertiary

education in Small States: Planning in the Context of Globalisation. Paris: UNESCO/IIEP.Crossley, M.W., Bray, M., Packer, S., with, Atchoarena, D., Colin, M., Martin, M. & Sprague, TL. (2011) Education in

Small States: Policies and Priorities, Commonwealth Secretariat. ISBN: 9781849290364Crossley, M.W. & Louisy, P., (2011)'Tertiary education in Saint Lucia: Challenges and priorities within the evolving

global environment', in Martin, M. & Bray, M (Eds.), Tertiary education in small states: Planning in the context of globalization, (pp. 149-166), International Institute for Educational Planning. ISBN: 9789280373581

Crossley M.W. & Watson, K., (2011) ‘Comparative and international education: policy transfer, context sensitivity and professionaldevelopment’ in J. Furlong and M. Lawn (eds) Disciplines of education: Their Role in the Future of Education Research. London and New York: Routledge.

For more details, please visit: www.bristol.ac.uk/education/people/michael-w-crossley/overview.html

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Lisa Lucas BA (Hons), MA(York), PhD(Warw)Lisa Lucas joined the Graduate School of Education in October 2002 and has been teaching for both MEd and EdD programmes in Hong Kong. She is the Director of the MPhil/PhD Programme and the Deputy Director of Teaching, Learning and Assessment. She teaches across a wide range of courses on the MSc Educational Research and MEd in Bristol. Lisa specialises in a number of areas of higher education research and qualitative methodologies. In particular, she has focused on policy issues in higher education, primarily the funding and evaluation of university research, and has looked at the impact of this on the management of university research as well as academic work in a number of different European and Australasian countries. She has also been researching academic work and identity, particularly in relation to the question of the links between research and teaching. She has recently been investigating the idea of ‘world class universities’ and comparing how this has been understood within European and Asian higher education contexts.Her most recent research projects include, a UK Higher Education Academy (HEA) study looking at the links between research and teaching in higher education. She is author of The Research Game in Academic Life, published in 2006 by SRHE/Open University Press. She also has extensive experience of utilising qualitative methods, mainly conducting in-depth interviews with academics and students in the UK and in other countries.Recent publications include:McAlpine, L. & Lucas, L. (2011), ‘Different Places, Different Specialisms: similar questions of doctoral identity under

construction’, Teaching in Higher Education, 16, (pp. 695-706)Cuthbert, R., Jary, D., Lebeau, Y. & Lucas, L. (2011) ‘Review Symposium - The Fourth Way: the inspiring future for

educational change’, British Journal of Sociology of Education, 32, (pp. 643-663)Deem, R, Lucas, L & Mok, KJ. (2009) ‘The World Class University in Europe and East Asia: dynamics and consequences

of global higher education reform’, (pp. 117-134)Brew, A. & Lucas, L. (2009) ‘Academic Research and Researchers’Lucas, L. (2009) ‘Research Management and Research Cultures: power and productivity’, (pp. 66-79)For more details, please visit: www.bristol.ac.uk/education/people/person/lisa-lucas/overview.html

Susan RobertsonB App. Sc (Dist), CURTIN BEd (Hons) (Western Australia) , PhD (Calgary)Susan Robertson is a professor of Sociology of Education in the Graduate School of Education, University of Bristol. She took up this post in 1999 and has worked to create the first centre of its kind in the UK - the Centre for Globalisation, Education and Societies (GES). Along with her colleague Roger Dale, she is founding editor for the journal Globalisation, Societies and Education published by Carfax. There is now a core and critical mass of scholars working with her in the GES. Susan has just completed a Synthetic Review of Globalisation, Education and Development for the Department of International Development. Between 2002 and 2005 she was co-director of a major ESRC funded project on new technologies and learning, InterActive Education: Teaching and Learning in the Information Age, with a particular interest in the wider policy issues.Much of Susan’s earlier work is focused on teachers’ work, state restructuring and education policy in Australia, Canada and New Zealand. Her current work is engaged with globalisation and regionalisation as it works on and through both education systems and new sites of knowledge production. Recent work includes analyses of the various global (WTO) and regional (EU; ASEM, NAFTA) agreements and their implications for education; the creation of the European Education Space as part of the EU’s competitive knowledge economy strategy; new educational spaces that are being generated as part of state’s knowledge economy strategies; new patterns of education aid in the global economy; rescaling and citizenship regimes.Along with Professor Kris Olds (Geography - Wisconsin-Madison) she is the co-convenor of a new Worldwide Universities Network (WUN) initiative on globalisation and education - Constructing Knowledge/Spaces: Transnational/Transdisciplinary Perspectives. Kris and Susan also maintain a CK/S blog on developments on global higher educationRecent publications include:Robertson, SL. (2011) ‘The new spatial politics of (re)bordering and (re)ordering the state-education-citizen relation’,

International Review of Education, 57, (pp. 277-297)K Jayasuriya & Robertson, SL. (2010) ‘Regulary regionalism and the governance of higher education’, Globalisation,

Societies and Education, 8, (pp. 1-6)Robertson, SL. (2010) ‘The EU, ‘regulatory state regionalism’ and new modes of higher education governance’,

Globalisation, Societies and Education, 8, (pp. 23-37) Robertson, SL & Dale, IR (2009) ‘The World Bank, the IMF and the possibilities of critical education’, (pp. 23-35)Dale, IR & Robertson, SL. (2009) ‘Globalisation and Europeanisation in Education’ For more details, please visit: www.bristol.ac.uk/education/people/person/susan-l-robertson/overview.html

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Leon Tikly BEd, MPhil, PhDLeon Tikly is Professor in Education and is Director of a DfID funded Research Programme Consortium (RPC) on Implementing Education Quality in Low Income Countries (EdQual) (http://www.edqual.org). The consortium includes partners based in the UK, Africa, South Asia and Latin America. He is also currently directing an evaluation of the UK government’s Aiming High: Raising African Caribbean Achievement project; is involved in a state of the art literature review on globalisation and education with colleagues in the GSoE; and, on a project looking at leadership and the management of change in rural and township schools in South Africa.Leon started his career as a science teacher first in London comprehensives and then in a school for South African refugees in Morogoro, Tanzania. He completed his postgraduate studies at the University of Glasgow. His PhD thesis is on Education Policy in South Africa Since 1947. Leon worked as a policy researcher at the Education Policy Unit, University of the Witwatersrand during the transition period between apartheid and democracy in South Africa where he helped to formulate education policy for the new provincial and national governments. On returning to the UK he took up a lectureship in International and Comparative Education at the University of Birmingham. Leon’s research interests include educational leadership and management, the quality of education and the achievement of disadvantaged learners. Leon has been teaching on the MEd and EdD programmes in Hong Kong for the past 12 years. Recent publications include:Tikly, LP.(2011) ‘A roadblock to social justice? An analysis and critique of the South African educational Roadmap’,

International Journal of Educational Development, 31(1), (pp. 86-94)Tikly, LP. (2011) ‘Towards a framework for researching the quality of education in low income countries’, Comparative

Education, 31(1), (pp. 1-23) Tikly, LP & Barrett, AM. (2011) ‘Social Justice, Capabilities and the Quality of Education in Low Income Countries’,

International Journal of Educational Development, 31(1), (pp. 3-14)Tikly, LP & Barrett, AM. (2011) ‘Comparative Education Special Issue: Researching Education Quality in Low-Income

Countries: Politics, Processes and Practice’, Comparative Education, Special Edition on Comparative Education Special Issue: Researching Education Quality in Low-Income Countries: Politics, Processes and Practice, 47(1)

Barrett, AM & Tikly, LP. (2011) ‘International Journal of Educational Development Special Issue : Education Quality for Social Justice’, International Journal of Educational Development, 31(1)

For more details, please visit: www.bristol.ac.uk/education/people/person/leon-p-tikly/overview.html

Sue TimmisBEd (CNAA), PhD (Bristol)Sue Timmis joined the Graduate School of Education in June 2008. She is Director of the MSc in Education Research programme, teaches and supervises students on Mphil/Phd, EdD and MSc programmes. Prior to this, she worked at the University of Bristol for 11 years, based in the Institute for Learning and Research Technology (also in Berkeley Square) where she was a Research Fellow, manager and project manager. Research projects included Victorious, an EU-funded project on higher education students’ mobility in a digital world, the SOLE project, a major study of HE and FE students’ online learning experiences across six discipline areas, and eChina - a unique collaborative programme funded by the Chinese Ministry of Education and HEFCE.Her current research interests are centre on the role of digital tools in mediating communications and collaborative work across formal and informal settings, the development of community and identity in online spaces, the lived experience of higher education and the relationship between digital tools and professional practice in medical education.Recent publications include:Timmis, SE, Joubert, MV, Manuel, AL & Barnes, SB. (2010) ‘Transmission, transformation and ritual: an investigation

of students’ and researchers’ digitally mediated communications and collaborative work’, Learning, Media and Technology, 35 (3), (pp. 307-322)

Timmis, SE. (2011) ‘Constant Companions: Instant Messaging Conversations as Sustainable Supportive Study Structures amongst Undergraduate Peers’, Computers and Education

Barnes, SB, Timmis, SE, Eagle, S, Howard-Jones, PA & Rasmussen, I. (2009) ‘Deep learning with technology in 14- to 19-yearold learners’

Timmis, SE. (2009) ‘Undergraduate students? engagement in digitally-mediated communication and collaborative work’

For more details, please visit: www.bristol.ac.uk/education/people/person/14185/overview.html

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Other staff will be involved from the Graduate School of Education for dissertation supervision as appropriate.

Sheila Trahar B.A., DipCounselling, M.Sc., Ph.D.Sheila is a Reader in International Higher Education, a senior lecturer in Graduate School of Education and Coordinator of the MEd programme in Hong Kong. She has been teaching in Hong Kong since 2003, contributing to both the MEd and EdD programmes. She has also taught in several other countries including Saudi Arabia and Malta and so has extensive experience of teaching in multicultural higher education environments. The common themes that connect her research interests are cross-cultural communication, learning and teaching in higher education and the methodological complexities of researching across cultures.Sheila’s book Developing Cultural Capability in International Higher Education: a Narrative Inquiry was published in 2010 and she has published widely in the area of internationalisation of higher education and intercultural communication. Sheila is Co-Director of Teaching and Learning in the Graduate School of Education and also Chair of the Faculty of Social Sciences and Law Faculty Quality Enhancement Team. She is, therefore, passionate about the ‘quality’ of the student experience.Recent publications include:Trahar, S. (2011) ‘Developing Cultural Capability in International Higher Education: a Narrative Inquiry’Trahar, S & Hyland, F. (2011) ‘Experiences and Perceptions of Internationalisation in Higher Education in the UK’,

Higher Education Research and Development, 30, (pp. 623-633)Trahar, S. (2011) ‘‘Burt’s story reminded me of my grandmother’: Using a reflecting team to facilitate learning about

narrative data analysis’, (pp. 141-156)Trahar, S. (2011) ‘The Call of Stories: Using Narrative Inquiry in Cross-Cultural Research in Higher Education’Trahar, S. (2011) ‘Learning and Teaching Narrative Inquiry: Travelling in the Borderlands’For more details, please visit: www.bristol.ac.uk/education/people/person/sheila-m-trahar/overview.html

Guoxing YuBA, PhD (Bristol)Dr Yu is Senior Lecturer in Education (Applied Linguistics & Language Testing) and Co-ordinator of Doctor of Education in Applied Linguistics and TESOL at the University of Bristol. He teaches on a number of courses on MPhil and EdD in Bristol and has taught on the Hong Kong EdD programme since last year.Dr Yu has directed and co-directed several funded research projects, and has published in international academic journals including: Applied Linguistics, Assessing Writing, Assessment in Education, Comparative Education, Educational Research, International Review of Education, Language Assessment Quarterly, Language Teaching, Language Testing, plus several book chapters. He is an Executive Editor of Assessment in Education; Book Review Editor of British Association for Applied Linguistics News, and Deputy Co-ordinator of BAAL Testing, Evaluation and Assessment SIG.. He is also the winner of the Jacqueline A. Ross Award (2008) for the outstanding doctoral dissertation in the area of Language Testing (awarded by the TOEFL Program of Educational Testing Service, Princeton, NJ. USA).His main research theme is educational assessment, including all aspects of language testing and assessment, applied linguistics in education, measurement and development of learning power, international comparisons in educational assessment, philosophy of educational assessment, student self- and peer-assessment, and school effectiveness and educational quality in relation to language and literacy development. He is also interested in researching reading in a foreign or second language and written communication.Recent publications include:Yu, G. (2010) ‘Lexical Diversity in Writing and Speaking Task Performances’, Applied Linguistics, 31, (pp. 236-259)Yu, G. (2010) ‘Effects of presentation mode and computer familiarity on summarization of extended texts’, Language

Assessment Quarterly, 7, (pp. 119-136)Yu, G. (2007) ‘Students’ voices in the evaluation of their written summaries: empowerment and democracy for test

takers?’, Language Testing, 24 (4), (pp. 539-572)Yu, G. (2009) ‘The Shifting Sands in the Effects of Source Text Summarizability on Summary Writing’, Assessing

Writing, 14 (2), (pp. 116-137)Yu, G. (2008) ‘Reading to summarize in English and Chinese: a tale of two languages?’, Language Testing, 25 (4),

(pp. 521-551)For more details, please visit: www.bristol.ac.uk/education/people/guoxing-yu/overview

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Steve ChandlerWithout doubt, it is geared to challenging the participant in a positive way. It also forces you to consider educational management in a far wider perspective than the popular management programmes of study run by other faculties. The course content covers different branches of knowledge from the standard qualitative and quantitative research methods to financial management, organisational and self-development, human resource management, educational management as well as learning and development. From this substantial platform of knowledge I was able to make more enlightened decisions in my workplace and harness the skills and abilities of my colleagues to engage in tasks as learning opportunities which, at the end of the day, boosted the performance of both myself and the team. I would advise prospective students that the course of study is not easy and is very time consuming. But it is not impossible to complete if you have good time management and the support of your family (quick dinners and one or two weekends a month in the library). Often the discussions with other participants in class compelled me to consider, question and evaluate alternate thinking in relation to resolving difficulties. This helped me greatly in my day to day professional work. Overall, I believe the course curriculum is well balanced. Perhaps most important of all, being a taught doctorate you have structured and focused learning as well as your own research project, with constant support from course colleagues and the staff at Bristol University.

Veronica TamThe class, under the guidance of the professors, provided golden opportunities for lectures, discussions and exchanging experiences. The programme, was not only rich in content, but was also inspiring and envisioning. I found it fun and fulfilling: completing the assignments; reading books; tackling questions arising from the study; and sharing with classmates on various education issues. It was painstaking, though - struggling with the dissertation and then facing the examiners at the viva; but my supervisor never failed to support me and finally, I passed everything within four years. Looking back, those four years still seemed too short for an intellectual programme on education! I have just been assigned to head a section to promote student development programmes that complement the formal curriculum, which is one of the major strategic actions of my university in developing all-round students. A new doctor’s degree and a new commitment - I shall treasure both.

Wong Chan Pik YuenI studied for the Bachelor’s and the Master’s degrees in the Chinese University of Hong Kong, and started my career as a social worker. In 1984 when the City Polytechnic (now City University) of Hong Kong was established, I took up a lectureship in social work, and have been working in higher education since then. I am now the Acting Head of the Division of Social Studies, which offers Associate Degree programmes in social science. I enjoy being a front-line educator. My areas of interest are teaching and learning, curriculum development, and student assessment. My dissertation for the EdD was on human factors in performance assessment.

Robert AuMy learning experience with the Bristol doctoral programme has been most enjoyable. The programme contents and the mode of delivery are highly appropriate for practitioners who are employed full-time. I am most impressed with the teaching staff for their international experience and reputation for teaching and research, particularly for their global vision of education. Through the Bristol programme, I have been able to upgrade my qualifications and, above all, to improve my understanding of the processes of educational management as well as my research and inquiry skills, all resulting in the development of a new insight into theory, practice and policy implications in education.

Johanna Vogel On a personal note, I would like to add a few comments on my experience with Bristol University. I expected only hard work, which was there, but I had the pleasant surprise of enjoying first of all the coursework, but also the dissertation. Although most of the work was done via distance, the support I received was very good. For my dissertation I usually received feedback (most often even with Track Changes) within two to three weeks. However, I believe one needs to be more motivated than the average doctoral student if one wants to finish the programme on time.

Paul C. CorriganThe Bristol EdD changed my life. The breadth of coverage of the 12 taught modules - from education management and research issues to learning theory and pedagogy - transformed the way that I think about higher education. The quality of the teaching for these modules was as excellent as the quality of supervision of my dissertation research. In the end, I felt a deep sense of accomplishment by having completed the Doctor of Education programme at Britain’s leading school of education.

Kathleen NgI found the EdD programme demanding, but intellectually challenging. The taught courses and the writing of assignments were very helpful in preparing me for the dissertation. I very much enjoyed the broad spectrum of subjects covered in the taught courses which are relevant to my work context and teaching. The academic stimulation provided by staff members and the scholarly debates and exchanges with fellow classmates has been a most enriching learning experience.

Ellen KoI found the pursuit of the Doctor of Education extremely beneficial in helping me contribute to my role in assisting in the management of a University. The course not only gave me a solid foundation relating to the major issues confronting educational management through the taught components as well as the independent research, but also enabled me develop insights about approaches to intellectual enquiry, which I apply in meeting the demands of my heavy managerial responsibilities.

Pauline LeeThe Bristol EdD programme has helped me develop myself further in the education profession. All the lecturers were knowledgeable, well-prepared and supportive. All our classmates enjoyed the vigorous programme and unanimously said that they would recommend it to others.

WHAT OUR GRADUATES SAY . . .www.cityu.edu.hk/ce/edd/graduates

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Virginia ChengI enjoyed the pursuit of EdD. I treasured the moments when I exchanged, shared and challenged my views and opinions on various issues on education administration and management with a group of classmates holding different positions (teachers, principals and administrators) from different settings (primary schools, secondary schools, tertiary institutes, organisations offering other kinds of training and educational programmes). I valued the process through which I reviewed and re-examined my ideas formulated either through reading or from my work experience on an individual basis during the completion of various writing assignments and, especially, during the compilation of my dissertation. The programme has definitely equipped me with the readiness to take up new challenges ahead.

Kwok Chi NgThe EdD programme has provided me with a valuable learning experience and enhanced my professional development. I enjoyed the opportunities for interaction with my fellow students and tutors in the taught courses very much. Interaction with knowledgeable others in the field is of particular significance in the process of completing the dissertation. Using the terminology of the socio-cultural learning perspective, a theoretical framework adopted in my dissertation, I am glad that I have entered a ‘community of practice’ through engaging in the learning activities of the programme.

Ernest ChuiThe EdD is actually my second doctoral degree. The reason why I ventured to take this programme is that I want to better equip myself in the field of education. After reviewing various similar programmes offered in UK, I chose the Bristol programme which I considered as the best with its content suiting me well. Throughout my years of study, I found the course intellectually stimulating and it has further broadened my horizon. My experience in taking this course proved that my choice was correct.

Jennie YuenThe doctorate programme is an important stage of my study, and possibly the last formal one. It was a big commitment in every way. I wanted a good one, one that I would be proud of, one that was worthy of that kind of commitment. I chose the Bristol EdD programme because I liked the balance of coursework and research. I enjoyed the bouncing of ideas across the lecture rooms. The teaching programmes were like intellectual feasts. But then the research stage was a real challenge. My best was never good enough. And I learnt so much precisely because it was not easy. The programme is enhanced by the quality of the teachers, and they really make a lot of difference. Now when I look back, I know it was a good choice.

David WongMy Bristol EdD journey was a process for me to unlearn what I had learned and improvise my intellectual development. Similar to what a jazz musician does after ad-libbing a tune, drawing everything to a close (in other words, getting the dissertation and viva done) is a highly formidable and yet the most unforgettable stage in such a process. To me, this is exactly the beauty of the EdD experience, which I am now sharing with my postgraduate students.

Iris HaIt is my great honour to be one of the EdD graduates of Bristol, which is in the top 10 universities in the UK as well as the leading university in the world. The EdD has sharpened my research skills and has trained me to be a fully independent researcher. I would like to take this opportunity to thank my supervisor and the other professors for their inspiring and helpful advice to me. Now, I am able to explore the problems that interested to me, critically review the literature, inquire into suitable theories, and select relevant data and methodology. The EdD has also cultivated in me critical thinking, independent learning, innovation, the ability to resolve open-ended problems, initiative, and perseverance. Although I had a very hard life preparing the dissertation and the viva, I enjoyed the wonderful moment when my internal examiner and external examiner congratulated me and called me “Dr Ha”. I will never forget that moment!

Peter WongThe pursuit of the EdD is a challenge to me and my family which required extra concentration and investment both in time and energy in the whole process. It proved to be a worthwhile venture both personally and professionally. The active participation and discussions of the classmates in the course modules and the stimulating lectures offered by the world class professors have made many impressive marks to the study. These courses not just give me the most updated educational trends but also provided a very substantial foundation for me to launch into the much greater field of educational research. The preparation of my dissertation was especially challenging and valuable. It gave me a real opportunity to experience the process of academic rigour and be able to learn so much in the whole process. The positive support and mentoring I received from my supervisor was very significant and impressive and encouraged me to persist until the completion of the whole thesis. All in all, I am very grateful for the privilege to be able to pursue the Bristol EdD, which definitely equipped me to take up much greater challenges ahead.”

Hopes and expectations: Write papers for journals and attend conferences to keep abreast of developments in my field. Help students to learn better, write some interesting materials for learners and contribute more to translation and to the teaching of English as a second language.

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Doct

or

www.cityu.edu.hk/ce/eddThe EDd is an exempted programme under the Non-local Higher and

Professional Education (Regulation) Ordinance (reference no. 450292). It is a matter of discretion for individual employers to

recognise any qualification to which this programme may lead.

Part-time Year 2013 17th IntakeProgramme Code: 133-29070

Postgraduate Programme

Doctor of Education

University of Bristol

www.bris.ac.uk

School of Continuing and Professional Education, City University of Hong Kong

Address : LG/F, Academic Exchange Building,

Tat Chee Avenue, Kowloon

Tel : 3442 7423

Fax : 3442 0399

Email : scope@cityu.edu.hk

Website : www.scope.edu

SCOPE/1/13/01/081