Laboratories of practice: Cornerstones of success in a (re) designed professional practice doctoral program

Abstract

Purpose

The purpose of this paper is to address the following assertions: first, the Laboratories of Practice (LoP) promotes professional growth. Second, the LoP enhances understanding of program design and delivery. Finally, the LoP has a financial value both to the organization where the LoP took place and to the university. The paper examines the responses of program candidates from two cohorts and the community partners they served to a survey focussed on the LoPs.

Design/methodology/approach

In summer 2012, Cohort 1 students and their mentors completed a survey, a milestone paper, and reflective papers. LoP mentors (critical friends (CF)) were invited to give feedback on the LoP and the program candidate. In summer 2013, data were gathered via online surveys, milestone paper, and reflection papers from two program cohorts who experienced a LoP. In total, 48 students participated in the research.

Findings

In relation to assertion no. 1, both the community partners’ and the students’ experiences with respect to the LoP made clear that the fieldwork has yielded positive outcomes. Students have found that they were able to draw from the classroom learnings to address the problems of practice in the real world setting. They reflected on lessons learned about themselves as well as the process itself, which sometimes resulted in redefining the problem at hand. Finally, the goals that were accomplished by the students during the LoP experience provided them with immense satisfaction, next steps, and, in some cases, the affirmation of their choice to participate in a professional practice doctorate. In relation to assertion no. 2, LoP data have been used by faculty to refine and improve the program and the LoP experience itself. In relation to assertion no. 3, while field mentors (CF) indicate that the services provided by the students during their LoP were invaluable and provided significant insights and improvements in their workplace, it was a challenge to assign a specific financial value to the LoP.

Research limitations/implications

In terms of the internal validity of the study, it is possible that the findings are weakened due to the reliance on doctoral candidates and their mentors from one professional practice doctorate, and the potential for recall bias. In the future, a longitudinal or multiple source research study would have a much stronger internal validity. In terms of external validity, the study can only be reasonably generalized to doctoral students in professional practice doctorates grounded by CPED principles.

Practical implications

While each LoP is highly individual, the process does require the candidates to reflect on their professional practice and their professional growth. CF facilitate reflection and conceptual thought, thereby developing professional practice. LoPs appear to be of value both to the individual and to their organizational context.

Social implications

Students’ and LoP employers’ survey responses, established and/or furthered excellent relationships with many community partners, and provided quantifiable evidence of accomplishments.

Originality/value

Many professional practice doctorates are struggling with what a LoP in the field should and could look like and the benefits of a LoP. This is an innovative paper as it explains the development and learning from one program that is becoming identified with its LoP. It is likely that university faculty will be interested in the design of the LoP and the value of the LoP as indicated by the survey results to the student, mentor, faculty, and program.

Citation

Storey, V.A., Vitale, T. and Robinson, M.G. (2015), "Laboratories of practice: Cornerstones of success in a (re) designed professional practice doctoral program", Journal of Applied Research in Higher Education, Vol. 7 No. 2, pp. 346-359. https://doi.org/10.1108/JARHE-01-2014-0006