phd education process

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

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Doctor of Philosophy (PhD) in Education

Become an education change agent.

Advance your career and take steps toward truly making a difference in your field by earning a PhD in Education at the Graduate School of Education and Human Development (GSEHD) within the George Washington University . Our unique programs create opportunities for cross-disciplinary research, collaboration, and hands-on experiences—alongside leading experts—exploring solutions to a range of complex challenges facing our education system today.

Program Overview:

• Candidates apply to a cross-disciplinary research concentration, detailed below, that is focused on a related critical problem.
• Students engage in individual and collaborative research, using a cross-disciplinary lens, throughout the program.
• Candidates should aspire to careers in which the production of research is paramount.

Request Information    

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Choose a Concentration to Match Your Research Interests and Career Goals  

Why GSEHD at GW?

Our Location is Your Advantage

Our unique location in Washington, D.C., the policymaking capital of the world, along with GW’s vast connections, offer unparalleled opportunities for high-level, hands-on research experience and competitive employment opportunities with prestigious organizations, think tanks, federal agencies, and diverse school systems.

Cross-Disciplinary Perspectives

How do we educate people to interact with intelligent technologies? How can modern societies combat inequality and enhance opportunity for disadvantaged populations? To investigate critical national/global questions in the field, teams of students and faculty use—and contribute to—knowledge and methods from psychology, sociology, engineering, and economics, in addition to education.

Principles of Research + Hands-On Experience

Gain a deeper understanding of the responsible conduct of research with human subjects, research ethics, and how to consider the social impact of the work. You’ll bring your experience in education to the design, development, data collection, and analyses in a research project. Engage with peers from multiple concentrations within our inclusive cross-disciplinary team, as well as within more focused research projects.

You May Be Eligible

Learn more about benefits that may apply to you, depending on the program you choose >

No Application Fees

GRE is Not Required

Scholarships Available

 Upcoming Info Sessions

Society’s big problems don’t have tidy boundaries. Our approach prepares students to look for solutions through the lens of multiple academic disciplines, to build bridges that reinforce and connect established pillars of knowledge.

DR. COLIN GREEN Associate Professor, Curriculum and Pedagogy

  PhD Programs in the News

Drs. Cha and Nakamura Receive GW Sigur Center for Asian Studies Summer Research Grants

April 10, 2024

Doctoral Students Attend Curriculum Camp

March 5, 2024

Dr. Streitwieser Receives CIES 2024 Teaching Comparative and International Education Innovative Curriculum Development Award

February 28, 2024

What Can You Do With an Organizational Leadership and Learning Degree?

February 19, 2024

PhD Candidate, InJung Cho, Published Peer-Reviewed Book Review in International Studies in Sociology of Education

February 15, 2024

• The PhD Journey - Stages of a Doctoral Degree

The PhD Journey

Written by Mark Bennett

A PhD typically involves between three and four years of full-time study, culminating in a thesis which makes an original contribution to your field.

The process of getting a PhD is made up of quite a few components and milestones, from the literature review and writing up your dissertation right through to the viva examination at the end.

This section is a guide on how to do a PhD, providing in-depth advice and information on some of the main challenges and opportunities you’ll meet along the way!.

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7 stages of the PhD journey

A PhD has a few landmark milestones along the way. The three to four year you'll spend doing a PhD can be divided into these seven stages.

• Preparing a research proposal
• Carrying out a literature review
• Conducting research and collecting results
• Completing the MPhil to PhD upgrade
• Participating in PhD teaching, conferences and publications
• Writing your thesis
• Defending your PhD results at a viva voce

We've expanded on what you can expect from each stage below.

1. Preparing a research proposal

Strictly speaking, your research proposal isn’t part of your PhD. Instead it’s normally part of the PhD application process.

The research proposal sets out the aims and objectives for your PhD: the original topic you plan to study and / or the questions you’ll set out to answer.

It also explains why your work is worthwhile and why it fits with the expertise and objectives of your university.

Finally, a PhD proposal explains how you plan to go about completing your doctorate. This involves identifying the existing scholarship your work will be in dialogue with and the methods you plan to use in your research.

All of this means that, even though the proposal precedes the PhD itself, it plays a vital role in shaping your project and signposting the work you’ll be doing over the next three or more years.

2. Carrying out a literature review

The literature review is normally the first thing you’ll tackle after beginning your PhD and having an initial meeting with your supervisor.

It’s a thorough survey of work in your field (the current scholarly ‘literature’) that relates to your project or to related topics.

Your supervisor will offer some advice and direction, after which you’ll identify, examine and evaluate existing data and scholarship.

In most cases the literature review will actually form part of your final PhD dissertation – usually setting up the context for the project, before you begin to explain and demonstrate your own thesis.

Sometimes a literature review can also be evaluated as part of your MPhil upgrade .

Research vs scholarship

Research and scholarship are both important parts of a PhD. But they aren't the same thing - and it's helpful to know the difference. Research is the original work you produce with your thesis. Scholarship is the expert understanding of your subject area that enables you to conduct valuable research.

3. Conducting research and collecting results

Once you’ve carried out your literature review, you’ll move from scholarship to research .

This doesn’t mean you’ll never read another academic article or consult someone else’s data again. Far from it. You’ll stay up to date with any new developments in your field and incorporate these into your literature review as necessary.

But, from here on in, your primary focus in your PhD process is going to be investigating your own research question. This means carrying out organised research and producing results upon which to base your conclusions.

Types of PhD research

The research process and the type of results you collect will depend upon your subject area:

• In Science, Technology, Engineering and Mathematics (STEM) subjects you’ll focus on designing experiments, before recording and analysing their outcomes. This often means assembling and managing complex numerical datasets – sometimes in collaboration with the rest of your laboratory or workshop.
• In Social Science subjects you’ll be more focussed on designing surveys or conducting case studies. These will produce quantitative or qualitative data, depending on the nature of your work.
• In Arts and Humanities subjects you’ll often have less raw data, but that doesn’t mean you won’t be working with ‘hard’ factual information. You’ll analyse texts, sources and other materials according to an accepted methodology and reflect upon the significance of your findings.

Whatever subject you’re in, this research work will account for the greater part of your PhD results. You’ll have regular meetings with your supervisor, but the day-to-day management of your project and its progress will be your own responsibility.

In some fields it’s common to begin writing up your findings as you collect them, developing your thesis and completing the accompanying dissertation chapter-by-chapter. In other cases you’ll wait until you have a full dataset before reviewing and recording your conclusions.

4. Completing an MPhil to PhD upgrade

At UK universities it’s common to register new PhD students for an MPhil before ‘ upgrading ’ them to ‘full’ doctoral candidates. This usually takes place after one year of full-time study (or its part-time equivalent).

Forcing you to register for a ‘lesser’ degree may seem strange, but it’s actually an important part of the training and development a PhD offers:

• As an MPhil student you’re able to comprehend your field and produce new research.
• As a PhD student you’re able to go that crucial step further and produce the significant original contribution to knowledge that defines a doctorate.

The MPhil upgrade is when you take the step from the former to the latter.

The MPhil upgrade exam

Upgrading from MPhil to PhD registration usually involves a form of oral exam – similar to the viva voce that concludes a PhD. But, unlike a full viva, the MPhil upgrade is less formal and only covers part of your thesis.

In most cases you’ll submit a small amount of the material you’ve produced so far. This could be a draft of your first chapter (or part of it) and / or your literature review. You could also be asked to reflect on your progress in general.

You’ll then sit down with your supervisor and someone else from your department (familiar with your field, but unrelated to your project). They’ll offer feedback on the quality of your work and ask questions about your findings.

The aim of the process won’t be to examine your drafts so much as to confirm that your project has the potential to justify a PhD – and that you’re on track to complete it on time.

‘Failing’ a PhD upgrade is actually quite rare. Your university may ask you to repeat the procedure if they are concerned that you haven’t made sufficient progress or established a viable plan for the rest of your project.

What is an MPhil?

The MPhil (Master of Philosophy) is also a research degree, but its scope is more limited than a PhD (Doctor of Philosophy). And no, just like a PhD, an MPhil isn’t necessarily a Philosophy qualification. Our guide covers all you need to know about the difference between a MPhil and PhD .

5. PhD teaching, conferences and publications

During the PhD process, you’ll have lots of opportunities to take part in extra-curricular activities, such as teaching, academic conferences and publications.

Although it isn’t usually compulsory to participate in these, they can be an incredibly rewarding experience and will look great on your CV.

Teaching during a PhD normally involves hosting undergraduate seminars or supervising students in the lab, as well as marking work and providing feedback.

Academic conferences are an excellent way to network with like-minded colleagues and find out the latest developments in your field. You might even be able to present your own work to your peers at one of these events.

Publishing during a PhD will help you increase your academic profile, as well as give you experience of the peer review process. It’s not normally a requisite of your PhD, but publications will certainly help if you plan on applying for postdoc positions.

6. Writing your thesis

As the culmination of three or more years of hard work, the thesis (or dissertation) is the most important part of the procedure to get your PhD, presenting you with the opportunity to make an original scholarly contribution to your discipline.

Our guide to writing your thesis covers everything you need to know about this lengthy research project, from structure and word count to writing up and submission.

We’ve also written a guide to the PhD dissertation abstract , which is an important part of any thesis.

7. Defending your PhD results at a viva voce

Unlike other degrees, a PhD isn’t normally marked as a piece of written work. Instead your dissertation will be submitted for an oral examination known as a viva voce (Latin for ‘living voice’).

This is a formal procedure, during which you ‘defend’ your thesis in front of appointed examiners, each of whom will have read your dissertation thoroughly in advance.

Examiners at a viva voce

A PhD is normally examined by two academic experts:

• One will be an internal examiner, usually appointed from elsewhere in your faculty and department. They won’t be directly associated with your project, but will have sufficient expertise to assess your findings.
• The other will be an external examiner. They will be a recognised expert in the area you are researching, with a record of relevant research and publication. Most universities in the UK allow you to invite an external examiner of your choice, provided there is no existing conflict of interest.

Your supervisor will help you prepare for the viva and will offer advice on choosing an external examiner. However, they will not normally be present during the examination.

The PhD timeline

Ready to take the next step?

There's lots more information about how to get a PhD in our advice section . Or, if you're ready to start looking at different projects, why not check out one of the thousands of current PhD opportunities in our database?

Not sure how PhD study will differ from a Masters? In this guide, we take a look at how the two qualifications compare, including applications, course structure, assessment and more.

Every student will need to write an abstract for their PhD dissertation. Here's everything you need to know about what an academic abstract is and how to write one.

What can you expect from a PhD? What's life actually like as a postgraduate student? Read our guides to the doctoral research experience.

The viva voce is the final oral exam at the end of a PhD degree. Our guide explains the usual viva format, covers common questions and explains how to prepare.

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Doctor of Philosophy in Education : Admission Details

Application details, prerequisites to apply.

A bachelor’s (four years) and master’s degree from a regionally accredited college/university or an equivalent credential earned from a qualifying international institution. Previous degrees must document outstanding academic achievement in a relevant area of educational research. This program requires in-person residential study at the Johns Hopkins School of Education in Baltimore, Maryland.

Application Requirements and Deadlines

Tuition and Fees

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and health insurance and will cover tuition and fees.

We recognize that it can be financially burdensome to relocate to a new city to attend a PhD program. Students admitted to PhD programs at Johns Hopkins can apply to potentially receive a $1,500 need-based grant to offset the costs of relocating. These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to Baltimore for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need. More information can be found on the Office of the Provost website .

Admissions Webinar

More information, what to expect, program goals.

Upon successful program completion, graduates will have the capacity to:

• Translate disciplinary knowledge into multidisciplinary applications and solutions.
• Employing sophisticated statistical and /data science approaches
• Linking educational practices with student outcomes in complex databases,
• Employing open science strategies,
• Designing survey measures,
• Conducting innovative program evaluations, and
• Navigating research-practice partnerships.
• Conduct and use evidence-based research to inform and assess educational policies and practices that improve outcomes for historically underserved populations.

IMPORTANT QUESTIONS AND ANSWERS

What is the difference between a phd and an edd, how much is a phd in education, what can you do with a phd in education, how long does it take to get a phd in education, a doctor of philosophy (phd) in education centers on theory and academic research while a doctor of education (edd) emphasizes practice and applied research..

At the Johns Hopkins School of Education, the PhD in education is a well-respected academic degree that focuses on the conduct of research, creating new knowledge vital for educational policies and practice. The EdD is a sought-after professional degree that focuses on the application of existing research to drive innovation and address practical issues in diverse educational settings.

The cost of a PhD in education depends on a few factors.

At the Johns Hopkins School of Education, PhD students are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and health insurance, and will cover tuition and fees. Additionally, Johns Hopkins PhD students can apply to receive a $1,500 need-based grant to offset the costs of relocating.

You can pursue various career paths with a PhD in education.

With a PhD in education from Johns Hopkins, you can pursue career paths such as university faculty or professor, researcher, policy analyst, educational consultant, educational leader (e.g., school superintendent or principal), curriculum developer, program evaluator, or positions in administration and leadership at the district or state level

The duration of a PhD in education depends on a few factors.

The time required to complete a PhD program can vary depending on factors such as the program structure, research focus, and individual progress. On average, it takes around 4 to 6 years of full-time study beyond a master's degree to earn a PhD in education.

International Applicants

International students interested in applying to a program at the Johns Hopkins School of Education must follow the same application process and submit the same general application materials as their peers, along with some additional requirements.

International Student Admissions

Please visit the International Student Admissions webpage for additional application requirements or information.

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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts. 

What Sets Us Apart

About the program.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars.  The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods.  Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the  Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing the  Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."

Justice Toshiba Walker

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Adjunct Professor, Moore College of Art and Design
• Assistant Professor of Special Education, Villanova University
• Assistant Professor, Montclair State University
• Assistant Professor, Utah State University
• Director, Out of School Time Resource Center
• Postdoctoral Fellow, Temple University

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making. 

View Doctoral Student Profiles

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• Education, Culture, and Society Ph.D.

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• Ph.D. in Education

Ph.D. in Education: Transforming Education in a Diverse Society

The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research.  Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.

Our Ph.D. in Education is designed for students who want to pursue research and careers in academia, the non-profit sector, or governmental agencies with a focus on how to improve educational practices and policies to achieve social equity and progress. We look for students with both research experiences and professional experience in teaching, leadership, and learning, who want to build their capacities to undertake independent scholarly research. 

As part of the evolution of education research, the field of education will require Ph.D. graduates who are prepared to collaborate with policymakers, educators, families, and communities to transform current education practice and policy. Our Ph.D. program will provide a fresh approach to training much needed and innovative researchers. Rather than training traditional faculty members solely to generate knowledge by documenting outcomes and processes in education, human development, and well-being, we will cultivate future faculty and researchers to serve and partner with communities through their research in order to accelerate the improvement of education in regional, national, and international settings.

With a focus on equity, equality, and justice, our program is designed to support the development of interdisciplinary, rigorous researchers who can improve educational structures, practices, and policies, as well as the use of educational approaches for community well-being, particularly in low resource settings and for socially marginalized youth. The program will explicitly articulate the links between university faculty, students, families, education practitioners, community members and programs, policy-makers, and educational and community stakeholders. 

In addition to developing a solid theoretical and methodological foundation, students in the program have opportunities to deepen and extend their learning through elective coursework within EDS and cognate coursework in other UCSD departments, and through research apprenticeships with EDS faculty,   in order to deepen their knowledge of varied disciplines, theories, and epistemologies. 

Students will also have the opportunity to engage in interdisciplinary experiences by engaging in research across UC San Diego divisions, departments, and research units. Education Studies is a partner with Critical Gender Studies (CGS) allowing PhD students to apply for a   Graduate Specialization in CGS . Additionally, students interested in cognitive science development may apply to join the   Interdisciplinary PhD program in Cognitive Science   and Education Studies.

EDS Ph.D. Student Kirk Rogers, Receives Ford Fellowship

Eds ph.d. students anita caduff and rebecca levine, each received a friends of the international center fellowship, want to learn more, program features.

The program features include:

• Competitive Funding
• A commitment to promoting equity and social justice
• A focus on designing solutions for pressing problems in education
• A multi-disciplinary approach to training educational researchers, focusing on close collaboration with educators, policymakers, and the community
• On-campus, full-time course of study
• Interdisciplinary approach
• Focus on collaborative inquiry
• Intensive research internships working with well-renowned faculty
• Rigorous training in quantitative and qualitative research methods
• Training to generate and communicate research that transforms practices in local settings and makes an impact nationally and globally
• The use of technology as a tool for teaching, scholarship, and supporting change in diverse communities

Admissions Information

Our application for Fall 2025 will open on September 4, 2024.

A completed Ph.D. application will include the following components:

1) Application Form 

Fill out the application form online.

2) Statement of Purpose

Your Statement of Purpose  must  address the following:  (1) research interests, (2) relevant professional experiences, (3)  experiences with teaching and learning, (4) experience in diverse communities; (5) how your professional and research goals contribute to diversity. 

3) Recommendation Letters

Three letters of recommendation need to be submitted via the online recommendation form available within the application.  You may find it useful to consider in advance whom you will ask to serve as recommenders, so that you may contact these individuals and confirm their willingness. We suggest selecting recommenders who can comment on your ability to be successful in a rigorous Ph.D. program which focuses on transforming education in a diverse society. The letters might include a recommender’s knowledge and assessment of your academic preparation, your professional experiences in educational practice, and your research interests and experiences.

An applicant must submit a professional resume. The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. 

5) Writing Sample

An applicant must submit a publication or a sample of academic writing.

6) Transcripts

For application review purposes (only), scan and upload copies of transcripts for all institutions attended post-high school.  In the online application, you will be prompted to upload a PDF of your scanned documents. Please upload both the front and back sides of the transcript, even if the back side is blank. Uploaded transcripts should be recent and include the following: your name, the institution name, dates of attendance, grades/marks received, credits, and grading legend.  If no transcript is available, please upload a statement explaining the circumstances.

*Do not mail hard copies until provisionally admitted.

Upon provisional admission UC San Diego:  Official transcripts from all institutions attended after high school will be required to finalize your admission and must be submitted to the Graduate Admissions office. Official records including transcripts, evaluations, mark sheets, diplomas, certificates, translations, and study abroad work must be delivered in a sealed envelope from the administering institution or service. Documents will not be accepted if opened or sealed by the student. Certified electronic transcripts sent directly to Graduate Admissions from the issuing institution care also accepted.  Electronic transcripts should be sent to  [email protected] .

Applicants with academic work in progress who expect to complete a degree program before the intended date of enrollment at UC San Diego, must provide evidence of degree conferral and a final academic transcript as soon as they are available.

By the time enrollment begins, successful applicants  must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad. Completed coursework for both domestic and international applicants must demonstrate the equivalent of at least a B average in the United States .

7) GRE Scores

The  GRE exam  (general exam) will not be required for Applications for Fall 2023. If you do take the exam our program code is R4836. If you have already taken the test and did not have your scores sent to UC San Diego, contact ETS to have your scores sent to us electronically. The test scores are valid for 5 years.

8) Additional Educational Experiences (Required by EDS)

To be considered for admission into the Ph.D. in Education Program, please respond to a minimum of three out of the seven areas included within the application. This part of the application is not optional for EDS.

9) Application Fee 

The application fee is $120 for US citizens or permanent residents; $140 for international applicants. The non-refundable fee is payable by credit card through the online application. You may also pay by check, following the instructions in the online application. If you choose to pay by check, please note that your application will not be processed until your check has been received.

The UCSD Education Studies PhD program uses a structured holistic review process with a rubric-based evaluation. Each application is reviewed in its entirety and rated on academic preparation, potential for scholarship, and potential for contributing to equity and diversity in formal and information learning contexts. While we do not have a minimum GRE score,  we encourage students to take the test seriously, to practice and do your best. You may choose to address low scores in your statement of purpose. Successful applicants must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad and at least a B average (3.0 GPA) or its equivalent by the time they enroll. Some exceptional applicants with lower GPAs may be recommended for admission. You may choose to address low grades in Education related courses or GPA in your statement of purpose.

* Former UC San Diego graduate students should contact Amber Rieder to complete the necessary re-admission process. 

Graduate Funding

Admitted EDS PhD students are guaranteed 5 years financial support, which includes half-time student academic employment, and full tuition & fees during the academci year.

If admitted to the program a detailed funding letter outlining the funding package will be provided.

For further questions about funding please contact the Graduate Coordinator, Amber Rieder, [email protected].

Financ ial Support FAQs

Faculty use a wide array of research methodologies and discipline-based theoretical tools for analyzing and addressing topics. Our faculty have expertise in quantitative methods and qualitative methods of research, with many using mixed methods research approaches. Faculty research projects range from large-scale, multi-site quantitative analyses to in-depth qualitative studies of schools, classrooms, and communities. Faculty also have expertise in historical research, theory development, and design-based approaches to research.

View a list of Ph.D. Faculty and Research Topic Areas

Program of Study

2024-2025 ph.d. proposed course schedule, 2023-2024 ph.d. course schedule, 2022-2023 ph.d. course schedule, 22021-2022 ph.d. course schedule, 2020-2021 ph.d. course schedule, 2019-2020 ph.d. course schedule , 2018-2019 ph.d. course schedule , degree benchmarks.

Our signature pedagogy is problem immersion -- we ask students to read research and learn theories and methodologies in the service of understanding existing real-world education situations and contexts.  During the first two years of the program, students will take required courses in foundational areas and in rigorous research methods. Students will also take  Research Apprenticeship Courses (RAC)  in which students are immersed in faculty research with faculty supporting students’ development as researchers. At the end of the first year, and with faculty guidance, students will choose their particular area of focus and select elective courses in education and in other departments accordingly. Students will continue their research immersion experiences and take courses as part of an interdisciplinary cognate strand.

Between the end of year 2 and no later than Spring quarter of year 3 students will submit their  Qualifying Exam Research Review Paper . The written Research Review is designed to assess the student's ability to work in a scholarly and professional way with substantive knowledge in their area of interest. To successfully meet the research review benchmark, a student must submit a scholarly review of research manuscript of publishable quality. The manuscript should demonstrate the student’s knowledge of theory and research in a particular topic area related to transforming education in a diverse society.

After successfully passing the Qualifying Exam, students will present their dissertation proposal between year three and four. Information on this process can begin with the  Dissertation Proposal and Committee document . During the fourth and fifth years students will work with their dissertation advisor and other faculty committee members to complete their dissertation research and writing.

Student Handbooks

• Ph.D. Cohort 8 Handbook 2023-2024
• Ph.D. Cohort 7 Handbook 2022-2023
• Ph.D. Cohort 6 Handbook 2021-2022
• Ph.D. Cohort 5 Handbook 2020-2021
• Ph.D. Cohort 4 Handbook 2019-2020
• Ph.D. Cohort 3 Handbook 2018-2019
• Ph.D. Cohort 2 Handbook 2017-2018

PhD Program Committees

PhD Program Catalog Description

EDS PhD Approach to Mentoring and Advising

Information on SPSS

EDS Instructional Assistant (IA) Handbook

Financial Support

• EDS Funding Opportunities
• UC San Diego Graduate Division
• IA Expectations for EDS PhD Students

Basic Needs Support

• Triton Food Pantry
• Financial Programs including Emergency Loans and Grants
• Basic Needs Amenities in Central Campus
• Off Campus Housing 

• Ed.D in Educational Leadership
• PhD and EdD Comparison
• PhD Students
• PhD Faculty

 Slides from our Fall P.h.D. Information Session     

PhD Completion Process

Congratulations!

As a PhD student, you have spent spend significant time at the University of Rochester taking courses, completing research in your field, completing milestones and are now ready to complete your degree.

The final requirement in earning a PhD degree is the completion and defense of the doctoral dissertation. Understanding the steps and associated deadlines in the dissertation submission and degree conferral process is necessary to establish a successful plan. For complete descriptions of the process, please review the Regulations and University Policies Concerning Graduate Students .

The page below is organized by before, during and post-oral defense. Please read the page in it’s entirety and email questions you have to [email protected]

Doctoral Qualifying Exam / Admission to Candidacy

All PhD programs must administer a qualifying examination as part of the PhD program requirements. The qualifying examination may be either written or oral or both, at the discretion of the department/program, and must be passed at least six months before the final examination may be taken.

The associate dean of a school certifies that a student has passed the qualifying examinations and is recommended for candidacy.

For more details, please review page 12 of the Regulations and University Policies Concerning Graduate Students .

Planning for the Final Oral Exam / Dissertation Defense

At least six months before you plan to defend your dissertation, you should contact the graduate coordinator of your program for details regarding the submitting the defense. During the months leading up to the anticipated defense, your graduate coordinator will walk you through the process and explain any department specific nuances.

Pay careful attention to the five PhD degree cycle deadlines. In each degree cycle, there is a deadline for the last day to complete your degree requirements.  There are no exceptions to the deadlines. If a deadline is missed, your name cannot be approved by the Council on Graduate Education and presented to the Board of Trustees until the following degree date.

The oral exam/defense/dissertation is approved at multiple levels of the University. Starting with the program, oral exam/defense/dissertation committee, school graduate deans and the University Dean of Graduate Education. You will receive emails a few days before your defense confirming that the approvals for the defense have all been received.

PhD academic calendar

PhD students can reference their specific academic calendar in the drop-downs below.

To enable review by the Graduate Education Offices in the Schools and University Graduate Education, online dissertation committee and program director approvals must be completed the following number of working days before the defense:

• SMD and SON: At least 10 working days before the defense
• AS&E, Warner and Simon: At least 15 working days before the defense
• ESM: At least 20 working days before the defense

A minimum of five working days must elapse between the approval of the candidate’s School Dean to advance the record to University Graduate Education and the day of the defense. This time has been included in the schools’ lead times listed above.

Defenses may be held during regular business hours on any University working day with the exceptions listed below. See calendar below for additional non-working days.

Monday, May 27:  The University is closed in observance of Memorial Day. This day cannot be counted as a working day.

Wednesday, June 19: The University is closed in observance of Juneteenth. This day cannot be counted as a working day.

Thursday, July 4: The University is closed in observance of Independence Day. This day cannot be counted as a working day.

Friday, August 23, 4 p.m.: Last day to submit final corrected dissertation to the ProQuest website to fulfill degree requirements for an August 2024 degree conferral.

Monday, August 26: Fall semester begins.

Saturday, August 31: August 2024 PhD date.

Monday, August 26 at 4 p.m.: Last day for students who have completed defenses to submit final corrected dissertation for October 2024 degree to the ProQuest website without having to register for Fall 2024. AFTER THIS DATE, SUBMISSION OF DOCUMENTS FOR DEGREE COMPLETION REQUIRES REGISTRATION FOR THE FALL SEMESTER.

Monday, September 2: The University is closed in observance of Labor Day. This day cannot be counted as a working day

Thursday, September 26, 4 p.m.: Last day to submit final corrected dissertation to the ProQuest website to fulfill degree requirements for an October 2024 degree. NOTE: Students must be registered for the Fall 2024 Semester if submitting documents after August 28.

Friday, October 4: October 2024 PhD conferral date.

Monday, September 2:  The University is closed in observance of Labor Day. This day cannot be counted as a working day.

Wednesday, November 27 through Friday, November 29: The University is closed in observance of Thanksgiving. These three days cannot be counted as working days.

Monday, December 16 at 4 p.m.:  Last day to submit final corrected dissertation to the ProQuest website to fulfill degree requirements for a December degree. NOTE: Students must be registered for the Fall 2024 Semester if submitting final documents after August 28.

Friday, December 13: Last day for dissertation defense registration approval by University Dean of Graduate Education for defenses scheduled January 2, 2025.

Thursday, December 19 through Friday, December 31:  Due to recess and holidays, no dissertation registrations will be completed in the University Graduate Education office. No PhD defenses may be held during this time period.

December 31: December 2024 PhD conferral date.

Tuesday, February 28 at 4 p.m.: Last day to submit final corrected dissertation to the ProQuest website to fulfill degree requirements for a March degree.

March 7, 2025: March 2025 PhD conferral date.

Wednesday, April 30 at 4 p.m.: Last day to submit final corrected dissertation to the ProQuest website to fulfill degree requirements for a May 2025 degree.

Friday, May 16:  University Doctoral Commencement

Additional Information about Planning for your Defense

Writing your dissertation.

The dissertation process webpage offers several writing resources to help you get started, meet your goals, and complete your thesis/dissertation on time.

You also will want to take full advantage of internal reviews of the dissertation before uploading the thesis for defense registration, in order to minimize the number of errors in the registration version.

Final Oral Examination Committee

Page 11 of the Regulations and University Policies Concerning Graduate Students (“Redbook”) goes into detail about the make-up of the committee.

PhD Committee Matrix

Approval Process for Non-Standard Committee Membership

Approval must be obtained in writing, based on a petition that includes a rationale for the request and a CV of the proposed nonstandard member.

Contact your Graduate Coordinator to start the petition process.

Page 12 of the Regulations and University Policies Concerning Graduate Students (“Redbook”) goes into detail.

Scheduling your Defense

Contact the graduate coordinator of your program for details regarding the scheduling the defense.

Click here to Download a checklist of information needed to schedule defense

Rubric for Oral Defense

Click here to download the Oral Defense Rubric.

After the final oral exam / defense

Submitting your final dissertation.

Approximately, 24 hours after oral exam, an email is sent that details out the next steps. Including uploading the final abstract and dissertation to ProQuest®, submitting a UR Research authorization form, and completing two required surveys.

UR Research Form

The libraries at  University of Rochester, electronically store and publish the dissertations based on a students embargo restrictions.

You can access our database of dissertations on the UR Research page hosted by the library.

Survey Completion

There are two required survey’s for completion of the PhD Process. The University of Rochester PhD Survey and the national Survey of Earned Doctorates. The links to completing these surveys will be included in the completion memo sent post-defense.

We use a service called ProQuest to administer the electronic final thesis/dissertation (ETD) submission. ProQuest provides services that enable strategic acquisition, management and discovery of information collections. Once you have made any necessary revisions and the thesis/dissertation is final, you are ready to begin the submission process.

PhD Completion Confirmation

Once you have completed the steps above, you will receive an email the confirms that all of the requirements have been completed and will include a PhD Completion memo.

We offer both an electronic diploma and a paper copy diploma to students after their graduation date. Information on ordering replacement diplomas is located on the registrar’s webpage .

Commencement

The University holds one doctoral commencement ceremony each year in May. Eligibility to walk in the May ceremony includes students that graduated between August of the previous year through August of the current year. As an example, the May 2025 ceremony is for students who graduated August 2024, October 2024, December 2024, February 2025, May 2025 and August 2025. Doctoral students are only eligible to walk once.

You will receive information about the ceremony that your are eligible to walk in during the Spring semester.

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How the PhD Program Works

Program Overview

Completing your doctorate at Wharton requires 5 years of full-time study. The first 2 years in the program prepare you for admission to candidacy by taking courses, qualifying exams, and starting research projects. In the last few years, you are primarily conducting research full-time including writing and defending your doctoral dissertation.

Admission to candidacy.

You begin by taking courses required for your program of study. All programs requires a preliminary exam, which may be either oral or written.

Some programs may have further requirements, such as an additional exam or research paper. If you enter with a master’s degree or other transfer credit, you may satisfy the formal course requirements more quickly.

Beginning the Wharton PhD Curriculum How the first two years of the Wharton program helped students discover their interests, learn the tools of the profession, and fuel their passion for teaching.

The Doctoral Dissertation

Upon successful completion of coursework and passing a preliminary examination, you are admitted to candidacy for the dissertation phase of your studies.

Your doctoral dissertation should contain original research that meets standards for published scholarship in your field. You are expected to be an expert in the topic you choose to research.

You are admitted to candidacy for the dissertation phase of your studies upon successful completion of coursework and passing a preliminary examination, but you can start thinking about and working on research of relevance at any time.

The dissertation process culminates with a “defense,” in which you defend the proposal orally before your dissertation committee.

While working on your dissertation, you interact extensively with Wharton faculty. Together with interested faculty, you create your own research community that includes your dissertation advisor and dissertation committee.

Policies and Procedures

Get more detailed explanation of course requirements, academic standards, the Teacher Development Program, time limits, and dissertation procedures and requirements.

Sample Program Sequence

Years 1 & 2.

Coursework Examination Research Papers Research Activities Field-Specific Requirements

Directed Reading & Research Admission to Candidacy Formulation of Research Topic

Years 4 & 5

Continued Research Oral Examination Dissertation

Hear From Our Doctoral Community

Phd student creates a new pipeline for women in academia, faculty expertise in housing economics attracted this phd student to wharton, uniting great minds, wharton’s stat bridge ma program takes flight.

Considering a PhD in Education? Read This First!

Blog Summary

If you have a sharp intellect, are enthusiastic about teaching, and want to advance in your profession, you might consider pursuing a PhD in education. You will need to commit to becoming a lifelong learner since you have a strong interest in education and want to pursue a PhD. Since you are reading this, you have likely decided to pursue a PhD. You should be aware of a few things before beginning your doctoral program. A bachelor’s degree in education from an accredited university is required, followed by a master’s degree. Taksha Smartlabz in association with the University of Central Nicaragua (TSL-UCN) is a popular university for those with a master’s degree for joining the online PhD in Education.

Things you need to know before starting a PhD in Education

What does it take to earn a phd in education, scope of phd in education.

• Does a  PhD In Education have any Scope Abroad?

Are you passionate about teaching? Do you want to transform the education system of your country? With a PhD in Education , you will get the opportunity to do so.

Another benefit of a PhD is that they will place your name in the halls of educational laureates one day. Get to be part of the elite class who have made a difference in the education system.

By joining Taksha Smartlabz in association with the University of Central Nicaragua (TSL-UCN), you will get an opportunity to be part of the finest educational institution. Cannot move from your home country? Do not worry; TSL-UCN has a distance learning PhD you can take online.

This article will help you learn everything there is to know about what a PhD in education programs entails. By the end, you will see if the program will suit your needs.

There are many aspects and requirements one has to have to apply for a PhD in Education . Let’s learn about each of them one by one-

1)Have a bright mind: Doing a PhD is the highest degree, and qualification one can meet. Only 2.5 percent of colleges provide this level of academic accreditation and even less for PhD in education programs .

Most opt for distance PhDs because of their convenience and the number of options you get.

Very few have the high level of thinking and mindset to reach such academic heights.

Do you have what it takes, then apply for a distance learning PhD from TSL-UCN?

2)Be Passionate: Being an educator and consulting institution is a huge responsibility. You are responsible for a curriculum and setting learning guidelines for hundreds if not thousands of students. A level of sensitivity but also a disciplined understanding of the learning process is required.

3)Be meticulous with your work: Being in education management, you must set up a framework incorporating many aspects. Even one small error or miscalculation can have unforeseen consequences in an educational institute. Having a PhD in education leadership means more responsibilities which only makes the job more fulfilling.

4) A perpetual learner: While a PhD in Education is the highest learning course there is. The process of learning never stops, and that is the beauty of it. Education is a field that is ever-growing and evolving with the world.

New ideas come to life frequently, and you have to incorporate them into a curriculum. To ensure students are always ready and prepared for the rest of their lives.

5) Great Management Skills: Running an educational institution is all about management and teamwork. Managing teachers, students, and parents is all part of your job when working in the field.

Here are just a few qualities and learning you will have for a PhD in education programs at TSL-UCN.

Getting a PhD in Education can be a long and winding process.

Here’s a brief breakdown of what are the steps required to get to a PhD degree-

• You have to obtain a bachelor’s degree in Education from a select college.
• You would have to then prepare for the entrance exams and get accepted into a college.
• You would have to select either doing a master’s or a PhD from a specified college. Generally, it is ideal to do a master’s. TSL-UCN university requires a minimum master’s degree for PhD in Education Online
• At TSL-UCN, it can take up to 3 years or more after getting a master’s degree.

Getting more specific, a PhD in Education program requires you to:

• Go through the BRICS model coursework at TSL-UCN.
• Create a dissertation topic and original research on it.
• Your Dissertation will be challenged thoroughly and examined by the academic mentors.
• Finally, the study will get published for everyone to see and read.

After getting your distance PhD from TSL-UCN, doors will get open for the following Jobs-

1) A University Professor – If you feel that teaching is your passion, then being a professor is the best job there is. With a PhD degree, you can quickly join the finest universities in India. Expect a minimum pay scale of 1 lakh rupees right after college.

2) School teacher or Principal- School teachers and principals have changed many people who study in the educational field. They have helped them in their formative years, which is why many are passionate about the subject.

Become a principal and be the guide for other students.

3) Education Consultant- Many schools and other institutions need people who can come in to fill managerial positions. PhD in educational leadership is the best way to reach the top.

You will be required to do the following as a consultant.

• Train teachers in the new changes happening in the educational curriculum.
• Work with guidance counselors to create a curriculum best for a child’s growing mind.
• Create educational programs online for students and teachers to follow.
• Survey the student’s capabilities and the effectiveness of programs.
• Work with the colleges to ensure students get to fill the positions.

4) Government jobs- The Ministry of Education constantly looks for bright and talented people to reform the education system. A PhD in Education will allow you to be at the forefront of many education state boards.

A government job provides you stability and has many other benefits included like:

• Subsidized healthcare
• Government allowances
• Flexible hours and much more

5) Chief Learning Officer (CLO)- Many large private firms are looking for people with a doctorate in Education to conduct training programs.

You will be required to work in different exciting fields like Information Technology, banking, and other sectors. A CLO ensures that employees are aware of new changes and technologies.

You will get an opportunity to work in the biggest firms in the world.

Does a  PhD In Education have any Scope Abroad ?

Yes, having a PhD in Education ensures that you can immigrate to almost any country. You can get any job that we mentioned in the previous section with higher pay.

The need for great educators is much higher abroad, and Indians with PhDs are at the top of the ladder.

An average pay scale for people with PhD in education programs in the US are-

• Average professor salary- 100,000 USD
• Average School Principal pay- 57,000 USD
• Average US Department of Education salary -112,724 USD
• Average Chief Learning Officer (CLO) salary- 120k – 350k USD
• Average Education Consultant salary- 35,000 USD

A doctorate in online education programs from TSL-UCN is one quick way to gain credibility and success.

Getting a PhD in Education is the maximum accreditation you can achieve. Applying for one can help you maximize your professional career and be at the top echelon of brightest minds.

It can be a vital goal for you to achieve and be professionally at the top of your capabilities.

If you are reading this, you know about the importance of Education and its transformative effect. But one can be hesitant of the challenge that lies ahead.

However, some people even manage to fast-track their PhD and finish it before the duration.

Enroll today for a PhD in Education at TSL-UCN!! They also provide PhD in Education online for people who can’t be on campus.

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From Zambia to the World: Toddy Sinkamba’s Journey to a PhD in Nursing

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• Guide to Applying for Graduate School

The process of preparing for and applying to a PhD program can be overwhelming. The University of Pennsylvania has created this webpage to help prospective PhD students think through the process so you can put together a strong application.

A Doctor of Philosophy (PhD) is the highest degree one may obtain within a particular field of study. This ranges from studies in Science, Technology, Engineering, and Math (STEM) fields; Social Science fields such as Education, Economics, Political Science, and Sociology; as well as Humanities fields such as English, History, Music, Philosophy, and more. The PhD degree aims to prepare people to think critically, develop research, and produce scholarship that may be used for further research or implementation . The PhD historically prepared students to take on faculty roles in colleges and universities, and that is still the goal for many students pursuing the PhD. However, today the PhD is a sought-after degree in many other industries including pharmaceutical research, arts organizations and other nonprofits, publishing, government policy, big tech, finance, and more.

• Who can apply to a PhD program?   PhD education is available to people from various educational, occupational, socioeconomic, and demographic backgrounds.
• Who should get a PhD?  People interested in uncovering new ideas, solutions, or processes within a specific area of study through conducting independent research.
• Why is it important for diverse candidates to become PhD holders?   Our world thrives on heterogeneous ideas and experiences, which is why it is indispensable to include students with diverse perspectives in our PhD programs. These students will generate important and original research.

Most PhD programs are fully funded, meaning that for a specific number of years, the program will pay for your tuition and fees and health insurance, as well as provide you with a stipend for living expenses . The structure of this funding varies by field. Below is an outline of general funding information as well as trends according to field of study.

• Teaching Assistantships or Research Assistantships: Part-time service that provides teaching and research training opportunities within your area of study.
• Funding packages provided through faculty research grants: Many STEM fields fund students through research grants awarded to faculty. In these cases, students perform research alongside the faculty. 
• Fellowships: Internal or external merit-based funding. Some fellowships require an application while others are given via nomination. Educational institutions typically have a resource listing fellowship opportunities. Winning a competitive fellowship looks good on your resume.
• Grants: Requires an application with supporting materials of either your grades, scholarly work, and/or anticipated research. These are available through internal and external means. Grants greatly vary so be sure to always understand the requirements. Educational institutions typically have a resource listing grant opportunities. Winning a competitive grant looks good on your resume.
• Employment: For example, serving as a residential advisor, on-campus jobs, etc. Some PhD programs restrict additional employment, so be sure to check before applying for jobs.
• The funding opportunities described here often can be combined.

Choosing a school or program that provides the most potential funding may be a challenging decision. The value of the same amount of funding will differ depending on the cost of living in different geographic locations. Admitted applicants should investigate cost-of-living tools (available on the web) and be sure to understand how their funding will be structured. Ask questions when you are admitted, such as: 

• Could you share more about your program’s funding mechanism?
• For how long is funding guaranteed? How does that compare to the average time-to-completion? Historically, what percentage of students have received funding beyond the guaranteed funding package?
• Does funding cover tuition, fees, books, health insurance?
• Does the funding rely on teaching, research, or other service? How much and for how long? 

Choosing a program for your studies is a personal decision that should reflect not only your research interests, but your work style, and interests outside of the classroom. Here we have identified five key tips to consider when selecting schools. 

• Ask about which programs are strong in your area of interest, which have high completion rates, and which have career outcomes that align with your goals. 
• Explore the websites of the professional academic associations in the field(s) that interest you. Many will have a directory of doctoral programs and other resources for graduate students. For example, see the American Economic Association’s list of graduate programs and their preparing for graduate school page .
• Conduct a general internet search with terms related to your research interest.
• Determine your geographic and personal preferences. Does the area meet your community needs? Is it important that the university aligns with your sociopolitical values? Do you prefer a large city or a smaller/college town? Is there a particular region(s) that has better access to resources needed to conduct your research?
• Access your current or former university career center. These services are often still available for former students!
• As you narrow your choices, try to identify at least 3 faculty in the programs of interest with whom you’d like to study. Also note how many of them have tenure. If relevant, research which of those faculty are taking on advisees in your year of matriculation.
• Read articles from faculty with similar research interests.
• Note the number of awards, publications, and service activities of faculty.
• Identify research opportunities funded by both your program and university at large.
• Connect with current and former students in the program for informational interviews.
• Connect with campus Diversity Offices.
• Whenever possible, before submitting your applications, make an appointment to visit the campuses and department(s) that interest you.
• Use  LinkedIn  to see what graduates of your program are doing and how they are involved in their communities.
• Estimate your feasible cost of living by geographic location and compare to the funding package offered.
• Consider availability of health insurance, childcare, housing, transportation, and other fringe benefits.
• Connect with a local bank or your prospective university’s financial services office for budgeting, savings, and other financial wellness advice.
• Research the career outcomes for PhD graduates from the institutions that interest you in your specific field.
• Your First Year in a Ph.D. Program
• What Does Academic Success Mean and How to Achieve it?  (STEM)
• Pathways to Science  (STEM)
• 7 Advantages PhDs Have Over Other Job Candidates  (Industry)
• During your undergraduate/master’s education, you should pursue coursework and/or research that will prepare you for the higher expectations of a PhD program; for example, taking a research methods course, pursuing a summer research experience, or conducting research with a professor at your home institution.
• Identify instructors who could write a letter of recommendation. Share with those instructors your interest in doctoral studies; faculty can be excellent resources for advice as well as recommendations!
• Experiences outside of higher education can also strengthen your PhD application. These may range from project management to volunteer work.
• Develop soft or hard skills. A soft skill that is most useful from the first day of your PhD program is networking. This is necessary not only for meeting other students but also to find collaborators with similar research interests and selecting faculty for your dissertation committee. Learning how to negotiate will also serve you well when approaching collaborative projects. Hard skills related to your field might include learning statistical analysis software, economic theory, a foreign language, or search engine optimization. In short, identify a few soft and hard skills that you can familiarize yourself with prior to your program’s start date.
• Finally, prepare by identifying leading researchers and practitioners in your field , exploring peer-reviewed literature and/or publications, and gain familiarity with research methods.
• Typically, PhD applications are due 10-12 months in advance of the program’s start date (i.e. apply in November to start the following September). A good rule of thumb is to begin your application process 6 months before the deadline. 
• The availability of reduced application fees or fee waivers varies and sometimes depends on financial status and/or experiences (AmeriCorps, National Society of Black Engineers, attending certain conferences, etc.). If you are interested in a reduced fee or waiver, reach out to the program coordinator for details.
• Be sure to address all the specific questions/topics in the statement prompt. 
• Clearly state why you want to pursue a PhD.
• Propose your research interest.
• Identify the faculty you’d like to study under. 
• Discuss the unique qualities/experiences you offer to the program/school.
• Outline what you hope to do with your degree.
• Ask for recommendation letters early in the process, at least 2-4 weeks before the deadline. A good letter takes time to write!
• Provide recommenders with your resume, information about the program, your statement of purpose and/or information about your research interests and research goals.
• Consider your current/former instructors, supervisors, colleagues. These should be people who can speak to your work ethic, academic abilities, and research interests.
• Test scores (i.e. TOEFL, GRE, GMAT, etc.) may or may not be required.
• All transcripts including those for coursework completed abroad and transfer credits. Some programs require official transcripts, which take longer to procure.
• Resume/Curriculum Vitae (CV)
• Writing sample (field dependent): Include a graduate-level sample and update any statements, statistics, etc. as needed. It is highly encouraged that you edit your previous work.
• Diversity statement: Many institutions offer an optional short statement where students can expand on their diverse backgrounds and experiences that may contribute to the diversity interests/efforts of the school.
• Dress professionally, even if the interview is virtual. You don’t necessarily need to wear a suit but dress pants/skirt and a blouse/button down shirt would be appropriate.  
• Develop an engaging elevator pitch, a 30-60 second summary of your research interests and what you hope to gain by becoming a student at that particular university. Practice your pitch with a career counselor, faculty advisor, or friends, and ask for honest feedback.
• Prepare 2-3 questions to ask during the interview. These could include questions about program expectations, the experience and success of their PhD students, and (academic/financial/mental health) support for PhD students.
• Some interview programs will include multiple activities including a social event. Be sure to maintain a professional attitude: do not drink too much and keep conversation on academic/professional topics.
• This is also your opportunity to decide whether this campus is a good fit for you.
• Academia Insider  is a good resource. 

Unlike undergraduate and master’s level education, coursework is just one component of the degree. A PhD comes with additional expectations: you must independently conduct scholarly research in your field of study, train in specific activities such as teaching or lab/field research, pass “milestone” requirements along the way, such as comprehensive exams, and complete the process by writing a dissertation. Furthermore, some fields require you to write multiple articles (number varies by field/program) for conference presentation and/or peer-reviewed publication.

There are other important elements as well:

• Student/Advisor relationship. This is one of the most valuable relationships you can have as a PhD student. Your faculty advisor not only assists you with learning how to approach your research topic, but also typically serves as the lead supervisor of your dissertation research and writing, and ideally mentors you throughout the PhD experience. The selection process of choosing your advisor varies so be sure to know what is expected of you as a student and what is expected of the faculty member. Whenever possible, it is important to align your personality and work style with that of your faculty advisor. Many universities publish expectations for the PhD student/faculty advisor relationship;  AMP’ed  is Penn’s guide.
• Other relationships: Your faculty advisor is far from the only important person during your PhD career. Other faculty members will also serve on your dissertation committee and be potential mentors. Students in your program can also provide good advice and guidance along the way.
• Coursework: Most programs have a number of required courses all students must take regardless of research interests. Once you have finished this requirement, the classes you choose should closely align with your research topic. Choose courses that will help you learn more about your dissertation topic and research methods. It is a good idea to discuss elective course selection with your advisor. 
• The dissertation is a large-scale, written document that explores a narrow research topic of your choice. It is the final step before receiving your degree and must be presented and “defended” to your dissertation committee (made up of faculty members) for approval. Defending means that you have to answer in-depth questions about your topic. While this might sound daunting, the dissertation is simply a demonstration of all the knowledge and expertise you have acquired through your PhD education. 
• Networking comes in many forms and includes connections with your fellow classmates, faculty members, and scholarly community. Formal networking events typically take place at academic conferences, where scholars and students present research. Increasing your academic circle will not only allow you to have study buddies, but offer you the opportunity to collaborate on articles or even gain employment. Your school’s career center can provide best practices for effective networking. 

Explore  graduate programs at the University of Pennsylvania  and click on the programs that interest you to learn more about admissions and academic requirements.

Upcoming Penn information sessions and recruitment events include:

• Fontaine Fellows Recruitment Dinner (by invitation only): every March
• Summer Virtual Series for undergraduates thinking about graduate school: June-July, 2024
• DEEPenn STEM  (Diversity Equity Engagement at Penn in STEM): October 11-13, 2024. Application deadline is May 24, 2024.
• DivE In Weekend  (Diversity & Equity Initiative for Mind Research): October 18-20, 2024. Application due May 30, 2024.
• IDDEAS@Wharton  (Introduction to Diversity in Doctoral Education and Scholarship): April 2025. Application opens in November 2024.

National conferences to explore:

• The Leadership Alliance  supports students into research careers
• McNair Scholar Conferences
• SACNAS , the largest multidisciplinary and multicultural STEM diversity event in the U.S.
• ABRCMS , the annual biomedical research conference for minoritized scientists
• The PhD Project  for students interested in business PhD programs

College of Human Sciences

• Application Process
• Graduate Students >
• Graduate Programs >
• Division of Higher Education >
• Ph.D. in Education >

To apply to the Ph.D. in Education with emphasis in Higher Education program in the School of Education, you must meet the following minimum requirements for admission:

• Undergraduate degree (e.g., B.A., or B.S.) from an accredited institution
• Graduate degree (e.g., M.S., M.Ed.) from an accredited institution completed
• Minimum cumulative GPA of 3.0 (on a 4.0 scale). Applicants with a GPA below 3.0 may be admitted in exceptional cases
• GRE is not required
• Applicants whose native language is not English must demonstrate proficiency in English with a minimum TOEFL score of 83 or an IELTS score of at least 6.5 for consideration for admission to the School of Education

The priority application deadline is December 1st for fall admission. The final application deadline is January 1st for fall admission.

• Note:  If you have not previously been admitted to the Graduate College at Iowa State University (or if you have been admitted as a ‘non-degree seeking student’ as opposed to a certificate or degree-seeking program), you must complete the  online graduate application  through the Iowa State Admissions office. Please disregard any application acceptance dates that may be listed on the Iowa State University-wide admissions site and continue with your application as prompted through their website.
• Note:  If you have previously been admitted to the Graduate College at Iowa State University,  do not  complete an online graduate application. Instead, please fill out Section I of the “ request to transfer from one major/program/department to another ” form and submit this form, along with the below required application materials, directly to the  graduate support specialist.
• Upload your current resume to your online graduate application.
• Identify three references who will provide you letters of support. At least one letter should be from a faculty member at a college or university who can speak to your potential for success as a graduate student. Letters of support should address the applicant’s written and oral communication skills, aptitude for advanced study, creative talent, and potential for a successful career.  On your online graduate application, you will have the opportunity to enter the names and email addresses of your three references. If you choose the option of using the online process, your references will be emailed a form to fill out once you have submitted your online graduate application. Once your reference has completed the form and submitted it, it will automatically upload to your online graduate application. If you choose not to use the online process on the online graduate application, please have your references  fill out this form  and email it directly to the  graduate support specialist. . 
• Upload a writing sample to your online graduate application. This can be a journal article, a scholarly paper, or a master’s thesis. 
• Order your official transcripts from all undergraduate and graduate institutions you have attended. These should be sent to [email protected] or:     Office of Admissions     100 Enrollment Services Ctr.     Iowa State University     Ames, IA 50011-2011
• International applicants only :  A TOEFL score of at least 83 or an IELTS score of at least 6.5 is required for consideration for admission to the School of Education. Please upload your official TOEFL or IELTS score report to your online graduate application.  

Need More Information?

Graduate support specialist.

[email protected]

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Doctor of Philosophy in   Educational Leadership   (PhD-EdL)

100% online doctorate.

Complete your studies on your own time.

New start date every Monday

Start your first course when it’s convenient for you.

39 Months to your Doctorate

Finish your PhD-EdL in as few as 20 courses.

Doctor of Philosophy in Educational Leadership

Lead organizations to success with the 100% online Doctor of Philosophy in Educational Leadership (PhD-EdL) degree program at National University. This theoretical research degree is designed to help you learn how to ethically address the complex problems facing education today.

NU’s PhD-EdL program explores leadership theories and models, and practices so you can become a more effective leader. You’ll learn about evidence-based decision-making, educational policy, and the relationship between policy and overall school performance. You’ll also cover essential topics like qualitative data collection and quantitative research principles. You will acquire skills to ethically address the complex problems within educational practice using data-driven decision-making and other theoretical frames linking systematic inquiry with innovative, research-based solutions. The degree culminates in the completion of empirical dissertation research with direct implications for educational theory and policy.

Inspire and Influence Change from the Top

You’ll be paired with a professor in each course who will give you the personal guidance you deserve. You’ll also have support with online learning tools and through our innovative one-to-one learning model. If your goal is to improve educational practices across private and public sectors, such as PK-12, higher education, military, and corporate learning environments, this program is for you!

Please be advised that this program is NOT accredited in Kentucky by the Education Professional Standards Board and is NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for P-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=12 .

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

• Credit Hours: 60
• Courses: 20
• Estimated Time to Complete:  39 months

The Doctor of Philosophy in Educational Leadership (PhD-EdL) program can be completed in 60 credits. Each foundational course runs 8 weeks, and some dissertation courses run 12 weeks. 

This program can be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation research. If needed, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed.

This foundational course will introduce you to the concepts and practices of advanced graduate study. You will examine concepts and expectations of advanced graduate study and academic integrity as well as investigate best practices of scholarship and research. You will explore university resources and supports associated with student success, including technologies for learning and research. You will also evaluate the program process and requirements for success. Finally, you will advocate for self-care and reflection during your studies.

Academic writing is at the heart of scholarly writing. How you explore and navigate your topic of interest is both a personal and professional matter. In this course, you will integrate effective research and writing skills, and evaluate standards of academic writing, honesty, and integrity. Literature and writing are closely related, so this course also offers you a first chance to examine the elements of conceptual and theoretical frameworks and critique the role of supporting literature and inquiry with conceptual and theoretical frameworks. Finally, you will synthesize the frameworks commonly used in educational research.

In this course, you will explore theories, philosophies, and professional standards related to educational leadership. You will also examine diversity, equity, and inclusion in the context of school leadership. Based on best practices, you will develop a personal leadership approach and promote ethical behavior and decision-making to become an effective leader within your educational setting.

You will develop effective search and scholarly writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified research themes, including a study problem, purpose, and theoretical perspectives for an empirical research study; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal of this course is for you to understand strategies to survey scholarly empirical and theoretical literature to avoid bias, focus on educational practice-based research problems, and address the required components of a scholarly literature review.

In this course, you will explore evidence-based decision-making in leadership to facilitate school and district performance. Utilizing authentic situations, you will analyze techniques to identify valid evidence to make informed decisions, processes in effectively collaborating with major stakeholders, and the effectiveness of the evidence-based decision making process.

In this course, you will explore the understanding of and relationships among educational policy, leadership, and research. Course emphasis will involve definitions and examples of effective educational policy, leadership theory, and research as well as how these areas can be effectively employed together. You will analyze various seminal educational policies, effective leadership qualities and practices, and research approaches to facilitate school performance.

Today’s educators must appraise, assess, and argue the best means to reach diverse and exceptional students. Additionally, individuals differ in gender, sexual orientation, age, cultural background, experiences, and abilities. In this course, you will explore different means to address the nature of cultural diversity, its sources, and its importance to educators. You will consider how districts can plan and prepare to meet the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to many cultures.

In this introductory research course, you will explore the underpinnings of the research process, examine research paradigms, and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. You will identify criteria for the development of a quality research study that is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, generalizability or transferability, and rigor. This course is intended to familiarize you with concepts and skills associated with conducting theoretical and applied research.

In this course, students will focus on research, theory and philosophy in developing powerful schools that educate all children well, grades K through 12. Students will learn about various school reform efforts, policies and politics behind various local, states, and federal efforts, and be able to draw upon the educational change and leadership literature to develop their own process and design for better schools.

In this course, students will utilize various research-based leadership decision-making concepts and supervisory processes to advance teacher development and instructional practice. Emphasis will be on the educational leader as a decision-maker, supervisor, and teacher advocate to support student achievement. Additional topics will involve perceptions of leadership, instructional strategies and support, professional development, and collaboration.

In this course, students will explore classic and contemporary approaches to organizational development from a leadership perspective. Major emphasis will be placed on theories, strategies, and leadership styles relative to implementing organizational growth. Students will address various organizational concepts leading to the development of their own organizational leadership plan.

In this course, you will explore the theoretical foundations of effective school district leadership. Course emphasis will involve an understanding of leadership theory, the importance of leadership theory, and how leadership theory can inform effective school district leadership. You will analyze various leadership theories and their application within the school learning environment as a school district leader.

This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using statistical software applications for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.

This course focuses on qualitative research methodology and designs and the methods used to collect and analyze data in educational research. You will examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness pertaining to qualitative research, and the role and responsibilities of the qualitative researcher will also be explored.

This course explores the quantitative research methodology and associated designs and methods. You will examine paradigmatic perspectives along with the tenets and conventions of quantitative research. This examination of designs and methods will include topics such as feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You will also explore the components of aligned and coherent quantitative research designs that support meaningful research within the field of education.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. The course takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods to present the analyses and findings.

You will learn advanced statistical principles and how to apply them to quantitative research. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.

Prerequisites: Completed all foundational, research, and specialization courses as required by program.

The doctoral comprehensive assessment for the Ph.D.-EDL is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. Throughout this course, you will synthesize discipline-specific content with scholarly literature as you create a prospectus for a theoretically based research study focused on furthering knowledge in the field of education. Ph.D.-EDL research has a focus on contribution to theory, whereas Ed.D.-EDL research focuses on addressing a researchable problem that has practical applications. The two are similar in that they both apply the scientific method to collect data, analyze data, and present results. However, the results are given greater emphasis in terms of theory for the Ph.D.-EDL. In the Ph.D.-EDL degree, you will therefore conduct research that contributes to the broader discipline rather than a specific problem rooted in an applied, professional practice. This prospectus will likely become the foundation of your Ph.D.-EDL dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection, and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.

Degree Requirements

The Doctor of Philosophy (PhD) in Educational Leadership (EdL) requires 60 credit hours for degree completion. Coursework includes foundations, educational leadership, research methods, the pre-candidacy prospectus, and the dissertation. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed

The PhD-EdL degree program has the following graduation requirements:

• A minimum of 48 credit hours of graduate instruction must be completed through NU
• Successful completion of all courses with a “B” or better
• Official transcripts on file for all transfer credits accepted by the University

The University may accept up to 12 semester credit hours earned with a grade of “B” or better for graduate coursework completed at an accredited college or university and evaluated to be substantially equivalent in content with the required coursework for the PhD-EdL program. See the Transfer Credit Policy in the Course Catalog for additional information.

Career Potential*

• Educational Administrators, PreK-12 through Higher Education
• Distance Learning Coordinators

*Positions may require additional experience, training, and other factors beyond successfully completing this degree program. Depending on where you reside, many positions may also require state licensure, and it is the responsibility of the student to ensure that all licensure requirements are met. We encourage you to also review program specific requirements with an NU advisor. Any data provided on this page is for informational purposes only and does not guarantee that completion of any degree program will achieve the underlying occupation or commensurate salary.

RESEARCH AND DISSERTATION

The University has developed a logical step-by-step process that assists in completing the dissertation. NU provides a detailed Dissertation Handbook that explains the process and NU’s dissertation support structure.

The PhD-EdL doctoral research courses, the PhD-EdL comprehensive course, and the PhD-EdL dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense.

The dissertation is the capstone academic achievement of the PhD-EdL. The PhD-EdL dissertation is a scholarly documentation of the research. To earn the PhD-EdL the student must demonstrate the ability, motivation, and commitment, and NU will provide the faculty, the academic support, and process to assist with the attainment of high academic goals.

The PhD-EdL research is aimed at contributing to the body of research knowledge – either new research or adding to research already studied in the field. PhD-EdL students take EDR-8201 – Statistics I and EDR-8202 – Statistics II as part of their program of study. There is also an oral defense.

DISSERTATION PROCESS

Faculty assists each NU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD-EdL dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Learning Outcomes

As a graduate of National University’s Doctor of Philosophy in Educational Leadership (PhD-EdL) program, you’ll be able to:

• Examine educational leadership, research, and policy from practice-based, evidence-based, and research-based perspectives
• Determine the aspects of professional capacity and resource needs for a quality professional learning community within sector-specific learning organizations
• Develop effective leadership traits to improve educational practice for diverse learning organizations within public and private sectors
• Devise a research- and theoretically-based examination of a complex problem within educational leadership
• Conduct theoretically based empirical research to address a complex problem within educational leadership, research, or policy

National University’s dedicated admissions team is here to help you throughout the admissions process. We accept and review applications year-round, and, once you’re admitted, you can begin your studies as soon as the next week.

To apply to the Doctor of Philosophy in Educational Leadership (PhD-EdL) you must have a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally accredited academic institution or a qualifying international institution.

Questions? Call our admissions team at  866.776.0331  or request information, and an advisor will be in touch soon. Ready to apply?  Start your NU application today .

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Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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The Doctor of Philosophy degree requires an individual plan of study.  For this reason, the bar to be admitted is higher than other programs and it is important that you extend your original research plans towards a clear problem you wish to tackle through your PhD education. Following is a description of the two-step application process to this degree..  

About the Application Process

Application to this PhD program is a two-step process.  Preliminary applications are reviewed for education background, research area and aptitude to perform independent research.  The Graduate Group that oversees and implements the application review for the Interdisciplinary PhD at the university level, will only consider applicants whose research interests and research goals for PhD study do not fit within another existing Northeastern PhD program.   Therefore, based on the materials provided through the preliminary application process, an applicant may be referred to another Northeastern PhD program or guided to pursue an MS degree before further consideration.  

Applicants who submit a preliminary application will receive one of the following two from the Graduate Group.

• An invitation to continue their application.  The Graduate Group may invite candidates to continue their application and refer the applicant to a different PhD or MS program.  Applicants are strongly encouraged to follow this guidance because if at the end of the process it is determined that the research is a better fit with an existing degree program, they will not be admitted to this PhD.
• Referral to another PhD or MS degree program.   In this case, the applicant is not invited to continue the process for this PhD and they are encouraged to continue graduate study through a different degree program.

When an applicant is invited to continue the process

The Graduate Group reviewed the preliminary application materials and determined that the research interest is a potential fit to the Interdisciplinary PhD.  The next step in the application process is to meet with potential faculty advisors about the research topic.  Because this degree is an individually designed program, the final admissions decision will be based on the applicant’s ability to advance their thinking around your PhD research topic through a series of individual conversations and independently revising the research statement. Applicants invited to continue the process are expected to complete the following steps:

• Meet with the faculty members identified by the Graduate Group to discuss areas of potential research.
• Revise the research statement based on conversations with faculty (1).  
• After the research statement has been revised, invited applicants should submit a full application through the SLATE admissions system, which includes a series of compliance questions required to formalize admission as well as an application fee.  
• Final review will include a comparison of the application submitted through SLATE, the preliminary application, feedback from faculty the applicant met with and input from other faculty experts.

Final Admissions Decision

The final admissions decision will be based on an overarching review of the application including:

• How far the applicant was able to advance the research proposal independently;
• How the proposed research is differentiated from other PhD programs offered by Northeastern;
• The availability of funding to support the applicant.  

Because this Interdisciplinary PhD requires an individual plan of study, the bar to be admitted is higher than other programs and it is important that applicants extend their original research plans towards a clear problem they wish to tackle through the PhD degree.  Therefore, an invitation to continue with the application should not be interpreted as an admission into the Interdisciplinary PhD.  The final admissions decision will be determined based on the final materials submitted in SLATE.  

PhD in Health Professions Education

Become a health professions educator, scholar, and leader

The PhD in Health Professions Education (HPEd) program prepares clinicians and other health professionals without a research degree to make contributions to the scholarship of teaching and learning. The program meets the faculty requirement for doctoral-level expertise in numerous health professions. 

• Concentration Tracks
• MS to PhD Path

The PhD program incorporates and builds on the Institute's  Master of Science in Health Professions Education (MS-HPEd)  by providing additional part-time (or full-time) blended learning with outcomes commensurate with a research-based PhD. Candidates from similar MS-HPEd programs are welcome to apply.

Applicants can earn their PhD through one of two paths:

• Post MS-HPEd PhD: 33 credits
• Combined MS-HPEd and PhD: 66 credits
• All required courses in the MS-HPEd degree:  33 credits  (PhD students who have already completed this or a comparable master's degree can waive this portion of the requirements)
• Core required doctoral courses in educational sciences, research methods, and implementation science:  18 credits
• Online synchronous sessions:  2 credits
• Dissertation seminar and mentored research spread over several semesters (with built-in gaps to enable IRB reviews and data collection):  7 credits

Required Courses:  60 credits Electives:  6 credits Curriculum Plan (66 credits)

View Curriculum Plan

Upon completion of the program, graduates will be able to:

• Design health professions curricula and evaluate program outcomes
• Lead change and innovation in health professions education
• Obtain intramural and extramural support for research projects
• Engage in peer-reviewed scholarship in an area of expertise
• Contribute to interprofessional education and practice leading to improved health outcomes

Students pursuing the PhD in HPEd can choose from the following concentration tracks: 

• Interprofessional Education
• Customized concentration

We are now accepting applications for Fall 2024 entry on a rolling admissions basis.

If you have any questions, please email us at  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . 

Applicants may apply for the PhD through two tracks for the Fall 2024 application cycles:

• Post MS-HPEd PhD: 33 credits Applicants who have a master’s level degree in health professions education from other institutions should apply through this track and include materials related to completed courses so that they may be applied toward the PhD.   
• Combined MS-HPEd and PhD: 66 credits Applicants who have very similar master's degrees or higher, should apply through this track. Some MS courses may be waived, and in other cases courses will not be waived. 

For either track each individual case will be considered on its own merits.  

Application Fee

All applicants are required to submit a completed online application. There is no application fee required for this program.

Applicants must have an earned bachelor's degree from one of the following:

• A regionally accredited U.S. college or university
• An accredited college or university (for those educated outside the U.S.)

Please refer to the  Council for Higher Education Accreditation  website for additional information on regional accreditation and regionally accredited institutions.

Important:  Applicants applying for the PhD in Health Professions Education program (33 credits) must have successfully earned a Master of Science in Health Professions Education (or equivalent) from MGH Institute of Health Professions, or a regionally accredited U.S. college or university.

The GRE is not required as part of the application process. The faculty will carefully consider applicant's previous academic record in the admissions decision.

TOEFL/ IELTS

The language of instruction and clinical education at the MGH Institute is English and a high level of proficiency in both written and spoken English is required.  Applicants who have not completed either an undergraduate or graduate program where English is the language of instruction must demonstrate English Language proficiency as part of your application to the MGH Institute of Health Professions.  If you have questions about the language requirements, please contact the Office of Admissions.

• Applicants who are citizens of Australia, Canada (except Quebec), Great Britain, Ireland, South Africa, New Zealand, Guyana, an Anglophone country of Africa, or an English-speaking country of the Caribbean are not required to submit TOEFL or IELTS scores.
• Applicants who are candidates for graduation from an accredited degree-granting program in the United States or at an English-speaking school in one of the countries listed above are also not required to submit TOEFL or IELTS scores. Acceptance to the IHP will be contingent upon successful completion of this degree prior to matriculation.

Please note that in some circumstances, demonstrating English language proficiency may be required by the academic program even if you are a citizen of a country in which the (or one of the) national language(s) is English. Decisions about the need for TOEFL or IELTS scores are at the discretion of the academic program to which you are applying in coordination with the department of OES.

The IHP accepts either the  TOEFL (Test of English as a Foreign Language)  or the  IELTS (International English Language Testing System) . The test must have been taken within two years of the application deadline and official score reports are required. The minimum TOEFL (internet-based) score accepted is 89 and the minimum IELTS score accepted is 6.5.  

• To forward your TOEFL score please contact the  Educational Testing Service (ETS) .  The MGH Institute of Health Professions code is 3513.
• For IELTS, a Test Report Form may be mailed to MGH Institute of Health Professions and score information will be verified by the IHP directly. You may designate up to 5 schools to receive Test Report Forms at the time you register for the test.  To request additional Test Report Forms, contact your test center.

Please contact the Office of Admissions if you have any questions about the MGH Institute’s English Language requirements. 

Applicants are required to submit a transcript from each college and/or university attended, even if a degree was not received from that institution. Unofficial transcripts will be accepted throughout the application process, and official transcripts will only be required prior to enrolling in the program. 

The Office of Admission strongly encourages the use of online electronic transcript ordering which can be sent directly via email to  admissions [at] mghihp.edu (admissions[at]mghihp[dot]edu) . If this is not an option and your institution does not participate in electronic transcript delivery, please request official transcripts be sent to the mailing address listed below:

Admission Office MGH Institute of Health Professions 36 First Avenue Boston, MA 02129  

Applicants that have earned a degree from a non-US institution are required to submit a course-by-course credential evaluation from one of the following NACES (National Association of Credential Evaluation Services) members: Educational Credential Evaluators, Inc.,  SpanTran: The Evaluation Company , World Education Services (WES), or the Center for Educational Documentation. If you earned your bachelor's degree outside of the U.S. this credential evaluation must document minimum equivalency of a US baccalaureate degree or higher.

Personal Statement

All applicants are required to compose an essay that addresses the following:

In a 500-700 word statement, please discuss your academic objectives pertaining to your proposed plan of study, including contemplated research projects and professional career goals. Include evidence from your past educational, administrative, research, or teaching experiences that demonstrate your ability to succeed in the doctoral program. Applicants should include how their goals align with those of the HPEd program related to:

• Build skills in teaching and assessment of learners in the health professions 
• Generate scholarship to address gaps in current literature supporting health professions education
• Develop skills to assess and advance change in education across the health professions

Diversity Statement (Optional)

MGH Institute of Health Professions is committed to an inclusive campus climate that welcomes students who will enrich the diversity of thought and perspective, and therefore, enhance the learning experiences of all. In what ways might you personally contribute to improving the experience of the campus as a welcoming and inclusive place to learn? 

Essay should be 12 pt. font, double spaced, and two pages in length.  

Recommendation Letters

Applicants are required to provide two recommendation letters. All recommendations will be processed electronically through our online application. Please provide contact information for each recommender within the online application.

Recommendation letters should come from individuals who are able to address your academic ability, character and integrity, as well as your potential for graduate professional study. At least one letter should come from an academic reference. One letter is required from an MGH Institute faculty member particularly if you are IHP alumni or have previously worked with one of our faculty.

An optional third recommendation letter may be included; however no more than three recommendation letters will be reviewed as part of your application.

Resume or CV

Applicants are required to submit a current resume or CV.

Tuition Reduction for MGB Employees, Alumni and Affiliates

The most important and exciting aspect of earning a PhD is the opportunity to master a subfield related to your work and experience while conducting original scholarship that contributes to your subfield and pushes it forward. Students come to MGH Institute from all areas of healthcare with a variety of goals. We offer students an opportunity to apply once, to our MS-HPEd program, and continue through to their PhD without another application. This is especially valuable to students with less experience in health professions education. Our faculty are available to meet with you to help you decide what path is right for you.

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The ihp advantage.

Customized Program Design

You will work with a dedicated advisor and dissertation committee to conduct cutting-edge research on a topic of your choice. Contribute to the field with quantitative measures, including the number and diversity of publications, presentations, and student outcomes.

Learn on Your Schedule

Blended instruction and research balances the flexibility of distance learning with onsite instruction to develop your scholarship. We will help you plan your research around your work schedule and integrate it into your clinical setting.

Hone Your Expertise

Take the next step to becoming a leading expert in your field. Master literature pertaining to your chosen topic, identify knowledge gaps, and conduct research to fill them. Leverage collaborations with Harvard Macy Institute, Mass General Brigham, and the Center for Medical Simulation.

Learn from Experts

Janice C. Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH

Founding Director, Center of Excellence in Healthcare Simulation Research Principal Investigator, REBEL Lab Professor, Health Professions Education

• [email protected]

Roger A. Edwards, ScD

Chair, Professor Health Professions Education

• [email protected]
• (617) 643-7740

Suzan Kardong-Edgren, PhD, RN, ANEF, CHSE, FSSH, FAAN

Associate Professor Health Professions Education

• [email protected]

Bobbie Ann Adair White, EdD, MA

• [email protected]

Anshul Kumar, PhD

Assistant Professor Health Professions Education Genetic Counseling

• [email protected]

Anne W. Thompson, PT, EdD

Adjunct Associate Professor Term Lecturer Health Professions Education

• [email protected]

The New England Commission of Higher Education (NECHE)

The PhD in Health Professions Education was approved by the Massachusetts Department of Higher Education in June 2019. The New England Commission of Higher Education (NECHE) approved the PhD in Health Professions Education at its September 2019 meeting.

Realize your personal & professional development goals.

Health Professions Education, Doctoral/PhD

Gain the academic skills needed to conduct educational research, lead educational programs, institutions, curricula, and organizations in the health and medical professions..

The PhD in Health Professions Education provides the next generation of health professions faculty advanced training in education. This program aims to provide students with the necessary tools to further develop interprofessional health profession course and curricular design, research, and assessment skills. Learners will build on existing health professional competencies gained through their professional education. Topics such as educational theory and using educational research to advance knowledge in teaching and the learning in health professions are core to this program. The primary discipline will serve as one lens through which educational theory and phenomena can be examined. After the completion of this program graduates will continue their careers with the tools necessary to adequately prepare health professions students to impact the health of our diverse society. Applications for admission to the fall term are due by February 1.

• Application Instructions

Details, Dates & Deadlines

Program details, class format, program location.

Predominantly online

Program Length

36-60 months

Credits to Complete

Cost/credit hour.

In State: $779 Out of State: $996

• Online application
• $75 application fee
• Official transcripts
• 3 Letters of recommendation
• Proof of English language proficiency for international students
• Current CV or resume
• Master’s degree or higher in the health professions or a related field
• Proof of English language proficiency for international applicants
• No GRE required 

Dates & Deadlines

Fall Deadline: February 1

Career Outlook

As the demand for health professionals and health education programs continues to grow nationwide, so does the need for well-prepared health professions faculty who have advanced training in educational theory, instructional strategies in the health professions, and related assessment methods. The Health Professions Education curriculum is intentionally designed to formally prepare learners with the foundations needed to engage in educational scholarship, curricular design, assessment, program evaluation, and institutional leadership. 

Admission Guidelines

Admission requirements for the PhD in Health Professions Education are listed below: 

• An  official application
• 75.00 application fee
• No GRE Required
• Submit proof of current professional licenses for applicants who are clinically practicing (Applicants may upload a pdf/copy of the license directly to the admissions portal) 
• Submit official transcripts from all former institutions
• You must possess a master’s degree or higher in the health professions or related field
• Statement of proposed research topics and how the degree will support your career plans and trajectory (no longer than 2 pages)
• 3 letters of recommendation
• Current CV/Resume
• Practice-based experience, working a minimum of 2 years in one’s clinical field or profession
• English Language proficiency assessment (TOEFL or IELTS), as applicable

The professional licenses requirement may be waived for individuals whose profession does not require a license to practice, and they will still be considered for admission.

Partial Fulfillment Credit

For applicants who may have taken courses at other accredited graduate schools that appear to be similar to HPE required coursework, requests will be reviewed on a case by case basis. After a review of the syllabus, grade received, and discussion with the Program Director, one of the following could be an outcome:

• Acceptance of the course credits towards the transfer credit allowance (up to 6 credits);
• Examination for competence, with a plan for independent study;
• Independent study for gap areas; or,
• Requirement for enrollment in UMB's HPE course

Please feel out the transfer credit   to initiate the process. 

Program Structure

The PhD in health professions education consists of a total of 60 credits. The instruction will occur predominantly online utilizing distance learning technologies in addition to a mandatory on-site residency to be taken in tandem with the beginning of the program and conclusion. The mandatory In person (residency) will require students to attend four consecutive days of face-to-face lectures, training, discussions, and presentations at UMB’s campus in Baltimore, MD.

Program Completion Timeline

• The degree is designed for completion within three academic years, and its online format increases its accessibility to students.
• Participants can start the program in the fall term only.

Learning Outcomes

Graduates of the PhD in HPE program will be prepared to apply the skills that they have acquired to higher education employment in their profession, the private sector, as well as local, state and government positions in healthcare and education.

Graduates of the PhD in HPE will:

• Advance theory through the generation and dissemination of rigorous educational research and scholarship.
• Demonstrate proficiency in curriculum design, delivery, and evaluation.
• Work effectively in interprofessional research
• Demonstrate academic and executive-level administration and leadership skills needed to lead higher education programs, institutions, agencies, and organizations in the health professions.
• Demonstrate evidence-based teaching and assessment methods at the course or program level.
• Demonstrate the ability to apply analytical skills to improve educational programs and institutional effectiveness.
• Participate in the broader national and global health professions community to improve health professions education.

Hear from a few of our students

Program Contacts

Nina Jackson Admissions Counselor  [email protected] 410-706-6489

Violet Kulo, EdD, MS, MA PhD, HPE Leadership Certificate Program Director [email protected]  

Karen Gordes, PhD, PT, DScPT MS, HPE Teaching Certificate Program Director [email protected]

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How to structure your PhD thesis

Organising your PhD thesis in a logical order is one of the crucial stages of your writing process. Here is a list of the individual components to include

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The task of writing a PhD thesis is top of mind for many aspiring scholars. After all, completing one is no small task. And while these pieces of writing often share a standard format, this can differ slightly based on the requirements of your institution or subject. So what elements make up a PhD thesis?

A doctoral thesis usually contains:

• A title page
• Declarations from the candidate and supervisor
• A certificate from the candidate and supervisor
• A plagiarism report
• Acknowledgements 
• A table of contents
• Abbreviations 
• An abstract

Chapters typically cover:

• A general introduction 
• Literature review
• Analysis of the gap in research with aims and objectives
• Materials and methods
• Summary and conclusion
• References or bibliography. 

You should also include a list of papers you have published and any relevant achievements at the end. 

An explanation of each of the components of a PhD dissertation 

Title page: a PhD thesis starts with a title page that contains the complete title of the research work, the submitting university, names of the candidate and supervisor, affiliation and month and year of submission.

Abstract: this serves as a concise synopsis of the dissertation, covering the research context, purpose of the study or research questions, methodology, findings and conclusions. This section is usually one to two pages in length. 

Table of contents: this page lists the thesis content and respective page numbers.

General introduction and literature review: this component is usually 20 to 40 pages long. It presents the readers with the primary material and discusses relevant published data. It provides an overview of pertinent literature related to the thesis such as texts that critically assess the existing literature to identify the gap in research and explain the need behind the study. 

Aims and objectives: this section of the thesis is typically one to two pages long and describes the aims and objectives of the study. Structure them as three to four bullet points describing specific points that you will investigate. Approach this by thinking about what readers should understand by the end of the thesis. Ensure you:

• Give a clear explanation of the purpose and goals of your study 
• Outline each aim concisely
• Explain how you will measure your objectives
• Ensure there is a clear connection between each aim
• Use verbs such as investigate, evaluate, explore, analyse and demonstrate.

Materials and methods: this section briefly explains how you have conducted the study and should include all the materials you used and procedures you implemented. For example, if your research involves working with chemicals, list the chemicals and instruments used, along with their catalogue numbers and manufacturers’ names. This section should also explicitly explain the methodology you used, step-by-step. Use the past tense while writing this section and do not describe any results or findings of the study yet.

Results: this section is sometimes called the “findings report” or “the experimental findings” (referring to data collection and analysis). Write the results concisely and in the past tense. Include text, figure and table infographics created with tools such as Microsoft PowerPoint, Adobe Illustrator and BioRender to visualise your data . 

Discussion: this is a chance to discuss the results and compare the findings of your study with the initial hypothesis and existing knowledge. Focus on discussing interpretations, implications, limitations and recommendations here.

• Resources on academic writing for higher education staff 
• Tips for writing a PhD dissertation: FAQs answered
• How to tackle the PhD dissertation

Summary and conclusion: this section should be shorter than the discussion and summarise your key findings. The summary and conclusion should be brief and engaging, allowing the reader to easily understand the major findings of the research work. Provide clear answers to the research questions, generate new knowledge and clarify the need for the study. 

Future perspective: this section of the thesis (which is often combined with a summary or conclusion) talks about the study's limitations, if any, and indicates the directions for future studies based on your findings. 

References or bibliography: the last section should include the list of articles, websites and other resources cited in the thesis.

Always remember that, depending on the department, university or field of study, you might have to follow specific guidelines on how to organise your PhD thesis. Ensure you consult your supervisor or academic department if you have any doubts.

Shama Prasada Kabekkodu is a professor and head of cell and molecular biology at Manipal School of Life Sciences, Manipal Academy of Higher Education, India.

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How to Get a PhD in Psychology (10 Steps)

A PhD in Psychology is the ultimate degree—a symbol of your commitment to the discipline and a representation of your knowledge and skills. Held by top-tier researchers, instructors in higher education, and clinical practitioners alike, a clinical psychology PhD may help you and the people and organizations you might one day serve. 1

While the benefits of a PhD in Psychology may be clear to you, how to go about earning this doctorate degree might feel confusing—until now.

Here’s how to get a PhD in Psychology, what to expect in a doctoral degree program, and what you might gain from obtaining one.

Start Your Journey

Step 1: Understand the PhD Path

A PhD, or Doctor of Philosophy, in Psychology is one of two of the highest degrees in the field of psychology. (The other is a PsyD , or Doctor of Psychology, a doctorate degree created in the 1970s to prepare students specifically for the rigors of working in clinical settings.) 2 A clinical psychology PhD may enable you to work in a variety of environments and a range of roles.

As such, earning this degree is an involved, immersive, and often exciting process that’s composed of: 3

• Statistics and methods
• Assessments 
• Clinical treatments

Coursework in a PhD program now frequently integrates discussions on psychology and technology , examining how digital advancements are transforming therapeutic methods and research techniques.

• Research – Research makes up the majority of the work you’ll do as a PhD student. Typically under the guidance of your mentor/dissertation advisor, you’ll delve into a topic of your choosing within the field. Examples of clinical psychology research topics include examining the effects of social media on teen suicide rates or the influence of childhood trauma on adult substance use disorder. Along the way, you’ll refine specific research skills: collecting and analyzing data, working with subjects/participating, and demonstrating your results.
• Clinical practicum and internships – Earning a PhD in Psychology also entails hands-on training in clinical practicums and/or internships. Generally speaking, you’ll perform an unpaid practicum for two years, followed by a one-year paid, clinical internship. 5 Precisely how you will fulfill this will depend on the program you choose, the opportunities within your community, and your concentration. A few examples include observing a clinical psychologist at a private practice, working with students at a university center, or conducting intakes at a substance abuse facility.
• Dissertation – Your dissertation is among the most important elements of your PhD program and the key to completing your degree. It serves several purposes: it illustrates your fluency in conducting research, demonstrates the knowledge you’ve gained in your PhD program, and adds an original contribution to existing psychology literature. 6

Step 2: Research Potential Programs

Finding the right PhD in Psychology program is paramount to your success. Researching potential programs is also one of the more thrilling aspects of pursuing a doctorate, but it needs to be approached strategically and mindfully. To that end, search for programs that, like the doctoral programs in psychology at Alliant International University, have received accreditation by the American Psychological Association (APA). 7

Accreditation essentially serves as a seal of approval and demonstrates to future employers, the general public, and licensing boards that you have the scientific knowledge required to work in the world of psychology.

Additionally, you may want to zero in on programs that:

• Feature faculty members who are at the top of their field and whose research interests reflect your own 8
• Offer the area of specialization you want to focus on, whether it’s clinical health psychology, multicultural community-clinical psychology, or family/child and couple psychology
• Promote work-life balance through online instruction, or a hybrid of online and in-person instruction and training
• Have a high attrition rate

Further, if you do opt for a program that demands in-person attendance and training, be sure that it’s geographically feasible for you. The cost of living in the area should also be factored into your decision. Lastly, if you’re an undergrad or just finishing up your master’s, consider asking the professors you trust and admire for program recommendations. 9

Step 3: Prepare Your Application

Application and admission requirements vary by institution. That said, most programs ask for: 10

• A completed application (along with the application fee)
• Official transcripts from your bachelor’s and/or master’s program with required credits
• CV or resume
• Letters of recommendation

Depending on the program you’ve selected, you may also need to submit GRE scores. Importantly, nearly all programs require a personal statement—a topic we’ll look at in more depth below. While a PhD equips you for high-level research and academic positions, you might wonder if you can be a clinical psychologist with a master's . Although possible, a PhD significantly broadens your professional scope.

Step 4: Gain Relevant Experience

Not only will obtaining relevant experience help strengthen your application package but it will also help you gain invaluable insights into the industry. It might also assist you in choosing a specialization, such as working one-on-one with trauma survivors or dedicating your professional life to neuropsychology research.

Fortunately, there are dozens of ways to get the type of experience that will help your application stand out from the competition: 11

• Research assistantships
• Volunteering at a mental health clinic
• Shadowing a clinical psychologist or substance abuse counselor
• Working for a crisis hotline

Keep in mind that some PhD in Psychology programs require a minimum amount of relevant experience before you can apply. In fact, the Association for Psychological Science (APS) asserts that doctoral applicants usually accrue two to three years of research experience before applying to graduate school. 12 All of this emphasizes the importance of conducting thorough research on your schools of interest.

Step 5: Submit Strong Letters of Recommendation

Letters of recommendation are a crucial component of your doctoral application. In fact, some state that your letters of recommendation are more important to the decision process than grades. 13

Usually, they’re written by former professors and/or former employers or psychology professionals you’ve interned for or shadowed.

Be sure to request letters of recommendation from those with whom you have a visible track record. In addition, request letters well ahead of your application deadline, even as much as a year in advance of when you think you’ll start applying for your doctoral program.

Talk to Our Advisors

Step 6: Craft a Compelling Personal Statement

Almost every doctorate in psychology program requires a personal statement. As one of the most critical elements of your application (some indicate that it’s more important than your GRE scores and GPA), it should describe, in detail, your: 14

• Interest in the particular program you’re applying to and why
• Academic and research objectives
• Research and field experience and how they align with the particular program
• Intended area of specialization

Experts consulted by the APA also advise against using three things in your personal statement: humor, hyperbole, and “hard luck,” such as describing the obstacles you’ve overcome.

Step 7: Ace the Interview

Happen to receive an interview offer? Congratulations—your application clearly stood out!

The interview process may start with what’s known as a pre-interview, or a brief conversation to evaluate your fit with the program and department. 15 This may be followed by an on-campus interview that asks basic questions, such as the impact you hope your PhD project has and why you believe you’re the right candidate, as well as more precise questions prompted by your specific experience. 16

One of the best ways to make a solid, lasting impression is to create a bulleted list of your research interests. Practicing answers to the questions you anticipate ahead of time can also help ensure a smoother dialogue. And remember: you’ll be interviewing for the program, too.

Step 8: Consider Funding Options

The financial assistance you may receive will likely be an enormous determining factor in the program you choose. As discussed, funding may arrive in the form of:

• Grants 
• Scholarships
• Tuition remission
• Employer tuition reimbursement

Alliant International University, for example, has several forms of funding options available to doctoral candidates—those listed above, as well as fellowship assistantships .

Step 9: Plan Your Coursework and Dissertation

Once you’re accepted into a program, you should select your area of specialization, plot out your coursework, and choose your dissertation topic.

The APA notes that doctoral candidates should ideally land on a dissertation topic within the first year or two of their program. 17 Why? Because it will give your program enhanced focus and a guiding theme.

To jumpstart your thinking:

• Consult with instructors who are active in cutting-edge psychology research 
• Assess your topic’s viability and manageability (and if it will serve as an original contribution to existing research)
• Pinpoint the problems and questions you foresee and how you will approach them

Above all, be sure to choose a topic that will sustain your interest and excitement throughout the duration of your program. Earning a PhD in Psychology is a time-intensive commitment. Four to six years is about how long it takes to get a psychology PhD, but it varies by person based on how they balance their personal schedules with coursework, research, and clinical training.

Step 10: Engage in Professional Development Opportunities

One of the biggest benefits of obtaining a PhD in Psychology? The connections you may be able to make, such as through your internship and clinical practicum, as well as psychology conferences and seminars.

Yet, some of the strongest relationships you build might be right inside your program. And this brings us to our final piece of advice: consider choosing a program that features a warm and supportive faculty and a diverse collection of students who will motivate you throughout your academic journey—and beyond.

Your Path Begins Here

At Alliant International University, our PhD in Clinical Psychology program features a faculty that will challenge you in the best possible way alongside a nurturing, engaging learning environment.

Enrich your knowledge and prepare to make a lasting difference in the field of psychology. Apply today and start your journey.

Sources: 

• “What Can You Do with a Doctorate in Psychology?” Psychology.org | Psychology’s Comprehensive Online Resource, March 18, 2024. https://www.psychology.org/resources/jobs-with-a-doctorate-in-psycholog… ;
• Cherry, Kendra. “PsyD vs. Phd in Psychology: Which Is Right for You?” Verywell Mind, October 27, 2023. https://www.verywellmind.com/what-is-a-psyd-2795135.  
• “Psychology Doctorate Phd Defined: Explore Academic, Internship and Research Requirements for a Psychology Phd.” Psychologist, March 24, 2021. https://www.psychologist-license.com/types-of-psychologists/psychologist-doctorate-phd/.  
• “Daily Activities of a Clinical Psychology Phd Student.” Simply Mental Health, November 13, 2022. https://simplymentalhealth.ca/2022/11/13/daily-activities-of-a-clinical-psychology-phd-student/.  
• “Internships and Practicums.” Psychology.org | Psychology’s Comprehensive Online Resource, April 10, 2024. https://www.psychology.org/resources/internships-and-practicums/.  
• Herbert, Robyn S, Spencer C Evans, Jessy Guler, and Michael C Roberts. “Predictors of Dissertation Publication in Clinical and Counseling Psychology.” Training and education in professional psychology, November 2022. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9635593 .
•  “APA-Accredited Programs.” American Psychological Association. Accessed April 21, 2024. https://accreditation.apa.org/accredited-programs#.  
• “Choosing a Graduate Program.” Association for Psychological Science - APS. Accessed April 21, 2024. https://www.psychologicalscience.org/members/apssc/undergraduate_update/summer-2011/choosing-a-graduate-program.  
• “Clinch Your Graduate School Acceptance.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2007/11/cover-acceptance.  
• “Best Doctorate in Psychology Degree Programs of 2024.” Intelligent, April 3, 2024. https://www.intelligent.com/best-doctorate-in-psychology-programs/.  
• 14 ways to get clinical psychology work experience | indeed.com UK. Accessed April 18, 2024. https://uk.indeed.com/career-advice/finding-a-job/clinical-psychology-work-experience.  
• “Rockin’ Recommendations.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/features/2009/recommendation.  
• “Preparing Your Personal Statement for Graduate School Applications.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/ed/precollege/psn/2016/09/graduate-school-applications.  
• To ace your interview for doctoral psychology admission. Accessed April 22, 2024. https://mitch.web.unc.edu/wp-content/uploads/sites/4922/2021/12/PsiChiI… ;
• Top 10 common Phd interview questions and answers. Accessed April 21, 2024. https://www.indeed.com/career-advice/interviewing/common-phd-interview-questions.  
• “Starting the Dissertation.” American Psychological Association. Accessed April 21, 2024. https://www.apa.org/gradpsych/2005/01/starting.&nbsp ;

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Location: Mumbai

School: School of Education

Centre: Centre of Excellence in Teacher Education

Applicants will be shortlisted for the Research Aptitude Test (RAT) on the basis of them meeting the following considerations with regard to educational qualifications and research proposal:

1. Educational Qualifications: The minimum academic qualification for admission to the Ph.D programmes is a Second Class Master’s or equivalent degree in the relevant subject awarded by a recognised university in India or abroad, with at least an average of 55 per cent of aggregate marks, or a grade point average of 3.5 under the seven-point scale of the University Grants Commission (UGC). In the case of SC/ST/OBC (non-creamy layer)/differently-abled candidates, the minimum eligibility is an average of 45 per cent of aggregate marks, or a grade point average of 2.5 under the seven-point scale of the University Grants Commission (UGC).

2. Candidates who have an M.Phil or equivalent degree awarded by a recognized university in India or abroad are also eligible to apply for the Ph.D Programme.

3. Submission of a research proposal is a compulsory requirement for admission for the Ph.D. Programme. A research proposal consisting of approximately 1,000 words should accompany the proposal and indicate the Specification of the broad field of study, Statement of the research problem and scope and objectives of the study, rationale for and the significance of the study, methodology to be followed, references, and the candidate’s research/work experience in that area, if any.

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Candidates are requested to check the eligibility criteria before filling the application form. Candidates found ineligible will be rejected at any stage in the admission process and no grievances will be entertained in this regard.

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Wen Zhou: First Ph.D to Complete MOT Minor

Congratulations to Wen Zhou , who successfully defended her doctoral thesis last week! Wen is the first Ph.D. candidate to complete TLI's Management of Technology minor. 

She received her B.S. in electrical engineering (instrumentation) from the Nanjing University of Aeronautics and Astronautics, and her M.S. in electrical engineering (RF and Microwave) from the University of Minnesota in 2015 and 2019, respectively. Her research interest includes mm-wave IC design, sensing system, and bioinstrumentation

Q: What did you study for your Ph.D, and what was the subject of your thesis?

A: My major is in Electrical Engineering and the subject of my dissertation is: Phase-Modulated Millimeter-Wave Radar SoCs based on Analog Correlators. My advisor Prof. Yahya Tousi and I proposed an innovative radar architecture for millimeter-wave distributed sensing. We spent six years together developing the theory and the prototype system-on-chips of this proposed idea. We have completed the proof-of-concept design and the qualitative validation, and have reached the point of integrating the POC design into a full-functioning radar sensor module and conducting quantitative evaluations.

Q: What drew you to the Management of Technology minor, and how do you feel it was helpful for you?

Q: After I completed the idea proposition and the system design of my research project, I encountered challenges in project planning and tasks breakdown. Back then, moving from a conceptual idea to the realization on silicon looked overwhelmingly complex. To figure out the pathway from idea to prototype, I started to explore graduate level coursework in project management and found the MOT program. Then after the consultation with MOT faculty, I started taking MOT courses and declared it as the minor.

The MOT program exposed me to the full design cycle of innovation process. I took project-based courses on new product design and business development, product innovation and management, financial accounting and corporate venturing. I also audited courses in organization development and technology policy.

The knowledge I learned from the MOT courses effectively guided the direction of my research. We methodically compiled a list of essential features for a minimum viable system, and then implemented the feature list in our radar system-on-chip design, and successfully demonstrated the functionalities of our designed radar system. In the later phase of the project, when we were working on the refinement of the design, we were also following the guidelines to factor in more practical considerations and focusing on the full-solution delivery. The MOT program also made me aware of the business potential of the project. I have also explored the value proposition and the product-market fit of our research project during my free time.

I strongly believe that MOT should be integrated into graduate level engineering programs. My personal view of the mission of higher education is not only to build technical expertise in specific domains, but also to provide candidates the visions of how to direct our expertise to better serve the communities. The MOT curriculum fills in the gap between the technologies we develop in the lab at the U and the real-life needs.

Q: What are your plans post-Ph.D?

After Ph.D. I will join the R&D lab of Samsung Semiconductor at San Diego to work on mm-Wave system architecture. I believe it is a good match to my technical background and research interest, where hopefully I can make direct contributions to the team from the early design definition stage to the product commercialization stage.    

I will also make the most of the nice weather in San Diego and explore outdoor opportunities. Still, I will definitely miss the lakes in Minnesota. I have not finished my adventures here yet--snowkiting on the lake and entering the sea caves along Lake Superior shoreline on foot are still on my bucket list.

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