Programme Published

The call for impact case study posters remains open.

9th International Conference on Professional & Practice Based Doctorates

Professional & Practice Based Doctorates — A Creative Force for Change

Conference
Professional & Practice-Based Doctorates

Date(s): 07 — 08 Apr 2025
Location: Royal College of Art, Battersea, London
Price: £395

Hosted by the Royal College of Art and in association with Middlesex University

The International Conference on Professional and Practice Doctorates, run in partnership with Middlesex University since 2009, is the leading event focusing on the development, provision and impact of professional, practice-based and practice-led doctorates in institutions across the globe.

The conference will include a wide variety of presentations, workshops, symposia and discussions centring around five key conference themes.

Conference Themes

Technology and Innovation
Protecting Creativity
Social and Environmental Responsibilities
Reimagining Doctorates
Entrepreneurship

Theme Descriptions

Technology and Innovation:
This theme includes ways in which the landscape of technology integration is changing. Examples of how digital tools and platforms can enhance doctoral research and professional development for example with the use of wifi, data and AI are welcome. The potential and challenges of AI both in terms of its doctoral study, as a subject discipline in its own right, in individual doctoral projects. Also its application/use in the doctoral study and theses production (e.g. flexible supervision approaches, access to resources, monitoring progress). How older and newer technologies are being leveraged to inform research.

Other topics could be related to data ethics and privacy in practice doctorates. The ethical consideration around using AI to gather, interpret and disseminate research. Are there different approaches to ethical considerations in collecting, analysing, and interpreting data in professional and practice-based doctoral research?

Protecting creativity:
This theme explores ways to lead and protect creativity in professional and practice-based doctorates through developing research strategies, practice-based methodologies and new research methods for practice-based design research. How to use the research strategies from creative fields in a range of subject disciplines. The approach to coming together and connecting organically. How can creativity help with Inter‑, trans- and cross-disciplinarity?

Social and Environmental Responsibilities:

This theme investigates the significance of social and environmental responsibilities in professional and practice-based doctoral research. What is the role of sustainability, circularity, social and environmental responsibilities in the context of professional and practice-based doctoral journeys? What potential challenges may arise when conducting socially and environmentally responsible professional and practice-based research in the Arts, Sciences and Humanities? What strategies can be used to evaluate social and environmental impact and make a positive difference to the social and economic well-being of the wider community through research. Using research findings to influence government policy, work with industry and change society.

Reimagining Doctorates:
This theme is aiming to discuss transforming traditional doctoral programmes to better align with contemporary societal needs and professional landscapes. What will doctoral education look like in the future? What are the key opportunities and challenges of doctoral education in the future? This includes insights into EDI, collaboration, structure and process and doctoral education. How Professional Doctorate and Practice Based Doctorate can follow diverse career pathways beyond academia. How can reimagining doctorates equip candidates with skills, innovation, remind relevance and be impactful in a changing world? How intersectional thinking is an inclusive way of looking at diversity and innovation in doctoral education.

Entrepreneurship:
What role do entrepreneurship and innovation play in advancing professional and practice-based doctoral research and education? How does exploring what professional and practice-based doctoral education will look like in the future determine the impact and value, given that this can involve changes to national or local practice, institutional practice or the practice of individual doctoral candidates? How to integrate theoretical insights with hands-on experience to lead to transformative initiatives, sustainable solutions and contribute to the advancement of theory and practice?

Keynote Presenters

Professor Ashley Hall
Postgraduate Research Lead | Royal College of Art
- Mon 7 Apr, 09.45
- Confidence and Doubt in Doctoral Research
Ashley is Professor of Design Innovation, Postgraduate Research Lead in the school of design and head of the MRes Healthcare Design programme at the Royal College of Art. He is also Distinguished Professor of Innovation Design at the Central Academy of Fine Arts in Beijing. Ashley’s research themes include design resilience, innovation methods, globalisation design, cultural transfer, experimental design and design for safety. He directs the NEMO research group (new economic models for the ocean) bridging the gap between ocean science and communities, supporting coastal citizen resilience and making ocean tipping points tangible in the North Atlantic Ocean between Greenland and the UK.
Professor Gina Wisker
Professor, International Centre for Higher Education Management | Universiy of Bath
- Mon 7 Apr, 15.10
- The professional doctoral journey for students and supervisors; negotiating peaks troughs and breakthroughs
I am passionate about linking HE research with teaching and learning practice to enable social justice outcomes, on the leadership which accompanies this and on the publishing practice which enables its active dissemination. Interests:social justice, research into doctoral learning and supervision, international postcolonial and decolonial developments in HE , curriculum,widening participation, teaching and learning, assessment, quality assurance, , pedadogy in the humanities and arts, writing for publication.

My HE research and leadership career began as a researcher on the ‘Enquiry in to the role of the external examiner ‘(ESRC/CNAA funded) at CHES, London university and I have successfully gained research funding as PI and Co- I on a number of projects since e.g. doctoral learning journeys (2007–11) Sir Ron Cooke international fellowship — transferring social justice practice from South Africa to the UK (HEA 2013); projects with the British Council and British Academy in Iraq (women academics and their development – til 2015) and most recently as a Co‑I on a project led by Uni Bristol and Uni Johannesburg- SARiHE (https://sarihe.org.za ) on supporting and enabling the successful transition into and through university for rural students, which used a co-researcher model and creative research processes with 72 SA co researcher undergraduates in three universities. One of my main contributions beyond data gathering , presenting, writing, was to facilitate and enable the production of a booklet written by student co-researchers ‘Going to University’ pub in 11 African languages.
Professor Dimitris Assimakopoulos
President | European Doctoral Programmes Association in Management & Business Administration
- Tue 8 Apr, 09.10
- Reimagining Accreditation for DBA Programs
Dimitris Assimakopoulos serves as the EDAMBA President elect having led several major initiatives and projects such as the European Code of Practice for Doctoral studies in Management. Dimitris Assimakopoulos also serves as a member of the EFMD European Quality Link co-chairing the task force for producing and approving the EQUIS Standard for Doctoral programmes and has served as a member of the European Advisory Council of AACSB.

He is a full Professor of Technology & Innovation Management and Founding Director of the DBA program at Burgundy School of Business, Lyon campus in France; and also a Visiting Professor of Innovation Systems at the InnoLab, Vaasa University, Finland. He has been an EU ‘Marie Curie’ PI and academic supervisor on the management of emerging technologies for socio-economic impact; visiting scholar in Economic Sociology at Stanford University (USA); as well as an expert for the OECD centre for Entrepreneurship, SMEs, Regions and Cities. Assimakopoulos has also served as a Professor of Information Systems, Technology and Innovation Management at EM Lyon Business School; Scientific Co-Director of its Entrepreneurship & Innovation research centre; and the Founding Director of its Global DBA.

Dimitris has supervised to successful completion 20 PhD and DBA theses in the past two decades. He has also been the Founding Director of several Doctoral programmes in France, also served as associate dean for research at Grenoble Ecole de Management; in China at the Tongji University in Shanghai and at the Sun Yat Sen University in Guangzhou; and with the UK Russel Group research-led Universities in Durham and Newcastle upon Tyne.

Dimitris has published 10 books and special issues, as well as more than 140 articles in scholarly and professional journals, chapters and project reports. Research has focused on social and responsible innovation with interest in the management of R&D collaboration; the origins and evolution of technological communities in regional clusters and entrepreneurial ecosystems; social networks and talent management, new product development, quality and product safety performance. He has led and/or participated in several multi-million euros projects with world class organizations, such as CERN, Intel, Bayer and Airbus.
Professor Carol Costley
Director, Work and Learning Research Centre | Middlesex University
- Tue 8 Apr, 13.00
- A review of ICPPD 2009–2025 and the future of practice doctorates
Carol Costley has worked as a Professor of Work and Learning in the research area that explores how experienced people learn at work. has been in this field of study for over 25 years and engaged in European research projects and as a teacher of adults studying part time in full time work. She is well published in the area of work based learning https://www.mdx.ac.uk/news/2020/11/work-based-learning-research-bibliometric-carol-costley and specialises in doctoral education that is designed for people at work undertaking part time awards in higher education from certificate to doctorates. Prof Carol Costley : Middlesex University Research Repository (mdx.ac.uk)

Carol has been chair of the steering committee for the International Conference on Professional & Practice Based Doctorates since the conference’s inception in 2009.

Conference Programme

Download as PDF

09:00

Registration with Tea & Coffee

Duration: 30 mins

09:30

Conference Welcome & Introduction

Duration: 15 mins

09:45

Keynote Presentation — Confidence and Doubt in Doctoral Research

Professor Ashley Hall

Postgraduate Research Lead | Royal College of Art

Download Presentation

Duration: 40 mins

This talk is based on a paper co-authored with Prof Michael Hohl and will explore concepts and theories relating to confidence and doubt in doctoral research and conclude with reflection on emerging opportunities and challenges in practice based doctoral supervision. Many aspects of doctoral supervision are well known ranging from methods and methodology to research questions, philosophies and epistemologies. An aspect that is touched upon less frequently, yet is central to the lived experience of the researcher (and that is essential for rigour and trust) is confidence and doubt. The use of confidence and doubt to drive research is a daily experience for the researcher yet the practice and challenges are infrequently addressed directly in doctoral environments. Confidence can be essential as a driver when researchers with strong convictions lack complete arguments to justify actions. Doubt can act as a valuable aid to personal critique mitigating the excesses of over-confidence. We will explore how doctoral researchers learn how to dance between confidence and doubt to support conversations and debate between supervisors, disciplines and institutions.

Ashley is Professor of Design Innovation, postgraduate research lead in the school of design and Head of Programme for the MRes Healthcare Design at the Royal College of Art in London. He is also distinguished professor of Innovation Design at the Central Academy of Fine Arts (CAFA) in Beijing. Ashley’s research themes include: design resilience, innovation methods, globalisation design, cultural transfer, experimental design and design for safety. He is director of NEMO – New Economic Models for the Ocean, a UNESCO Ocean Decade implementing partner developing research, design innovations, education and enterprises to improve humanity’s relationship with the ocean.

10:25

Keynote Panel Discussion — The Experiences of UK Based Professional & Practice Based Doctoral Candidates

Featuring a panel of current Doctoral Candidates

Marisa Ferreira | Royal College of Art
Stewart Frost | Middlesex University
Carmen Maria Mariscal | Royal College of Art
Omari Solarin | Middlesex University

Duration: 40 mins

11:05

Refreshment Break

Duration: 25 mins

11:30

Option 1 — Oral Presentation: The essential role of critical/contextual literature reviews in reimagining doctorates

Dr Paula McIver Nottingham | Middlesex University

Primary theme: Reimagining Doctorates

Download Presentation

Duration: 30 mins

A growing progressive reform within university study has been the expansion of professional and practice based doctorates that focus on how individuals, organisations, communities of practice and policy makers engage with real-world problems and focus on societal impact outside of the academy. Practice based doctorates operate in many international higher education contexts and play a part in the debates about the global expansion of doctoral programmes (Sarrico, 2022).

Reimagining the doctorate relies on championing transformational properties that promote further diversification for the candidate population, the mode of study and the purpose of the doctorate (Taylor, 2023; Hammond et.al., 2010). Carter, Smith and Harrison (2021) talk about working in the ‘doctoral borderlands’ to formulate new research directions that present shifting values that respond to rapid and alarming change and transcultural diversity.

Engagement with these impactful differences brings a renewed focus on the critical and contextual knowledge reviews within practice based research studies that ‘provide an opportunity for individuals to situate professional knowledge developed over time in a theoretical academic framework’ (QAA, 2020, p. 8).

What is the best modus operandi to carry out reviews that include ‘unpublished knowledge and information’ (Costley and Nottingham, 2017)? This topic is one that many postgraduate researchers, supervisors and examiners come up against within doctoral study, and can be challenging when including interdisciplinary, multidisciplinary or transdisciplinary knowledge that supports the use of intersectional and post-colonial points of view. Is the knowledge mapping about a narrative themed approach or a systematic review? or both?

This paper presents a work in progress about this essential but demanding task for the practitioner researcher (Jarvis,1999) and discusses ways to approach a review of literature that includes analysing a small sample of selected theses from the British Library collection.

11:30

Option 2 — Oral Presentation: Towards a Transdisciplinary Curriculum for Professional Doctorate Candidates in Health & Wellbeing

Dr. Jan Jukema | Saxion University of Applied
Sciences
Dr. Yvonne van Zaalen | The Hague University of Applied Sciences

Primary theme: Social and Environmental Responsibilities
Secondary theme: Reimagining Doctorates

Duration: 30 mins

Tackling complex societal challenges, such as growing health disparities and issues of healthcare and welfare accessibility, demands an inter- and transdisciplinary approach. For professionals trained in predominantly mono-disciplinary frameworks, this shift requires acquiring new knowledge and competencies. To address this need, a consortium of ten Dutch universities of applied sciences has developed a Professional Doctorate (PD) Health & Wellbeing program for master’s‑level healthcare and social work professionals. This program integrates opportunities to develop the necessary skills to address “wicked” challenges—practical, multifaceted problems that require inter- and transdisciplinary solutions. It aims to educate inquisitive professionals as change agents capable of intervening in complex professional and societal issues. PD candidates identify these challenges, design evidence-based approaches, and develop sustainable implementation strategies to drive change.

A key component of this program is the Interdisciplinary ‘Working in Health and Wellbeing’ learning curriculum. This curriculum incorporates evidence-based best practices and the 2023 IPEC competencies, organized under the overarching domain of “Interprofessional Collaboration,” which encompasses four key areas:

1. Values and Ethics

2. Roles and Responsibilities

3. Communication

4. Teams and Teamwork

These competency domains focus on developing the attitudes, behaviors, values, and judgments essential for collaborative practice. Recognizing that collaboration evolves over a professional’s career, the curriculum emphasizes cumulative, interprofessional learning to prepare professionals as change agents for effective teamwork, communication, and client- or community-centered services. Instructional design principles based on adult learning theories guide the curriculum. Interactive activities, reflection exercises, and teamwork processes are introduced progressively, supported by debriefing sessions with trained facilitators from diverse professional backgrounds. In this session, we will present key learning activities aligned with each competency domain, along with insights into their evaluation and integration into the PD program. This approach ensures that graduates are equipped to navigate the evolving demands of healthcare and welfare sectors.

11:30

Option 3 — Symposium: The Dutch Doctoral Landscape

Featuring the following presentations:

Please note that this session will last until 12:35.

Duration: 65 mins

A

UAS Professional Doctorate: augmenting the Dutch doctorate landscape

MSc PhD Frank van der Zwan-Scholtz | Netherlands Association of Universities of Applied Sciences

MA Maartje Marmelink | Taskforce for Applied
Research SIA

Primary theme: Reimagining Doctorates
Secondary theme: Technology and Innovation

Download Presentation

Until recently, only research universities could award doctorate degrees in The Netherlands. This is about to change, since two years ago a pilot has started that aims at introducing a unique professional doctorate programme within the Dutch universities of applied sciences (UASs). This programme is distinctly different to the traditional PhD programmes hitherto being offered at research universities. Within the professional doctorate programme projects focus on ‘learning to intervene in complex practices’ during which candidates further develop themselves as professionals, innovators, change agents, and researchers. It is envisaged that the professional doctorate candidates will thus significantly contribute to developing solutions for societal challenges and transitions, e.g. in the field of healthcare, sustainability or digitalisation.

This professional doctorate programme has been developed by the Netherlands Association of Universities of Applied Sciences and 25 UASs take part in accommodating approx. 150 candidates in seven thematic domains, like Healthcare & Wellbeing and Arts + Creative. A tailor-made grant scheme for these candidates has been devised by the Dutch National Taskforce for Applied Research SIA (part of the Dutch Research Council). To date more than sixty candidates have started in this pilot.

Finally, a dedicated quality assurance framework has been developed in order to safeguard the unique nature of the professional doctorate programmes in the seven domains and to ensure they adhere to level 8 of the European Qualification Framework. It is foreseen that if and when this pilot is successful, the professional doctorate is enshrined in law.

This paper aims to further detail the why, what and how of this professional doctorate pilot in The Netherlands.
B

Knowledge Goals and Products at Doctoral Level in UAS: Interfacing between Science and Practice

Dr. Stijn Hoppenbrouwers & Beatrijs Linford | HAN University of Applied Sciences

Primary theme: Reimagining Doctorates
Secondary theme: Technology and Innovation

Download Presentation

Dutch Universities of Applied Sciences (UAS) have been implementing a new doctoral programme since 2023, the ‘Professional Doctorate’ (PD), which is equivalent to the PhD in terms of educational level but differs, among other aspects, in the types of knowledge focused on in the PD. This includes various types of content that are typically not part of classic academic dissemination. With as a main context the Dutch ‘dual’ structure of higher education (clear and emphatic differentiation between Universities and UASs), we explore and discuss how knowledge goals and research output in classical universities differ from that in UASs, indicating a dedicated, multi-facetted ‘knowledge interface role’ for the latter. This is immediately relevant for all three Bologna levels in education, but in particular for the Doctoral level, which is most particularly research-oriented. Also, it is the continuing subject of debate.

12:00

Changeover

Duration: 5 mins

12:05

Option 1 — Oral Presentation: Innovating the Future: Designing Professional Doctorates that Power the Industry Transformation

Professor Hala Mansour | Royal College of Art

Primary theme: Reimagining Doctorates
Secondary theme: Entrepreneurship

Download Presentation

Duration: 30 mins

The rapid evolution of industry demands professionals equipped with advanced, practice-based expertise and the ability to tackle real-world challenges. Professional doctorates provide a unique bridge between academic rigor and industry relevance, addressing the growing need for research-informed solutions in dynamic work environments. This presentation will explore a framework for designing a professional doctorate program that fosters robust partnerships with industry stakeholders while maintaining academic excellence.

Central to this discussion is the recognition that professional doctorates differ from traditional research doctorates in their focus on practical application and collaborative engagement. Drawing on a case study from Royal College of Art, I will outline the critical stages of development, including stakeholder consultation, curriculum design, research alignment, and assessment strategies. Emphasis will be placed on a co-creative process with industry partners to ensure that programme outcomes align with both organisational goals and individual career aspirations.

The session will also address challenges in building and sustaining such programme, including funding constraints, intellectual property concerns, and balancing academic independence with industry priorities. Suggested consideration such as leveraging government grants, employing agile governance structures, and fostering long-term industry partnerships will be explored.

12:05

CANCELLED — Oral Presentation: The Effectiveness of Project-Based Learning in Promoting SDGs among Mauritian Students

Chitisha Gunnoo

Primary theme: Social and Environmental Responsibilities

Duration: 30 mins

The global education landscape has increasingly recognized the importance of equipping students with the skills and knowledge necessary to address pressing social and environmental challenges. The United Nations’ Sustainable Development Goals (SDGs), adopted in 2015, serve as a pivotal framework aimed at fostering a sustainable future through education, among other domains. In Mauritius, a nation characterized by its unique biodiversity and socio-economic challenges, there is a growing awareness of the need to integrate the SDGs into educational practices to build a more sustainable society.

This study investigates the effectiveness of Project-Based Learning (PBL) as a pedagogical approach in promoting the SDGs among students in Mauritius. PBL is an instructional method that engages students in real-world projects, encouraging active learning and collaboration. By allowing students to explore complex questions and develop solutions, PBL aims to cultivate essential skills such as critical thinking, communication, and teamwork—skills that are vital for addressing the multifaceted issues outlined in the SDGs.

The research employs a mixed-methods design, combining quantitative surveys and qualitative interviews to provide a comprehensive assessment of PBL’s impact. Surveys gauge students’ understanding and engagement with the SDGs before and after participating in PBL activities, while interviews offer deeper insights into their experiences and perceptions. This dual approach enables a richer understanding of how PBL can influence students’ attitudes and competencies related to sustainability.

Findings from the study indicate that PBL significantly enhances critical thinking, collaboration, and problem-solving skills among students. Participants reported a marked improvement in their ability to analyze sustainability issues, work effectively in teams, and propose actionable solutions. Moreover, students expressed increased motivation and a sense of agency, feeling empowered to tackle global challenges such as climate change, poverty, and inequality.

The study concludes that integrating PBL into the curriculum can significantly contribute to achieving the SDGs in Mauritius. This approach not only aligns educational practices with global sustainability goals but also provides a replicable model for other educational contexts facing similar challenges. Recommendations for educators emphasize the importance of professional training to effectively implement PBL, ensuring the availability of resources, and fostering community involvement to enhance the learning experience.

12:35

Lunch

Duration: 65 mins

13:35

Option 1 — Oral Presentation: Going against the grain? Exploring EdD students’ engagement with arts-based research

Dr Timothy Clark | University of the West of England, Bristol Professor Tom Dobson | York St John University

Primary theme: Protecting creativity
Secondary theme: Reimagining Doctorates

Download Presentation

Duration: 30 mins

Despite growing interest in the potential value of arts-based research (ABR) for educational inquiry (Culshaw, 2019; Everley, 2021), limited consideration exists regarding its accessibility, and relevance, to practice-based professional doctorate in education (EdD) researchers. This is significant, given the potential for conflict between ABR’s affordances for social impact (Dobson & Clark, 2024) and institutional regulations and structures which may restrict the creative potential of practice-based research (Vaughan, 2021). In response, this study explores the contexts, motivations and challenges surrounding a group of EdD students’ experiences of engaging with ABR in their studies. Applying Glaveneau’s (2013) 5A’s model as a theoretical framework, in order to position creativity as ‘embedded in social relations’, the study utilised narrative interviews, group action learning (Revans, 1982) and arts-based methods to explore the methodological decision-making of 9 EdD students engaging with ABR across 2 post-1992 universities in England. Its findings illustrate the complex entanglement between the related audiences, artifacts, actors, actions and affordances and the significance of enabling resistance to academic ‘hierarchies of legitimacy’ (Vaughan, 2021). Exploring a series of narratives and showcasing the arts-based contributions from the doctoral students, we will expand on the potential tensions between perceived challenges in aligning outputs, identities and approaches with dominant academic and methodological expectations and the group’s emerging understanding of the significance of arts-based approaches as a means to enhance reflexivity, promote authentic participation and engage wide and diverse audiences. We argue that these understandings have implications for the teaching of methodology and writing, and for the programmatic and institutional structures which frame the EdD, given its focus on professional change and its positioning between the workplace and the academy (Tennant, 2004).

13:35

Option 2 — Oral Presentation: Four roles within the professional doctorate; towards an equal but different 3e cycle for UAS

Dr. Daniel Andriessen, Dr Ed De Jonge, Dr Cindy Kuiper & Prof. Arienne Van Staveren | Marnix University of Applied Sciences

Primary theme: Reimagining Doctorates
Secondary theme: Social and Environmental Responsibilities

Duration: 30 mins

Dutch Universities of Applied Sciences have been implementing a new doctoral programme since 2023, the professional doctorate, which is equivalent to the PhD in terms of level but differs in design. The focus of the PD is to learn to intervene in complex practices. To distinguish this PD from the PhD in the Dutch context it turned out to be helpful to think about the PD candidate as performing four different roles at the same time: innovator, change agent, professional and researcher. The four roles reveal the unique, practice-oriented nature of the professional doctorate. This article clarifies the nature of these four roles.

13:35

Option 3 — Workshop: Reimagining practice-led publishing in a protected space

Professor Teal Triggs, Nick Bell, Karen Bosy & Kam Rehal | Royal College of Art

Primary theme: Protecting creativity

This session will last until 14:45

Duration: 65 mins

This proposed one-hour workshop aligns with the conference theme of ‘protecting creativity’ by exploring ways in which conventional approaches to academic research publishing might be modified and made more inclusive through communication practices. The interactive workshop builds upon the learning experiences of doctoral students and staff in the School of Communication, RCA, who in 2021 launched itinerant space : an online journal of art, design and communication research practices. Now in its third iteration, the journal continues to move toward a collective understanding of the multiple ways in which doctoral level ‘research-in-progress’ might be critically explored, tested, and disseminated in a way that is new. This newness seeks to afford an open-ended quality that is supportive of the inherent creativity of art, design, and communication research. Additionally, as a pedagogical approach, itinerant space sets out to critique academic publishing, thereby boosting student confidence. The journal is designed to road test an experimental online platform, and to foster interdisciplinary conversations.

The workshop is structured as follows: Leading with the reflective learning experiences of itinerant space’s editorial team, the workshop addresses three areas which have emerged in the development of the journal. These are a) peer-review processes, b) publishing research-in-progress, and c) developing an ethical approach. Conversational methods will be used as prompts for considering questions such as: How might transparent and open discussion be encouraged through shared processes of making and knowing? Are there better models for peer review? What are the benefits of looking at processes rather than the end-product alone? What constitutes inclusive and ethical practice in terms of publishing processes? How might art, design, and communication practices inform academic publishing? The workshop will benefit those interested in methods, inclusivity and interdisciplinary conversations, especially in a doctoral practice context, and is limited to 16 participants.

14:10

Changeover

Duration: 5 mins

14:15

Option 1 — Oral Presentation: Dancing with Nietzsche’s Hammer: Creative Methodological Approaches in Higher Education Research

Dr Ella Popper | Association of Higher Education Professionals

Primary theme: Protecting creativity
Secondary theme: Reimagining Doctorates

Download Presentation

Duration: 30 mins

This paper examines how creative methodological approaches can disrupt conventional research practices and generate new insights in higher education research. Drawing from a professional doctorate thesis exploring staff experiences in one faith-based university, the presentation demonstrates how Nietzsche’s philosophical concepts of Übermensch, amor fati and eternal recurrence were combined with creative narrative vignettes to challenge traditional approaches to research.

The methodology deliberately moves beyond conventional approaches to validity and representation, embracing uncertainty and creative storytelling as legitimate ways of knowing. Three narrative vignettes were crafted to capture the complex political and cultural landscape of higher education, weaving together observations, conversations and environmental details to create rich, multi-layered accounts. This creative approach enabled the exploration of subtle power dynamics and cultural tensions that might have remained hidden using traditional methodological frameworks.

The paper argues that protecting and nurturing creativity in doctoral research requires a willingness to challenge methodological conventions while maintaining scholarly rigour. It demonstrates how philosophical concepts can be creatively reinterpreted as methodological principles, opening new possibilities for practice-based research across disciplines. The approach developed shows how creative methodologies can bridge traditional academic-professional divides, offering fresh perspectives on institutional culture and practice.

This methodological innovation has implications beyond higher education research, suggesting ways that creative approaches can be adapted across different professional and practice-based doctoral studies. The paper concludes by considering how such creative methodologies might help doctoral researchers navigate complex professional environments while generating meaningful insights for practice. It calls for greater methodological boldness in professional doctorates, positioning creativity as essential rather than peripheral to rigorous research practice.

14:15

Option 2 — Oral Presentation: The Emotional Impact of ChatGPT on Doctoral Students: Ethical Challenges and Academic Implications

Kunyang Qu | The University of Reading
Xuande Wu | The University of Edinburgh

Primary theme: Technology and Innovation

Duration: 30 mins

The rapid integration of Artificial Intelligence-based tools, such as ChatGPT, into higher education and scientific research has transformed traditional academic practices. While these tools enhance efficiency and productivity, they also evoke complex emotions. This dual impact has raised concerns in academic discourse. This study employs qualitative methods, conducting semi-structured interviews with 15 doctoral students at a UK university to examine emotions triggered by ChatGPT, exploring how these emotions influence academic experiences and shape perspectives on ethical challenges, particularly regarding academic integrity. The findings reveal a variety of emotions related to ChatGPT’s performance. Participants expressed frustration due to inconsistent outputs, including the generation of false information and errors caused by incorrect memory retention. Additionally, participants reported a sense of inadequacy when comparing their own abilities to ChatGPT’s capabilities. Despite these challenges, positive emotions were also evident, such as relief from reducing repetitive tasks, satisfaction with improved efficiency in drafting and organising ideas, and hope for ChatGPT’s potential to foster innovation and support early-stage research development. Beyond these performance-related emotions, participants also described emotions specifically tied to their use of ChatGPT, particularly anxiety about the possibility of being negatively judged by members of their academic community, such as supervisors, university administrators, or colleagues. Participants expressed fears that reliance on the tool might lead to diminished critical thinking and academic rigour, as well as the possibility that GAI could replace academic roles, particularly as translators and teachers. These conflicting emotions highlight the duality of ChatGPT’s impact, as both a tool of immense potential and a source of emotional tension. This study highlights the need for guidelines and ethical frameworks to ensure responsible AI integration and critical engagement with the technology. The findings call for strategies to help researchers assess AI outputs critically, balancing its utility with preserving academic values.

14:45

Refreshment Break

Duration: 25 mins

15:10

Keynote Presentation: The professional doctoral journey for students and supervisors; negotiating peaks troughs and breakthroughs

Prof Gina Wisker

Senior Lecturer (Associate Professor), Management | University of Bath

Download Presentation

Duration: 40 mins

This talk focuses on the doctoral learning journeys of professional doctorates, whether a DBA, an EdD prof doc in health etc, or professional creative practice, from the perspective of both the student undertaking their research and writing journey and also the supervisor(s) guiding and accompanying this journey, who are learning alongside the student. We start by considering the three dimensions ie;

• Learning

• Personal

• Institutional

We are working and learning together as supervisors and students, as people who have many other demands on our time, as well as the complex intellectual and skill demands of the research and the written thesis . Professional doctoral students are learning, quite often, in a new way, how to theorize elements , problems of the professional practice in which they’ve already been successful, identifying, exploring and dealing with some of the issues and developments in that practice. (Åkerlind, G., & McAlpine, L. 2017; Burnell, I., & Roffey-Berengtsen, J. (eds.) 2021, 2025). Sometimes/often? for professional doctorates, the theorizing, conceptualizing, and then the carrying through of a large project, a researched project which must be written in the language of academic research and argument (nobody’s first language), is a huge challenge. However, they’ve been working professionally successfully and they wish to gain new credentials, status , make change through the doctorate (Engels-Schwarzpaul, A.-Chr, & Peters, M.A. (eds.) 2013).

Supervisors are not the only enablers of research learning. There has been much recognition of aspects of the ‘hidden curriculum,’ (Elliot, Bengtsen, Guccione, 2023)including the importance of cohort community building and collegiality to support the research and lead to new and future contacts, and positive professional practice change.

Research learning and positive developments in professional practice from that learning is challenging , practical and can be rewarding in very many ways, solving problems, changing perspectives, enhancing practice. The supervisor does not have all the answers. This is new work. Instead supervisors act as mentors, guides, collaborators rather than in a purely support or administrative role.

Mutual respect and clear communication are essential for sound working relationships and the success of the professional doctorate project and thesis.

I am passionate about linking HE research with teaching and learning practice to enable social justice outcomes, on the leadership which accompanies this and on the publishing practice which enables its active dissemination. Interests:social justice, research into doctoral learning and supervision, international postcolonial and decolonial developments in HE , curriculum,widening participation, teaching and learning, assessment, quality assurance, , pedadogy in the humanities and arts, writing for publication.

My HE research and leadership career began as a researcher on the‘Enquiry in to the role of the external examiner ‘(ESRC/CNAA funded) at CHES, London university and I have successfully gained research funding as PI and Co- I on a number of projects since e.g. doctoral learning journeys (2007–11) Sir Ron Cooke international fellowship — transferring social justice practice from South Africa to the UK (HEA 2013); projects with the British Council and British Academy in Iraq (women academics and their development – til 2015) and most recently as a Co‑I on a project led by Uni Bristol and Uni Johannesburg- SARiHE (https://sarihe.org.za ) on supporting and enabling the successful transition into and through university for rural students, which used a co-researcher model and creative research processes with 72 SA co researcher undergraduates in three universities. One of my main contributions beyond data gathering , presenting, writing, was to facilitate and enable the production of a booklet written by student co-researchers‘Going to University’ pub in 11 African languages.

15:50

Keynote Panel Discussion: The Experiences of International Professional & Practice Based Doctoral Candidates

Featuring a panel of current Doctoral Candidates

Frank Antonissen | Fontys
Maria Cervin-Ellqvist | Chalmers University of Technology (Download Presentation)
Mendell Grinter | New York University
Sarah Hall | University of Central Florida