We offer PhD. and DBA Programs in Applied Positive Psychology, Coaching Psychology, Existential Coaching Psychology, in Clinical Psychology, in Leadership for advanced practice, and DBA – Doctorate in Business Administration. Our programs are in partnership with Professional Development Foundation, with Canterbury  and Middlesex Universities (UK) and by Monarch School of Business Administration (Switzerland). The candidate chooses their own specialist area of study and undertakes research which not only meets all the criteria for Doctorate level work but also has the potential to make an impact upon the student’s own practice, that of their peers and their profession.

It is an opportunity for coaches interested in research at this level to work on an area of direct impact upon practice with the support and advice of researchers from a range of disciplines.

PhD. in Applied positive Psychology in Canterbury University UK

This is an innovative programme designed to support and integrate the professional development of practitioners in Applied  Positive Psychology and to bring benefits to the organisation in which they work. It aims to improve and enhance professional practice by providing practitioners with a range of research skills, tools and strategies that can be used to support practice-based research. Therefore, prospective applicants include, but are not limited to, those working in the NHS, private and independent health and social care sector and higher education staff, managers and educators.

It is offered at the University and in a validated pathway between the University and Professional Development Foundation’s Community Enterprise CIC (hereafter PDF) on a distance basis to take advantage of the PDF’s partnership with Positive Coaching Psychology academy.

Key themes within the programme are: approaches to research, expert practice, innovation in practice, application of psychological perspectives to various areas of review and research, review and implementation and education and learning.
You can enroll throughout the year at a time appropriate for you and your organization but induction days occur in early October and February.  An academic advisor will be available to you throughout your period of study and a specialists will be assigned to you in the role of consultant allowing you to draw upon their expertise in your area of enquiry or methodology. You will also have resources such as handbooks and online materials as well as online seminars, and lectures to enhance your learning journey.

What is your opportunity in our program? You  are mentored and encouraged to develop a unique research project of leadership at the current stage of your  career based upon advanced coaching psychology knowledge  that would enable you to  make a significant impact in your organization and upon society.

We consider your previous learning (both formal courses and informal learning from experience) to be recognised for its contribution to the development of practice and ascribed academic credit to be used within the program.



  • THIS PROGRAM IS DEFINED BY:
    An individualised approach: The programme will be adapted to the needs of professionally qualified candidates by concentrating on study, development and research within a defined area of specialisation.A service focus: It allows the candidate the opportunity to develop their understanding of the service in which they find themselves and allows them to reflect on and research areas on which they have an impact.A focus on the application of psychological perspectives to your own setting: What is distinctive about this process is that the understanding will be focused on taking a psychological perspective to understanding one’s chosen area and exploring how psychological principles can be understood and applied in these settings.Offers intensive and varied support and development: The programme provides a wide range of teaching, support and development opportunities. Each candidate will have a supervisory panel to support them through the course. In addition there will be teaching, learning sets, supervision (via web portal or teleconference).Emphasis on research and write up for publication: The components of the PhD portfolio are all geared towards getting the candidates work published and disseminated.AIMS
  • The PhD in Professional Practice is a programme of reflective review and research-based professional development for experienced practitioners, managers, academics and other professionals.The main aims of the programme are to:• engage in reflective and reflexive activities to explore issues within the candidates professional field and/or place of work;• provide an innovative contribution to the existing knowledge base and practice within their own profession, through on-going pieces of work and the final PhD Portfolio;• make an original contribution to practice knowledge that extends the forefront of the discipline and merits publication;• disseminate research outcomes clearly and effectively to specialist and non-specialist audiences to inform innovation and better ways of working within their professions, and foster research activity;• manage and apply recommendations, emerging from research/project findings to contribute to practice change;• develop the ability to challenge, in an innovative, substantive and creative manner, professional policies and practice existing within their respective areas;

OVERVIEW OF THE COURSE:
The programme of study covers a prescribed range of professional capabilities which fall into three broad areas. These are:

! Applied evidence-based professional and research practice ! Conceptual understanding of complex issues ! Practice based research.

The programme requires the completion of a range of pieces of work linked to the chosen theme but focusing on different facets of the area and demonstrating a range of acquired skills and capabilities. Each element of the portfolio is chosen to both advance understanding and develop new skills, and be flexible enough to incorporate a broad range of topics. Each candidate will have an agreed learning plan detailing the theme of study and how each of the elements will contribute to understanding and practice development.

An illustration of how this approach works in practice is shown in Appendix 1. This shows how one candidate’s ideas for their thematic programme of study might be described and how the assessments fit and contribute to their learning plan.

RESEARCH DEVELOPMENT

PDF offers a dedicated Researcher Development Programme (RDP) as well as facilitating a wide range of development and skills training opportunities for research students. All students have the opportunity to take part, and are encouraged to engage with a range of researcher development activities each year as part of their programme.

All students are expected to present an aspect of their research work, or reflection on the research process, at an external academic/professional research conference, faculty conference, seminar or workin-progress session, etc., each year. A record of Researcher Development activities is required in each Review Report. The Learning Sets attended by students over the first two years contributes to this researcher development.

Development & Support
The programme has been specifically designed so that practitioners may integrate the completion of the programme with their working lives, and both the work place and the individual will benefit from the outcomes.

Constructing the learning plan around a specified theme allows the candidate to choose how they wish to focus their study by using each of the pieces of work making up the PhD portfolio as a vehicle to get a deeper understanding of a different facet of their chosen theme, whilst acquiring specific scholarly and research competencies through completion of these various elements.

Each candidate has a supervisory panel for the duration of their registration. A learning plan of the intended programme of study will be agreed with the candidate’s lead supervisor at the start of the Programme. This plan will be reviewed throughout the Programme and adjusted as necessary. The candidate will also have a second supervisor and a Supervisory Panel Chair (more detail of their roles and the function of the supervisory panel can be found in the Handbook and Code of Practice for Research Degrees by Thesis Students and Supervisors).

The support provided throughout the first two years of the Programme includes:
! Facilitated Learning Sets (ten sessions per year). These will be made up of meetings of a small group of candidates working together as a Learning Set facilitated by the Programme Director or a faculty specialist. These Learning Sets will include a series of workshops/lectures on research methodology and input on advanced research skills. During these periods the cohort will have time for group and individual learning.

! Individual meetings (at least three times per year) with a Lead Supervisor to plan, review and reflect on their individualised learning plan (this can be done face to face, telephonically or via the web portal)

! Research Project Supervision (at least six times per year)

! In any subsequent years, candidates continue six meetings per year with the Lead Supervisor.

! Supervision contracts with the Lead and Second Supervisors will be drawn up in the first three months of the programme clearly outlining responsibilities and expectations of the supervisors and student.

! Learning sets may continue where candidates request this; facilitated by the candidates, but supported by the programme. These may be run through the virtual learning environment (web portal).
Annual reviews will be undertaken as described in the Handbook and Code of Practice for Research Degrees by Thesis Students and Supervisors.

A blended learning approach will be taken meaning that knowledge and skills will be gained through the blending of different teaching and learning modalities, including teaching (workshops, individual tutorials, lectures), peer facilitated group working and on-line (e-learning and directed self-study). This will be organised to enable the programme to be followed at a distance.

Blackboard and Sakai

The university uses the Blackboard virtual learning environment which can be accessed from the student portal at – https://portal.canterbury.ac.uk/campusm/home#menu Off campus, you will be asked to login to access Blackboard. You should have access to the Graduate School site, where you have access to various forms and guidelines and the Clinical Psychology Research site where you can find further research-related information. PDF offers a web portal Sakai where you will find course information research support and it will provide the platform for your interaction with your cohort and faculty staff.

Researcher Development

PDF offers a dedicated Researcher Development Programme (RDP) as well as facilitating a wide range of development and skills training opportunities for research students. All students have the opportunity to take part, and are encouraged to engage with a range of researcher development activities each year as part of their programme.

All students are expected to present an aspect of their research work, or reflection on the research process, at an external academic/professional research conference, faculty conference, seminar or workin-progress session, etc., each year. A record of Researcher Development activities is required in each Review Report. The Learning Sets attended by students ove

The programme has been specifically designed so that practitioners may integrate the completion of the programme with their working lives, and both the work place and the individual will benefit from the outcomes.

Constructing the learning plan around a specified theme allows the candidate to choose how they wish to focus their study by using each of the pieces of work making up the PhD portfolio as a vehicle to get a deeper understanding of a different facet of their chosen theme, whilst acquiring specific scholarly and research competencies through completion of these various elements.

Blackboard and Sakai

The university uses the Blackboard virtual learning environment which can be accessed from the student portal at – https://portal.canterbury.ac.uk/campusm/home#menu Off campus, you will be asked to login to access Blackboard. You should have access to the Graduate School site, where you have access to various forms and guidelines and the Clinical Psychology Research site where you can find further research-related information. PDF offers a web portal Sakai where you will find course information research support and it will provide the platform for your interaction with your cohort and faculty staff.

Researcher Development

PDF offers a dedicated Researcher Development Programme (RDP) as well as facilitating a wide range of development and skills training opportunities for research students. All students have the opportunity to take part, and are encouraged to engage with a range of researcher development activities each year as part of their programme.

All students are expected to present an aspect of their research work, or reflection on the research process, at an external academic/professional research conference, faculty conference, seminar or workin-progress session, etc., each year. A record of Researcher Development activities is required in each Review Report. The Learning Sets attended by students ove

THE PHD PORTFOLIO

  • The individual learning plan will be collaboratively designed by the candidate and lead supervisor to advance the candidate’s academic and research development. In collaboration with their supervisor, areas in which the candidate wishes to advance their knowledge will be identified and they will be assisted to search for appropriate literature and a reading plan developed. Please note that the word count is indicative. There is some flexibility with the word count for each element of the portfolio. This needs to be agreed in your learning plan with your lead supervisor. The overall word count for the portfolio should be in the region of 50 to 70,000 words.Accessing, Reviewing and Disseminating Evidence (Critical Review of Literature) Candidates will be facilitated through the programme to acquire the following capabilities:• literature searching techniques • evaluating evidence • reviewing and synthesising evidence • writing a literature reviewThis area will be assessed through Critical Review of Literature, with a word limit of 8,000 words. The topic to be reviewed will reflect the candidate’s chosen specialist theme and area of study and approved within the individualised learning plan.

SMALL SCALE RESEARCH PROJECT

The completion of one small scale research project designed to enhance professional practice associated with the organisation or delivery of services in the area of their specialism. It is expected that the area of professional practice in which candidates are involved will provide opportunities for them to undertake such service development activities. This can also serve as a pilot process for the substantive project.

Candidates will be facilitated through the programme and the completion of this project to develop the following capabilities:

• An advanced understanding of professional and service issues in the area of the candidate’s practice • An advanced understanding of evidence-based practice in this area • An advanced understanding of approaches to service development and evaluation and associated methodologies • Project management skills, including planning, implementation and dissemination.

The service development research project is assessed by the submission of a report of 8,000 words in the form of a Small Scale Research Project Report.

Research Design, Implementation and Dissemination (Applied Research Project)

A more substantial, theoretically driven investigative research project must be undertaken. This piece of research needs to be designed to be an original contribution to the advancement of knowledge in an area related to the thematic focus of the learning plan as a whole. In addition to the above competencies the following competencies will be developed through the completion of the project and through the programme of study:

• Advanced research literature searching techniques • Evaluating and critiquing research designs, methodologies and findings • A rich knowledge of the existing research in relation to the area of enquiry. • A comprehensive understanding of research design and methodologies • A rich and practiced understanding of the research methodology applied in the project • Writing for publication and dissemination of research findings • Research project management including proposal writing, costing, ethical approval, and organisational access.

This research is submitted in the form of an Applied Research Report of 20,000 words.

Candidates are required to submit a detailed proposal for their Research Dissertation and will be required to gain ethics approval for their research.

The learning undertaken in relation to development of professional practice will be assessed by the submission of a Report of Professional Practice of 8,000 words concerning the candidate’s professional work centrally related to the thematic focus of the programme of study. This piece of work needs to reflect the complex work practices of experienced practitioners and provides opportunity for their reflections about, and learning from, the work.

The following capabilities will be developed through the completion of this piece of work:

! Integrate existing knowledge with practice ! Theoretical and practice links ! Change and develop practice ! Understanding best practice ! Applying the evidence to practice ! Applying an understanding of process in their practice

REFLECTIVE ACCOUNT

This piece of work serves to integrate the various elements of the PhD portfolio. It is divided into two sections. The first an introductory chapter sets the scene for the reader in terms of the four other pieces of work that make up the portfolio. It also offers a rationale for the study. The second is a final chapter that integrates the learning from the four other elements of the PhD portfolio, reflects on the limitations of the PhD portfolio, draws conclusions and offers implications for practice and research.
The PhD Portfolio

This piece of work offers the candidate an opportunity to provide a reflective account of their learning across the portfolio of pieces of work documenting their journey as well as pulling together the various pieces of work into a coherent thematic argument. Opportunities for reflection on professional practice should enable them to develop their skills and knowledge and their critical and evaluative abilities in relation to their professional practice generally. (6000 words)

! An advance ability to synthesise and critique one’s own practice and research ! Advanced reflexivity skills

The candidates PhD Portfolio will consist of the following:

Accessing, Reviewing and Disseminating Evidence 8,000 words in the form of a Critical Review of Literature.

Small Scale Research Project 8,000 words in the form of a Small Scale Research Project Report

Research Design, Implementation and Dissemination This research is submitted and assessed in the form of an Applied Research Report of 20,000 words.

Report of Professional Practice 8,000 words in the form of a Report of Professional Practice
Reflective Account 6,000 words in the form of: ! an introduction to the portfolio ! a final chapter that integrates the learning from the four other elements of the PhD portfolio

Total Word Count: 50,000

An illustration of how this approach works in practice is shown in Appendix 1. This shows the possibilities for one candidate’s ideas for their individual programme of study at the point of applying for the programme and the pieces of work that were then submitted over the course of the programme.

Candidates

The research project is undertaken within practice making it ideal for those wishing to imprint a significant, high level impact within their organisations and within the professional community and society using the rapidly developing concepts and tools of Coaching Psychology.

Approach

You will be assigned an Advisor who will be available to you throughout your Program. The Program includes one-to-one coaching, a virtual learning environment, guided reading and written submissions.

The Program Structure provides a map of the stages in the program. Throughout each of these you will be supported with detailed step-by-step manuals, workshops and tutorials, a virtual learning environment and advice from an Advisor and research consultant(s) identified as a specialist in the chosen area of study.

 

Program Outcomes

These will be specific to the candidate and driven by their choice of research.

What support will be provided?

Your resources have been designed for the distance learner and come in four forms to suit most personal learning styles.

• A designated and qualified Academic Advisor and Coach who is available to you on-line or through individual telephone/webcam tutorials. Throughout your Program you will be given feedback on all your work prior to submission so you can be confident you are progressing and achieving the required standard.

• Once you have fully identified your research project you will also be assigned a research consultant (an expert in the field who may well be working in another institution or University) who will be available to you throughout your project work.

• Detailed manual/workbooks for each module.

• Access to a virtual learning environment where you can access background resources such as coaching bibliographies and reflection manuals and where you can discuss and develop your submission with the help of your advisor.

Scholarships, Awards

Our students may apply to scholarships by British foundations, the Harnish foundation that supports research in coaching and scholarships from their givernments or from one of many European foundations. Here are some links:

https://www.britishcouncil.org/

http://www.ukcisa.org.uk/

http://www.chevening.org/

http://www.instituteofcoaching.org/research-grants/how-to-apply

DBA  in Applied Positive Psychology (Coaching Psychology) and Business Administration

Coaching is the process that mobilizes strengths and realizes the potential of business individuals and organizations. The practice of coaching psychology embodies a skill set designed to optimize the performance of a person in an organization in areas including leadership, corporate, public service, healthcare and other professional services. “Coaching psychology can be understood as being the systematic application of behavioural science to the enhancement of work performance and well‐being for business individuals, groups and organisation.” Anthony Grant (2006).

A theme Based and Practice Orientation

The Doctor of Business Administration program is designed around the completion of a Manuscript that focus on the current challenges facing business in today’s integrated world. Specific modules include:

  1. Mixed Research Methods
  2. Research Plan Perfecting Module
  3. Manuscript Preparation
  4. Manuscript Completion
  5. Research Presentation

    Assesment

    Participant progress is assessed through the submission of various assignments per module. The program concludes with the completion of a doctoral manuscript. There are no exams within the program.

    DUAL DEGREE (MASTER/DBA)

    Participants wishing to obtain the Master-in-Passing while completing the DBA program will be required to complete 5 core courses from the Doctor of Applied Leadership & Coaching program.

    Non-Business Candidates

    Candidates entering the program from non-business faculties or lacking a business oriented Master degree must complete 5 core courses from the Doctor of Applied Leadership & Coaching program as leveling courses.

    Duration

    The standard duration of the program is 36 months. Students may take up to 60 months to complete the program.

    Study Mode

    The study mode for the program is fully online. The manuscript may also be presented online. There is no requirement for a Candidate to attend on campus. However, Candidates may attend doctoral workshops on campus if they desire.

    Program Open to

    • Graduates from accredited Master programs.
    • Bachelor students with a minimum of 5 years managerial experience.
    • Candidates lacking the above with substantial managerial experience may be admitted to the program at the discretion of the Dean.
    • Fees

    • 7800 Euro Per year
    • 650  Euro per month
    • 3 years 36 monthes

Applicants from OECD developing countries may apply for the Dean’s Scholarship which provides a 20% reduction in the listed fees. Interested applicants should indicate this on the Application form in Section 5.

 

Dr. Arnon LevyBy advancing coaching research, education, and practice, Monarch supports professional coaches and others who use coaching skills in their personal and professional lives. We are building a global coaching research community by bringing together leaders in the field to accelerate research progress and disseminate coaching’s best practices. We are realizing the coaching psychology mission of optimizing human potential via Business Research, Leadership and Applied Positive Psychology.

Dr. Arnon Levy – Professor of Psychology

  • For more information please contact us: info@studycoaching.org