{'fraction_non_alphanumeric': 0.01911667765326302, 'fraction_numerical': 0.0013183915622940012, 'mean_word_length': 5.351464435146443, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Experiences of using the researching professional development framework


Purpose
The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.


Design/methodology/approach
Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.


Findings
The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.


Originality/value
While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.
