1. The 3rd International Conference on Professional Doctorates
Developing and Sustaining Effective Doctoral Leadership: building a doctoral learning culture
Dr Val Poultney
University of Derby

2. Aims of this workshop:
To broaden and deepen our understanding of the nature of doctoral academic leadership;
To refine and improve a proposed model of doctoral leadership;
To understand how academic leaders of doctoral programmes shape and define a doctoral culture.

3. Leadership Theory Cultural & Symbolic Theories
Trait Theory: linked to personal qualities of the leader
Behavioural Theory: the leader’s behaviour and leadership style
Contingency Theory: leader’s understanding of how to behave in different contexts
Power and Influence Theory: the capacity to influence the thinking and behaviour of others

4. Research Methodology
Academics were identified who had experience of academic leadership; particularly those currently heading up professional doctoral programmes.
They were asked to write a short autobiographical narrative about their experiences;
There were 6 guiding questions given based on:
Leader or manager
Leadership style
Challenges faced as leader
Sustaining and developing doctoral culture
Support for the leadership role
Impact of effective leadership on the programme

5. Findings Academic Leader Concern for academic others
Concern for university issues
Concern for academic tasks
Concern for students

6. What is your leadership style?
How would you describe your style of leadership?
take some time to reflect/discuss with others
Findings show that leaders of doctoral programmes have the following attributes:
Dialogical, encouraging, motivators, engender confidence, develop discourse based on problem-solving and critical thinking, mentor, coach, facilitator, champion, manager (of tasks), consensus builder, change agent, consulter (with other staff), proactive, approachable
What attributes would you add?

7. “I sit in the middle of the table, not at the head”
Leadership Style
“Autocratic or ‘top-down’ leadership or management styles are generally ineffective when heading up a team of academics, thus the ability to work collaboratively and to influence a team of individuals over whom you have no control is a vital skill”
“I sit in the middle of the table, not at the head”

8. How does effective leadership make a doctoral programme successful?
What do effective leaders need to do in order to make programmes a success?
Take a few minutes to consider this question, either individually or with a colleague
Findings show the following:
Academic leaders set high expectations around:
Management: robust admissions processes, effective communication with team/programme participants, flexible schedules
Programme Leadership: provide academic challenge and relevancy of research to participants, a strong, dedicated supervisory team, successful completions, a conceptual framework which underpins the delivery of the programme, enthusiasm as a programme leader, practice-focused role model.
Faculty/University Leadership: reasonable fee level, engender support from wider university context.

9. What are the challenges facing leaders?
Data was plentiful and centred around:
Sustaining collaborative partnerships
Lack of administrative support
Time related: to supervise effectively, write, publish, apply for bids
No models of practice to cope with increasing numbers on programme
‘Bridging and brokering’ role of leader with team, faculty and wider university: facilitating understanding of doctoral requirements at faculty/wider level
Parity with existing PhD programmes
Helping students with issues related to fees and keeping programme sustainable
Making difficult decisions related to management of programme, team, supervision
Keeping abreast of technological advances which may assist with flexible delivery of programme
Conceptualisation of scholarship in a practice degree

10. Engendering and developing a culture of research
“Enhancing the research/scholarship of our students and faculty became the key. This and the focus on the advising relationship are probably the two elements that best enabled us to start shaping our doctoral culture"

11. Rich and highly interactive learning environment
Leaders setting and managing doctoral culture
Matters related to research and practice
Matters related to issues of teaching and learning
Rich and highly interactive learning environment
Developing cohort cohesiveness
Matters related to organisation of the programme
Ensuring programme is valued by students, staff and Faculty

12. Support and Ways Forward
1.Understand your style of leadership, know your role and how it fits with wider context. Assess who might support you.
2. Communicate your vision for programme, prioritise needs of students with what is achievable within your institution. Take calculated risks, stir others into action, be reflective
3. Communicate information, bridge and broker between team/school/faculty/university/external sector. Aim for stability of programme while assessing the need to change.

13. Thanks for listening: any questions?