This special issue explores the value of the professional doctorate in education (EdD) journey and the sources of motivation for individuals pursuing their doctoral research based on their personal history and circumstances. Professional doctorates are known to significantly impact the individual and their wider professional context (Boud et al., 2020) while simultaneously shaping both the personal and professional identities of doctoral students (Hramiak, 2017). While an EdD is, at its core, a research degree, the process of completing a professional doctorate offers so much beyond the development of high-level research skills. Professional doctorates are defined by their focus on professional practice underpinned by the need to contribute new knowledge to enact change in the researcher’s field (Hodgkin et al., 2024). In the UK, EdDs are usually comprised of two distinct components; a structured phase of taught modules and a second phase of independent research that must make an original contribution to both theory and practice.

‘It is the structure of the EdD which offers its students the opportunity to learn alongside each other, and it is in this group that each student shares the challenge of finding time, space and motivation to maintain their momentum.’

It is the structure of the EdD which offers its students the opportunity to learn alongside each other, and it is in this group that each student shares the challenge of finding time, space and motivation to maintain their momentum. Those who embark on their doctoral journey do so within the context of already busy personal and professional lives. Wellington and Sikes (2006, p. 732) assert that ‘biography is, and always will be, the crucial factor affecting perceptions and experiences’ of doctoral study.

Whether fuelled by a passion for their subject, a desire to drive change, or a need to make the education system better for future learners, the doctoral journey has become a distinct part of the academic identity of each of the authors of the blog posts in this special issue. Indeed, Khalid et al. (2023, p. 1) assert that ‘for doctoral students, their self-identity as a researcher is an essential indicator of their professional development’. It is well established that identity is a complex and malleable concept, which is in a constant state of evolution (Steadman, 2023) and this special issue explores how the authors’ engagement in doctoral study has developed their identities as researchers, teachers, leaders, parents and academics.

To open the collection, Kerry Assemakis considers the vital place of collaboration on the doctoral journey, an aspect unique to the EdD among other postgraduate research routes. As an early career researcher passionate about creativity, authenticity and individual empowerment, Kerry explores how the collective voice of research students makes the whole greater than the sum of its parts.

Nicola Tierney reflects on a crucial aspect of doctoral research, that of finding one’s question. Her blog post explores the inevitable uncertainty associated with research and the various emotions that motivate students to continue with their enquiry.

In her blog post, Elizabeth Cahill shares the perspective of a school leader using doctoral research as a means of shaping the educational landscape. At a time when schools are experiencing the need to do more with less like never before, Elizabeth asserts that engaging in research is not a luxury but rather an essential way of driving vital changes from the frontline.

Aligned to the theme of improving the future of education, Janine Pavlis offers insight into the dual pursuit of motherhood and doctoral research. Janine’s focus on how design and technology equips individuals to respond to an ever-changing world is affirmed by a desire to future-proof this curriculum area for her child’s benefit.

Lisa Panford also considers the promises individuals make to themselves and others in pursuit of their doctoral research. With a focus on the convergence of personal and professional identities, Lisa reflects on how individual heritage, values and relationships provide a researcher with a unique motivation and passion to continue their journey of enquiry.

Building on the theme of reflection, Jemima Davey explores the place of the EdD in both personal and professional transformation. With a growing focus on the journey rather than the destination, her blog post considers how doctoral study can challenge individuals to become brave in the face of change and challenge, and the elements of the EdD which enable this.

In her blog post, René Hartmann also shares personal experience of engaging with doctoral study while overcoming challenge. René reflects on researcher positionality and the individual nature of the doctoral journey, which allows students to become insider researchers driven by their own values and experiences.

Nikki Anghileri completes this special issue with her view on the importance of the professional doctorate as a vehicle for amplifying unheard voices through research and how this fuels a passion for doctoral study. Returning to the theme of competing identities, Nikki considers how the EdD allows students to fulfil both their professional and academic roles through finding collective purpose and passion for the focus of their enquiry.

At the time of writing, the authors of this special issue were all preparing to move into their independent enquiry as early career researchers. This collection of reflections shares honest and authentic insights into the value of doctoral study and why it matters to the individual.

References

Boud, D., Costley, C., Marshall, S., & Sutton, B. (2020). Impacts of a professional practice doctorate: A collaborative enquiry. Higher Education Research and Development, 40(3), 431–445. https://doi.org/10.1080/07294360.2020.1765744

Hramiak, A. (2017). The impact of doctoral studies on personal and professional lives. Work Based Learning e-Journal International, 7(1), 20–39. https://shura.shu.ac.uk/id/eprint/17070

Khalid, S., Orynbeck, G., Lianyu, C., & Tadesse, E. (2023). What goes around comes around: Shedding light on today’s doctoral student’s research socialization and who will be the future faculty. PLoS ONE, 18(5). https://doi.org/10.1371/journal.pone.0285843

Steadman, S. (2023). Identity. Bloomsbury.

Wellington, J., & Sikes, P. (2006). ‘A doctorate in a tight compartment’: Why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31(6), 723–734. https://doi.org/10.1080/03075070601004358