16 courses with the subject DPPR, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
This course gives special attention to the demands of work that Christians face in the 21st century. It explores the philosophical and theological understanding of work and cultural assumptions that shape the meaning and practice of work.
In the light of the philosophical and theological understanding of vocation, students develop, clarify and refine an understanding of their sense of calling, professional practice, and the results of their professional life in the light of a faith response to the call of God to work as worship.
In the light of the philosophical and theological understanding of vocation, students develop, clarify and refine an understanding of their sense of calling, professional practice, and the results of their professional life in the light of a faith response to the call of God to work as worship.
This advanced graduate research methodology course is designed to provide doctoral students with a comprehensive understanding of various qualitative research methods and the qualitative research process. The course is divided into three parts. In Field Research 1, candidates will explore different qualitative research approaches, including narrative study, grounded theory, phenomenology, and case study. They will also learn how to create relevant research questions and develop a workable research design related to their area of interest. Overall, this course provides doctoral students with a rigorous and practical training in qualitative research methods, preparing them for their own independent research projects and advancing their careers as researchers and scholars.
This advanced graduate research methodology course is designed to provide doctoral students with a comprehensive understanding of various qualitative research methods and the qualitative research process. The course is divided into three parts. In Field Research 2, candidates will conduct field research to gain a deeper understanding of how their professional practice has been experienced by others and the transformational impact it has had. They will learn to apply the qualitative research methods they have studied and collect relevant data. Each student at Eastern University is expected to follow guidelines regarding professional ethics and academic integrity as set forth in the university's Graduate Catalog and Institutional Review Board (IRB), statements of relevant professional associations, and applicable laws.
This advanced graduate research methodology course is designed to provide doctoral students with a comprehensive understanding of various qualitative research methods and the qualitative research process. The course is divided into three parts. In Field Research 3, candidates will analyze and interpret their research findings and write a research report. The report will detail the insights gained through their research and offer recommendations based on their findings.
In this course, students are equipped to conduct and then submit a literature review to explore their professional practice in the light of faith considerations.
Analyse the theoretical arguments of others, as well as developing and defending one's arguments. Digest, synthesize, relate, and critically evaluate academic literature and professional case studies of the candidate's professional practice. Locate and discuss the professional practice in the candidate's discipline of study. Locate and discuss the professional practice as a faithful response to the call of God. Identify the gaps in the theological and theoretical understanding and professional practice. Think critically and constructively to improve the quality of one's work.
In light of the Field Study and the Literature Review, candidates conduct and submit an initial exegesis of the professional practice's artifact. The exegesis is a critical and constructive reflection of the professional output and its theological and theoretical underpinnings-the exegesis functions as the practitioner's honest assessment of his or her professional practice and outcomes.
In this course, a candidate writes a journal article that meets the standard to be published in a peer-reviewed journal. In this paper, the candidate explores the new theoretical insights that could lead to innovation in their professional practice.
In this course, a candidate writes a journal article that meets the standard to be published in a peer-reviewed journal. In this paper, the candidate explores the current best practice that could lead to innovation in their professional practice.
This two-part course is designed to enable doctoral students to demonstrate innovation and transformation in their professional practice through the creation of a new artifact. The course is divided into two parts. In Part A, candidates will use any genre or medium to create a new artifact based on the outcome of their previous phases of study. The artifact will provide evidence of innovation, present research findings, test new insights, and demonstrate how these new insights would lead to innovation and transformation of the professional practice. Examples of artifacts include projects, presentations, lecture series, sermons, or other professional outputs. Candidates will work closely with their supervisor to ensure that their artifacts are appropriate for their professional practice and meet the requirements of the course.
In Part B, candidates will make their new artifact available for public scrutiny. This may involve presenting their work to a panel of experts, publishing it in an academic journal or online platform, or presenting it to colleagues in their professional community. Candidates will receive feedback on their artifact from their peers and instructors and will be encouraged to reflect on the impact of their work on their professional practice. They will also be challenged to consider how they might continue to innovate and transform their practice going forward.
The candidate exegetes the new professional output (artifact) that they created and implemented in this course. An exegesis requires more than a personal reflection on or recounting of the candidate's artifact. Candidates critically examine their new professional output in the light of contemporary theory and best practice. The findings are written up and submitted as a peer-review journal article. Publication of the article is not necessary for approval to proceed to the next phase, and this output can and is encouraged to be integrated into the dissertation itself.
The PhD dissertation is the culminating project of the doctoral program, consisting of a 40,000-50,000-word document that distills the research results of the student's academic program into a coherent and integrated culminating product. The dissertation demonstrates the candidate's ability to apply research findings to their professional practice and to make a significant contribution to their field. The dissertation requires candidates to provide a critical and constructive evaluation of their approach in the light of current literature and best practice, demonstrating how their work contributes to the advancement of knowledge in their professional discipline. This may involve synthesizing and analyzing existing research, identifying gaps in the literature, and proposing new approaches or solutions. Candidates will work closely with their supervisors to ensure that their dissertation meets the requirements of the program and demonstrates the breadth and depth of their research and academic achievements. The dissertation will be evaluated by a panel of experts in the field, who will provide feedback and suggestions for improvement. Students who do not complete the Dissertation and defense during this course receive an "Incomplete" grade and register each term for Dissertation Continuation (DPPR 920) until the dissertation and defense have been completed.
Source: Eastern University's catalog, linked per course · table learning_unit · CourseShelf publish 59
