Learning to Become Researching Professionals: The Case of the Doctorate of Education

This study investigates how learning to become a "researching professional" (Bourner, Bowden, & Laing, 2000) is understood by students undertaking a professional Doctorate of Education in one university in the United Kingdom (U.K.). This research is apposite given the present context for doctoral education both internationally and in the U.K. However, a literature review shows this is a relatively under-explored area. The study was designed within a phenomenological and descriptive/interpretive paradigm using case study methodology. Data was collected using semi-structured interviews with 12 students. The analysis was guided by research in other disciplines within higher education which has revealed qualitatively different conceptions of student learning. In this study, three ways of understanding learning to become a "researching professional" were identified: "conformity," "capability," and "becoming and being." Each is characterized by an internal relationship between how the learning context, research, and professional identity are understood. Each of these ways of understanding is discussed in relation to the literature. The complexity of professional learning at the highest level for students who are "on the cusp" between the university, the work context, and the profession is highlighted. Although no generalizations are made from this study, it may be useful to others in similar contexts as it highlights implications for university tutors regarding student learning. (Contains 2 tables.)