Doctoral Program in Education in Europe

Find PhD Programs in Education in Europe 2017

Education

One must accomplish two things when earning a PhD. First one must understand a particular subject thoroughly. Secondly, one must extensively in knowledge about that subject.

Teaching can be very frustrating if you do not advance your education skills and knowledge to doctorate level. This will enable you to understand the concepts better and deliver quality content to your students. It will also enable you to understand the student's behavior well.

Europe is the sixth largest continent and includes 47 countries and assorted dependencies, islands and territories. It is bordered by the Mediterranean Sea to the south, Asia to the east, and the Atlantic Ocean to the West.

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PhD in Educational Psychology

Palacky University
Campus Full time 3 years September 2017 Czech Republic Olomouc

Doctoral study in educational psychology is a three-year program and can be studied full-time or in combined form. The program is based on an individual study plan under the guidance of a supervisor or consultant. [+]

Doctorate Studies in Education in Europe 2017. Program description: Doctoral study in educational psychology is a three-year program and can be studied full-time or in combined form. The program is based on an individual study plan under the guidance of a supervisor or consultant. This type of study program is intended for graduates of master's degree in psychology and represents the third academic degree. The discipline Educational Psychology assumes the student specialization and leads to self-reliant scientific, creative and research work and prepare for the future path of highly qualified expert. It is conceived as an interdisciplinary branch based on the application of theoretical knowledge in other fields of science and psychological practice. The study is focused on acquiring the necessary knowledge and skills for performing scientific research and the research work in the field of psychology. The study program is realized through seminars, tuition and consultation and focuses both on proven concepts and as well modern theories with regard to the current state of knowledge in the field of education. The theoretical part of the study program offers a wide range of topical lectures and workshops. The own research program is modified on the basis of consultations and is generally formed by the research plan (project), which is a part of the admission procedure. Successful doctoral graduates are awarded with the academic title Ph.D. Graduate´s profile and employability: The graduate of the doctoral program Educational psychology should be a theoretically informed expert that could be able to apply the gained education both in the field of science and as well in the educational and psychological practice. Linking theory with practice, the gained knowledge allows graduates to be useful also in management and applied research. Finally, there is possibility of applying the educational psychology in the broader context of related disciplines and is individually determined according to the graduates chosen direction and specialization in sub – issues. App. test requirements: Completed studies in psychology (MA) Research Plan - Project List of publications for the students of combined form of DPS Biography Agreement with the supervisor for labor leadership Tuition fee: The payment for foreign PhD students is 2,000 EUR per academic year. [-]

Doctoral Degree in Child Studies

University of Minho - Institute of Education
Campus Full time 3 years October 2017 Portugal Braga

The cycle of studies leading to the doctoral degree in Child Studies has the duration of 3 years (full-time schedule), which corresponds to 180 ECTS. [+]

The cycle of studies leading to the doctoral degree in Child Studies has the duration of 3 years (full-time schedule), which corresponds to 180 ECTS. This cycle of studies is primarily aimed at the development of: systematic understanding capabilities in a scientific field of study; research competencies, skills and methods associated with a scientific field; the ability to conceive, design, adapt and perform significant research, respecting the requirements imposed by the academic standards for quality and integrity. This cycle of studies includes: one curricular component that combines course units common to the various doctoral specialities, each possessing specific course units, and with transversal course units; the development of an original and especially designed thesis for this purpose, appropriate to the knowledge branch and doctoral speciality. Specialities: Developmental Psychology and Education; Methodology and Supervision in Early Childhood Education; Sociology of Childhood; Elementary Mathematics; Childhood Literature; Child Health; Special Education: Music Education; Drama Education; Physical Education, Leisure and Recreation [-]

PhD in Kinanthropology

Charles University Faculty of Physical Education and Sport
Campus Full time Part time 4 years October 2017 Czech Republic Prague + 1 more

The graduate of doctoral studies possesses a deep and comprehensive knowledge and is well versed in a broad spectrum of scientific principles. He/she is familiar with the research methods, is capable of providing individual scientific work with academic and professional integrity, while observing the ethical conventions of research work. [+]

Doctorate Studies in Education in Europe 2017. Profile of the graduate The graduate of doctoral studies possesses a deep and comprehensive knowledge and is well versed in a broad spectrum of scientific principles. He/she is familiar with the research methods, is capable of providing individual scientific work with academic and professional integrity, while observing the ethical conventions of research work. He/she is capable of critical analysis of the present-day scientific knowledge. The graduate is competent to communicate about issues concerning both his/her specialization and a broad spectrum of social links, especially in the area of applying research findings to practice. His/her doctoral thesis, based on original research, contributed greatly to increasing the scientific knowledge in Kinanthropology. Parts of the dissertation were also read or published on national or international levels. Tuition Fee 220000 Kč This number was calculated by automatic currency conversion using exchange rate for EUR: 27.055 Branch characteristic Kinanthropology is a multidisciplinary scientific branch which deals with the complex effects of intentional and spontaneous movement activity on human personality development in the bio-psycho-social context, and conditions in the areas of physical education and sport, physiotherapy and remedial physical education, including their effective management. Description of the entrance examination and evaluation criteria Each candidate must go through the admissions process. The entrance exam is conducted orally before an examining board and the applicant’s competence is examined. The examining committee evaluates: 1. The quality of the dissertation project 2. Previous professional activity 3. The relation of the project topic to the specialization of the supervisor and his/her research projects 4. The relation to the overall strategy of the scientific and research development at the Faculty of Physical Education and Sport, Charles University 5. The form of the applicant’s project presentation Each member of the examining committee grades paragraphs 1, 3, 4 and 5 on a scale of points – 0 to 10 points for each item, item 2 is evaluated on a scale of 0 to 20 points. The maximum number of points awarded by one examiner is 60 points. The arithmetic mean is calculated on the basis of the point evaluation of each member of the examining board. The result is rounded to the nearest whole number – for values from 0.0 to 0.49 in the downward direction to the nearest whole number. For values from 0.50 to 0.99 in the upward direction to the nearest whole number. The ranking of applicants is decided based on the total number of points. The dean of the faculty determines the point limit for admission. Informations on the exercise of graduates Kinantropology is an interdisciplinary field of study; therefore, the PhD graduates are employed primarily in science, research and education. Another significant area of employment is state administration and enterprise. [-]

Doctor of Coaching and Mentoring (September Start)

Oxford Brookes University, Business School
Campus Part time 3 - 5 years September 2017 United Kingdom Oxford

The Doctor of Coaching and Mentoring (DCM) is available to UK and EU students only. It fosters excellence in professional practice by developing the capabilities needed to become a leader in the field. You will be challenged to augment your existing expertise and to push the boundaries of your knowledge, in [+]

Doctor of Coaching and Mentoring (DCM)- September 2016 This course is run by the Business SchoolThe Doctor of Coaching and Mentoring (DCM) fosters excellence in professional practice by developing the capabilities needed to become a leader in the field. You will be challenged to augment your existing expertise and to push the boundaries of your knowledge, in order to operate at the highest level, be confident in providing facilitation and consultancy, and be competent in researching the field.The programme is part-time and is aimed at experienced professionals seeking to extend their knowledge and understanding of coaching and mentoring. It has been designed to develop skills and confidence in providing facilitation and consultancy, as well as competence in research and evaluation. The programme integrates professional expertise and scholarly inquiry, culminating in doctoral research training and the design of original empirical research leading to completion of a doctoral thesis. Why choose this course?The Doctor of Coaching and Mentoring is the only one of its type in the UK. Key features are:... [-]


Doctor of Pedagogy Science

Latvia University of Agriculture
Campus Full time Part time 3 - 4 years September 2017 Latvia Jelgava + 1 more

Doctor’s level scientific competence for the development of science and practice of pedagogy in the context of EU, particularly at LLU and rural areas, and particularly in Zemgale region. [+]

Doctorate Studies in Education in Europe 2017. Doctor’s level scientific competence for the development of science and practice of pedagogy in the context of EU, particularly at LLU and rural areas, and particularly in Zemgale region. Objectives - Assure qualitative acquirement of theoretical and experimental research methodology. - Organise and promote versatile co-operation of doctoral students and academic staff, particularly team work and cross disciplinary researches. - Promote publishing of doctoral level researches and presentation of them in Latvia and abroad. - Assure conditions to improve the language of science and IT skills. - Promote scientific research of doctoral students in Latvia and abroad, e.g. participation in scientific projects, as well as running courses. - Develop fields of science of pedagogy appropriate to LLU in the research context of Latvia, Europe and the world. - Complete the Programme and defend a promotion paper (thesis) and get the doctoral degree (Dr. paed.). Study results Knowledge: know and understand: topical theoretical and empirical research methodology (topical, modern scientific theories and conceptions), scientific language/terminology, data basis of educational sciences and related ones; systemically understanding of problems and theories in the field of research; understand importance of: theoretical and practical innovations/novelties in the field of pedagogy and cross-disciplinary investigations in pedagogy, particularly abilities of scientific contribution for Zemgale region and rural communities in general. Skills: able to do theoretical and empirical investigations responsibly in cooperation with other persons involved in the investigation and studies; able to assess and choose independently appropriate research methodology; able to improve scientific competence in the frame of projects, participating and presenting results/reporting in scientific conferences, discussing in seminars, symposiums and work groups; able to develop/create new knowledge and understanding on existing knowledge and their practical usage implementing important and genuine investigation results, part of which is on the level of internationally indexed publications and gaining success appropriate to the international level of the field; able to assess responsibly the field of investigation and its results in the context of interdisciplinary research and sustainable development; able to supervise research or developmental tasks of education at work, communicate on the field of investigation and education with scientists and society in general. Competence: able to put forward innovative research ideas independently, analyse, synthesize and assess them critically in the field of pedagogy/education and interdisciplinary research context; able to carry out important scientific investigations and implement innovations responsibly, independently and critically, particularly in Zemgale region and rural communities for their sustainable development; able to publish investigation results in Latvia and abroad in internationally recognised issues, i.e. indexed issues; able to plan, structure and manage scientific projects, i.e. international ones responsibly and independently; able to supervise scientific theses, lead a team or be a team member, communicate with colleagues, scientists and society in the appropriate expert field; able to promote the development of education, science, culture and social progress in the knowledge society (particularly in rural areas) emphasizing its sustainability opportunities. Sub-branches of the science of Pedagogy at LLU: Pedagogy of School Education, Pedagogy of Fields, Pedagogy of Higher Education and Adult Pedagogy. Length of studies Full time: 3 years = 48 weeks x 3 = 144 weeks. Part time: 4 years = 36 weeks x 4 = 144 weeks. Doctoral students have rights to use two academic leaves (2 x 12 months) as well as cancel studies because of plausible reasons and to renew their studies again. Conditions of the Programme Implementation and Getting of Doctoral Degree Doctoral students work according to their individual plan considering ECTS division in study years. The students receive study plans (dates of defence and pre-defence are also included), structure of presentations in colloquiums and other documents from the Programme director and Department of Doctoral Studies. Rural social groups and/or institutions must be included in empirical research. Doctoral students write the individual plan before of each study year. The plan is approved by the scientific supervisor, director of the Programme and in academic meetings of IEHE and the Council of the Faculty of Engineering. The student submits the approved plan to the department of Doctoral studies. The students write reports of completion of the plan twice a year. Regular and collegiate reviewing of the study takes place in colloquiums. They are compulsory for every doctoral student once a year. There can be also several colloquiums in one year for one student if the student wishes and he/she needs collegiate help. The students present their study scrupulously in the colloquiums. Academic staff and other doctoral students participate there. Doctoral students evaluate their progress individually, in mutual discussions, in the discussions with academic staff and with stakeholders. As regards promotion examinations, times of taking them and commissions are written in the study plan and a student submits an application to the Department of Doctoral Studies for taking a particular examination. Evaluation is in 10 grades scale. The commission (three academic staffs), process of the examination and a final mark is written in a protocol (minutes). Doctoral students receive a certificate on completion theoretical courses and scientific research. Pre-defence of the thesis is organised in two stages because of interdisciplinary of investigations. The first one is interdepartmental meeting with participation of appropriate specialists, scientists, academic staffs and doctoral students. The meeting can be organised in the institution where the empirical study had been carried out. Two experts review the thesis. The second stage is pre-defence of the thesis with three expert reviews. The Promotion Council of Pedagogy recommends submitting the thesis to the National Scientific Qualification Commission. Submission and defence of the thesis are according to: The Regulations and Criteria of Giving the Doctoral Scientific Degree (promotion) (The Regulations of the Cabinet of Ministers Nr. 1001, 27.12.2005.), The Regulation of LLU Promotion Council (LLU Senate’s decision 12.04.2006.), approved and prolonged LLU Promotion Council of Pedagogy (Rector’s instructions 05.02.2009, Nr. 04-65 and 26.04.2010, Nr. 04-196). After successful defence of thesis and award of the degree (Dr. paed.) the rector of the University signs a regulation on giving a diploma. The diploma is signed by the rector and head of the Promotion Council. The diploma is awarded in the meeting of LLU Convent in December. [-]

PhD TESOL

University of Nicosia
Campus Full time Part time 3 years September 2017 Cyprus Nicosia Greece Athens + 3 more

Aims and Objectives: to enhance students’ ability to create, conceptualise, design and implement a substantial research project that generates new knowledge and contributes to theory and practice within the field of TESOL. [+]

Duration (years): 3 years Qualification Awarded: Doctor of Philosophy in TESOL ? Teaching English to Speakers of Other Languages Level of Qualification: 3rd Cycle (Doctorate Degree) Language of Instruction: English Mode of Study: Full time and Part time study Minimum Credits: 90 Minimum ECTS Credits: 180 Profile of the Programme: Aims and Objectives: 1. to enhance students’ ability to create, conceptualise, design and implement a substantial research project that generates new knowledge and contributes to theory and practice within the field of TESOL; 2. to further students’ understanding and knowledge of English language teaching. 3. to enhance students’ theoretical knowledge base in TESOL, second language acquisition, and applied linguistics research. Career Prospects: The programme provides excellent career opportunities for those who wish to become professionals in education and English language teaching, working for educational establishments such as the Ministry of Education, public and private universities or public and private schools as academics or administrators. Graduation Requirements The student must complete the thesis and all other programme requirements. Learning Outcomes By the end of the programme, students will be able to: 1. Acquire a strong theoretical knowledge base in TESOL, second language acquisition, applied linguistics research and TESOL methodology which merit publication. 2. Conceptualise, design and implement a substantial research project that generates new knowledge that contributes to theory and practice; 3. Evidence competence in the use methodologies in TESOL inquiry and exhibit skills in the use of data analysis. [-]

PhD in Higher Education

University of Kent, Centre for the Study of Higher Education
Campus Full time August 2017 United Kingdom Canterbury

Research on <strong>Higher Education</strong> at Kent includes work on education policy, the philosophy, economics, management and politics of higher education, disciplinary teaching and learning, learning technology, academic practice and sociological perspectives on academic work. [+]

Doctorate Studies in Education in Europe 2017. Research on Higher Education at Kent includes work on education policy, the philosophy, economics, management and politics of higher education, disciplinary teaching and learning, learning technology, academic practice and sociological perspectives on academic work. Because the Centre draws on expertise from across the University of Kent, we can offer high-quality PhD supervision across a wide range of research topics, and we work very carefully to match you with a supervisory panel that suit your interests and ambitions. You can find out more about the research activities and publications of individual members of staff by following the links here. In addition to regular meetings with supervisors, all research students take part in a tailored research training programme, which can include research methods modules offered by the Centre or by other Schools, as appropriate. As well as attending the regular research seminars offered by the Centre, students are encouraged to participate in the seminars, workshops, newer researcher networks and masterclasses offered by the scholarly bodies in the discipline, including SRHE and BERA. Most students of the Centre are studying part-time, and we aim to provide a lively academic community which makes full use of the professional and scholarly diversity of our staff and students. Please note that the research expertise of Centre staff focuses specifically on the field of higher education, i.e. university-level institutions, processes, policies and educational provision. We are unable to offer supervision on research topics relating to primary or secondary education, or to the training of schoolteachers. If you are interested in applying for the PhD in Higher Education, we strongly recommend that you contact the Centre to discuss your plans before making a formal application. Applications are accepted throughout the year. [-]

Doctor of Education (EdD)

Oxford Brookes University, Faculty of Humanities and Social Sciences
Campus Part time 4 - 7 years September 2017 United Kingdom Oxford

The course aims to promote critical self-reflection through a sequence of structured learning experiences, culminating in a thesis that is an original and... [+]

Doctor of Education (EdD)

 

Aimed primarily at experienced professionals working in education, health and related fields, the EdD provides an opportunity to pursue doctoral study in the context of your professional role. The Doctor of Education (EdD) is a professionally focused, cohort-based doctorate. It combines taught courses with independent research.The course aims to promote critical self-reflection through a sequence of structured learning experiences, culminating in a thesis that is an original and substantial piece of professionally-oriented education research. Your work will enable you to develop and use advanced research skills and so become an independent, reflective and competent researcher.The EdD is open to professionals who are currently practising in education, healthcare or a related setting, and who normally have a minimum of four years’ experience and a master's qualification. The programme of study is structured specifically to meet the needs of people who are in full-time employment.The course is highly collegial. Sessions draw upon the rich and varied experiences that EdD students bring with them, and the exploration of commonalities across disciplines is integral to the programme of study. You are actively encouraged critically to explore your own practice and to be engaged as fully as possible in the learning process.... [-]


Doctoral School in Educational Sciences

University of Luxembourg, Faculty of Language And Literature, Humanities, Arts And Education (FLSHASE)
Campus Full time 3 years September 2017 Luxembourg Esch-sur-Alzette

The interdisciplinary Doctoral School in Educational Sciences at the University of Luxembourg is dedicated to the development of excellent researchers who analyze those challenges using historical, sociological, psychological, and educational theories and methods. [+]

Doctorate Studies in Education in Europe 2017. Modern societies are characterized by social, cultural and linguistic diversity and therefore pose specific challenges to educational systems. The interdisciplinary Doctoral School in Educational Sciences at the University of Luxembourg is dedicated to the development of excellent researchers who analyze those challenges using historical, sociological, psychological, and educational theories and methods. They will be able to shape theoretical innovations, political reforms, and practical developments. Based on Luxembourg’s multicultural location, as one of the capital cities of the European Union, and at the intersection of French and German speaking worlds, a decidedly international perspective is pursued in all activities. Combining historical, educational and cultural analysis with sociology, psychology, and sociolinguistics, this Doctoral School covers all relevant disciplines involved in contemporary research on education. With the special focus on the challenges facing societies today, our doctoral candidates develop the knowledge, principles, and skills needed to analyze educational programs, policies, and practices. After completing their doctoral work, the Doctoral School’s graduates go on to serve in the academy, in educational policy or in educational organizations at all levels. The Doctoral School offers an ambitious international and interdisciplinary postgraduate program leading to a PhD in Education, History, Sociology, Psychology, and Linguistics. To cover this disciplinary breadth, three different research programs are offered: History, Theory and Sociology of Education Program director: Prof. Dr. Justin J. W. POWELL The research program on History, Theory and Sociology of Education focuses on the scientific analysis of processes and practices on different levels, such as global culture, educational systems, schools, curricula, instruction, groups, and individuals. The program’s scope reaches from early childhood education to professional education and to universities. The focus is on different processes: on the pedagogic, social and political processes defining objectives and standards, on institutionalization and reform processes, on integration and selection, and on dimensions of (in)equality and (in)justice. The goal of the program is to deepen understanding of how educational processes, practices, institutions, and organizations develop, to find intelligent ways to further their development and to identify the crucial factors and dynamics that influence them on organizational, local, national, and global levels. Learning, Cognition and Development Program director: Prof. Dr. Sabine KROLAK-SCHWERDT Learning, Cognition and Development focuses on research in a broad range of areas related to cognition, learning and student development as well as educational diagnostics and evaluation. Research in this domain investigates topics such as learner motivation, inter-individual differences in learning, cognitive processes in learning, and psychometrics. It comprises a wide range of research methodologies, from analysis of large-scale data sets to random-assignment experimentation to program evaluation. Research topics are analyzed on the individual level of learner / teacher as well as on the inter-individual level of interactions between teachers and learners. The following four fields are taken explicitly into account: (1) teaching/learning research, (2) psychological-pedagogical diagnostics, (3) cognitive and social-psychological principles, and (4) professionalization of teachers. Multilingualism in Education and Society Program director: Prof. Dr. Jean-Jacques WEBER Research on multilingualism and education from social and language policy perspectives deals with deeply held assumptions about language and multilingualism that are challenged from a critical sociolinguistic perspective. Key issues of sociolinguistics and education will be considered, such as the following: How do languages ‘leak’ into each other, and what implications does this have for our understanding of what a language is and what multilingualism is? What is the best way to organize a multilingual system of education that is truly open to linguistic diversity? How can we critically analyze multilingual signs, such as media representations of multilingualism and official policy discourses? The courses are based on discussions and presentations. Furthermore, doctoral candidates are expected to present their own research at different stages of their projects. These courses will be of particular interest to candidates in the fields of multilingualism, educational policy, and social inequalities. The Doctoral School in Educational Sciences not only provides space for conducting individual research, but also differentiates three different training levels: On the first level, doctoral candidates are introduced to international developments in the three respective programs. On the second level, disciplinary knowledge is extended through regular participation in the colloquium organized for all Doctoral School dissertators. On the third level, doctoral candidates practice their skills in specific courses (e.g., on academic publishing or languages) and workshops (e.g., devoted to improving writing and presenting) (transferable skills). Doctoral candidates should collect 20 ECTS credit points (ideally within the first two years of the PhD): a min. of 10 ECTS within level 1 (courses in own field of study), a min. of 7 ECTS within level 2 (interdisciplinary colloquium) and a min. of 3 ECTS within level 3 (transferable skill trainings). It is also possible to receive ECTS through research activities or scientific contributions such as writing reviews or publishing articles (level 1) as well as presenting at conferences (level 2). Preferred language competences are English, German, and / or French. English is the main, but not the only course language. [-]

MPhil / PhD in Educational Organisation and Learning Technology specialisms

University of Bolton
Campus Full time 2 - 7 years August 2017 United Kingdom Bolton

The MPhil/PhD by Published Work or Practice programmes will support you in structuring your work-based research more formally, and turning it into a number of academic publications or a portfolio, thereby acknowledging your work at the highest level. The programmes are designed so you don't have to leave work and can be completed in as little as three years. You will be supported by a first supervisor, who will offer specialised guidance, and a... [+]

Educational Organisation and Learning Technology specialisms - MPhil / PhD Many professionals working in education or training are effectively researching their work context to develop their own and others’ understanding, and thereby improve their effectiveness. The Institute for Educational Cybernetics recognises that this often leads to outstanding results and can be the basis for doctorate-level awards. The MPhil/PhD by Published Work or Practice programmes will support you in structuring your work-based research more formally, and turning it into a number of academic publications or a portfolio, thereby acknowledging your work at the highest level. The programmes are designed so you don't have to leave work and can be completed in as little as three years. You will be supported by a first supervisor, who will offer specialised guidance, and a second supervisor, who will provide a more general overview of your studies. Depending on your qualifications and experience you may register for an MPhil with the option to progress to a PhD or register for the PhD directly. Subject overview The Institute for Educational Cybernetics was established to develop a better understanding of how information and communications technologies affect the organisation of education, from individual learning to the global system. The institute consists of a large community of researchers, programmers and educationalists who work nationally and internationally on many projects and collaborations. Research topics The Institute for Educational Cybernetics has a diverse set of research interests focussing on educational organisation and the use and development of learning technologies for schools, colleges and universities, as well as business and commerce. Available projects A selection of current research projects include: - Coeducate - Curriculum Design project funded by JISC. The project seeks to develop new approaches to curriculum design in higher education. - SPLICE – Lifelong learning project funded by JISC. The project seeks to uncover the pedagogical, technological and organisational challenges in encouraging learners to be self-regulating. - TENCompetence - European lifelong learning project seeking to develop technical and organisational infrastructure. - Widget server – developing technology to extent the functionality of Virtual Learning Environments. - FeedForward - a desktop application that keeps you on top of your personal information environment, enabling you to scan, organise, remix, and republish entries from your feeds to everything from Twitter to bibliographic databases. - CETIS innovation service - working on cloud computing, open educational resources, standards and other emerging technologies. [-]

PhD in Didactics of Chemistry

Charles University Faculty of Science
Campus Full time Part time 4 years October 2017 Czech Republic Prague + 1 more

The PhD study grants integrated education that allows its graduates, thanks to their high erudition, to do conteptual and research activities in the area of chemistry education. The PhD study graduates will be ready for the independent scientific, pedagogic and management work in this area. [+]

Doctorate Studies in Education in Europe 2017. The PhD study grants integrated education that allows its graduates, thanks to their high erudition, to do conteptual and research activities in the area of chemistry education. The PhD study graduates will be ready for the independent scientific, pedagogic and management work in this area. They will be able to assert themselves at the colleges' didactical workplaces, in the Education ministry research institutes that concern themselves with the problematics of chemistry education, at the secondary schools as highly-qualified chemistry teachers, at the workplaces which are dealing in further teacher training, and in the international and European institutions and organizations focused at the countrywide and international research in the area of chemistry or science education. Scholarship 50 000 Kč This number was calculated by automatic currency conversion using exchange rate for EUR: 27.055 Branch characteristic The doctoral study provides integrated education, allowing its absolvents to perform conceptual and research activity in the chemical education field because of their high erudition. The absolvents of the doctoral study will be ready for independent scientific, pedagogical, and coordination work in this field. The absolvents, will be able to use their skills at didactic places of work at universities and colleges which prepare Chemistry teachers, in the research institutes of Czech Ministry of Education which concern themselves with the chemical education problematics, in workplaces of institutions and organizations focused on postgraduate teacher education, in national and international institutions and organizations focused on state-wide or international research in chemical or science education (Division of Chemical Education EuCheMS, European Science Education Research Association, International Organization of Science and Technology Education, International Council of Associations for Science Education etc.). Description of the entrance examination and evaluation criteria The admissions test consists of a personal interview. In exceptional cases, the dean may permit a virtual interview via communications technology. The maximum score is 100 points. During the admissions interview, the applicant must demonstrate language skills to study in the chosen field, and the necessary skills to conduct independent scientific work. The applicant will be asked to elaborate on his/her interest in the particular topic, choice of supervisor, and ability to carry out research in this area. Conditions for admission The doctoral program application must be properly completed and submitted by April 30th, 2016, including all appendices. The applicant must pass an admissions examination by receiving a minimum of at least 50 points during the admissions interview. The applicant must have successfully completed a master’s studies program, verified by the submission of a notarized copy of the diploma or other documentation of master’s degree by September 30th, 2016. The requirement for submitting a notarized copy does not apply to graduates of master’s programs at the CU Faculty of Science. Applicants who have received their master’s degree at a foreign university must submit a certificate of equivalence for this foreign university degree by September 30th, 2016 to the CU FS Department of Studies, unless determined otherwise by international agreement. For applicants still waiting as of Sept. 30th on a ruling regarding recognition of their foreign study, this deadline is extended to October 21st, 2016. [-]

FdV New Frontiers PhD Program

Center for Research and Interdisciplinary (CRI)
Campus Full time 3 years September 2017 France Paris

<strong>New Frontiers PhD</strong> projects aim to expand collective intelligence and contribute to the solutions to global challenges through original research investigations. These projects often sit at the interface of art & design, digital technology, education, and science, however this is not strictly mandatory. For example, past projects have involved learning with games, teaching through research, communication technologies, participatory science, art/design as a means to communicate science, etc. [+]

New Frontiers PhD projects aim to expand collective intelligence and contribute to the solutions to global challenges through original research investigations. These projects often sit at the interface of art & design, digital technology, education, and science, however this is not strictly mandatory. For example, past projects have involved learning with games, teaching through research, communication technologies, participatory science, art/design as a means to communicate science, etc. New Frontiers PhD projects aim to contribute to the solutions to global challenges through novel research investigations. They contribute to mobilizing the collective intelligence towards solutions to societal goals, such as those set forth by the United Nations 2030 Agenda for Sustainable Development. The original contribution of the work addresses questions that are relevant in a research context. The PhD supervisor, Thesis Advisory Commitee, dissertation reviewers, and defense jury provide the guidance and details on acceptable content and format of the dissertation. Featured New Frontiers projects: art and science open science games to learn future of research learning and teaching Definition of research projects The research project can be described by addressing the following sets of questions. Students are expected to address these questions at the beginning of their studies and to constantly reformulate the answers as their projects develop over the three years. On the subject matter What problem or challenge will this research address? Does the subject matter itself differ from that of traditional scientific research? If so, how? On the knowledge sought What kinds of knowledge and understanding will this research uncover? How will this knowledge contribute to the collective intelligence and contribute to the solutions to global challenges? How does this knowledge relate to more conventional types of academic knowledge? On the research method What research methods and techniques are appropriate to conduct this research? How are these methods compare to the methods and techniques in the formal sciences, natural sciences, social sciences and/or humanities? Research methods Unlike traditional research in natural sciences, the problems addressed by New Frontiers student researchers can not necessarily be isolated from the environment and interference it may cause. The problem is not broken down into several isolated parts and the notion of a “control” may be irrelevant. On the contrary, New Frontiers research often takes into account the context and environment in which the subject matter is situated. Accounting for context raises additional complexity that may not be addressed solely by traditional methods. Thus, student researchers create and employ the appropriate quantitative and qualitative methods (e.g. experimental, ethnographic, hermeneutic, design-based, etc.) that reveal and articulate the tacit and explicit knowledge that is situated and embodied in the research outcome and/or processes. Documentation of research process and results The PhD research processes and outcomes should be documented and disseminated in an appropriate manner to the research community and the wider public. While, the doctoral school does not require a determined number of publications to authorize the defense, it recommends that students are involved in three publications. For students who have components of their thesis work in a discipline where peer-refereed publishing is not common (e.g. Art, Design), the doctoral school recommends that the students disseminate their work in venue appropriate for their field. These venues may include international conferences, interactive demonstrations, exhibitions, etc. Similar to the process of peer-revision, it is expected that experts in the field will provide feedback on the research questions, methods, and outcomes through these alternative modes of dissemination, thereby reviewing and evaluating the work. Additionally, students are expected to document their research progress in written Thesis Advisory Committee reports and present the state of their research to their TAC committee annually. The final outcomes and process are documented and presented in the final PhD dissertation and defense. While other media is permitted to accompany the dissertation, a written document is mandatory for completion of the PhD. Featured New Frontiers Projects These projects often sit at the interface of art & design, digital technology, education, and science, however this is not strictly mandatory. Past projects have involved learning with games, teaching through research, communication technologies, participatory science, art/design as a means to communicate science, etc. [-]

PhD in Education

Universidade Lusófona de Humanidades e Tecnologias
Campus Full time 3 years October 2017 Portugal Lisbon

The definition of the objectives is elaborated according to the required competencies in accordance to the law and the university practice. [+]

Entrance Conditions

The following may apply for the Doctoral Programme:

a) People who hold a master's degree or legal equivalent degree;

b) People who hold a B.A., people who have an especially relevant school or scientific curriculum that is acknowledged as certifying capacity to obtain this study cycle by the Doctoral Programme's Scientific Committee;

c) People who have a school, scientific and professional curriculum that is acknowledged as certifying capacity to obtain this study cycle by the Doctoral Programme’s Scientific Committee.

Objectives

The definition of the objectives is elaborated according to the required competencies in accordance to the law and the university practice:... [-]


PhD Chemistry Didactics

University of Hradec Králové, Faculty of Science
Campus Full time September 2017 Czech Republic Hradec Králové

Doctoral Study on Chemistry Didactics is the culmination of the three-tier university education. Is a targeted grounding in research activities focused on teaching and learning chemistry, which is based on deepening the knowledge of the chemistry didactics and of the relevant area of chemistry, pedagogy, psychology, computer science and other disciplines, to learn the methods of scientific work in the mentioned fields and will significantly contribute to a comprehensive improvement of the work of chemistry teachers at various levels of the education system, experts on curriculum creation and its evaluation in accordance with current scientific knowledge and research. [+]

Doctoral Study on Chemistry Didactics is the culmination of the three-tier university education. Is a targeted grounding in research activities focused on teaching and learning chemistry, which is based on deepening the knowledge of the chemistry didactics and of the relevant area of chemistry, pedagogy, psychology, computer science and other disciplines, to learn the methods of scientific work in the mentioned fields and will significantly contribute to a comprehensive improvement of the work of chemistry teachers at various levels of the education system, experts on curriculum creation and its evaluation in accordance with current scientific knowledge and research. Branch includes a range of topics, e.g. the transformation of scientific knowledge of chemistry processes into chemistry teaching and learning, research and development of school chemical experiments, ICT applications in chemical education, environmental and toxicological aspects of chemistry education etc. Mandatory part of the study relates to the acquisition of deep knowledge of chemistry didactics (educational theory and practice in chemistry), selected areas of specialized chemistry and pedagogical methodology and especially chemistry didactic research. Individual study plan allows getting more specific knowledge and skills, in particular through elective courses. Applicant Profile Graduates of master programs Chemistry Teacher Training for Lower and Upper Secondary School, or graduates of the master study program Chemistry, and programs relatives who have completed additional pedagogical studies or otherwise obtain a teaching qualification in accordance with applicable regulations. Entrance Exam By the interview is verified applicant’s level of knowledge, the depth of his theoretical knowledge, prerequisites for independent creative scientific work in the field Chemistry Didactics. The applicant shall submit a brief plan of his dissertation project and provides proof of any previous professional experience and publications. The admission interview will verify the knowledge of a foreign language (English, German or Russian). Absolvent Profile Graduates of doctoral study Chemistry Didactics have extensive knowledge of the complex usable in teaching, scientific research and management activities in the field of general and vocational chemical education. They are able to creatively solve problems in education; they are able to design and implement research, especially in the field of chemical education. Graduated can work as highly skilled university departments engages with the professional training of chemistry teachers (and other science subjects), i.e. at the departments of chemistry and the departments of chemical education (natural sciences education), research institutes and organizational-administrative institutions dealing with general and specialized chemical education, adequate workplace at decision sphere (methodologies further training chemistry teachers, staff, school inspection, managers at different levels of education), national and international institutions and organizations focused on research in general and specialized chemical (science) education. Graduates can also work in publishing, focusing on the production of textbooks and companies oriented to the development and teaching aids. Doctoral studies represent a significant shift in the qualification of teachers of the secondary schools, where the teaching of chemistry is a general-education courses, but also in vocational schools, where the teaching of chemistry as professional courses. Obtaining research and teaching qualifications Ph.D. becomes the default position for further professional growth (e.g. assoc. professor and full professor procedures). Recommended Studying Literature BARKE, H.-D., HAZARI, A., YITBAREK, S. Misconceptions in Chemistry. Berlin, Heidelberg, New York: Springer, 2009 BORG, W.R., GALL, M.D. Educational Research. New York: Longman, 1989 ABELL, S. K., LEDERMAN, N.G. (Eds.) Handbook of Research on Science Education. Oxford: Routledge Taylor & Francis Group, 2007 BILEK, M. (ed.) Research, Theory and Practice in Chemistry Didactics. Research and Research Oriented Studies. Proceedings of the 23rd International Conference on Chemistry Education. Hradec Kralove: Gaudeamus, 2014. [on-line] http://edu.uhk.cz/didchem/pdf/chemie.pdf [cit.15.10.2012] ADMISSION PROCEDURE: Application deadline: 30th June (for starting studies in September) Applicants have to send filled-in application form a copy of their certificate of completing the secondary-level of education translated into English and verified by a notary. The extent and contents of the entrance examination: Entrance interview. All documents must be sent to the address of the International Relations Office: Mgr. Jana Novotná University of Hradec Králové Faculty of Science Rokitanskeho 62 500 03 Hradec Kralove Czech Republic and to the e-mail: jana.novotna.2@uhk.cz [-]

PhD in Education (Taught)

Mary Immaculate College
Campus Full time 4 years September 2017 Ireland Limerick

The Structured PhD programme is a four year structured pro- gramme which involves coursework in research methods, core and optional discipline specific... [+]

New Structured PhD (Education)

 

The Structured PhD programme is a four year structured pro- gramme which involves coursework in research methods, core and optional discipline specific courses and generic skills and training. Modules are delivered during the week and weekends. Students are allocated supervisors and work with a supervisory panel. There is periodic assessment and guidance to ensure you complete your PhD within a four year period. Guided by Profes- sional Development Planning, you can organise your coursework and research activities over the course of your studies.

 

 

How will I benefit from the programme?

You will join a programme designed in line with best internation- al practice in doctoral education and research and share classes with students from a diverse backgrounds in education and related inter-disciplinary fields including sociology, psychology, history, and philosophy. A team of renowned academics will deliver in- novative master classes and international schools. You will enjoy excellent facilities and have an opportunity to avail of very attrac- tive funding schemes. The Structured PhD programme  from Mary Immaculate College has a collaborative link with the Struc- tured PhD programme in the Faculty of Education and Health Sciences, University of Limerick which will provide you with opportunities for mobility between programmes on both campus- es.... [-]