Part time PhD Degree in Education in Europe

View all Part time 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 Special Education

Charles University Faculty of Education
Campus Part time 4 years September 2017 Czech Republic Prague

The graduate of the doctoral study program Special education is equipped with theoretical knowledge and research skills in the area of special education. The graduate is prepared to work in the area of scientific research and participate in the education of university students. [+]

Top Part time Doctors of Philosophy in Education in Europe. Characteristics of the Studies Content of doctoral studies focuses mostly on the increase of participation of people with disabilities in the society as well as the improvement of quality of their lives. Special attention is given to social aspects. The PhD Study Programme offers education in wide spectrum of special-education disciplines. Students of the programme are prepared to develop the scientific discipline of special education in the above mentioned new prospective and to solve up-to-date problems related to quality of life of people with disabilities. Individual courses also cover topical aspects of special education in the international context. Research activities should preferably cover: Early age including special educational diagnostics and intervention Family with a disabled child and its position in the society Social, cultural and occupational integration of people with disabilities, including integration of pupils and students with special needs into the mainstream basic schools Development of special educational and social rehabilitation methods, techniques and procedures Changes in approach of general public to people with disabilities Development of the system of special education, its main structural parts, including the development of the theory of life quality of people with disabilities Description of the entrance examination and evaluation criteria Entrance Examination Discussion about the dissertation/thesis. The project (including bibliography) of up to 10 pages on the candidate´s selected specialized topic must be sent together with the application for doctoral studies and it should include the characteristics of the research problem, the basic idea of the goals and structure of the issue and the methods used in theoretical research and professional literature. Evaluation Criteria: The applicant can get a maximum of ten points, the number of points for the admission to study is getting at least seven points. Conditions for admission Candidates are admitted to study if they meet all admission requirements: a) to deliver a certified copy of completion of Master’s degree programme, b) to pass an entrance examination, reach minimum number of point determined by the Dean, c) to meet any other requirements specified by a given field of study. Information on the exercise of graduates The graduate of the doctoral study program Special education is equipped with theoretical knowledge and research skills in the area of special education. The graduate is prepared to work in the area of scientific research and participate in the education of university students. His/her professional career is possible at universities and similar institutions, in scientific-research institutes and in leading positions of applicable authorities. [-]

PhD TESOL

University of Nicosia
Campus Part time 3 years September 2017 Cyprus Nicosia Greece Athens + 2 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. [-]

FdV New Frontiers PhD Program

Center for Research and Interdisciplinary (CRI)
Campus 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. [+]

Top Part time Doctors of Philosophy in Education in Europe. 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. [-]

Doctor of Philosophy by Published Work - Route A part-time

University of Bolton
Campus Part time 1 - 2 years August 2017 United Kingdom Bolton

This programme is designed for those whose work is primarily in research or involves a substantial research element and enables them to receive academic credit for that work, assuming it is at doctoral level. Route A is for people who already have substantial publications to their credit. Route A enables candidates, with the help and advice of academic supervisors, to select the most appropriate publications for inclusion in their... [+]

Doctor of Philosophy by Published Work - Route A part-time This programme is designed for those whose work is primarily in research or involves a substantial research element and enables them to receive academic credit for that work, assuming it is at doctoral level. Route A is for people who already have substantial publications to their credit. Route A enables candidates, with the help and advice of academic supervisors, to select the most appropriate publications for inclusion in their submission and to prepare a 10–15,000-word critical commentary which contextualises, analyses and makes the case for the publications to be considered as an original and independent contribution to knowledge and, therefore, to justify the award of a PhD. (Route B is available on a full or part-time basis for people who have no or few publications.) [-]

PhD Chemistry Didactics

University of Hradec Králové, Faculty of Science
Campus 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. [+]

Top Part time Doctors of Philosophy in Education in Europe. 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 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.... [-]


PhD in Kinanthropology

Charles University Faculty of Physical Education and Sport
Campus Part time 4 years September 2017 Czech Republic Prague

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. [+]

Top Part time Doctors of Philosophy in Education in Europe. 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. Quality of the dissertation project and of its elaboration – the project shall have the following structure: introduction, literature review, objective(s) of the work, it shall specify a hypothesis and a methodology corresponding to its type and thematic focus. Maximum number of points for this aspect – 20. 2. Previous professional activities in kinantropology – here, any previous activities relating to the project, in particular publication activities, shall be assessed – 20 points for an impact journal, 14 points for SCOPUS, 12 points for ERIH, 8 points for a reviewed journal or for speaking at the SVK (= Student Scientific Conference) or another scientific conference. The candidate shall receive a full number of points if he/she is the author, or half that number when he/she is a co-author. Maximum number of points for this aspect – 20. 3. The topic´s relation to the research orientation of the instructor and to his research projects – there must be clear harmony between the topic proposed and the instructor´s research orientation – 5 points for an non-university grant of the instructor, 5 points for compliance with the instructor´s scientific orientation. Maximum number of points for this aspect – 10. 4. Quality of the presentation of the project by the candidate: 0-5 points for the quality of the presentation, 0-5 points for responses to questions asked by the examining board. Maximum number of points for this aspect – 10. Each member of the examining committee grades paragraphs 3 and 4 on a scale of points – 0 to 10 points for each item, item 1 and 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 to0.49 inthe downward direction to the nearest whole number. For values from 0.50 to0.99 inthe 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. Conditions for admission Duly completed master’s study program, i.e. submission of a certified copy of the university diploma or the nostrification of university education, by 30 September 2017. Submission of the application form including all relevant enclosures, i.e. CV, professional reference, payment receipt of the admission fee of 540 CZK to bank account number 43-9685580247/0100 by 30 April 2017 Submission of the dissertation project by 30 April 2017 Successful completion of the exam. Information 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 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.... [-]


Doctor of Philosophy (PhD) by Research

Perdana University
Campus Part time 3 - 4 years January 2017 Malaysia Selangor

Examples of some intended fields of research would be namely Bioinformatics, Translational Medicine and Public Health. Phase I: Prerequisite Coursework; Phase II: Comprehensive Examination; Phase III: Proposal Defence; Phase IV: Independent Research and Thesis Preparation; Phase V: Thesis submission and examination. [+]

Doctor of Philosophy (PhD) by Research RESEARCH AREA OF INTEREST Examples of some intended fields of research would be namely Bioinformatics, Translational Medicine and Public Health. Entry Requirements ACADEMIC A Master’s degree accepted by Perdana University’s Senate; or other qualifications equivalent to a Master’s degree that are recognized by Perdana University’s Senate. ENGLISH Students must possess a good command of the English language. Curriculum Structure Phase I: Prerequisite Coursework (if required) Phase II: Comprehensive Examination Phase III: Proposal Defence Phase IV: Independent Research and Thesis Preparation Phase V: Thesis submission and examination [-]

PhD in Education

Universidade Lusófona de Humanidades e Tecnologias
Campus 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 - Pedagogy

Rezekne University of Applied Sciences
Campus Part time 3 - 4 years September 2017 Latvia Rēzekne

The program is designed to meet the needs of practitioners who wish to research some aspect of their field of practice. Candidates embark [+]

Doctoral study program “Pedagogy” The program is designed to meet the needs of practitioners who wish to research some aspect of their field of practice. Candidates embark on high-level, practice-based research into one of the of research areas. It is a research degree whose purpose is to assist professionals to develop a relationship between research and their professional activities. Visiting professors from partner universities will be involved as teachers and advisors in the program. Students have an opportunity participate in Erasmus mobility for studies and traineeship. The language of instruction is English. Qualification awarded: Doctor’s degree in Pedagogy (PhD). Admission requirements: Master's degree in  Pedagogy,  Psychology,  Educational management or Humanitarian  Sciences, Social Science, Social welfare and social assistance if professional experience in education at least 3 years.   Duration of studies: 3 years of full time studies, 4 years of part time studies. Study program consists of 2 parts: 1. Scientifically research work: the individual research work, to prepare and design of doctor’s dissertation; publication of research results (3 publications); presentation of researches results in the scientifically conferences; the theoretical seminars; the practice of professor assistant or assistant of the lead researcher in making and in conduct of projects of the researches works– 112 KP credits (168 ECTS); 2. Theoretical studies (A part (compulsory) – the module of development of research and intellectual competences; B part (optional) – the module of development academicals competences; C part (free elective)) – 32 KP credits (48 ECTS). To complete doctoral study program student has to earn 144 KP credits (216 ECTS). Final test: Doctor’s examinations (in Pedagogy and in Foreign language) and doctor’s dissertation Study fee: 2600 EUR per year [-]

Doctorate in Education EdD

University of Stirling
Online & Campus Combined Part time 3 - 8 years September 2017 United Kingdom Stirling

A Professional Doctorate in Education is rewarding and challenging, and can even be a life-changing experience. At Stirling, you will join a multi-professional group of students and academics focussing on research that has a beneficial impact on professional practice and policy. [+]

Top Part time Doctors of Philosophy in Education in Europe. Whatever your professional interest in education—from schools, colleges and universities to professional, work-based and lifelong learning, or policy development—a Professional Doctorate (EdD) may be the right choice for you. A Professional Doctorate in Education is rewarding and challenging, and can even be a life-changing experience. At Stirling, you will join a multi-professional group of students and academics focussing on research that has a beneficial impact on professional practice and policy. Top Reasons To Study With Us You will be contributing to the overall research capacity in Education, thereby making a difference to practice and/or policy. You will gain a Professional Doctorate from the Faculty of Social sciences which one of the best in the UK and was the first in Scotland to offer an EdD. You will be supported in developing the knowledge, skills and understanding of research by expert researchers in Education and the Social Sciences. You will be introduced to leading edge empirical and theoretical research in a multi-disciplinary and multi-professional environment. You will have the benefits of a flexible programme that supports you through different stages of the research process. Course objectives The Doctor in Education (EdD) at the Faculty of Social Sciences is an ideal professional development opportunity for senior professionals seeking to enhance and utilise their research expertise. Professionals taking our EdD come from a wide variety of fields and countries but all share a concern with education and professional learning in organisational settings such as schools and further / higher education, in social or health-related organisations, or in private and government bodies. The EdD will enable you to develop research on your own chosen topics in ways that are deeply connected to important professional interests, practices, policies and impacts. Like the PhD, the EdD meets the requirements for the production of a significant, original and rigorous contribution to the field. Distinctively, the EdD programme commences with taught modules before the supervised research phases commence. The taught modules look at theories and paradigms of research and orientations to methodology and inquiry. The EdD leads into the production of a 45,000 word thesis under expert supervision by Education staff from the Faculty of Social Sciences. What makes us different? Entry requirements Academic requirements To be considered for admission to the degree, a candidate will normally have a good honours degree in Education or cognate subject from a Higher Education institution in the United Kingdom, or a degree of equivalent standard from an institution outside the United Kingdom. Exceptionally, a candidate with learning gained through extensive relevant professional experience may be considered for admission. Candidates are expected to have good numeracy skills and a willingness to engage in depth and breadth with statistical analysis. English language requirements If English is not your first language you must have one of the following qualifications as evidence of your English language skills: IELTS: 6.5 with 6.0 minimum in each skill Cambridge Certificate of Proficiency in English (CPE): Grade C Cambridge Certificate of Advanced English (CAE): Grade B Pearson Test of English (Academic): 60 with 56 in each component IBT TOEFL: 90 with no subtest less than 20 If you don’t meet the required score you may be able to register for one of our pre-sessional English courses. To register you must hold a conditional offer for your course and have an IELTS score 0.5 or 1.0 below the required standard. Delivery and assessment The Doctorate in Education (EdD) is an innovative inter-disciplinary programme, offered on a flexible full and part-time basis by the Faculty of Social Sciences. Modules are taught on a face-to-face and blended basis. Summative assessment for modules will be based on coursework and will be assessed through assignments approximately 3000 words in. length. The programme comprises seven core taught modules, followed by the conduct of an empirical study focussed on an aspect of professional practice and the production of a doctoral thesis of 45,000 words. Career opportunities Previous students of the EdD have included: school teachers and Further Education staff, senior leaders in Education and Further Education, TESOL professionals, and professional educators in areas such as medicine, pharmacy, nursing, accountancy, surveying and life sciences. These students have drawn extensively on their newly developed research capacity and original studies to impact on their personal, organizational, and wider professional spheres of practice and policy. [-]

PhD in Higher Education

University of Kent, Centre for the Study of Higher Education
Campus 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. [+]

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. [-]

PhD in Didactics of Chemistry

Charles University Faculty of Science
Campus Part time 4 years September 2017 Czech Republic Prague

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. [+]

Top Part time Doctors of Philosophy in Education in Europe. 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 entrance examination has one round and is held as an interview. In exceptional cases, requested in writing by 30 April 2017, the dean can permit entrance examinations to take place via information and communication technology. During the entrance examination the candidate must demonstrate technical and linguistic skills to study the given field along with attributes necessary for scientific work. The entrance examination also takes into account the interest of the candidate in pursuing specific doctoral work with a particular supervisor and the candidate’s ability to handle this topic. The maximum score of the examination is 100 points. Conditions for admission Submission of a properly completed application, including prescribed appendices, and payment of the application fee by 30 April 2017. Completion of a master’s program of study at a university documented by a notarized copy of a diploma or certificate of equivalence of a foreign university education, or an original confirmation of completion of the required education by 30 September 2017. The requirement of submitting a notarized copy of a diploma does not apply to master’s graduates of Charles University. Applicants whose request for recognition of a foreign education has not been decided upon by 30 September 2017 may submit the required document by 21 October 2017. Passing grade on the entrance examination All applicants scoring at least 50 points on the entrance examination will be admitted for study. Information on the exercise of graduates 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. [-]