The 'learner journey'' & delivery of Professional Doctorate programmes within a Welsh University.

Our presentation discusses research undertaken, and findings, which reflect on the delivery of Professional Doctorate programmes within a Welsh University, and from a sample of educational (EdD) and sustainable built environment (DSBE) practitioners. The programmes have developed, since a quinquennial review in 2015, and this has resulted in a streamlined, signposted, and progressive professional doctorate, that guides candidates towards conducting or recommending change in their professional practice and/​or organisations’. Specifically, the structure was refined to a four-module programme, across three phases titled ​‘Proposing Change,’ ​‘Preparing for Change,’ and ​‘Implementing Change’. Embedded in all modules are reflective practice assessments requiring students to be reflective and reflexive about the skills and qualities that they are developing, the professional challenges and obstacles that required navigating, and the areas of development needed to manage these and future challenges. The methodology for the data collection consisted of semi-structured questionnaires on a sample of nine students from both the EdD and DSBE pathways. A thematic analysis was conducted, and a range of themes were generated. The research explored how students have navigated their respective pathways and change projects, across various modules, during their ​‘learning journey’ and how successful they perceive that journey to be, in relation to a range of factors. The benefits of a ​‘cohort’ approach that is multi-disciplinary and interdisciplinary is also explored. A range of case studies have been captured and analysed resulting from the research process which give a flavour of study on the professional doctorate. The findings from this research will be useful to all supervisors of professional doctorates. Best practice is showcased for practice-based approaches and methods, sustainability, and the environment. Inclusion amongst and across disciplines through agile digital and online learning in response to the Covid19 pandemic is also apparent – thus portraying a model for leadership in Higher Education.