Professional doctorates in health and social care: A qualitative exploration of their impact and outcomes by two northern universities

Abstract

Aim: To explore the experiences, outcomes and impact identified by current and past students of undertaking a professional doctorate (PD) in health and/or social care on themselves, their employing organisations and their professional domain. Background: Professional Doctorates are intended to equip graduates with critical and creative thinking skills, and the ability to understand, question and produce evidence relevant to health and social care policy, practice and education. They are costly in terms of time, effort and resources for student and employer, but there is little empirical evidence to support these claims. Methodology: This modified constructivist grounded theory study used a qualitative methods approach, that included both questionnaires (mainly free text answers with a few demographic and numerical questions) and in-depth semi-structured interviews. Current (n=42), graduate (n=4) and previous (2) professional doctorate students completed the questionnaires. The interviews were conducted online with 12 current students from three different health and/or social care programmes from two universities in England. Descriptive demographic and numerical student experience and outcome data were presented to provide context for the study. The qualitative data from both datasets were analysed using Braun and Clarke’s (2022) thematic analysis. Results/Findings: Ten themes were identified, five relating to individual impact. These included: positive outcomes on personal growth and validation; improved ability to deal with complexity; more mixed effects from both challenges and support in academia; as well as some career development opportunities. Frustrations were found by some in their current role. Employers were seen as gaining employees with enhanced assessment skills, making a stronger contribution to organisational development. Doctoral students also brought esteem to employing organisations by virtue of their academic status. Professional impact could be limited by the expectations, support and culture of their employing organisation and in the way doctorates are viewed by the profession. Policy development was evidenced, but it was often a slow process, needing opportunity, mentorship and time to be fully realised. Conclusions/Recommendations: Participants valued their professional doctorate experience and the way it transformed their world view, professional knowledge and confidence. Some students felt conflict between their developing professional self-concept and the support, recognition and scope for development on the part of their employer, although some evidenced career progression. Employers should engage with staff undertaking professional doctorates in order to provide support and optimise organisation benefits. More research is needed to explore the perspectives of employers and professional organisations. It is also necessary to evaluate longer-term outcomes for the postdoctoral professional.