Health & Social Care Doctorate (DHSC)

Duration: 5 - 8 Years (Part-time)|Hope Park|Start month: October
International students can apply
About the Course
A Doctorate is the highest level of academic qualification there is. It is a very challenging and immensely rewarding experience. The Doctor of Health and Social Care (DHSC) has been designed to meet the needs of social care professionals who are passionate about making positive change through research. You might come from any occupation within Social Care such as those relating to housing, welfare support, residential care or supporting disabled children or adults. You should have several years of professional experience, perhaps at a senior level. You should desire to pursue an area of research related to, and drawing on, your professional work. Your research will create new evidence-based knowledge, practice and understanding that will bring benefits both to you and your wider professional community. You should have a strong desire to undertake research which has the potential to positively influence practice and/or policy in your profession.
On the course, you will engage at an advanced level with a range of academic and professional issues relevant to your own practice. You will develop the three key skills of independent learning, independent research, and sustained critical, reflexive analysis. Tutors are here to guide, support and challenge you, but there is a strong emphasis on independent learning and critical reflection.
The programme is divided into two Phases. Phase One is known as the Taught Phase. In this phase you undertake three ‘strands’ of taught study, organised into six modules (20 credits each). You will also write substantial research Proposal (60 credits), during this Phase. The Proposal forms the foundation for Phase Two, the Research Phase. In this phase, you undertake a supervised thesis project, much like a traditional PhD student would. Your research should aim to have a positive impact on professional practice and/or policy. There are more details under the Curriculum and Teaching and Research tabs.
Download the Doctor of Health and Social Care course leaflet
For further guidance download our Professional Doctorates - Application FAQ's and Professional Doctorates Help Sheet - Accreditation of Prior Learning
Curriculum Overview
Part 1 – Taught Phase – Years 1-3
Phase One of the Doctorate is taught over 5 weekends per year, in October, November, February, March and May. Each weekend begins around noon on Friday, and continues until 5pm Saturday, with a mix of interactive workshops and seminar discussions around key readings and tasks. The course will provide you with a structured and supportive environment within which you are encouraged to engage with the philosophy, context and practicalities of advanced practitioner research in Education and the Social Sciences.
All of the modules and assessments are designed to support you in the development of your independent Research Proposal. We also host an annual Doctoral Conference. The Conference provides a friendly forum for you to share your work and experiences.
Level 7 (M) Modules to the Value of 180 credits:
Strand A: Engaging with Research: This consists of two linked 20-credit modules which explore philosophical and socio-political paradigms of knowledge, truth and values and the significance of these to research in professional domains.
Strand B: Yourself as Researcher: This strand is made up of two linked 20-credit modules intended to support students in the development of their identity as ‘researching professionals’, considering (i) professional identity and values; (ii) practitioner research in context.
Strand C: Research Skills and Methods: The two 20-credit modules that make up this strand provide students with a practical ‘toolkit’ to enable them to evaluate critically research and to design and conduct independent research of their own.
Supervised Research Proposal (60 credits)
This directly underpins the final doctoral Dissertation, or thesis. You produce a substantial research proposal (10,000 words), delineating your research question and outlining your proposed research design.
The course will provide you with a structured and supportive environment within which you are encouraged to engage with the philosophy, context and practicalities of advanced practitioner research in Education and the Social Sciences.
During the Taught Phase, you will have approximately 50 hours of contact time with tutors per year. This includes seminars, keynote presentations, workshops and tutorials. The bulk of your learning – which should be approximately 550 hours per year, or around 12 hours per week – is done independently.
Phase 2 – Research Phase Year 3 onwards
- Monthly meetings with supervisory team during term time (8/yr)
- 50-60,000 word dissertation – thesis - to submit. The thesis is assessed at Level 8 (Doctoral).
Entry Requirements
A minimum of a Second-Class Honours degree in a relevant discipline awarded by a UK university, or an equivalent higher education qualification.
Masters preferred.
At least 3 years’ professional experience.
International Entry Requirements
Possess a degree from an overseas institution that is judged by the Registrar or Nominee to be equivalent to an upper second class honours degree from a UK University.
For students whose first language is not English there is a language requirement of IELTS 6.5 overall with 6.0 minimum of all components. In addition to this, we also accept a wide range of International Qualifications, for more information please visit our English Language Requirements page.
For additional information about country specific entry requirements visit the your country pages.
Teaching and Research
You will be taught by experienced academics who are active researchers. We are committed to ensuring that the quality and relevance of our postgraduate research programmes are at the very highest level.
Modules in Phase One cover carefully chosen and well-defined areas of particular relevance to you as a developing professional researcher:
- You explore particular strands of research interest, gaining insights into the nature of research in practitioner contexts. These strands reflect research strengths and expertise in the School of Education and the School of Social Sciences.
- You develop advanced skills in a range of research approaches and methods, including their philosophical underpinnings
- You deepen your understanding of the social, political and policy contexts relevant to practitioner research
- You are encouraged to engage in reflexive, self-critical learning, relating material studied to your own professional context and interests.
The focus is on developing your skills and identity as a highly competent, ethical, reflexive practitioner-researcher. To support this, you will also need to sustain a substantial commitment to independent reading and research related to the modules and your research interests.
The varied assessments are designed to offer opportunities for you to build your skills towards the point where you are able to successfully to conceptualize, design and implement a rigorous and original research project leading to the generation of new knowledge, applications or understanding in your professional field. They are also designed to foster a critical integration of academic and professional knowledge and values. Critical reflection on your own practice is thus a sustained element of the assessments. Assignments will include presentations, essays, a pilot project and more. We provide timely, formative and detailed feedback on your work.
Phase Two
At the end of Phase 1, you are assessed for eligibility to progress to Phase 2. A key part of this when your Research Proposals is assessed for potential to succeed at Level 8 at a Confirmation of Doctoral Study Interview. If successful here, you are allocated a supervisory team and are registered for Phase 2, the Research Phase. In this Phase you will undertake a rigorous, original and significant piece of doctoral-level research. It will be based on the Research Proposal completed in Phase One, and relate to your professional practice. The phase lasts a minimum of twenty-four months. The outcome is a 50-60,000 word doctoral dissertation (thesis) which makes an original contribution to knowledge and practice. Your supervisory team will guide, support and challenge you as you conduct your independent research project. Supervisors will meet with you monthly during term time.
Your research should aim to have a positive impact on professional practice and/or policy. In your application, your proposed area of research should reflect research strength and expertise in the School of Education and/or the School of Social Sciences.
The School of Social Sciences is a global hub for research and teaching in Sociology, Youth and Community Development, Social Justice, Criminology, Disability Studies, and Health & Social Care. We particularly encourage applications from students whose research interests fall within our school expertise such as international social work, critical analysis of social problems, and children’s lives and participation.
UK/Channel Island Tuition Fees
Our postgraduate degrees are priced individually. For full details about the cost of our degrees and how you pay, visit our tuition fees page.
Funding
We offer a number of scholarships and loans to help fund your postgraduate studies. Visit our scholarships pages for more details.
EU/Non EU International Tuition Fees
If you are a student from outside the EU, you can find out about tuition fees, funding and scholarships on our international fees and funding pages.
Careers
DHSC students are usually experienced professionals. They come with a range of experience from a variety of occupations. Students may have worked within mental health, dementia care, education or housing and addiction services. All will be expected to reflect on their experience and the wider working environment.
The DHSC focuses on enabling our graduates to become researching professionals. For some, this means a move into Higher Education, but for many others, it is about taking a critical, evidence-informed perspective at a level within their professional setting, often with a view to promotion and advancing professional practice and knowledge in their area.