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Appendix 1:
NFQ – Level 10 Indicators
Level 10 Synopsis
Learning outcomes at this level relate to the discovery and development of new knowledge and skills and delivering findings at
the frontiers of knowledge and application. Further outcomes at this level relate to specialist skills and transferable skills required
for managing such as the abilities to critique and develop organisational structures and initiate change.
Knowledge (Breadth)
A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning.
Knowledge (Kind)
The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy
review by peers.
Know-How & Skill (Range)
Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a
field of learning; develop new skills, techniques, tools, practices and/or materials.
Know-How & Skill
(Selectivity)
Respond to abstract problems that expand and redefine existing procedural knowledge.
Competence (Context)
Excercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or
equivalent contexts.
Competence (Role)
Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social
processes.
Competence (Learning to
Learn)
Learn to critique the broader implications of applying knowledge to particular contexts.
Competence (Insight)
Scrutinise and reflect on social norms and relationships and lead action to change them.
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Appendix 2:
Dublin Descriptors – UCD Level 5 / NQAI Level 10
Bologna Cycle
Third Cycle
(Doctorate)
NQAI Level
10
UCD Level
5
Knowledge and
understanding
have demonstrated knowledge and understanding in an advanced theoretical or conceptual framework, a systematic
understanding of the problems at the forefront of knowledge and potential approaches and solutions, and mastery of skills and
methods of research associated with the field of study.
Applying knowledge and
understanding
have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity
and have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of
work, some of which merits national or international refereed publication.
Making judgements
are capable of critical analysis, evaluation and synthesis of new and complex ideas.
Communications and
working skills
can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise.
Learning skills
can be expected to continue their own learning at the frontiers of knowledge and be able to promote, within academic and
professional contexts, technological, social or cultural advancement in a knowledge based society.
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Appendix 3:
IUA – PhD Graduate Skills Statement
Research skills and
awareness









Ethics and social
understanding

exhibit knowledge of advances and developments in their field
demonstrate knowledge of research in related fields and disciplines
comprehend and effectively employ appropriate research methodologies
critically analyse and synthesise new and complex information from diverse sources
formulate and apply solutions to research problems and effectively interpret research results
exercise critical judgement and thinking to create new ways of understanding
demonstrate, where appropriate, a knowledge of health and safety procedures and their application in the research
environment
have a broad awareness and knowledge of key relevant funding sources and grant application procedures
appreciate basic principles of project and time management


understand, and apply in their research, principles of ethical conduct of research, including avoidance of plagiarism,
allocation of credit and authorship and definitions of research misconduct
understand the relevance of research in society and the potential impact of research on individuals, groups and society
where applicable, understand and apply the relevant guidelines for the ethical conduct of research involving people,
human tissue and animals
Communication skills




demonstrate effective writing and publishing skills
effectively use and decide on appropriate forms and levels of communication
communicate and explain research to diverse audiences, including both specialist and non-specialist
teach and support the learning of undergraduate students when involved in teaching and demonstrating
Personal effectiveness /
development


operate in an independent and self-directed manner, showing initiative to accomplish clearly defined goals
appreciate key rhetorical skills, including how to persuade others of a viewpoint’s merits, demonstrating and
communicating credible suggestions to achieve one’s aims
appreciate the importance of initiating new projects, proactively reacting to newly identified needs or aiming to resolve
persistent problems
ability to handle difficulties in research or other professional activities in an appropriate way
critically reflect on experiences and act on such in a cycle of self-improvement



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Team-working and
leadership





develop and maintain effective relationships with colleagues
work in a collaborative environment
awareness of their own working style, that of others, and how they interact
understand how to acknowledge others’ views, with a willingness to reflect on and critically appraise them
understand leadership in team environments, recognising the strengths of team members and work effectively to achieve
mutual goals
Career management

demonstrate an awareness of transferable skills and their applicability to both academic and non-academic positions and
how they are applied in different circumstances
take ownership of their own career management, forming credible career plans
initiate and sustain networks and relationships that may encourage opportunities for employment
present themselves and their skills, attributes, experiences and qualifications, through effective job applications, CVs and
interviews
understand the broadest possible range of their employment opportunities




Entrepreneurship &
innovation




understand the role of innovation and creativity in research
demonstrate an awareness and understanding of intellectual property issues, appreciate and, where appropriate,
contribute to knowledge exchange
appreciate the skills required for the development of entrepreneurial enterprises in the public and private sectors
understand different cultural environments, including the business world, and the contribution that knowledge transfer can
make to society
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Appendix 4:
Comparative Structures of Professional Doctorates (Ireland/UK/US/Australia/Canada)
Programme Title
Institution
Duration
Structure
Doctor of Psychological
Science
University
College Dublin
3yrs
·
·
·
500 hours academic coursework (100-150 days)
2000 hours research (200-250 days)
3000 hours supervised clinical practice (390 days)
% Activity
(approx.)
Assessment
10% taught
·
Two volume Doctoral Thesis (60000+ words)
34% taught
·
20% clinical theory
·
·
Coursework (3 essays, 3 Reports of Clinical Activity, 2
Small-Scale Research Projects)
Evaluation of clinical competence
Large-Scale Research Project/Thesis
·
·
·
·
·
Assessment on 8 taught courses
Evaluations of clinical competence
Four reports of clinical activity
Small-scale research project
Dissertation
·
·
·
Module coursework
Clinical Placement reports
Thesis
Placement performance
Academic and clinical coursework (essays, portfolio
reports, etc)
Case presentations
Problem-based learning exercises
· Major Research Project
35% research
55% clinical practice
Doctor of Psychological
Science
NUI Galway
3yrs (FT)
·
·
·
·
5 taught modules (total = 90 ECTS)
4 Applied Clinical Theory modules (total = 55 ECTS)
6 Clinical Practice modules (total = 70 ECTS)
1 Thesis module (total = 55 ECTS)
[Total = 270 ECTS]
Doctor of Clinical
Psychology
Doctor of Clinical
Psychology
Doctor of Educational,
Child & Adolescent
Psychology
Trinity College
Dublin
Queen’s
University
Belfast
Queen’s
University
Belfast
3yrs
3-4yrs (FT),
6-8yrs (PT)
3yrs (FT)
26% clinical practice
20% research
·
·
·
1 four-week induction programme
8 taught courses
6 five-month placements
42% taught +
research
·
·
·
10 Taught modules (total = 70 credits)
5 Clinical Placement modules (total = 135 credits)
3 Applied Research modules (total = 65 credits)
26% taught
58% clinical practice
50% clinical practice
[Total = 270 credits]
24% research
·
58% taught + clinical
practice
·
·
42% research
·
·
·
·
9 Taught modules (total = 157.5 credits), integrated taught
activity and clinical practice for approx. 5 modules
3 Research Inquiry modules (total = 112.5 credits)
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Doctor of Psychology
University
College Cork
4yrs (FT)
27 taught modules, each worth 10 credits, across yrs1,2,3
(90 credits per yr); can also be described as 9 modules with
3 discrete 10-credit parts (workshop, online discussion
forum, reflective log keeping)
Research activity, worth 90 credits (yr4)
75% taught = clinical
practice
8 taught modules, each worth 15 credits (4 in yr1, 4 in yr2)
Specialist component in yr3 (identification of research
project and draft proposal)
Dissertation (yr4)
50% taught
50% taught
·
9 Taught modules (yrs1+2), delivered via 3-day workshops
per module
Research activity
·
·
8 taught modules (3 in yr1, 3 in yr2, 2 in yr3)
Assessment point at end of yr2
60% taught
·
·
Doctor of Social Science
University
College Cork
4yrs
(distancelearning)
·
·
·
Doctor in Governance
Doctor of Education
Queen’s
University
Belfast
4yrs (PT)
Trinity College
Dublin
4-5yrs (PT)
·
·
·
Module coursework
Thesis (40000 words)
·
·
Module coursework
Thesis (40000 words)
·
Research Project (50000 words)
·
·
Module coursework
Dissertation (70000-80000 words)
·
·
Coursework
Thesis
·
·
Coursework
Thesis (practice-based research)
·
·
Module coursework
Dissertation (40000 words)
·
·
·
Module coursework
Qualifying Paper
Dissertation
·
·
Module coursework
Comprehensive Examination
25% research
50% research
50% research
40% research
Doctor of Education
Doctor of Education
NUI Maynooth
Dublin City
University
3yrs
4yrs (PT)
66% taught
·
1-day long seminars held every 2 weeks in term time (yrs
1+2)
Group and individual seminars and thesis writing (yr3)
·
·
5 taught courses (yrs 1+2), delivered in block workshops
Research activity (yrs 3 onwards)
50% taught
·
34% research
50% research
Doctor of Education
Queen’s
University
Belfast
3yrs (FT),
4yrs (PT)
·
·
9 Taught modules (total = 135 credits), delivered via 2 ½
day intensive courses per module
Dissertation (total = 135 credits)
50% taught
50% research
[Total = 270 credits]
Doctor of Education
Harvard
University
4yrs (FT)
·
·
16 Taught modules (yrs1-2)
Research activity
50% taught
50% research
Doctor of Education
University of
Pennsylvania
4yrs (FT)
·
20 course units (yrs1-2) (5 course units = 1 semester)
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50% taught
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Doctor of Education
University of
Western
Australia
4yrs (FT)
Doctor of Education
(Educational
Leadership)
UCLA
3yrs (PT)
Doctor of Education
(Educational Leadership
& Policy)
University of
British Columbia
Doctor of Business
Administration
Dublin City
University
Doctor of Business
Administration
Doctor of Business
Administration
·
Research activity
50% research
·
Dissertation
·
·
4 Taught modules (yrs1-2)
Research activity
33% taught
·
·
Module coursework
Dissertation
·
·
Module coursework
Dissertation
·
·
·
Module coursework
Comprehensive Examination
Dissertation
5yrs (PT)
64% research
·
·
Doctor of Business
Administration
66% taught
34% research
3yrs (FT)
·
·
8 Taught modules (yrs1-2)
Research activity
66% taught
34% research
University
College Cork
Durham
University
4yrs (PT)
4yrs (PT)
3yrs (FT),
4-6yrs (PT)
50% taught
·
5 taught modules (yrs 1+2), delivered in 6 two-day
workshops (modules 1-3) or 3 three-day workshops
(modules 4+5)
Research activity (yrs 3 onwards)
·
·
2 taught modules (yr1 = stage 1)
Research activity (yr2 onwards = stage 2)
50% taught
Module coursework
Research work:
Essay (5000 words)
Pilot Study (10000 words)
Reflective Critique (3500 words)
Formal Research Proposal (5000 words)
Reflective Portfolio (1500 words)
Literature Review (10000 words)
Thesis (40000 words)
[Total = 75000 words]
· Module coursework
50% research
· Thesis
6 taught modules, delivered via a series of 4-day blocks
(yrs1-2)
Seminar-style workshop
Research activity
50% taught
·
·
Module coursework (4000 word essays per module)
Thesis (60000 words)
5 taught modules (yrs1-2)
Research activity (yrs3-4), includes seminars, presentation
and final thesis
50% taught
·
·
Module coursework
Thesis
16 Taught modules (yrs1-2)
Research activity (yrs 3-4)
50% taught
·
·
·
Module coursework
Curriculum Paper
Qualifying Examination
·
·
·
·
Doctor of Business
Administration
4 Taught modules (yrs1-2)
Research activity (packaged as modules)
University of
Surrey
Boston
University
4yrs (PT)
4yrs (FT)
·
·
·
·
50% research
50% research
50% research
50% research
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·
·
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Doctor of Business
Administration
Harvard
University
4-5yrs (FT)
·
·
Taught modules (yrs1-2)
Research activity (yrs 3-4)
·
Dissertation
·
·
Module coursework
Dissertation
·
·
Module coursework
Thesis
·
·
Module coursework
Thesis
n.a.
·
·
Module coursework
Thesis
50% taught
50% research
Doctor of Business
Administration
Doctor of Occupational
Therapy
University of
Western
Australia
4yrs (FT)
University
College Cork
4yrs (FT), 8
yrs (PT)
·
·
2 Taught modules
Research activity
6yrs (PT)
10% taught
90% research
·
·
4 taught modules (yrs 1+2, each module = 30 credits)
Research activity (yrs 3+4)
50% taught
50% research
Doctor of Clinical
Dentistry (Orthodontics)
University
College Cork
3yrs (FT)
·
·
Taught modules
Research activity
[270 credits total]
Doctor of Medicine
University of
Ulster
3yr (FT), 5yr
(PT)
·
Research activity
100% research
·
·
Annual written report and oral presentation on progress
Thesis
Doctor of Medical
Science
University of
Ulster
4-6yrs (PT)
·
·
Research activity
Taught modules (optional)
100% research
·
·
Research Project
Module coursework (optional)
Doctor of Nursing
Science
University of
Ulster
3yr (FT), PT
also
available
·
·
12 Taught modules
Research activity
n.a.
·
·
Module coursework
Thesis
Doctor of Nursing
Practice
Columbia
University
2yrs (postMasters)
·
50% taught
·
Portfolio (analogous to dissertation)
·
·
Taught modules (7 modules support/theory and 10 modules
clinical practice)
Research activity
Clinical Residency (1yr)
·
Research activity
100% research
·
Thesis
4yrs (postBachelors)
Doctor of Biological
Science
University of
Ulster
4-6yrs (PT)
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50% clinical practice
(research is part of
both taught and
clinical practice)
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Doctor of Environmental
Science
University of
Ulster
2yrs (FT),
4yrs (PT)
·
Research activity
100% research
·
Thesis
Doctor of Engineering
University of
Ulster
5yrs (PT)
·
·
Taught modules
Research activity
n.a.
·
·
Module coursework
Thesis
Doctor of Engineering
University
College London
4yrs (FT)
·
·
15 taught modules (yr1 = 6 modules, yrs2-4 = 3)
Research activity
25% taught
·
·
Module coursework
Thesis
Module coursework
12-month report (yr1)
Mini-thesis (10000 words) (yr2)
Research reports, portfolio, publications (yr3)
Thesis (yr4)
75% research
Doctor of Engineering
University of
Manchester
4yrs (FT)
·
·
8 taught modules (yrs1-2)
Research activity
50% taught
50% research
Doctor of Engineering
University of
Southampton
4yrs (FT)
50% taught
·
Taught modules (120 credits over yrs1-2), includes generic
skills courses, management courses and technical courses
Research activity (yrs3-4)
50% research
·
·
·
·
·
·
Doctor of Engineering
University of
Queensland
Min 7yrs
(degree
appears to
be an
honorary
degree)
·
Research activity
100% research
·
Thesis
Doctor of Technology
University of
Ulster
5yrs (PT)
·
·
Taught modules
Research activity
n.a.
·
·
Module coursework
Thesis
Doctor of Informatics
University of
Ulster
3yrs (FT),
6yrs (PT)
·
·
·
Taught modules ( = 60 credits)
Research training ( = 15 credits of taught modules)
Research activity ( = 195 credits)
28% taught
·
·
·
Module coursework
DInf Review Report + viva voce
DInf Research Project
·
·
Module coursework
Research Project Thesis (50000-60000 words)
72% research
[Total = 270 credits]
Doctor of Ministry
Milltown Institute
3-5yrs
·
·
11 taught modules
· Research activity
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n.a.
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Note: The University of Limerick Handbook of Academic Administration (section 10) addresses the structure of Professional Doctorates by indicating that the distribution
of credits for the different elements of such programmes must fall within the following ranges:
Programme Element Credits
% Activity
Taught
20-40 credits
17-33%
Professional Placement
30-60 credits
25-50%
Thesis
20-40 credits
17-33%
Maximum Credits = 120
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