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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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Doctoral Programs

Contact information, office staff, william nehring, matthew e. rose, margarita ruiz, eric zeckman, additional information.

Education (Online), EdD

School of education.

To address the dramatically changing landscape of education in the 21st century, which includes new research on the science of learning, advances in technology, and the emergence of a for-profit education sector, the Johns Hopkins School of Education offers an innovative online Doctor of Education degree program. This EdD program is designed to prepare an exceptional corps of educational practitioner-scholars, both nationally and internationally, who can set a high standard for transformational leadership in education, apply evidence-based practices to improve educational outcomes, and meet the vast challenges associated with improving learning outcomes in both public and private educational environments.

For more information about the EdD program, please visit  https://education.jhu.edu/academics/edd/ . If you have any questions about the EdD program, please contact  [email protected] .

Admission Requirements

At minimum, applicants to the EdD program should hold a master’s degree from an accredited college or university. Previous degrees must document high academic achievement (a minimum GPA of 3.0) in an area of study closely associated with the objectives of the program. If the earned degree or credit is from an educational institution abroad, the candidate’s academic record must be evaluated by a credential evaluation agency before consideration for admission. Applicants must submit the online admission application form, application fee, official transcripts from all post-secondary institutions attended, a curriculum vitae (résumé), online interview, and two letters of recommendation signed by each recommender. These letters should include the following:

• A professor with whom the applicant worked in their master's program who can speak to the applicant's competency to conduct rigorous scholarly work, and
• A colleague/supervisor from the applicant’s professional context/industry who can attest to the applicant's qualifications to pursue a doctorate, the applicant's impact on the recommender’s  professional practice, and knowledge of and support for the applicant's proposed area of research/Problem of Practice.

Additionally, applicants will submit a personal statement including responses to the following:

• Describe a significant Problem of Practice relevant to your current context/industry of professional practice.
• Indicate the importance of this problem within the applicant’s industry and/or their specific context of professional practice.
• Discuss the potential underlying causes for or contributing factors related to this Problem of Practice.
• Discuss the ways in which this problem aligns with at least one or two areas of interest.

All applicants who meet the entrance requirements will be asked to submit video and written responses to question prompts.

International students must fulfill the general requirements for admission and complete additional requirements—see  https://education.jhu.edu/admission-financial-aid/admissions/international-applicants/ .

Note: This program is not eligible for student visa sponsorship .

Students who enter the program will be required to successfully complete a series of pre-orientation modules prior to enrollment in the program. All students are expected to show competence in the content areas of these modules.

Please note that for the online EdD program, an offer of admission is for the specific cohort to which an application is submitted. Students may accept or decline the admission offer only; deferring to a future cohort is not an option.

Program Requirements

Program structure and requirements.

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree with a minimum of 36 graduate-level credits, which will be transferred into the EdD program. If a student does not have the required 36 master’s credits, the student will be admitted on a conditional basis and must complete the additional graduate-level credits at an accredited college or university. Students with post-master’s graduate credit in related education content completed prior to admission to the EdD program may petition to transfer in an additional six credits of equivalent coursework with appropriate documentation and with the approval of the EdD program director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. The program includes the following required coursework components (subject to change):

• Foundations of Education (15 credit hours)
• Applied Research & Evaluation (12 credit hours)
• Areas of Interest / Electives (15 elective credit hours)
• Doctoral Dossier Research (12 credit hours)*

In addition to successfully completing all the coursework requirements, candidates must also satisfy written assessments and an oral comprehensive examination that document attainment of competencies. They must also complete either an Applied Dissertation or a Dossier Style Dissertation research project, depending upon the year the candidate was admitted to the program as per the following table:

Students who extend their program of study may be required to enroll in additional independent study credits.

With permission, students admitted between Fall 2013 and Fall 2020 may opt into the Dossier Style Dissertation if they choose not to do an intervention.

Problems of Practice and Doctoral Dossier

Students examine a Problem of Practice (POP)—an area of concern they have observed within their professional context—that becomes the focus of the student's Doctoral Dossier, which consists of three main projects described below.

As part of our commitment to social justice, the EdD program does not privilege one form of communication over another. Thus, all components of the Doctoral Dossier can be communicated in a modality of the student’s choosing: video, oral, scholarly writing, or public-facing writing. The Doctoral Dossier is embedded within the EdD program coursework, providing students the unique opportunity to examine an issue important to their field.

To begin their Doctoral Dossier process, students will spend their first year working on a Scholarship of Integration project (Project 1) that focuses on exploration and identification of underlying causes of and factors associated with their chosen POP. Using systems thinking, which includes perspective-taking, and the research literature, students will document their exploration in an introductory narrative that provides the rationale and supporting evidence for their decision to further pursue their research topic throughout their doctoral journey.

During the second year, following completion of the Scholarship of Integration project, students will choose one of the following two options for Project 2:

1. Scholarship of Application: Demonstrate the application of the research to practice. The purpose of this project is to a) consider how the research perpetuates and/or disrupts oppression, b) critique relevant systems, structures, and institutions, and c) determine avenues to effectively disseminate evidence to a wider audience and stakeholder group.

Example projects include: historical analysis of a topic, curriculum creation, community organization, autoethnography, instructional pedagogy, and others.   

2. Scholarship of Teaching: Development and improvement of pedagogical practices. Students examine teaching processes and assessments improve practice.

Example projects include : autoethnography of one’s teaching, innovative teaching materials, curricula, development of new courses, or development of a new pedagogical framework.   

During the third year, following completion of Project 2, students will choose one of the following:

• The scholarship option NOT chosen for Project 2, or
• Scholarship of Discovery: Search for new knowledge. Students conduct evidence-based research that leads to knowledge creation.    

Example projects include: written, oral, or other modalities of research, scholarly publications, empirical study, working paper, or book chapters.                

During the fourth year, students will complete Project 3, write an Executive Summary that ties their three projects together, and write a final reflection of their doctoral journey. The Doctoral Dossier will be presented and assessed during the fourth year.

Students are expected to complete four years of coursework and independent research concurrently. This program is cohort-based, thus if students require a leave of absence for any reason, they will return in the appropriate course sequence with the next cohort the following year.

Problems of Practice and Dossier Style Dissertation (for students admitted Fall 2021 and Fall 2022*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Dossier Style Dissertation. The Dossier Style Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students synthesize research literature to understand factors relevant to the POP from a broader systems perspective. During the second year of the program, students conduct an empirical project to investigate their POP within their professional context. Students are expected to collect and analyze data to further understand and refine their identified problem. Based on the evidence in the literature review and empirical project, students will engage in a final project that may further explore an aspect of their POP or articulate a potential solution.

Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Project (Year 3). Characteristics of the Dossier Style Dissertation that make it unique to this program include:

• Written assignments within courses that focus on the student's POP.
• Coursework that leads students to consider applications that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dossier Style Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The Dossier Style Dissertation will be presented at a final oral defense before a Dossier Style Dissertation Panel.

Typically, we expect that students would complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation described below. Fall 2022 students may only complete the Dossier Style Dissertation.

Problems of Practice and Applied Dissertation (for students admitted Fall 2013-2021*)

Students examine a Problem of Practice (POP), which is an area of concern that they have observed within their professional context. This POP becomes the focus of the student's Applied Dissertation research. The Applied Dissertation is embedded within the EdD program coursework, which provides students with a unique opportunity to examine an issue important to the organization in which they are employed.

During the first year in the program, students examine their articulated POP to identify underlying causes and associated factors. During the second year of the program, students develop a potential solution, such as an intervention or policy change, and a plan to study the implementation of this intervention as well as proximal outcomes. Students will demonstrate mastery of first- and second-year competencies through written and oral comprehensive assessments, which will serve as indicators of readiness for conducting their applied research. Students will then evaluate the effectiveness of this solution as their Applied Dissertation (Year 3). Characteristics of the Applied Dissertation that make it unique to this program include:

• Coursework that leads students to consider solutions that hold the potential for significant change or impact within their organization and/or have implications for policy.
• Dissertation components that are embedded within coursework and distributed across the three years of the program.

Although somewhat different from a traditional dissertation in its completion and focus, students are nevertheless expected to demonstrate mastery of the relevant literature, to obtain extant and/or collect additional data, and to interpret the results in light of previous studies. The dissertation will be presented at a final oral defense before the student’s Dissertation Advisory Committee.

Typically, students will complete three years of coursework and independent research concurrently. It is possible that some students may need more than three years to complete their research, in which case they will be required to enroll in at least one credit hour per semester after completion of the required 90 credit hours.

*Students admitted Fall 2013-2020 must complete the Applied Dissertation. Students admitted Fall 2021 can choose to complete either the Dossier Style Dissertation or the Applied Dissertation. Fall 2022 students may only complete the Dossier Style Dissertation.

Learning Outcomes

Program goals.

Upon successful completion of the EdD, we expect that graduates will:

• Participate as a self-reflexive, social justice-oriented learner within diverse educational or learning communities.
• Analyze and critique educational practice and research from a social justice and systems perspective.
• Apply relevant methodologies to address critical challenges in education.
• Demonstrate a curiosity for, and a systematic approach to, at least one major topic of study within education resulting in an emerging expertise.
• Integrate research and practice-based knowledge to develop research-informed decisions and opinions about educational experiences, processes, policies, and institutions.
• Communicate effectively to diverse audiences about educational research, experiences, processes, policies, and institutions.

• Seattle Pacific University
• Doctor of Education (PhD)

PhD in Education

• 36–48 months to complete
• $860/per credit
• Low residency (remote, some on campus)
• NWCCU accredited
• Schedule informational appointment

Upcoming deadline: Feb. 15

Next start: March 29

Upcoming deadline: 8/15/2024

Develop the expertise to solve challenging problems in today’s education system

What can a PhD in Education do for your career? This Doctorate in Education program develops your research, critical thinking, and leadership skills. It will prepare you for school administration leadership, corporate or nonprofit leadership, or tenure consideration as a college or university-level educator.

Prepare to gain advanced knowledge in the education field.

Program Overview

The school of education difference.

Seattle Pacific was founded more than 125 years ago, and the University has been preparing some of the most sought-after educators in the region for more than 90 years. Today, entrance to School of Education graduate programs is highly competitive. Faculty members — each teaching his or her own courses and each holding a doctorate — have worked to develop rigorous programs of quality.

The School of Education at Seattle Pacific University offers more than a dozen graduate programs. You can choose from two doctoral programs, seven master’s degree programs, and five certification programs, all of which focus on developing competence, character, leadership, and service in educators. While many students train to become teachers, others prepare for roles as school counselors, principals, superintendents, district office personnel, or professors in higher education. SPU's reputation in P–12 education in Washington and across the country is strong, and students who complete our graduate degree and certificate programs enjoy a higher rate of employment than the state's average.

Why Seattle Pacific for your PhD in Education?

Emphasizing teaching and learning theory, research design, and university teaching, Seattle Pacific’s PhD in Education program prepares you for a career as a college or university-level educator who teaches effectively and who is able to conduct publishable research and other scholarly work. 

Expert, caring faculty have a desire to help students succeed. Faculty are known for mentoring their students during and following their educational programs. These professors model lifelong learning through scholarly activities of their own, publishing frequently, and presenting at professional conferences.

Seattle Pacific is a member of the Association of American Colleges and Universities (AACU) and of the American Association of Colleges for Teacher Education. SPU certification programs are approved by the Washington state Professional Educator Standards Board. The School of Education is also a member of the Association of Independent Liberal Arts Colleges for Teacher Education, and has a chapter, Sigma Phi Upsilon, of Chi Sigma Iota, an international honor society that values academic and professional excellence in counseling.

Built on an character education foundation, the graduate programs at SPU offer first-class education through the lens of Christian faith and values. Students take ethics courses, and character issues are integrated throughout the curriculum.

Classes are smaller and students interact with professors and fellow students in a cooperative and reciprocal learning environment. Designed for full-time working educators, SPU doctoral programs offer classes online during the regular academic year (Autumn-Spring), with a two-week on-campus residency held each summer. 

School of Education graduates move on to purposeful careers in schools and district-level leadership throughout the country. When you obtain a graduate degree from SPU’s School of Education, you join a community of alumni who stay connected.

Related Doctoral Programs

• Doctor of Education (EdD)

All doctoral students in the School of Education, regardless of their terminal degree, take the same foundation courses, including a Leadership Colloquium. These core classes are designed to develop leadership by focusing on knowledge applicable to all fields and levels of education. Students will then begin their individual course sequences and specializations, which culminate in comprehensive exams and a dissertation.

As a PhD in Education student, you will be required to pass two comprehensive exams, research and foundations; produce a professional educational theory paper; complete a dissertation and receive passing marks; and pass the oral defense of the dissertation.

Prerequisite coursework

Depending on your experience and background, you may be required to take the following classes as your elective credits:

• EDU 6655 Human Development and Principles of Learning (3)
• EDU 6524 Curriculum Design (3)
• EDU 6526 Survey of Instructional Strategies (3)
• EDU 6613 Standards-Based Assessment (3)
• EDU 6975 Interpreting and Applying Educational Research I (3)
• EDU 6976 Interpreting and Applying Educational Research II (3)

Core Doctoral Faculty

Julie Antilla

Associate Professor of Educational Leadership PhD, UC Santa Barbara

Kristine Gritter

Professor, Curriculum and Instruction; Chair, MEd Literacy, Language, and Equity PhD, Michigan State University

Nyaradzo Mvududu

Dean EdD, Seattle Pacific University

David Wicks

Professor of Curriculum & Instruction EdD, Seattle Pacific University

Affiliated Doctoral Faculty

Scott Beers

Assistant Dean, Graduate Programs PhD, University of Washington

Tuition and fees for 2023–24

application fee

See additional fee details .

credits to complete

Financial aid

Before applying for aid, you must first be admitted to a graduate program. Make sure you:

• Enroll in at least 3 credits (or half-time) toward a degree or eligible certificate each quarter.
• Complete and submit the Free Application for Federal Student Aid (FAFSA) each year.

You may take advantage of scholarships and loans. SPU does not have a deadline for graduate financial aid, though earlier is always better than later! 

Learn more about the FAFSA and applying for financial help.

Learn more about scholarships, assistantships, and loans available to graduate students.

Application

Admission requirements.

A limited number of students are admitted to SPU’s PhD in Education   program each year. Applicants are required to hold a master’s degree from a regionally accredited college or university. It is preferred that candidates have prior K-12 school experience. Those without experience in a K-12 setting will be considered for program admission on a case-by-case basis.

APPLICATION REQUIREMENTS

Applicants must submit the following items:

• Application   and  $50 application  processing fee.
• Official transcripts  documenting excellent undergraduate and graduate GPAs from an accredited institution where an academic degree was conferred. Include post-master’s degree graduate coursework. 
• Note: To be considered official, transcripts must be received in a sealed envelope from the college or university. Transcripts may be delivered to Graduate Admissions as long as they remain in their original, unopened university envelope. Electronic transcripts received via eSCRIP-SAFE or Parchment Exchange are also acceptable.
• If your degree is not from a US college or university, please arrange for your transcript to be evaluated by an accredited transcript-evaluation company, such as  FIS  or  WES . Have the report forwarded directly to Graduate Admissions.
• Personal statement  expressing your professional plans, goals, and focus of study, as well as a rationale for pursuing a PhD. This should be no more than 500 words.
• Four recent letters of recommendation , including two academic and two professional recommendations.
• Résumé  documenting a minimum of three years of successful experience at the P–12 level or other similar educational setting.
• A writing sample demonstrating graduate-level writing skills.

Following the submission of all of these items, your file will be reviewed by the core graduate faculty. You will be contacted regarding the status of your application, and to schedule an interview, within approximately two weeks.

All correspondence regarding the interview process will be carried out by email using the address you provide in the application. Please set your email filters accordingly.

APPLICATION DEADLINES

• Autumn Quarter: August 15
• Winter Quarter: November 15
• Spring Quarter: February 15
• Summer Session: May 15

APPLICATION AND ADMISSIONS QUESTIONS?

Contact Graduate Admissions at 800-601-0603 or  [email protected] .

Frequently asked questions

How selective is admission to the SPU School of Education graduate degree programs?

This varies by program. Admission to some programs, such as the  Accelerated Master in Teaching Mathematics and Science  (AMTMS),  Accerated Master of Arts in Teaching  (AMAT), and  MEd in School Counseling , is very competitive. Admission to each of SPU's graduate programs in education is standards-based, and all applicants must meet all standards for admission.

Can I continue to work while enrolled in a graduate degree program in the SPU School of Education?

Yes, in most cases. Most of the graduate degree programs offered by the School of Education are part-time programs, with classes offered in a variety of worker-friendly venues. Education graduate courses are scheduled at SPU or off campus, in the evenings, occasionally on Saturdays, and during the summer.

The  Acclerated Master of Arts in Teaching  (AMAT) and  Accelerated Master in Teaching Mathematics and Science  (AMTMS) programs are exceptions. They are one-year full-time programs due to their full-time internships.

Is it possible to complete a graduate degree from SPU's School of Education online?

The School of Education offers several fully online programs, including the  AMAT-Online ,  AMTMS-Online ,  Digital Education Leadership , and  Teacher Leadership  programs. Please review the program pages for eligibility requirements.

Is a graduate program at SPU more expensive than comparable education programs at other universities?

SPU's graduate tuition rates are competitive with other accredited universities in Washington.

How does a graduate degree or graduate certificate from SPU compare with a similar degree or certificate from other universities?

SPU's School of Education has been offering a wide range of fully accredited master's and doctoral degrees in addition to graduate certificates for more than 20 years. SPU's reputation in P–12 education in Washington and around the country is strong, and students who complete our graduate degree and certificate programs enjoy a higher rate of employment than the state's average.

Still have questions? Contact [email protected] , call 206-281-2091 (or 800-601-0603).

Liz Buffington | Current PhD student

I earned my MEd from SPU and went directly into the PhD program after graduation. I knew that at Seattle Pacific I would find individualized support for me as an educator and lifelong learner. At SPU, I am nurtured as a professional researcher. In the School of Education, we focus our research and learning on meeting the needs of all students, and we share a core value of addressing opportunity gaps using a solution-minded practice. I use what I learn in this program every single day — in conversations about data, in work with student teachers, and in the classroom. My learning at SPU is directly applicable to my daily work, and the connection with faculty – who are anchored in student-focused instruction – is what I love about SPU.

Ira Rasikawati | PhD in Education

Assistant Professor, UKRIDA, Jakarta, Indonesia

When I got a Fulbright scholarship for Indonesian instructors to pursue a PhD in the U.S, I looked for a university that would allow me to develop competency in literacy research and to grow in a community where faith and beliefs play an integral role. Later, I found SPU to be quite similar to the university I served in my country, in terms of its culture as a faith-based institution. As I was progressing into the program, I met different professors who had keen interests in internalization and collaborative research. During my study, doctoral faculty from SPU visited Indonesia to give talks on action research and digital education to professors at Krida Wacana Christian University (UKRIDA). My overall experience studying at SPU has widened my academic and professional fields. I am currently working on collaborative research in literacy and digital education areas. In addition to serving as the Dean of the Faculty of Humanities and Social Sciences, I have been head of the Center for Language Literacy, Education, and Technology (CLET). I wish to build further linkages between SPU and my institution and promote better understanding and more exchanges between Indonesia and the U.S.

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EdD vs. PhD in Education: Why Choose an EdD?

EdD or PhD? This is one of the first decisions aspiring education leaders face when exploring options for advanced degrees. The need for leaders in the field has never been greater. Integrating new educational methods and technology, addressing diversity and other social issues, and managing growing requirements for remote learning—these are just a few of the issues currently challenging educators. Taking a step toward earning an EdD or a PhD requires that prospective students first explore the differences between them to determine which track best serves their interests and aspirations.

Both degrees prepare graduates for rewarding careers and leadership roles in the education field , but they vary significantly in terms of study focus and typical career paths. Future education leaders wondering why to get an EdD or a PhD should understand the differences between the two degrees before they choose to pursue one.

What Is a Doctor of Education (EdD) Degree?

An EdD is an advanced degree in the education field that prepares graduates to succeed in leadership roles in higher education. EdD curricula incorporate heavy coursework in education policy, research methods, current social and political issues impacting students and teachers, developing teams and procedures, collaborating with internal and external partners, and managing and planning budgets.

EdD programs provide a solid foundation in modern education system operations, as well as extensive tools to create strategies and implement solutions to help schools and educational organizations succeed. Someone who has an EdD can teach or serve as an educator, but the degree program is more focused on helping graduates become leaders of educational organizations.

What Is a Doctor of Philosophy (PhD) Degree?

A PhD is an advanced degree that individuals and professionals can typically earn after attaining a master’s degree. A PhD can be attained in several academic subjects, including education, and often prepares students for careers in more research-oriented positions, as well as university and college instructor roles. The curriculum for a PhD in education can vary by school, but it often includes coursework in educational research and evaluation, teaching methods, and a larger dissertation on topics or subjects in the education field.

Job Outlook

In broad terms, EdD programs help graduates gain a deep understanding of education as a field and profession, developing leadership expertise for various educational settings. The PhD track is more research oriented, helping graduates prepare for both the classroom and research aspects of teaching at a postsecondary institution. A closer look at career paths, salary projections, and growth outlooks can help differentiate the programs further.

EdD vs. PhD: Common Career Paths

When considering why to get an EdD or a PhD, it’s important to look at what happens after graduation. EdD and PhD programs’ different areas of focus mean each program best prepares graduates for different career options. The most common path for PhD recipients is to go right back into postsecondary education, with the hope of becoming tenured professors at a college or university. Gaining an EdD opens a variety of doors in the education sector.

Professional Options with an EdD

EdD graduates will have some research background, for example, in examining the implementation of a new curriculum and student response. EdD graduates also benefit from classes focused on leadership and strategic planning, which provide a more business-oriented viewpoint of education and illustrate how policies can impact education at all levels.

Educators who earn an EdD can choose to pursue any of a variety of paths throughout education. Most commonly, they go into elementary, secondary, or postsecondary administration, serving in such roles as college dean or school district superintendent. EdD graduates from a school such as American University can also become college professors or run education-based nonprofit organizations.

Professional Options with a PhD

PhD programs place greater emphasis on research, and graduates commonly work in academia or pursue academic research. Experts in their specific area of focus, they may choose to continue their research with students or other professors.

A person who holds a PhD in education can serve as a professor at a university, a consultant, or a researcher in a government education agency or organization, as well as in a larger leadership role in school or university administration.

EdD vs. PhD: Salary Comparison

Many education leadership roles can be filled by professionals who have earned either an EdD or a PhD, so their respective earning potential is difficult to define precisely. Salaries largely depend upon experience and geographic location. Salary ranges for postsecondary educators, for example, vary widely depending on whether an educator is working at the associate or assistant level or has attained a full professorship. 

According to Payscale, the median annual salary for professionals with a PhD in education is approximately $80,000. Payscale notes that assistant professors of postsecondary/higher education have a median annual salary of roughly $69,000. 

Doctoral degree holders who attain advanced roles in academia earn higher salaries:  Deans with the degree have a median salary of around $93,000 annually, according to Payscale. 

The median annual salary for EdD degree holders is around $80,000 in June 2022, according to Payscale. Salaries for EdD professionals can vary significantly by role. For example, Payscale reports the median annual salary of associate professors working in postsecondary/higher education is around $71,000, while EdD professionals serving in an executive director role have a median salary of around $104,000 per year.

Growth Outlook for EdD vs. PhD

The bright career outlook for degree holders is another reason to get an EdD or PhD. Advanced leadership roles for education professionals generally have a positive growth outlook. According to the US Bureau of Labor Statistics (BLS), the number of jobs for postsecondary teachers will grow by 12 percent between 2020 and 2030, which is much faster than the average 8 percent growth the BLS projects for all professions. The BLS estimates that over the same period, postsecondary education administrator positions will grow by 8 percent, which is on par with the national job growth average projected by the BLS.

Differences Between EdD and PhD 

EdDs and PhDs are valuable to professionals seeking to become leaders in education. Both require significant commitments—a doctoral-level degree can take three years or more to complete. While there’s overlap between the coursework and career options for EdD and PhD programs, a review of the differences can help determine a good fit for prospective students.

The curricula for the degrees themselves prepare students for different career paths after they graduate. There are generally more options and specialties for PhD programs than there are for EdD programs. An EdD primarily prepares graduates to become leaders and strategists in the education field—for example, as superintendents, deans, provosts, and school district officials—while a PhD is more tailored to preparing graduates for instructional and research roles in education and higher education, for example, as professors and researchers.

This doesn’t mean that an EdD degree holder can’t serve as a professor or an instructor in a university environment or that a PhD in education degree holder can’t succeed as a superintendent or a dean. EdD programs just focus on the larger scope and strategy of an educational organization or institution, while PhD programs are more tightly focused on academic research.

EdD candidates learn about different educational and leadership styles and how education fits into the larger world. They explore policy at the local, state, national, and international levels. Ultimately they discover how to spearhead change throughout the educational system. EdD graduates can learn how to make strategic partnerships and forge meaningful relationships in the professional world.

PhD students focus much more on research methods and data collection. They typically explore a more narrowly focused dissertation than that of EdD students. PhD students often choose their specific area of research and then spend much of their time collecting, analyzing, and interpreting data so that they can draw informed conclusions. While EdD work looks at systemic progress and trends, PhD work typically examines education theory and methods, with the end goal of having them applied directly in the classroom.

Ultimately both degrees are associated with professionals who’ve earned leadership roles in education, and both degrees enable degree holders to make a positive impact on students’ lives and on educational communities.

Why Get an EdD?

One of the main reasons to get an EdD is that it can prepare graduates to take on leadership roles in different aspects of education. These are more commonly operational roles in academia, such as a higher education administrator. However, an EdD education can also lead to roles in a classroom setting, such as a professor.

The process of earning an EdD degree helps individuals gain expertise in concepts such as leadership, academic policy, and resource management. While these skills are often useful in administration, policy development and implication, and leadership contexts, an EdD can also give degree holders the foundational knowledge to conduct academic research. 

Choosing an EdD Program

No two EdD programs are alike. Exploring their differences can help prospective students determine the program that’s the right fit for them. EdD programs may offer varying specializations, for example, education policy and leadership or school administration. Programs can also differ in delivery options, such as online versus in-person coursework. 

Benefits of an Online EdD

Individuals who opt to pursue their EdD through an online program can benefit in several ways. A significant advantage is the flexibility of an online program, as its structure makes it possible for students to build their studies and coursework around their existing schedule.

Another benefit of an online EdD program is that students who are concurrently working full-time can immediately apply what they’ve learned to their job. Additionally, the flexibility of an online program fosters discipline, such as good time management, which is essential for professional success.

Become an Education Leader  

As society continues to evolve, effective leadership will be needed to guide educational institutions toward a brighter future. Earning an EdD can prepare an individual to guide others confidently as an academic leader, either in the classroom or in an administrative role. Being fully able to lead this charge can make earning an EdD an immensely satisfying achievement.

American University’s online EdD in Education Policy and Leadership program offers students a flexible option to participate in an innovative EdD program from one of the nation’s leading universities. Because the program is online, professionals have the ability to pursue their educational leadership goals and connect with established thought leaders and decision makers, all while still being able to balance their other responsibilities. 

Explore American University’s innovative program to learn more about how the EdD in Education Policy and Leadership program can help educators advance in their field and change lives.

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EdD vs. PhD in Education: What’s the Difference?

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If you’re interested in pursuing a doctoral degree in education, one of the first questions you’ll face is: Should I apply for a Doctor of Education (EdD) or a Doctor of Philosophy (PhD) in Education?

The decision between these two culminating degrees can be career-defining as each serves a very different purpose despite being equivalent in level. In order to ensure you choose the path that best aligns with your future goals and career path, it’s important to take the time to first understand the differences in program curriculum and future career opportunities that relate to each degree.

Read on to learn about the defining qualities and key differences of an EdD and a PhD in Education to determine which program is the right fit for you.

EdD vs. PhD in Education

A Doctor of Education (EdD) is a professional degree designed for practitioners pursuing educational leadership roles. A PhD in education , on the other hand, is designed to prepare graduates for research and teaching roles.

“With a PhD, [students are] reviewing the research, seeing a gap in the literature, and generating new knowledge based on a theory or hypothesis,” Joseph McNabb , a professor of practice in Northeastern’s Graduate School of Education , explains. “Conversely, an EdD student starts with a problem of practice and [works to learn] the skills it will take to resolve that complex problem of practice.”

What is an EdD Degree?

An EdD, or Doctor of Education , is a professional doctorate best suited for experienced educators and mid- to senior-level working professionals who want to lead and implement change within their organization.

EdD candidates work in a broad range of fields ranging from K-12 and higher education to nonprofits, government, healthcare, and the military. What each share is a desire to transform their everyday environment and apply the lessons learned through their doctorate to a complex, critical issue facing their workplace. 

The EdD is practice-based. Students in an EdD program don’t want to just research their area of interest, but leverage that research in ways that could positively influence their community or organization’s decision-making process.

Learn More: 5 Tips for Choosing Your EdD Concentration

Those who pursue an EdD focus on qualitative, exploratory research. Students collect data and conduct individual interviews, observations, or focus groups to construct hypotheses and develop strategies that can help solve or clarify a specific problem of practice, such as how to support student veterans transitioning to civilian life or how to foster more female leaders in higher education—two dissertation topics recently explored through Northeastern’s EdD program .

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What Can You Do with an EdD Degree?

While an EdD can be applied to a variety of industries and career options—such as K-12, higher education, the nonprofit sector, or civic service—there are several job titles you’ll likely come across within your cohort of classmates. They include:

• Postsecondary Education Administrators: Postsecondary education administrators work in colleges or universities, and typically oversee faculty research, academics, admissions, or student affairs. Some job titles that fall under this category include president, vice president, provost, and dean. The average annual salary for a postsecondary education administrator rings in at $99,940 .
• Elementary and Secondary School Education Administrators: Superintendents, who are the top executives of a school district, fall under this category. They manage academic programs, spending, and the staffing of all educational facilities within their district, and typically earn an average of $106,850 per year .
• Top Executives : In education, a top executive could be a “chief learning officer” or “chief academic officer”—senior-level professionals who drive and develop strategies that help their organization meet critical business goals. Top executives make an average of approximately $100,090 per year .
• Instructional Coordinators : Instructional coordinators create and manage school curricula and other educational materials. They help teachers implement effective classroom learning strategies and measure the effectiveness of what’s being taught and how. The average annual salary for instructional coordinators is roughly $66,490 .

These are just a few of the many career opportunities available to EdD graduates.

Learn More: Top Careers with a Doctorate in Education

What is a PhD in Education?

A PhD in Education is a terminal degree best suited for individuals who want to pursue a career in academia or research at the university level.

Students in PhD or doctoral programs take a more theoretical, study-based approach to learning. In most cases, their goal is to master a specific subject or add their unique findings to a body of existing literature. PhD candidates conduct original research in the hopes of driving change in their field or inspiring others to make change based on their work.

A PhD is the degree most popular amongst those who aspire to become a professor or obtain a tenure position. Through these programs, students tend to focus on getting published in well-respected journals, presenting at national conferences, and learning how to teach future educators.

What Can You Do with a PhD in Education?

While some of the above roles can also be earned through a PhD program, the most common job titles for PhD-holders include:

• Postsecondary Teachers: Postsecondary teachers instruct students at a college or university. When they’re not in the classroom, they’re often focused on conducting research, attending conferences, and publishing scholarly papers and books. Postsecondary teachers earn an average $80,840 per year .
• Academic Researcher : Researchers often have the opportunity to create their own centers or institutes, hire staff to help carry out their work, and secure funding for that work. Salaries often vary by subject area, but a general academic researcher typically earns an average $83,971 per year .

EdD or PhD: Which is Better For You?

Once you’ve explored the differences between an EdD and PhD in Education, the most relevant question to consider will be: What’s the next step I want to take in my career, and which degree can help me achieve my professional goals? The answer to this question will determine which degree program you ultimately pursue.

Earning your doctorate can pay off no matter which path you choose. Professionals with a doctoral degree earn an average $98,000 a year —nearly $20,000 more a year than master’s degree holders. Similarly, doctoral degree holders see an unemployment rate of only one percent compared to the national unemployment rate of two percent.

Regardless of which degree you ultimately pursue, there is enormous potential for you to advance your career in the field of education. Evaluating your needs and values will help you understand whether an EdD or PhD in Education is best suited to your personal and professional goals.

This article was originally published in July 2017. It has since been updated for accuracy and relevance.

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Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

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The College of Education at The University of Texas at Austin is a part of a tier-one research institution that is pushing the boundaries in the fields of education, policy, psychology and health behavior.

Our highly ranked doctoral programs provide research-driven experiences that pair theory and practice in collaborative environments in education, policy and health. Through specialized coursework and critical scholarship, our Doctor of Philosophy (Ph.D.) and Doctor of Education (Ed.D.) graduates are well positioned to go out and change the world. Our industry-leading faculty work closely with our doctoral students, nurturing them as they conduct cutting-edge research and preparing them to become policy makers, researchers, professors and leaders who advance education and health and shape its future in the U.S. and beyond.

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Ranked as one of the best education schools in the country by U.S. News & World Report, our graduates are well prepared to tackle impactful issues facing the world today and to positively transform lives through education, health research and policy.

Doctor of Philosophy (Ph.D.)

Autism and Developmental Disabilities

The Autism and Developmental Disabilities (A&DD) Doctoral Program provides students with cutting-edge training for conducting research. Students engage in hands-on practice with individuals with autism and developmental disabilities. In this concentration, we strive to provide students with teaching, research and clinical training experiences that will prepare them for careers in academia and/or clinical-based settings. 

Bilingual/Bicultural Education

Become an expert in important topics related to the field of bilingual and bicultural education. Students in this program will become advocates for the importance of bilingual education for teachers, administrators and families through coursework and research alongside faculty.

Counseling Psychology

Our doctoral program in counseling psychology is scientist-practitioner based, preparing Ph.D. psychologists to work with problems of human behavior in a range of social processes and systems.

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Focus your studies on the importance of cultural and social diversity in education. The CSE program takes an interdisciplinary approach to researching topics such as the history, philosophy, and politics of education, urban schooling, critical pedagogy and globalization.

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Improve early childhood education and development by researching and learning about early childhood policy, pedagogy, curriculum and training for children in preschool through 3rd grade. This program prepares students to address global, national and local issues facing young children and their communities in classrooms, schools and beyond.

Early Childhood Intervention/Early Childhood Special Education

The Early Childhood Intervention/Early Childhood Special Education (ECI/ECSE) Ph.D. degree features coursework and intensive mentoring from scholars that conduct cutting-edge clinical and translational research to improve the lives of young children with disabilities and their families. The goal of the program is to prepare the next generation of scholars and future leaders to conduct high-quality research that advances the field of early childhood special education. 

Educational Policy and Planning

Through vigorous coursework and innovative research, students examine important topics and issues in public schools to better inform policies that benefit all students.

Equity and Diversity in Special Education (EDSE)

Focus on the unique needs of individuals with disabilities and their families from diverse socio-cultural and linguistic communities. Students will become prepared to work in higher education, leadership roles in schools, research roles in education and as critical thought leaders in multicultural special education.

Exercise Physiology

Study exercise physiology using an integrative approach to discover and disseminate basic, applied and clinical knowledge regarding the metabolic, cardiovascular, cardiopulmonary and autonomic nervous system responses to exercise and physical inactivity in health, aging and diabetes. Our graduate students conduct a focused line of research by working with faculty mentors. Their cooperative work builds a foundation of knowledge critical for the advancement of the field.

​Health Behavior and Health Education 

Gain the necessary experience for a research, academic or applied career in health promotion, health education and public health. Our graduate programs provide a multidisciplinary perspective on health and well-being across the lifespan.

Higher Education Leadership and Policy

The PHELP Ph.D. program prepares students in the scholarly study of higher education. Through research across departments within the university, students gain first-hand experience into effective applications, policies and leadership skills used in academia by faculty and staff. Students also learn how universities function as advocates for social justice and support increasingly diverse student populations. This program starts in the fall semester.

Human Development, Culture and Learning Sciences

The Ph.D. program in Human Development, Culture and Learning Sciences (HDCLS) trains graduate students in theories of human cognition, culture, development, language, learning, motivation, social and personality psychology. Graduates are prepared for teaching and research careers in these areas.

Language and Literacy Studies 

Learn to become a leader in language and literacy studies through collaborative research, engaging coursework and clinical practice. Students will know the importance of literacy as a social tool for change so that they can go on to become advanced degree teachers, professors in literacy studies and administrative policy makers for literacy programs.

Learning Disabilities and Behavior Disorders 

This program will prepare you to work in a variety of settings including higher education, leadership roles in schools and districts, and further research into the practices and interventions that effectively treat learning disabilities. 

Learning Technologies 

Use state-of-the-art technologies to create and offer interactive and engaging forms of education. Learn how to use the internet and other emerging technologies in K-12 education, higher education, and business or industry training. Courses cover the design, implementation and evaluation of various educational applications and related research topics.

Movement and Cognitive Rehabilitation Science

Explore aspects of biomechanical, neural and neuromuscular mechanisms of human movement with applications to development and aging, skill acquisition, elite performance and rehabilitation following chronic or acute injuries. Our graduate students work in collaborative multi-disciplinary teams with faculty mentors on focused lines of research to address basic and applied questions, using kinematic and kinetic motion capture and electrophysiological assessment of neuromuscular function.

Physical Culture and Sport Studies

Pursue a Ph.D. in physical culture and sport studies to prepare for an academic career with a focus in research. This unique program brings together several fields related to sport culture studies. Students are encouraged to choose coursework from multiple areas, integrating history, Olympic studies, cultural studies, sociology and gender studies, law, political science and ethics/philosophy. Archival collections at the Stark Center provide students with unparalleled resources for research in sport and physical culture studies.

Physical Education Teacher Education

Study the art and science of physical education through our doctoral program. Students learn how to design curriculum for physical education along with research, assessment and evaluation practices. This program also has a strong focus on cultural studies in contemporary education.

Quantitative Methods

The Ph.D. quantitative methods specializations offer training in modern statistical and psychometric methods to prepare graduates to advance methodological research and to apply those methods to address educational and social science research questions. Our graduates are employed in academia, professional testing organizations, educational research and development agencies, industrial psychology agencies, governing agencies of higher education, state departments of education and research and program evaluation divisions of large school districts.

School/Clinical Child Psychology

The School/Clinical Child Psychology doctoral program uses a scientist-practitioner model to prepare applied researchers and licensed psychologists to understand and enhance the development of children, adolescents and their caretakers in context.

Social Studies Education

Our doctoral program prepares students to become educators in social studies. Courses in this program approach social studies education from a variety of disciplines in order to provide educators with a unique perspective on how to teach and improve social studies education.

STEM Education

Education in science, technology, engineering and math is critically important. Students in this program learn to inspire learners to pursue their interests in STEM topics, as well as become advocates for equity in STEM through leadership, research and teaching.

Doctor of Education (Ed.D.)

Cooperative Superintendency Program 

The Cooperative Superintendency Program (CSP) offers a doctoral degree within the Department of Educational Leadership and Policy. This program prepares students with the skills, knowledge and real-world experiences to provide direction within a dynamic educational landscape. Students are engaged through content focusing on superintendency preparation, as well as for positions in state education agencies, education research centers and executive-level positions in both urban and suburban districts. This program starts in the first summer session.

Executive in Higher Education Leadership

The Executive Ed.D. in Higher Education Leadership program prepares students for higher education leadership careers. Students will learn competencies in social justice, equity, research, organization and technology that contribute to aspects of a qualified educational leader. This program is designed for working professionals to be completed within 30-36 months.

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Doctoral Degree Programs

USC Rossier School of Education offers two types of excellent doctoral degree programs. The PhD is research-oriented whereas the EdD is directed towards educational practice and the application of theory and research. The EdD, while equal in rigor, differs in substance from the PhD.

More in Doctoral Degree Programs

PhD in Education

The Doctor of Philosophy in Education (PhD) program will prepare you to pursue educational equity through research. The program offers four concentrations: Educational Psychology, Higher Education, K–12 Education Policy and Teacher Education.

Educational Leadership

The Doctor of Education in Educational Leadership (EDL) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity and foster continuous organizational improvement. The program offers four concentrations: educational psychology, higher education administration, K–12 leadership in urban education and leading instructional change.

Educational Leadership (online)

The Doctor of Education in Educational Leadership online (EDL online) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity and foster continuous organizational improvement. 

Organizational Change and Leadership (online)

The Doctor of Education in Organizational Change and Leadership online (OCL online) program will prepare you to lead systemic improvement and foster equitable practices and policies in your organization by applying research-based strategies.

Global Executive Education

The Global Executive Doctor of Education (Global EdD) program will prepare you to achieve large-scale improvements across educational systems through the strategic use of policy, innovative practice, assessment and social entrepreneurship. Before the beginning of each term, you will have the opportunity to choose whether to enroll in the hybrid or online learning experience for that term.

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Uog doctoral program set to launch in fall 2024.

The University of Guam announces that it has received approval from the Western Association of Schools and Colleges Senior College and University Commission (WSCUC)   to begin offering its first ever online doctoral program — a Doctor of Education (EdD) in Instructional and Academic Leadership.

The new EdD program emphasizes development of the “scholar-practitioner” who will integrate their professional experiences with research and theory to improve educational practices within their cultural contexts and to influence change in their educational and organizational settings.

“UOG was founded as a teaching college in 1952 and has since developed tremendous capacity for teachers, counselors, and school administrators for our island and region,” said Anita Borja Enriquez, UOG President. "This new doctoral program is our commitment to advancing education, elevating the focus on research agendas relevant to our region, and addressing improvement to instructional areas and overall educational leadership."

School of Education Dean Alicia Aguon noted that the new doctorate responds to the needs of educators and school systems across the region.

“Our survey had nearly a thousand respondents including alumni, education professionals, and stakeholders throughout Micronesia, and overwhelmingly, there was a stated need for a program geared toward instructional and academic leadership,” said Aguon. “This doctoral program is groundbreaking as it has been developed with a cultural competency unique to our region.”

The School of Education will begin accepting applications to the doctoral program this summer with its first courses starting this October. UOG will release more details in the coming weeks about information sessions and the application timeline.

“This isn’t just a milestone for UOG, it’s a milestone for education across the region,” said Enriquez “I am thrilled to see the meaningful, diverse conversational and collaborative synergies unfold from our inaugural cohort.”

Overview of the Doctor of Education (EdD) in Instructional and Academic Leadership

• The EdD program is an online program with 20 required courses and a total of 60 credit hours.
• The dissertation is built in as coursework in the program of study.
• The program is expected to take four years to complete without pausing. 
• The UOG Board of Regents approved the program in June 2023 and the WASC Senior College and University Commission approved the program in March 2024.
• Up to 25 students are projected for the program’s inaugural cohort.
• The program will launch in Fanuchånan (Fall) 2024.
• To express interest or for more information, email  [email protected] .

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Doctor of Education

Conduct high-impact work with world-class leaders & researchers

The Doctor of Education (EdD) program is designed for education professionals working in schools and systems. The doctorate will accommodate individuals who wish to consolidate, refine and expand their theoretical understandings of educational policy and practice, and to apply these in their own contexts.

Students in the EdD program will be co-taught by world-class researchers conducting high-impact work and highly experienced educational leaders. You’ll receive rigorous scholarly training in a range of research methodologies and conduct high-quality research that will have a powerful and lasting impact on research, policy and professional practice.

The EdD is a Commonwealth-supported, flexible cohort-based program designed to be undertaken part-time over four years, with the flexibility to adjust pace to complete in three years full-time or six years part-time if needed.

Students are required to complete eight coursework components (48 units of credit) of specialised coursework, three per year. The coursework includes two research methodology courses and a small project that will support candidates in completing their original piece of substantive research.

The concurrent research component requires completion of supervised research leading to the production of a written thesis, typically of 50,000–60,000 words. The research will demonstrate an original and significant contribution to the field of education.

Examination of the thesis is by two independent examiners, external to the university.

Doctor of Education courses

• EDST5034 – Current Issues in Education 1 (6 UOC)
• EDST5035 – Current Issues in Education 2 (6 UOC)
• EDST5031 – Research Methods 1 (6 UOC)
• EDST5033 – Research Methods 2 (6 UOC)
• EDST5036 – EdD Project 1 (6 UOC)
• EDST5037 – EdD Project 2 (6 UOC)
• EDST5038 – EdD Seminar 1 (6 UOC)
• EDST5039 – EdD Seminar 2 (6 UOC)

For more information, please visit the  UNSW Handbook .

Entry requirements

Admission to the Doctor of Education degree requires the following qualifications:

A first or upper-second class Bachelor Honours (research) degree in education; or

A Masters (coursework) degree in education with a distinction average and evidence of research capacity; or

Other approved equivalent qualifications AND at least three years professional experience in a branch of education.

All applicants must meet the English language entry requirements of the University.

The Doctor of Education program (EdD) will not be accepting a new intake of applications in 2024. However, the program will be resuming in 2025 with a new intake every two years. This is to ensure an availability of appropriate supervision and expertise for the variety of research projects usually undertaken as part of this important program. For further enquiries please contact the EdD Program Director, Associate Professor Hoa Nguyen at:  E:  [email protected] T:  +61 2 9385 8349 Office: G37 Morven Brown

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Ece Yilmaz ’24PHD: ‘I Want to Live in a More Inclusive World, Where Individuals Are Not Confined by Societal Expectations, Stereotypes and Biases’

When Ece Yilmaz ’24PHD received a Fulbright Grant and started applying to doctoral programs in the United States, the welcoming environment at the NC State College of Education stood out to her. She made the move from Turkey to North Carolina and soon discovered a community of supportive mentors and colleagues who helped her grow as a scholar and researcher. 

Now, she will be graduating with her Ph.D. in the Educational Leadership, Policy, and Human Development higher education opportunity, equity, and justice concentration .

Hometown: Nazilli, Aydin, Turkiye

Degree: Ph.D. in the Educational Leadership, Policy, and Human Development Higher Education Opportunity, Equity, and Justice concentration

Activities (Research or Extracurricular) : In the 2022-2023 academic year, I served on the NC State College of Education’s Graduate Student Advisory Board. We organized a graduate student gathering, monthly meetings with graduate students and other social events. In the 2021-2022 academic year, I served as a graduate student ambassador. Currently, I work as a research associate at the Belk Center for Community College Leadership and Research . As a member of the PACE Team , I work with clients to administer the PACE Climate Survey for Community Colleges in their institutions. 

Why did you choose the NC State College of Education?

In the summer of 2019, I received a Fulbright doctoral grant, and I started applying for Ph.D. programs that fall. As I explored potential institutions, I loved the welcoming environment NC State offered. If you are an international student and are not able to travel to the United States to see the real campus environment, the most important part of choosing a graduate program is your communication with your department and advisor. My academic advisor, [Alumni Distinguished Graduate Professor] Alyssa Rockenbach , and our department head at that time, [Associate Dean for Faculty and Academic Affairs] John Lee , were incredibly supportive and responsive to my needs and questions considering the challenges of the pandemic situation in March and April 2020. This responsiveness and the supportive environment are two highlights of NC State for me, and they played a big role in my decision to pursue my graduate education here. Throughout my doctoral journey, Dr. Alyssa Rockenbach has always been incredibly supportive, confirming that I made the right decision coming to NC State’s College of Education.

Why did you choose your concentration?

I want to live in a more inclusive world, where individuals are not confined by societal expectations, stereotypes and biases. I’m passionate about challenging these norms and advocating for equality and inclusivity in education.

What’s your next step? What do you have planned after graduation?

I will continue to work with the Belk Center for Community College Leadership and Research as a postdoctoral research scholar. In this role, I will continue to work with the PACE team. I also plan to use this time to disseminate my dissertation research findings and collaborate with my research sites on how to utilize the study’s findings effectively.

How has the College of Education prepared you for that next step?

My degree in Educational Leadership, Policy, and Human Development and my research associate job at the Belk Center for Community College Leadership and Research both prepared me very well for this new position. Through my degree, I gained a strong theoretical foundation and practical skills that will be invaluable in my postdoctoral work. Additionally, my experience as a research associate at the Belk Center provided me with firsthand insight into the challenges and opportunities within the realm of community colleges. I’m eager to apply what I’ve learned and collaborate with my research sites to ensure that the findings from my study are utilized effectively to foster positive change in higher education.

What are your research interests? What inspired those interests?

My research interests are centered around gender issues in higher education. I am involved in ongoing projects regarding women in faculty positions, graduate student mothers’ experiences and women in community college engineering programs.

My dissertation research was about women’s experiences in the associate in engineering degree programs in North Carolina community colleges. I worked with three community colleges in North Carolina and conducted observations and interviews to collect data to learn more about how women decide to enroll in this program, what their experiences are like in the program and what their transfer aspirations are. I gained valuable insights by working directly with students on-site, sharing the same space, and receiving support from faculty and program directors.

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Caitlyn Frazier '24: 'I Chose Elementary Education Because I Have Always Had a Passion to Teach Kids' 

Jacqueline Verkuilen '23, '24MED: 'Learning Design and Technology Has Perfectly Allowed Me to Thrive at My Talents and Hit on My Interests' 

Brianna Soto ’24: ‘I Have Learned So Many Real-life Skills from the College of Education’ 

Engineering student studying flight physics of birds

Sameer pokhrel is working towards advancement in unmanned aerial vehicles.

After earning a bachelor's degree in mechanical engineering in Nepal, Sameer Pokhrel came to the United States to further his education. From an early age, he had a lifelong fascination with aviation. As an adult, he transformed this fascination into a career, pursuing a doctoral degree in aerospace engineering at the University of Cincinnati's historic program. Here, he has succeeded in research, instruction, and was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science.

Why did you choose UC? What drew you here?

Sameer Pokhrel is a doctoral candidate in aerospace engineering at the University of Cincinnati. Photo/provided

I chose the University of Cincinnati primarily because of its strong reputation in aerospace engineering and research.

From an early age, I was fascinated by airplanes and rockets. UC's esteemed reputation in the field of aerospace engineering made me feel like it was the perfect place for my graduate studies. Even though I didn't have the opportunity to visit campus before applying, hearing positive feedback about the university's facilities, resources, and faculty helped my decision.

UC offers the ideal environment for me to grow academically and is preparing me to thrive in my field. I'm glad I chose to be a Bearcat!

Why did you choose your field of study?

When I was young, I would often go plane spotting whenever possible. I remember I used to get very excited when I saw space exploration documentaries on TV.

Later, I realized I could turn this fascination into a career, so I chose mechanical engineering for my undergraduate degree. As aerospace engineering was not directly available at the time in Nepal, I chose it as my minor.

After completing my undergraduate studies, I worked as a design engineer on a fixed wing Unmanned Aerial Vehicle (UAV) for medical delivery in the hilly region of Nepal. There, I realized my interest in dynamics and control, which led me to pursue a graduate degree in aerospace engineering, focusing on dynamics and control. 

Describe your research work. Why does it inspire you?

In my research, I focus on studying the application of unconventional control techniques in bio-inspired systems of UAVs. My work can be divided into two main parts: theoretical developments and applications. On the theoretical front, I work nonlinear control techniques, particularly Extremum Seeking Control, which is a model-free, adaptive control technique. I aim to develop tools to better analyze and improve the structures of such control systems for real-life applications. On the application front, I explore the flight physics of soaring birds, which fly long distances without flapping their wings. I investigate whether we can mimic the optimized flight of these birds in UAVs by examining the relationship between extremum seeking control and their flight patterns. 

What inspires me most about this research is the opportunity to push the boundaries of current literature and bridge the gap between theory and practice.

I'm driven by the prospect of developing novel control techniques that are versatile and less dependent on specific models. Furthermore, if we can replicate the dynamic soaring flight maneuver of birds, it could lead to substantial technological advancements in UAVs. Imagine the possibility of flying UAVs for hundreds of kilometers like soaring birds.

This perspective is truly miraculous and motivates me to continue exploring and innovating in this field. 

What are a few accomplishments of which you are most proud?

Academically, I'm proud to have published my research work in prestigious journals such as the SIAM Journal on Applied Mathematics, the International Journal of Control, Automation and Systems, and Bioinspiration and Biomimetics.

I believe these publications have not only validated my research efforts but have also contributed to the academic community. Moreover, presenting my research at conferences like the American Institute of Aeronautics and Astronautics SciTech, the Society for Industrial and Applied Mathematics (SIAM) Conference of Control and its Applications, and the SIAM Conference on Life Science was immensely beneficial. 

These experiences allowed me to share my work with peers and experts while simultaneously providing me with valuable learning and networking opportunities.

Additionally, participating in events like the Graduate Student Mathematical Modeling Camp and the Mathematical Problems in Industry Workshop 2023 helped me experience practical industry problems. The time I spent with bright minds during the brainstorming sessions is something I will never forget.

Also, I'd like to give a huge shoutout to the UC Piloting Club for providing me with a real flying experience by putting me in the co-pilot seat of a real airplane. All of these experiences have been instrumental and impactful in shaping my academic and personal journey during my time at the university. 

When do you expect to graduate? Do you have any other activities you'd like to share?

I expect to graduate in the summer of 2024 and hope to get experience in industry before returning to academia. I also love to travel and experience new things. Traveling provides the necessary break between projects and reenergizes me for my upcoming work. I also love watching and playing sports, especially soccer, which I play on a regular basis. 

Want to learn more?

Explore graduate programs at the College of Engineering and Applied Science. 

Featured image at top: UAV flying. Photo/pixabay

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We've got news for you., sello’s phd from bogus college, nzimande says, skeem saam actor serunye also given ‘doc torate’.

Minister of higher education Blade Nzimande says Trinity International Bible University which conferred an honorary doctorate to actor Sello Maake kaNcube is not registered and therefore has no authority to offer any qualifications.

On Saturday, Maake kaNcube posted a number of pictures quoting a Bible verse as he celebrated the honorary doctrate.

" Look at God! It’s now Dr Sello Maake kaNcube Someone please tell my co-pilot Pearl Mbewe Maake KaNcube @Solopearl [wife] that she is no longer travelling this life journey with a national treasure only but with an honourable DR!" Maake kaNcube wrote on social media platform X.

Some social media users questioned the honorary doctorate.

“When you pass through the waters, I will be with you; and through the rivers, they shall not overwhelm you; when you walk through fire you shall not be burned, and the flame shall not consume you.” Isaiah 43:2 Look at God! It’s now Dr Sello Maake kaNcube 🤩🥰😍 Someone please… pic.twitter.com/PqqyFtfAke — Sello Maake kaNcube -Archie Moroka ☺️ (@sellomkn) April 20, 2024

Another recipient is Skeem Saam actor Elizabeth Serunye. Singer Winnie Mashaba was conferred with one in November 2019.

View this post on Instagram A post shared by Elizabeth Serunye (@serunyeelizabeth)

Nzimande on Sunday said he had become aware of honorary doctorates awarded to some of the country's top celebrities by Trinity.

"According to our records as the department of higher education and training, Trinity International Bible University is not a registered private higher education institution. Trinity International Bible University is therefore not authorised to offer any qualifications, including honorary degrees.

"We also wish to state that, as the Department, we have written to Trinity International University before and warned them about continuing to operate illegally and for them to regularise their operations. We have also asked the Council on Higher Education (CHE) for guidance on how honorary qualifications should be offered and by who. As the Department, we have nothing against Trinity International Bible University or the celebrities they have chosen to honour," said the department's spokesperson Veli Mbele.

He said the department was "deeply disturbed by the persistent disregard for the department's regulations by the management of Trinity International Bible University".

"The department is considering more comprehensive and decisive action against Trinity International Bible University and all other individuals or institutions, who continue to undermine the department's regulations. As the department of higher education and training, we are willing to engage with Trinity International Bible University and the celebrities they have honored, to better explain our position.

"Most importantly, as the department of higher education and training, we have a legal responsibility to protect the integrity of our qualifications and that of our post school education and training system," Mbele said.

[email protected]

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