Exploring the 'learner journey' of students undertaking a professional doctorate in Wales.

This paper reflects on the delivery of Professional Doctorate programmes from a sample of educational (EdD) and sustainable built environment (DSBE) practitioners at a Welsh University in the United Kingdom (UK). The paper explores the 'learner journey' of a sample of Professional Doctorate students as they navigate their studies during COVID-19 pandemic. A qualitative approach was adopted, and semi-structured questionnaires were used to collect data from students on the EdD and DSBE pathways. A thematic analysis was conducted, and the data presented 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 findings from this paper provide a unique insight into the experiences of Professional Doctorate students during a period of significant upheaval. Recommendations are provided for supervisors of Professional Doctorates, Higher Education Managers, as well as Policy Makers in supporting Professional Doctorate students during the studies. Best practice is highlighted with regard to practice-based approaches and demonstrates the differences across two academic disciplines. The use of agile digital and online learning in response to the COVID-19 pandemic further suggests an ongoing model for leadership in Higher Education. [ABSTRACT FROM AUTHOR]