Australian Journal of Teacher Education
Keywords
professional doctorates, coursework, doctorate in education, research competence
Abstract
Doctorate programs with coursework aim to develop research-competent graduates who can contribute knowledge and work outside academia. This study explored the influence of coursework on doctoral candidates' development of research competence. The study employed a qualitative case study approach within the Professional Doctorate in Education programs at a Chinese university. The researchers interviewed 13 doctoral candidates, reviewed 10 course syllabi, and conducted a thematic analysis of the data. The findings revealed that coursework contributes to candidates' knowledge base, research direction, skills, and critical thinking. Instructors and peers promote candidates' research competence through instruction, mentoring, collaborative research projects, and peer feedback. However, limited practice and supervisors' distancing from supervisees during coursework pose limitations, as the candidates found themselves changing their study focus once they began discussing the dissertation topic with their supervisors at a late stage. Furthermore, the research addressed the implications, limitations, and directions for future research.
Was this research funded?
No, research was not funded
Recommended Citation
Mgata, F. Y., Hakeem, L., Lemesaya, J. M., Zhu, Z., Song, H., & Kihwele, J. E. (2026). The Role of Coursework in Promoting Doctoral Candidates’ Research Competence: A Case Study of Professional Doctorates in Education. Australian Journal of Teacher Education, 51(3). https://doi.org/10.14221/1835-517X.7165