Introduction: Investing in Our Education? Leading, Learning, Researching and the Doctorate

Abstract Purpose The purpose of this chapter is to introduce the role of the doctorate as an investment in education, and to consider whose education is being invested in, how and why. We examine the role of postgraduate research within the doctorate and how this may contribute to a self-improving profession, self-improving educational institutions and self-improving education systems. Methodology/approach The methodology is the representation of different chapters from authors that explore the key themes that we introduce in this chapter. Findings We present the three main findings from a British Educational Leadership, Management and Administration Doctoral Research Interest Group seminar series funded by the British Educational Leadership, Management and Administration Society (BELMAS). First is the progression of a systemic basis for active educational research, engaged with the mobilization of learning-based and pedagogic knowledge leadership within doctoral scholarship, learning and pedagogy. Second is the continued examination of the internationalization of purpose, structure and function in doctoral study through evidence informed leadership. Third is the provision of opportunities to explore ways in which doctoral study may facilitate educational leaders to recognize ‘minoritised’ and marginalized communities, and disrupt dominant discourses that work within patterns of ecologies that ‘pathologise’ diversity and difference. Originality/value Here, a clearly stated focus emerged during the seminar series, emphasizing how leaders engaging with doctoral learning have the opportunity to articulate generative transformative theories of human learning for a civic curriculum, and to apply this new knowledge to work for change for students’ full economic, cultural and political participation in the society.