in education what is a phd

• International Applicants

PhD in Education: Higher Education

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School code

Entry Level Courses

Enter up to 30 credits in entry level/advanced coursework in education or related field to be transferred or completed prior to matriculating into the degree program. If there are not 30 credits of eligible transfer courses, or required doctoral courses were taken as part of a Warner Master’s degree, the student must take additional electives to reach the 90 credits total for the doctoral degree.

Research Methods Courses

ED506 Concepts and Issues in Social Science Research

ED504 Quantitative Research Methods

ED507 Qualitative Research Methods

ED528 Using Quantitative Data Analysis Software (1 credit)

Program Core

EDU576 Contemporary Issues in Higher Education

ED437 Diversity and Equity in Higher Education

Specialization Courses

Choose three (3) from the following foundations of higher education courses

ED430 College Retention: Theory, Research, and Practice

ED439 Policy Analysis in Education

EDU446 Entrepreneurial Skills for Educators

EDE451 Organizational Theory: Theoretical Traditions, Future Directions

ED485 College Students and Student Development Theory

EDU490 Higher Education Law

EDU492 Governance, Policy, and Administration of Higher Education

EDU493 History of Higher Education

EDU496 Fiscal Issues in Higher Education

ED475 Leadership and Management in Higher Education

EDE479 Assessment, Accreditation and Accountability in Higher Education

Milestones and Dissertation Research

EDE560 Portfolio Review: Ed Leadership

EDE553 Comprehensive Exam Research: Higher Education PhD

ED513 Research Writing: The Literature Review

ED505 Advanced Quantitative Research Methods

ED527 Advanced Qualitative Research Methods

ED523 Mixed Research Methods

Other Electives

Choose courses to help you develop content and research methods expertise to prepare for a dissertation on a topic addressing higher education (as needed to reach minimum of 90 credits total). (See note 3 for suggestions.)

Contact admissions

(585) 275-3950

[email protected]

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Devon Price, PhD

What does unmasking mean for neurodivergent people? This social psychologist answers

Suggested instructions

This profile can be shared with students to enhance the visibility of psychologists of diverse backgrounds. As an additional activity, students can be asked to conduct research to learn more about the psychologist and their work. An alternative assignment could be to ask students to find other psychologists of diverse backgrounds whose work falls into this content pillar. Keywords highlight how psychological scientists study concepts within and across pillars.

Dr. Price (he/him) is an applied social psychologist, author, speaker, and professor at Loyola University Chicago’s School of Continuing and Professional Studies. Dr. Price received a doctorate in applied social psychology from Loyola University Chicago, and as a trans, autistic researcher and advocate, Dr. Price is a regular contributor to the public conversation on neurodiversity today. Dr. Price’s work has appeared in Slate , NPR, HuffPost , and Medium , and he is the author of three books.

Contributions

Dr. Price engages in public psychology through writing, speaking, and participating in interviews on topics of his professional and personal expertise, including so-called “laziness” and autism. His work on laziness highlights the harmful effects of labeling people’s need to rest or engage in self-care as laziness and challenges the ways that people often identify “hard work” or overworking as evidence of their self-worth. He also writes about the mental health costs of “masking” one’s identity as autistic to try and fit in with societal norms.

Notable publications

Price, D. (2021). Laziness does not exist . Simon & Schuster.

Price, D. (2022). Unmasking autism: Discovering the new faces of neurodiversity . Harmony.

Price, D. (2024). Unlearning shame: How we can reject self-blame culture and reclaim our power . Harmony.

Social, Autism, Development, Culture

The development of resources to broaden diversity and representation in the teaching of high school psychology resources is an APA Committee of Teachers of Psychology in Secondary Schools initiative supported by funding from the American Psychological Foundation David and Carol Myers Fund. This resource was developed by Kara Ayers, PhD; Emily Lund, PhD; Erika Sanborne; and Allison Shaver.

• Resources to Broaden Diversity and Representation in the High School Curriculum
• Race and Racialized Identity: Social and Personality Pillar
• Disability and Neurodiversity: Social and Personality Pillar

• Study Protocol
• Open access
• Published: 26 August 2024

Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial

• Rie Raffing 1 ,
• Lars Konge 2 &
• Hanne Tønnesen 1  

BMC Medical Education volume  24 , Article number:  927 ( 2024 ) Cite this article

123 Accesses

Metrics details

The disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students’ learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.

Cluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.

Primary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.

Trial registration

Retrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Peer Review reports

Medical education was utterly disrupted for two years by the COVID-19 pandemic. In the midst of rearranging courses and adapting to online platforms we, with lecturers and course managers around the globe, wondered what the conversion to online setting did to students’ learning, motivation and self-efficacy [ 1 , 2 , 3 ]. What the long-term consequences would be [ 4 ] and if scalable online medical education should play a greater role in the future [ 5 ] seemed relevant and appealing questions in a time when health care professionals are in demand. Our experience of performing research training during the pandemic was that although PhD students were grateful for courses being available, they found it difficult to concentrate related to the long screen hours. We sensed that most students preferred an onsite setting and perceived online courses a temporary and inferior necessity. The question is if this impacted their learning?

Since the common use of the internet in medical education, systematic reviews have sought to answer if there is a difference in learning effect when taught online compared to onsite. Although authors conclude that online learning may be equivalent to onsite in effect, they agree that studies are heterogeneous and small [ 6 , 7 ], with low quality of the evidence [ 8 , 9 ]. They therefore call for more robust and adequately powered high-quality RCTs to confirm their findings and suggest that students’ preferences in online learning should be investigated [ 7 , 8 , 9 ].

This uncovers two knowledge gaps: I) High-quality RCTs on online versus onsite learning in health and medical education and II) Studies on students’ preferences in online learning.

Recently solid RCTs have been performed on the topic of web-based theoretical learning of research methods among health professionals [ 10 , 11 ]. However, these studies are on asynchronous courses among medical or master students with short term outcomes.

This uncovers three additional knowledge gaps: III) Studies on synchronous online learning IV) among PhD students of health and medical education V) with long term measurement of outcomes.

The rapid technological development including artificial intelligence (AI) and widespread adaption as well as application of online learning forced by the pandemic, has made online learning well-established. It represents high resolution live synchronic settings which is available on a variety of platforms with integrated AI and options for interaction with and among students, chat and break out rooms, and exterior digital tools for teachers [ 12 , 13 , 14 ]. Thus, investigating online learning today may be quite different than before the pandemic. On one hand, it could seem plausible that this technological development would make a difference in favour of online learning which could not be found in previous reviews of the evidence. On the other hand, the personal face-to-face interaction during onsite learning may still be more beneficial for the learning process and combined with our experience of students finding it difficult to concentrate when online during the pandemic we hypothesize that outcomes of the onsite setting are different from the online setting.

To support a robust study, we design it as a cluster randomized trial. Moreover, we use the well-established and widely used Kirkpatrick’s conceptual framework for evaluating learning as a lens to assess our outcomes [ 15 ]. Thus, to fill the above-mentioned knowledge gaps, the objective of this trial is to compare a synchronous online and an in-person onsite setting of a research course regarding the efficacy for PhD students within the health and medical sciences:

Primarily on theoretical learning of research methodology and

Secondly on

◦ Preference, motivation, self-efficacy on short term

◦ Academic achievements on long term

Trial design

This study protocol covers synchronous online and in-person onsite setting of research courses testing the efficacy for PhD students. It is a two parallel arms cluster randomized trial (Fig.  1 ).

Consort flow diagram

The study measures baseline and post intervention. Baseline variables and knowledge scores are obtained at the first day of the course, post intervention measurement is obtained the last day of the course (short term) and monthly for 24 months (long term).

Randomization is stratified giving 1:1 allocation ratio of the courses. As the number of participants within each course might differ, the allocation ratio of participants in the study will not fully be equal and 1:1 balanced.

Study setting

The study site is The Parker Institute at Bispebjerg and Frederiksberg Hospital, University of Copenhagen, Denmark. From here the courses are organized and run online and onsite. The course programs and time schedules, the learning objective, the course management, the lecturers, and the delivery are identical in the two settings. The teachers use the same introductory presentations followed by training in break out groups, feed-back and discussions. For the online group, the setting is organized as meetings in the online collaboration tool Zoom® [ 16 ] using the basic available technicalities such as screen sharing, chat function for comments, and breakout rooms and other basics digital tools if preferred. The online version of the course is synchronous with live education and interaction. For the onsite group, the setting is the physical classroom at the learning facilities at the Parker Institute. Coffee and tea as well as simple sandwiches and bottles of water, which facilitate sociality, are available at the onsite setting. The participants in the online setting must get their food and drink by themselves, but online sociality is made possible by not closing down the online room during the breaks. The research methodology courses included in the study are “Practical Course in Systematic Review Technique in Clinical Research”, (see course programme in appendix 1) and “Getting started: Writing your first manuscript for publication” [ 17 ] (see course programme in appendix 2). The two courses both have 12 seats and last either three or three and a half days resulting in 2.2 and 2.6 ECTS credits, respectively. They are offered by the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen. Both courses are available and covered by the annual tuition fee for all PhD students enrolled at a Danish university.

Eligibility criteria

Inclusion criteria for participants: All PhD students enrolled on the PhD courses participate after informed consent: “Practical Course in Systematic Review Technique in Clinical Research” and “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health and Medical Sciences, University of Copenhagen, Denmark.

Exclusion criteria for participants: Declining to participate and withdrawal of informed consent.

Informed consent

The PhD students at the PhD School at the Faculty of Health Sciences, University of Copenhagen participate after informed consent, taken by the daily project leader, allowing evaluation data from the course to be used after pseudo-anonymization in the project. They are informed in a welcome letter approximately three weeks prior to the course and again in the introduction the first course day. They register their consent on the first course day (Appendix 3). Declining to participate in the project does not influence their participation in the course.

Interventions

Online course settings will be compared to onsite course settings. We test if the onsite setting is different to online. Online learning is increasing but onsite learning is still the preferred educational setting in a medical context. In this case onsite learning represents “usual care”. The online course setting is meetings in Zoom using the technicalities available such as chat and breakout rooms. The onsite setting is the learning facilities, at the Parker Institute, Bispebjerg and Frederiksberg Hospital, The Capital Region, University of Copenhagen, Denmark.

The course settings are not expected to harm the participants, but should a request be made to discontinue the course or change setting this will be met, and the participant taken out of the study. Course participants are allowed to take part in relevant concomitant courses or other interventions during the trial.

Strategies to improve adherence to interventions

Course participants are motivated to complete the course irrespectively of the setting because it bears ECTS-points for their PhD education and adds to the mandatory number of ECTS-points. Thus, we expect adherence to be the same in both groups. However, we monitor their presence in the course and allocate time during class for testing the short-term outcomes ( motivation, self-efficacy, preference and learning). We encourage and, if necessary, repeatedly remind them to register with Google Scholar for our testing of the long-term outcome (academic achievement).

Outcomes are related to the Kirkpatrick model for evaluating learning (Fig.  2 ) which divides outcomes into four different levels; Reaction which includes for example motivation, self-efficacy and preferences, Learning which includes knowledge acquisition, Behaviour for practical application of skills when back at the job (not included in our outcomes), and Results for impact for end-users which includes for example academic achievements in the form of scientific articles [ 18 , 19 , 20 ].

The Kirkpatrick model

Primary outcome

The primary outcome is short term learning (Kirkpatrick level 2).

Learning is assessed by a Multiple-Choice Questionnaire (MCQ) developed prior to the RCT specifically for this setting (Appendix 4). First the lecturers of the two courses were contacted and asked to provide five multiple choice questions presented as a stem with three answer options; one correct answer and two distractors. The questions should be related to core elements of their teaching under the heading of research training. The questions were set up to test the cognition of the students at the levels of "Knows" or "Knows how" according to Miller's Pyramid of Competence and not their behaviour [ 21 ]. Six of the course lecturers responded and out of this material all the questions which covered curriculum of both courses were selected. It was tested on 10 PhD students and within the lecturer group, revised after an item analysis and English language revised. The MCQ ended up containing 25 questions. The MCQ is filled in at baseline and repeated at the end of the course. The primary outcomes based on the MCQ is estimated as the score of learning calculated as number of correct answers out of 25 after the course. A decrease of points of the MCQ in the intervention groups denotes a deterioration of learning. In the MCQ the minimum score is 0 and 25 is maximum, where 19 indicates passing the course.

Furthermore, as secondary outcome, this outcome measurement will be categorized as binary outcome to determine passed/failed of the course defined by 75% (19/25) correct answers.

The learning score will be computed on group and individual level and compared regarding continued outcomes by the Mann–Whitney test comparing the learning score of the online and onsite groups. Regarding the binomial outcome of learning (passed/failed) data will be analysed by the Fisher’s exact test on an intention-to-treat basis between the online and onsite. The results will be presented as median and range and as mean and standard deviations, for possible future use in meta-analyses.

Secondary outcomes

Motivation assessment post course: Motivation level is measured by the Intrinsic Motivation Inventory (IMI) Scale [ 22 ] (Appendix 5). The IMI items were randomized by random.org on the 4th of August 2022. It contains 12 items to be assessed by the students on a 7-point Likert scale where 1 is “Not at all true”, 4 is “Somewhat true” and 7 is “Very true”. The motivation score will be computed on group and individual level and will then be tested by the Mann–Whitney of the online and onsite group.

Self-efficacy assessment post course: Self-efficacy level is measured by a single-item measure developed and validated by Williams and Smith [ 23 ] (Appendix 6). It is assessed by the students on a scale from 1–10 where 1 is “Strongly disagree” and 10 is “Strongly agree”. The self-efficacy score will be computed on group and individual level and tested by a Mann–Whitney test to compare the self-efficacy score of the online and onsite group.

Preference assessment post course: Preference is measured as part of the general course satisfaction evaluation with the question “If you had the option to choose, which form would you prefer this course to have?” with the options “onsite form” and “online form”.

Academic achievement assessment is based on 24 monthly measurements post course of number of publications, number of citations, h-index, i10-index. This data is collected through the Google Scholar Profiles [ 24 ] of the students as this database covers most scientific journals. Associations between onsite/online and long-term academic will be examined with Kaplan Meyer and log rank test with a significance level of 0.05.

Participant timeline

Enrolment for the course at the Faculty of Health Sciences, University of Copenhagen, Denmark, becomes available when it is published in the course catalogue. In the course description the course location is “To be announced”. Approximately 3–4 weeks before the course begins, the participant list is finalized, and students receive a welcome letter containing course details, including their allocation to either the online or onsite setting. On the first day of the course, oral information is provided, and participants provide informed consent, baseline variables, and base line knowledge scores.

The last day of scheduled activities the following scores are collected, knowledge, motivation, self-efficacy, setting preference, and academic achievement. To track students' long term academic achievements, follow-ups are conducted monthly for a period of 24 months, with assessments occurring within one week of the last course day (Table  1 ).

Sample size

The power calculation is based on the main outcome, theoretical learning on short term. For the sample size determination, we considered 12 available seats for participants in each course. To achieve statistical power, we aimed for 8 clusters in both online and onsite arms (in total 16 clusters) to detect an increase in learning outcome of 20% (learning outcome increase of 5 points). We considered an intraclass correlation coefficient of 0.02, a standard deviation of 10, a power of 80%, and a two-sided alpha level of 5%. The Allocation Ratio was set at 1, implying an equal number of subjects in both online and onsite group.

Considering a dropout up to 2 students per course, equivalent to 17%, we determined that a total of 112 participants would be needed. This calculation factored in 10 clusters of 12 participants per study arm, which we deemed sufficient to assess any changes in learning outcome.

The sample size was estimated using the function n4means from the R package CRTSize [ 25 ].

Recruitment

Participants are PhD students enrolled in 10 courses of “Practical Course in Systematic Review Technique in Clinical Research” and 10 courses of “Getting started: Writing your first manuscript for publication” at the PhD School of the Faculty of Health Sciences, University of Copenhagen, Denmark.

Assignment of interventions: allocation

Randomization will be performed on course-level. The courses are randomized by a computer random number generator [ 26 ]. To get a balanced randomization per year, 2 sets with 2 unique random integers in each, taken from the 1–4 range is requested.

The setting is not included in the course catalogue of the PhD School and thus allocation to online or onsite is concealed until 3–4 weeks before course commencement when a welcome letter with course information including allocation to online or onsite setting is distributed to the students. The lecturers are also informed of the course setting at this time point. If students withdraw from the course after being informed of the setting, a letter is sent to them enquiring of the reason for withdrawal and reason is recorded (Appendix 7).

The allocation sequence is generated by a computer random number generator (random.org). The participants and the lecturers sign up for the course without knowing the course setting (online or onsite) until 3–4 weeks before the course.

Assignment of interventions: blinding

Due to the nature of the study, it is not possible to blind trial participants or lecturers. The outcomes are reported by the participants directly in an online form, thus being blinded for the outcome assessor, but not for the individual participant. The data collection for the long-term follow-up regarding academic achievements is conducted without blinding. However, the external researcher analysing the data will be blinded.

Data collection and management

Data will be collected by the project leader (Table  1 ). Baseline variables and post course knowledge, motivation, and self-efficacy are self-reported through questionnaires in SurveyXact® [ 27 ]. Academic achievements are collected through Google Scholar profiles of the participants.

Given that we are using participant assessments and evaluations for research purposes, all data collection – except for monthly follow-up of academic achievements after the course – takes place either in the immediate beginning or ending of the course and therefore we expect participant retention to be high.

Data will be downloaded from SurveyXact and stored in a locked and logged drive on a computer belonging to the Capital Region of Denmark. Only the project leader has access to the data.

This project conduct is following the Danish Data Protection Agency guidelines of the European GDPR throughout the trial. Following the end of the trial, data will be stored at the Danish National Data Archive which fulfil Danish and European guidelines for data protection and management.

Statistical methods

Data is anonymized and blinded before the analyses. Analyses are performed by a researcher not otherwise involved in the inclusion or randomization, data collection or handling. All statistical tests will be testing the null hypotheses assuming the two arms of the trial being equal based on corresponding estimates. Analysis of primary outcome on short-term learning will be started once all data has been collected for all individuals in the last included course. Analyses of long-term academic achievement will be started at end of follow-up.

Baseline characteristics including both course- and individual level information will be presented. Table 2 presents the available data on baseline.

We will use multivariate analysis for identification of the most important predictors (motivation, self-efficacy, sex, educational background, and knowledge) for best effect on short and long term. The results will be presented as risk ratio (RR) with 95% confidence interval (CI). The results will be considered significant if CI does not include the value one.

All data processing and analyses were conducted using R statistical software version 4.1.0, 2021–05-18 (R Foundation for Statistical Computing, Vienna, Austria).

If possible, all analysis will be performed for “Practical Course in Systematic Review Technique in Clinical Research” and for “Getting started: Writing your first manuscript for publication” separately.

Primary analyses will be handled with the intention-to-treat approach. The analyses will include all individuals with valid data regardless of they did attend the complete course. Missing data will be handled with multiple imputation [ 28 ] .

Upon reasonable request, public assess will be granted to protocol, datasets analysed during the current study, and statistical code Table 3 .

Oversight, monitoring, and adverse events

This project is coordinated in collaboration between the WHO CC (DEN-62) at the Parker Institute, CAMES, and the PhD School at the Faculty of Health and Medical Sciences, University of Copenhagen. The project leader runs the day-to-day support of the trial. The steering committee of the trial includes principal investigators from WHO CC (DEN-62) and CAMES and the project leader and meets approximately three times a year.

Data monitoring is done on a daily basis by the project leader and controlled by an external independent researcher.

An adverse event is “a harmful and negative outcome that happens when a patient has been provided with medical care” [ 29 ]. Since this trial does not involve patients in medical care, we do not expect adverse events. If participants decline taking part in the course after receiving the information of the course setting, information on reason for declining is sought obtained. If the reason is the setting this can be considered an unintended effect. Information of unintended effects of the online setting (the intervention) will be recorded. Participants are encouraged to contact the project leader with any response to the course in general both during and after the course.

The trial description has been sent to the Scientific Ethical Committee of the Capital Region of Denmark (VEK) (21041907), which assessed it as not necessary to notify and that it could proceed without permission from VEK according to the Danish law and regulation of scientific research. The trial is registered with the Danish Data Protection Agency (Privacy) (P-2022–158). Important protocol modification will be communicated to relevant parties as well as VEK, the Joint Regional Information Security and Clinicaltrials.gov within an as short timeframe as possible.

Dissemination plans

The results (positive, negative, or inconclusive) will be disseminated in educational, scientific, and clinical fora, in international scientific peer-reviewed journals, and clinicaltrials.gov will be updated upon completion of the trial. After scientific publication, the results will be disseminated to the public by the press, social media including the website of the hospital and other organizations – as well as internationally via WHO CC (DEN-62) at the Parker Institute and WHO Europe.

All authors will fulfil the ICMJE recommendations for authorship, and RR will be first author of the articles as a part of her PhD dissertation. Contributors who do not fulfil these recommendations will be offered acknowledgement in the article.

This cluster randomized trial investigates if an onsite setting of a research course for PhD students within the health and medical sciences is different from an online setting. The outcomes measured are learning of research methodology (primary), preference, motivation, and self-efficacy (secondary) on short term and academic achievements (secondary) on long term.

The results of this study will be discussed as follows:

Discussion of primary outcome

Primary outcome will be compared and contrasted with similar studies including recent RCTs and mixed-method studies on online and onsite research methodology courses within health and medical education [ 10 , 11 , 30 ] and for inspiration outside the field [ 31 , 32 ]: Tokalic finds similar outcomes for online and onsite, Martinic finds that the web-based educational intervention improves knowledge, Cheung concludes that the evidence is insufficient to say that the two modes have different learning outcomes, Kofoed finds online setting to have negative impact on learning and Rahimi-Ardabili presents positive self-reported student knowledge. These conflicting results will be discussed in the context of the result on the learning outcome of this study. The literature may change if more relevant studies are published.

Discussion of secondary outcomes

Secondary significant outcomes are compared and contrasted with similar studies.

Limitations, generalizability, bias and strengths

It is a limitation to this study, that an onsite curriculum for a full day is delivered identically online, as this may favour the onsite course due to screen fatigue [ 33 ]. At the same time, it is also a strength that the time schedules are similar in both settings. The offer of coffee, tea, water, and a plain sandwich in the onsite course may better facilitate the possibility for socializing. Another limitation is that the study is performed in Denmark within a specific educational culture, with institutional policies and resources which might affect the outcome and limit generalization to other geographical settings. However, international students are welcome in the class.

In educational interventions it is generally difficult to blind participants and this inherent limitation also applies to this trial [ 11 ]. Thus, the participants are not blinded to their assigned intervention, and neither are the lecturers in the courses. However, the external statistical expert will be blinded when doing the analyses.

We chose to compare in-person onsite setting with a synchronous online setting. Therefore, the online setting cannot be expected to generalize to asynchronous online setting. Asynchronous delivery has in some cases showed positive results and it might be because students could go back and forth through the modules in the interface without time limit [ 11 ].

We will report on all the outcomes defined prior to conducting the study to avoid selective reporting bias.

It is a strength of the study that it seeks to report outcomes within the 1, 2 and 4 levels of the Kirkpatrick conceptual framework, and not solely on level 1. It is also a strength that the study is cluster randomized which will reduce “infections” between the two settings and has an adequate power calculated sample size and looks for a relevant educational difference of 20% between the online and onsite setting.

Perspectives with implications for practice

The results of this study may have implications for the students for which educational setting they choose. Learning and preference results has implications for lecturers, course managers and curriculum developers which setting they should plan for the health and medical education. It may also be of inspiration for teaching and training in other disciplines. From a societal perspective it also has implications because we will know the effect and preferences of online learning in case of a future lock down.

Future research could investigate academic achievements in online and onsite research training on the long run (Kirkpatrick 4); the effect of blended learning versus online or onsite (Kirkpatrick 2); lecturers’ preferences for online and onsite setting within health and medical education (Kirkpatrick 1) and resource use in synchronous and asynchronous online learning (Kirkpatrick 5).

Trial status

This trial collected pilot data from August to September 2021 and opened for inclusion in January 2022. Completion of recruitment is expected in April 2024 and long-term follow-up in April 2026. Protocol version number 1 03.06.2022 with amendments 30.11.2023.

Availability of data and materials

The project leader will have access to the final trial dataset which will be available upon reasonable request. Exception to this is the qualitative raw data that might contain information leading to personal identification.

Abbreviations

Artificial Intelligence

Copenhagen academy for medical education and simulation

Confidence interval

Coronavirus disease

European credit transfer and accumulation system

International committee of medical journal editors

Intrinsic motivation inventory

Multiple choice questionnaire

Doctor of medicine

Masters of sciences

Randomized controlled trial

Scientific ethical committee of the Capital Region of Denmark

WHO Collaborating centre for evidence-based clinical health promotion

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Acknowledgements

We thank the students who make their evaluations available for this trial and MSc (Public Health) Mie Sylow Liljendahl for statistical support.

Open access funding provided by Copenhagen University The Parker Institute, which hosts the WHO CC (DEN-62), receives a core grant from the Oak Foundation (OCAY-18–774-OFIL). The Oak Foundation had no role in the design of the study or in the collection, analysis, and interpretation of the data or in writing the manuscript.

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RR, LK and HT have made substantial contributions to the conception and design of the work; RR to the acquisition of data, and RR, LK and HT to the interpretation of data; RR has drafted the work and RR, LK, and HT have substantively revised it AND approved the submitted version AND agreed to be personally accountable for their own contributions as well as ensuring that any questions which relates to the accuracy or integrity of the work are adequately investigated, resolved and documented.

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The Danish National Committee on Health Research Ethics has assessed the study Journal-nr.:21041907 (Date: 21–09-2021) without objections or comments. The study has been approved by The Danish Data Protection Agency Journal-nr.: P-2022–158 (Date: 04.05.2022).

All PhD students participate after informed consent. They can withdraw from the study at any time without explanations or consequences for their education. They will be offered information of the results at study completion. There are no risks for the course participants as the measurements in the course follow routine procedure and they are not affected by the follow up in Google Scholar. However, the 15 min of filling in the forms may be considered inconvenient.

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Raffing, R., Konge, L. & Tønnesen, H. Learning effect of online versus onsite education in health and medical scholarship – protocol for a cluster randomized trial. BMC Med Educ 24 , 927 (2024). https://doi.org/10.1186/s12909-024-05915-z

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Purdue’s online data science master’s addresses burgeoning demand for trained data scientists

The interdisciplinary degree is accessible for working professionals from both technical and nontechnical backgrounds

WEST LAFAYETTE, Ind. — Data scientists who can make sense of today’s epic floods of data to generate actionable insights and communicate them to a variety of audiences are in demand in almost any field, from retail business and industry to health care, government, education, and more.

The U.S. Bureau of Labor Statistics estimates that jobs for data scientists will grow 36% by 2031. Nationally, there were nearly 125,000 data scientist jobs added from 2013-2023. Yet many of those jobs — with many more openings coming — went unfilled for a lack of trained data scientists. The bottom line: Nearly every industry today requires data scientists, and the number of these positions is expected to grow.

Purdue University’s new 100% online Master of Science in data science degree addresses the need and the high demand for a trained data science workforce that can harness the power of data to drive innovation, efficiency and competitiveness. The interdisciplinary master’s program is designed for working professionals with a technical background but includes a pathway to entry for professionals from nontechnical fields.

“This data science master’s program is specifically designed for online delivery and optimal online learning, making it accessible to professionals around the world,” said Dimitrios Peroulis, Purdue senior vice president for partnerships and online. “The interdisciplinary curriculum is diverse, customizable to a student’s needs and tailored for practical application immediately.”

Purdue’s online master’s in data science features core courses covering foundations of data science, machine learning and data mining, big data technologies and tools, data analysis, and data visualization and communication.

Students do a capstone project pairing them with an industry mentor and a collaborative team to manage a data science project from inception to completion. That includes developing project timelines, allocating resources and adapting strategies based on the project’s evolution. The capstone, modeled after curriculum from The Data Mine , Purdue’s award-winning data science learning community, is an opportunity to apply knowledge acquired throughout the master’s program to solve complex, real-world problems.

The online master’s program also features the opportunity to earn industry-aligned certificates along the way to earning a master’s degree. Options include education, leadership, and policy; smart mobility and smart transportation; data science in finance; spatial data science; geospatial information science; managing information technology projects; IT business analysis; and applied statistics.

The program was developed by an interdisciplinary cohort of expert faculty from Purdue’s flagship campus, including the colleges of Agriculture, Education, Engineering, Health and Human Sciences, Liberal Arts, Pharmacy, Science, and Veterinary Medicine, along with the Mitch Daniels School of Business, the Purdue Polytechnic Institute, the Purdue Libraries, and the Office of the Vice Provost for Graduate Students and Postdoctoral Scholars.

“Purdue’s new online MS in data science program leverages the real-world experience of faculty working across several distinct disciplines,” said Timothy Keaton, assistant professor of practice in Purdue’s Department of Statistics, who was involved in developing the new degree. “This cooperation between experts in the application of data science in diverse fields provides a great opportunity to create engaging and meaningful coursework that incorporates many different potential areas of interest for our students.”

Students will develop expertise in programming languages, gaining the ability to design and implement data-driven solutions; learn to apply advanced technologies, including cloud computing and big data frameworks, to effectively handle and process large-scale datasets; gain a deep understanding of machine learning algorithms and models, applying them to real-world scenarios; and become proficient in collecting, cleaning, and analyzing diverse datasets.

The curriculum also is designed to teach learners data visualization and communication methods for creating compelling visual representations of complex data to effectively convey insights, along with the application of storytelling techniques to communicate findings clearly to both technical and nontechnical audiences. The program covers adherence to ethical standards in data science, privacy, transparency and fairness as well.

The program draws on Purdue’s expertise in myriad aspects of data science. Known for its emphasis on practical programs with proven value, Purdue has been rated among the Top 10 Most Innovative Schools for six years running by U.S. News & World Report and is the No. 8 public university in the U.S. according to the latest QS World University Rankings.

“The breadth and depth of topics that data science encompasses necessitate graduate programs that incorporate expertise from a variety of disciplines and then integrate this into a curriculum to meet the needs of its students,” said John Springer, a Purdue computer and information technology professor who was involved in developing the new degree. “Purdue’s unique approach to the development and delivery of its new online master’s program wholly fulfills these requirements by utilizing a highly interdisciplinary team of Purdue faculty backed by Purdue’s outstanding team of instructional designers.”

For more information about Purdue’s 100% online Master of Science in data science degree, visit the program website .

About Purdue University

Purdue University is a public research institution demonstrating excellence at scale. Ranked among top 10 public universities and with two colleges in the top four in the United States, Purdue discovers and disseminates knowledge with a quality and at a scale second to none. More than 105,000 students study at Purdue across modalities and locations, including nearly 50,000 in person on the West Lafayette campus. Committed to affordability and accessibility, Purdue’s main campus has frozen tuition 13 years in a row. See how Purdue never stops in the persistent pursuit of the next giant leap — including its first comprehensive urban campus in Indianapolis, the Mitch Daniels School of Business, Purdue Computes and the One Health initiative — at https://www.purdue.edu/president/strategic-initiatives .

Media contact: Brian Huchel, [email protected]

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General Information

Cornell University College of Veterinary Medicine Ithaca, New York 14853-6401

Raina Plowright, PhD, MS, BVSc

Department of Public & Ecosystem Health

Rudolf j. and katharine l. steffen professor of veterinary medicine, cornell atkinson center for sustainability, cornell atkinson scholar  .

Plowright Lab

Bat One Health Research Group

Cornell Public Health

Department of Public & Ecosystem Health Cornell University College of Veterinary Medicine Ithaca, NY 14853

Cornell Atkinson Center for Sustainability 200 Rice Hall | 340 Tower Road Cornell University Ithaca, NY 14853 --> Email: [email protected]

Research and Practice Interests

Dr. Raina Plowright’s research program develops the science of pandemic prevention through transdisciplinary leadership, innovation, and translation. Her work advances a One Health approach by bridging the best available science in disease dynamics with effective public health practice and meaningful policy. Her systematic and interdisciplinary approach focuses on four areas of inquiry: Transmission of pathogens between species, Links between land-use change and pathogen spillover, Dynamics and drivers of viral pathogens in reservoir host populations, and Implementation of science for the protection of ecosystem and human health.

2009–2014 -  David H. Smith Postdoctoral Research Fellow, and Postdoctoral Fellow , Center for Infectious Disease Dynamics, Pennsylvania State University

2007 - Ph.D. Ecology , University of California, Davis      

2005 - M.S. Epidemiology , University of California, Davis

1997 - B.V. Sc. Hons I , University of Sydney, (Bachelor of Veterinary Science, First Class Honors; DVM Equivalent).

Biography/Professional Experience

Raina Plowright is the Rudolf J. and Katharine L. Steffen Professor at Cornell University where she also serves as a Cornell Atkinson Scholar at the Cornell Atkinson Center for Sustainability. Dr. Plowright received her veterinary degree from the University of Sydney, and her M.S. and Ph.D. from the University of California, Davis. 

Her research develops the science of pandemic prevention through transdisciplinary science leadership and translation. She focuses on four areas of investigation: mechanisms of cross-species transmission (commonly known as spillover), how environmental stressors drive spillover events, the dynamics of viral pathogens in reservoir hosts, and the implementation of ecological interventions to mitigate spillover. Her work advances a One Health approach by bridging the best available science in disease dynamics with effective public health practice and meaningful policy. 

Dr. Plowright is dedicated to fostering excellence in transdisciplinary collaboration to tackle the complex challenges of zoonotic disease emergence. She leads Bat One Health, a research consortium investigating WHO priority pathogens in bats, with field efforts in Australia, Bangladesh, and Ghana. Their work aims to unravel the biological mechanisms underpinning spillover events to inform development of targeted prevention strategies. 

Dr. Plowright is co-chair of the Lancet Commission on Prevention of Viral Spillover and holds roles on several advisory boards, including the National Science Foundation Advisory Committee for Environmental Research and Education, and the US National Academies of Science, Engineering, and Medicine committee for Countering Zoonotic Spillover of High Consequence Pathogens. 

She is a member of the National Academy of Medicine and is an elected Fellow of the American Association for the Advancement of Science. She has been an Australian-American Fulbright Fellow, an Australian Centenary Scholar, a DARPA Young Faculty Awardee, the recipient of a WIMU teaching award and the Wiley Research Award, and a David H. Smith Fellow in Conservation Research. 

Dr. Plowright has contributed to over 120 peer-reviewed publications and given over 120 invited talks including plenaries and keynotes on zoonotic spillover. Her research has been featured in over 120 interviews and reports in the popular media, including in the New York Times, Scientific American, The Washington Post, The Economist, Le Monde, National Public Radio, Newsweek, Reuters, ProPublica, and Rolling Stone.    

2022–present - Professor of Disease Ecology , Cornell University

2022 – Professor of Epidemiology , Montana State University

2020–2022 - Associate Professor of Epidemiology , Montana State University

2014–2020 - Assistant Professor of Epidemiology , Montana State University                           

2014–2022 - Adjunct Faculty , Washington State University School of Veterinary Medicine

2014–2019 - Adjunct Research Fellow , James Cook University, and Griffith University, Australia                                                          

2009–2014 - David H. Smith Fellow in Conservation Research , and Postdoctoral Fellow , Center for Infectious Disease Dynamics, Pennsylvania State University . Based at USGS Northern Rockies Science Center, Bozeman, Montana

2008–2009 - Part Time Research Scientist , Consortium for Conservation Medicine

2001–2007 - Graduate Research Scientist , University of California, Davis                                        

1998–2002 - Clinical Veterinarian and Field Wildlife Veterinarian

Publications

Complete list of publications:    https://scholar.google.com/citations?user=LOYc-5UAAAAJ&hl=en

Selected publications:

• Vora, NM, L Hassan,  RK Plowright , R Horton, S Cook, N Sizer, and A Bernstein. The Lancet–PPATS Commission on Prevention of Viral Spillover: reducing the risk of pandemics through primary prevention.  The Lancet .  https://doi.org/10.1016/S0140-6736(23)01064-4 .
• Eby, P., A. J. Peel, W. Madden, J. R. Giles, P. J. Hudson, and  R.K. Plowright .  Pathogen spillover driven by rapid changes in bat ecology .  2023. Nature.  https://doi.org/10.1038/s41586-022-05506-2 .
• Plowright, R.K. , C. Parrish, H. McCallum, P.J. Hudson, A. Ko, A. Graham, J. Loyd-Smith. Pathways to zoonotic spillover . 2017. 15(8), 502-510. Nature Reviews Microbiology . doi:10.1038/nrmicro.2017.45.
•  Becker, Daniel, Peggy Eby, Wyatt Madden, Alison Peel, and  Raina K. Plowright .  Ecological Conditions Experienced by Bat Reservoir Hosts Predict the Intensity of Hendra Virus Excretion over Space and Time .  2023. Ecology Letters.  doi.org/10.1111/ele.14007
• Neil Vora, Lee Hannah, Susan Lieberman, Mariana M. Vale, Raina K. Plowright , Aaron S. Bernstein. Want to prevent pandemics? Stop Spillovers. 2022. 605, 419-422 Nature. doi.org/10.1038/d41586-022-01312-y
• Alison J. Peel*, Claude Kwe Yinda*, Edward J. Annand, Adrienne S. Dale, Peggy Eby, John-Sebastian Eden, Devin N. Jones, Maureen K. Kessler, Tamika J. Lunn, Tim Pearson, Jonathan E. Schulz, Ina L. Smith, Bat One Health, Vincent J. Munster*, Raina K. Plowright *. A novel variant of Hendra virus circulates in black flying-foxes ( Pteropus alecto ) and grey-headed flying-foxes ( Pteropus poliocephalus ). 2022 . Emerging Infectious Diseases 28(5) doi:10.3201/eid2805.212338 *Equal contribution
• M. Ruiz-Aravena, C. McKee, A. Gamble, T. Lunn, A. Morris, C.E. Snedden, C.K. Yinda, J.R. Port, D.W. Buchholz, Y.Y. Yeo, C. Faust, E. Jax, L. Dee, D. Jones, M. Kessler, C. Falvo, D. Crowley, N. Bharti, C.E. Brook, H.C. Aguilar, A. J. Peel, O. Restif, T. Schountz, C.R. Parrish, E.S. Gurley, J.O. Lloyd-Smith, P.J. Hudson, V.J. Munster, R.K. Plowright . Ecology, evolution, and spillover of coronaviruses from bats . 2021. Nature Reviews Microbiology. doi.org/10.1038/s41579-021-00652-2
• Plowright R.K .* , J. K. Reaser*, H. Locke, S. Woodley, J. A. Patz, D. J. Becker + , G. Oppler, Peter J. Hudson, and G. Tabor. Land use-induced spillover: A call to action to safeguard environmental, animal, and human health. 2021. Lancet Planetary Health . doi.org/10.1016/ S2542-5196(21)00031-0 *Equal contribution (cover image)
• Letko, M., Seifert, S., Olival, K.J., Plowright, R .K., Munster, V. Bat-borne virus diversity, spillover and emergence . 2020 . Nature Reviews Microbiology .
• Arinjay Banerjee, Michelle L. Baker, Kirsten Kulcsar, Vikram Misra, Raina K. Plowright and Karen Mossman. Novel insights into the immune systems of bats . 2020 . Frontiers in Immunology. doi:10.3389/fimmu.2020.00026 (authors in alphabetical order)
• Becker, D.J., G.F. Albery, M.K. Kessler, T. Lunn, C.A. Falvo, G.Á. Czirják, L.B. Martin, R.K. Plowright . Macroimmunology: the drivers and consequences of spatial patterns in wildlife immune defense. 2020. Journal of Animal Ecology doi.org/10.1111/1365-2656.13166 *Awarded the 2020 Sidnie Manton Award; Journal of Animal Ecology #TopCitedArticle
• Faust, C.L., H.I. McCallum, L.S.P. Bloomfield, N. Gottdenker, T.R. Gillespie, C.J. Torney, A.P. Dobson, and R.K. Plowright. Pathogen spillover during land conversion . 2018. Ecology Letters. doi:10.1111/ele.12904.
• Plowright , R.K., K. Manlove, T.E. Besser, D. Paez, K.R. Andrews+, P.E. Matthews, L. Waits, P.J. Hudson, and E.F. Cassirer. Age-structured variation in infectious period explains epidemiological features of pneumonia in bighorn sheep. 2017. Ecology Letters. doi:10.1111/ele.12829. (Cover Photo)
• Plowright, R.K. , H.E. Field, C. Smith, A. Divljan, C. Palmer, G.M. Tabor, P. Daszak, and J. Foley. Reproduction and nutritional stress are risk factors for Hendra virus infection in little red flying foxes ( Pteropus scapulatus ). 2008. Proceedings of the Royal Society B-Biological Sciences. doi:10.1098/rspb.2007.1260.
• Plowright, R. K. , P. Eby, P.J. Hudson, I.L. Smith, D. Westcott, W.L. Bryden, et al. Ecological dynamics of emerging bat virus spillover. 2015. Proceedings of the Royal Society B-Biological Sciences . 282.1798: 20142124.                
• Plowright, R.K . , A. Peel, D. Streicker, A. Gilbert, H. McCallum, J. Wood, M. Baker, and O. Restif. Transmission or within-host processes driving pulses of infection in reservoir hosts.   2016. PLoS Neglected Tropical Diseases. 10(8):e0004796. (PLOS featured image)
• Plowright, R.K. , S.H. Sokolow, M.E. Gorman, P. Daszak, and J.E. Foley. Causal inference in disease ecology: investigating ecological drivers of disease emergence . 2008. Frontiers in Ecology and the Environment , 6(8): 420–429, doi:10.1890/070086.
• Plowright, R.K. , P. Foley, H.E. Field, A.P. Dobson, J.E. Foley, P. Eby and P. Daszak. Urban habituation, ecological connectivity and epidemic dampening: the emergence of Hendra virus from flying foxes (Pteropus spp.). 2011. Proceedings of the Royal Society B-Biological Sciences vol. 278 no. 1725 3703-3712.                                                               
• Cassirer, E.F., R.K. Plowright , K.R. Manlove, P.C. Cross, A. Dobson, K. Potter, P.J. Hudson. The spatio-temporal dynamics of pneumonia in a bighorn sheep metapopulation. 2013. Journal of Animal Ecology doi: 10.1111/1365-2656.12031.            

Awards and Honors

2023 - Elected to the National Academy of Medicine , United States of America

2023 - Carlton M. Herman Cutting Edge speaker  Wildlife Disease Association

2023 - Rudolph J. and Katharine L. Steffen Professor  at Cornell University

2022 - Elected as Fellow of the American Association for the Advancement of Science.

2022 - Charles and Nora Wiley Award for Meritorious Research, Montana State University.

2022 - Visiting Scientist Fellowship, Montpellier Advanced Knowledge Institute on Transitions, France.

2019 - Coppoc One Health Lectureship, Purdue University College of Veterinary Medicine.

2018 - RR Parker Memorial lectureship , 73rd International Conference on Diseases in Nature Communicable to Man.

2018 - Nominated for the Director’s Award by DARPA Biological Technologies Office.

2017 - Kopriva Lectureship, Montana State University.

2017 - Excellence in Teaching Award, Washington-Idaho-Montana-Utah (WIMU) Regional Program in Veterinary Medicine.

2016 - DARPA Young Faculty Award, Defense Advanced Research Projects Agency.

2009 - David H. Smith Fellowship in Conservation Research, Society for Conservation Biology.

2002 - Veterinary Graduate Academic Program Fellowship in Epidemiology , School of Veterinary Medicine, University of California, Davis.                                                                        

2001 - Fulbright Graduate Fellowship , Australian-American Fulbright Commission.

2001 - Centenary Scholarship , Foundation for Young Australians.           

1997 - First Class Honors , Bachelor of Veterinary Science, University of Sydney.

1997 - J.D. Stewart Prize in Veterinary Science , University of Sydney.

1997 - Wesley College Overseas Study Program Leadership Fellowship , University of Sydney.

1996 - Lonsdale Prize for Clinical Studies , University of Sydney.              

1993 - Wesley College Overseas Study Program Inaugural Scholarship , University of Sydney.

1992 - Bryant Grainger Scholarship, Wesley College, University of Sydney.           

Professional/Academic Affiliations

• American Association for the Advancement of Science (AAAS)
• Society for Conservation Biology
• Ecological Society of America
• Wildlife Disease Association
• Australasian Bat Society

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

Career Advice & Advancement Industry Advice Education

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

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

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

EdD vs. PhD in Education

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

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

What is an EdD degree?

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

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

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

Learn More: 5 Tips for Choosing Your EdD Concentration

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

What can you do with an EdD Degree?

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

• Postsecondary education administrators: Postsecondary education administrators work in colleges or universities, and typically oversee faculty research, academics, admissions, or student affairs. Some job titles that fall under this category include president, vice president, provost, and dean. The average annual salary for a postsecondary education administrator rings in at $102,610 .
• Elementary and secondary school education administrators: Superintendents, who are the top executives of a school district, fall under this category. They manage academic programs, spending, and the staffing of all educational facilities within their district, and typically earn an average of $111,020 per year .
• Top executives : In education, a top executive could be a “chief learning officer” or “chief academic officer”—senior-level professionals who drive and develop strategies that help their organization meet critical business goals. Top executives make an average of $103,840 per year .
• Instructional coordinators : Instructional coordinators create and manage school curricula and other educational materials. They help teachers implement effective classroom learning strategies and measure the effectiveness of what’s being taught and how. The average annual salary for instructional coordinators is $74,620 .

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

Learn More: 8 Careers You Can Pursue with a Doctorate in Education

What is a PhD in Education?

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

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

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

What can you do with a PhD in Education?

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

• Postsecondary teachers: Postsecondary teachers instruct students at a college or university. When they’re not in the classroom, they’re often focused on conducting research, attending conferences, and publishing scholarly papers and books. Postsecondary teachers earn an average $84,380 per year .
• Academic researcher : Researchers often have the opportunity to create their own centers or institutes, hire staff to help carry out their work, and secure funding for that work. Salaries often vary by subject area, but a general academic researcher typically earns an average of $85,234 per year .

EdD or PhD: Which is better for you?

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

Earning your doctorate can pay off no matter which path you choose. Professionals with a doctoral degree earn an average of $109,668 a year —far more than master’s degree holders. Similarly, doctoral degree holders see an unemployment rate of only 1.6% compared to the national unemployment rate of 2%.

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

Editor’s Note: This article was originally published in July 2017. It has since been updated for accuracy and relevance.

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About scott w. o'connor, related articles, 5 tips for choosing your edd concentration.

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The median annual salary for professional degree holders is $97,000. (BLS, 2020)

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What is a PhD? Advice for PhD students

How long does it take to get a doctorate degree how do you get into grad school are you qualified to do a phd answers to these questions and more.

What is a PhD?

A PhD, which stands for “doctor of philosophy”, is the most advanced academic degree. It’s earned through extensive research on a specific topic, demonstrating expertise and contributing new knowledge to the field.

What does “PhD” mean?

The term “PhD” is often used as a synonym for any doctoral-level qualification. Doctorate degrees can often be split into two categories: MPhil and PhD.

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An MPhil is similar to a PhD as it includes a research element (which is usually shorter and less in-depth than a PhD thesis, and often more akin to a dissertation undertaken at undergraduate or master’s level). 

MPhil students focus more on interpreting existing knowledge and theory and critically evaluating other people’s work rather than producing their own research. The precise nature and definition of an MPhil can vary among institutions and countries. 

A PhD, meanwhile, follows a more widely known and traditional route and requires students, often referred to as “candidates”, to produce their own work and research on a new area or topic to a high academic standard.

PhD requirements vary significantly among countries and institutions. The PhD, once completed, grants the successful candidate the title of “doctor of philosophy”, also called PhD or DPhil.

What is a professional doctorate?

A professional doctorate is a kind of degree that helps people become experts in their fields. Instead of focusing mainly on theory and research like a regular PhD, a professional doctorate is all about practical skills and knowledge.

This kind of doctorate is great for students who want to get better at their jobs in areas like teaching, healthcare, business, law or psychology. The courses and projects in these programmes are designed to tackle real problems you might face at work.

For example, you might have heard of the doctor of education (EdD), doctor of business administration (DBA), doctor of psychology (PsyD) or doctor of nursing practice (DNP). These programmes combine learning, hands-on projects and sometimes a thesis paper or essay to show you’re skilled at solving on-the-job challenges.

How long does it take to study a PhD?

The time required to complete a PhD can vary significantly based on several factors. Generally, a full-time PhD programme takes around three to six years to finish. However, it’s important to take into account individual circumstances and the nature of the research involved.

1. Full-time vs. part-time: If you’re studying full-time, dedicating most of your time to your studies, it usually takes about three to four years to complete a PhD. However, studying part-time while managing other commitments might extend the duration. Part-time PhDs can take around six to eight years, and sometimes even longer.

2. Nature of research: The complexity of your research proposal can influence the time required. Certain research questions may involve intricate experiments, extensive data collection or in-depth analysis, potentially leading to a longer completion timeline.

3. Field of study: The subject area you’re researching can also affect the necessary time. Some fields, such as sciences or engineering, might involve more hands-on work, while theoretical subjects might require more time for literature review and analysis.

4. Supervision and support: The guidance and availability of your academic supervisor can affect the pace of your research progress. Regular meetings and effective communication can help keep your studies on track.

5. Thesis writing: While the research phase is crucial, the stage of writing your thesis is equally significant. Organising and presenting your research findings in a clear and cohesive manner can take several months.

6. External commitments: Personal commitments, such as work, family or health-related factors, can influence your study time. Some students need to balance these alongside their PhD studies, potentially extending the duration.

7. External Funding: The availability of funding can also affect your study duration. Some funding might be linked to specific project timelines or research objectives.

So, although a PhD usually takes between three and six years of full-time study, with potential variations based on research complexity, enrolment as part-time or full-time, field of study and personal circumstances. It’s vital to have a realistic understanding of these factors when planning your PhD journey.

How long is a PhD in the UK?

In the UK, the length of a PhD programme typically ranges from three to four years of full-time study. As explained above, there are many factors to consider.

How long is a PhD in the US?

Similarly to the UK, in the United States, the duration of a PhD programme can vary widely depending on the field of study, research topic and individual circumstances. On average, a full-time PhD programme in the US typically takes between five and six years to complete.

Why does it take longer to study a PhD in the US?

PhD programmes generally take longer to complete in the US than in the UK due to various factors in the education systems and programme structures of each country:

1. Programme structure: UK PhD programmes often emphasise early, focused research from the first year, leading to shorter completion times. In contrast, US programmes commonly include more initial coursework in your first and second year and broader foundational training, which can extend the overall duration.

2. Course work requirements: Many US PhD programmes require a lot of course work, which can lengthen the time needed to finish. UK programmes tend to have fewer or no course work demands, allowing students to concentrate primarily on research skills.

3. Research funding: In the UK, PhD funding is often awarded with specific timeframes in mind, motivating completion of the research degree in the agreed duration. In the US, funding approaches can vary, requiring students to secure funding from multiple sources, potentially affecting their progress and completion time.

4. Teaching responsibilities: Some US PhD students take on teaching roles as part of their funding, dividing their time and potentially prolonging their studies.

5. Research approach: Differences in research methodologies and project scopes can affect the time needed for data collection, experimentation and analysis.

6. Academic culture: The US education system values a well-rounded education, including coursework and comprehensive exams. This can extend the time before full-time research begins. UK PhD programmes often prioritise independent research early on.

7. Part-time and work commitments: US PhD candidates might have more flexibility for part-time work or other commitments, which can affect research progress.

8. Dissertation requirements: US PhD programmes generally include a longer and more comprehensive dissertation, involving more chapters and a broader exploration of the research topic.

These variations in programme structures, funding models and academic cultures contribute to the differing completion times between the two countries.

What qualifications do you need for a PhD?

To be eligible for a PhD programme, certain educational qualifications are generally expected by universities. These qualifications serve as indicators of your readiness to engage in advanced research and contribute to the academic community.

First, an undergraduate or bachelor’s degree in a relevant field is typically the most common requirement. This degree provides you with a foundational understanding of the subject and introduces you to basic research methodologies. It serves as a starting point for your academic journey.

Do you need a master’s degree to get into a PhD programme?

In addition to an undergraduate degree, many PhD programmes also require candidates to hold postgraduate or master’s degrees, often in fields related to the intended PhD research. A master’s degree offers a deeper exploration of the subject matter and enhances your research skills. Possessing a master’s degree signifies a higher level of expertise and specialisation.

The combination of both undergraduate and postgraduate degrees demonstrates a solid academic background. This background is crucial before you engage in doctoral study because pursuing a PhD involves more than just knowledge; it requires advanced research abilities, critical thinking and the capacity to provide an original contribution and new insights into the chosen field of study.

While these qualifications are usually requested, there are exceptions. Some institutions offer direct-entry programmes that encompass bachelor’s, master’s and PhD degrees in a streamlined structure. This approach is often seen in scientific and engineering disciplines rather than humanities.

In exceptional cases, outstanding performance during undergraduate studies, coupled with a well-defined research proposal, might lead to direct entry into a PhD programme without requiring a master’s degree.

Admission requirements can vary between universities and programmes. Some institutions might have more flexible prerequisites, while others could have more stringent criteria. Make sure that you thoroughly research all admission requirements of the PhD programmes you’re interested in to ensure you provide the right information.

Are PhD entry requirements similar in other countries?

PhD entry requirements in Canada and Australia can be somewhat similar to those in the UK and the US, but there are also some differences. Just like in the UK and the US, having a bachelor’s degree followed by a master’s degree is a common way to qualify for a PhD in Canada and Australia. However, the exact rules can vary, such as how much research experience you need or the grades you should have.

In Canada and Australia, as in the UK and the US, international students usually need to show their English language skills through tests like IELTS or TOEFL. And, like in other places, you might need to give a research proposal to explain what you want to study for your PhD.

But remember, even though there are some similarities, each country has its own rules.

PhD diary: Preparing for a PhD Nine things to know before doing a PhD Women in STEM: undertaking PhD research in cancer Studying for a part-time PhD: the challenges and the benefits Is it possible to do a three-year PhD as an international student? Looking for PhD tips? Why not check Twitter PhD diary: Where do I begin? How to do a PhD on a budget

How much does it cost to study a PhD?

The cost of pursuing a PhD can vary significantly between international and home (domestic) students, and it depends on the country, university and programme you choose.

United Kingdom (UK)

Home students in the UK often pay lower tuition fees compared with international students. Home students might also have access to government funding or subsidised tuition rates.

International students typically pay higher tuition fees, which can vary widely depending on the university and programme. Fees can range from around £10,000 to £25,000 or more per year.

United States (US)

PhD programme costs in the US can be quite high, especially for international students. Public universities often have lower tuition rates for in-state residents compared with out-of-state residents and international students.

Private universities in the US generally have higher tuition fees, and international students might be charged higher rates than domestic students.

Canadian universities often charge higher tuition fees for international students compared with domestic students.

Some universities offer funding packages that include tuition waivers and stipends for both domestic and international doctoral students.

In Australia, domestic students (Australian citizens and permanent residents) usually pay lower tuition fees than international students.

International students in Australia might have higher tuition fees, and costs can vary based on the university and programme.

Apart from tuition fees, other aspects play a role in the overall financial consideration:

PhD studentship: Many universities offer PhD studentships that provide financial support to research students, covering both tuition fees and a stipend for living expenses.

Stipend and housing: Stipends are designed to cover living expenses. Stipend amounts can vary depending on the university and location. If you’re studying in London in the UK, stipends might be higher to account for the higher living costs in the city. Some universities also offer subsidised or affordable housing options for doctoral students.

Tuition and stipend packages: Some PhD programmes provide funding packages that include both tuition waivers and stipends. These packages are to help relieve the financial burden on students during their doctoral studies.

Research the financial support options provided by the universities you’re interested in to make an informed decision about the cost of your PhD journey.

What funding options are available for PhD candidates?

PhD candidates have various funding options available to support their studies and research journeys. Some of these options include:

PhD scholarships: Scholarships are a common form of financial aid for PhD candidates. They are awarded based on academic merit, research potential or other specific criteria. Scholarships can cover tuition fees and provide a stipend for living expenses.

Bursaries: Bursaries are another form of financial assistance offered to students, including PhD candidates, based on financial need. They can help cover tuition fees or provide additional financial support.

In the UK, specific funding options are available:

Regional consortium: Some regions have research consortiums that offer funding opportunities for doctoral candidates. These collaborations can provide financial support for research projects aligned with specific regional needs.

UK research institute: Research councils in the UK often offer stipends to PhD candidates. These stipends cover living expenses and support research work.

University-based studentship: Many UK universities offer studentships. You can read more about these above.

In the USA, there are also funding options available:

Research assistantships (RAs): Many universities offer research assistantships where PhD candidates work on research projects under the guidance of faculty members. In exchange, they receive stipends and often have their tuition waived.

Teaching assistantships (TA): Teaching assistantships involve assisting professors in teaching undergraduate courses. In return, PhD candidates receive stipends and sometimes tuition remission.

Fellowships: Fellowships are competitive awards that provide financial support for PhD candidates. They can come from universities, government agencies, private foundations and other institutions. Fellowships can cover tuition, provide stipends and offer research or travel funds.

Graduate assistantships: Graduate assistantships include a range of roles, from research and teaching to administrative support. These positions often come with stipends and sometimes include tuition benefits.

External grants and fellowships: PhD candidates can apply for grants and fellowships from external organisations and foundations that support research careers in specific fields. Examples include the National Science Foundation (NSF) and the Fulbright Programme.

Employer sponsorship: In some cases, employers might sponsor employees to pursue PhDs, especially if the research aligns with the company’s interests.

You can read about the current available scholarships for international students of all education levels on our website .

What does a PhD Involve?

How does a PhD work?

A PhD includes thorough academic research and significant contributions to your chosen field of study. The timeline for completing a PhD can significantly vary based on the country, college or university you attend and the specific subject you study.

The duration of a PhD programme can vary based on factors such as the institution’s requirements and the academic discipline you’re pursuing. For instance, the timeline for a PhD in a science-related field might differ from that of a humanities discipline.

UK PhD timeline example

Looking at a typical PhD degree in a London higher education institution, we can consider this example timeline.

In the initial year of your PhD, you’ll collaborate closely with your designated academic supervisor. This collaboration involves refining and solidifying your research proposal, which lays the foundation for your entire doctoral journey.

This is also the time to establish a comprehensive plan, complete with well-defined milestones and deadlines. A crucial aspect of this year is conducting an extensive literature review, immersing yourself in existing academic works to understand the landscape of your chosen research area. It’s important to make sure that your research idea is original and distinct from prior studies.

As you begin the second year, you’ll actively collect data and gather information related to your research topic. Simultaneously, you’ll initiate the process of crafting your thesis. This involves combining your research findings and analysis into sections of your thesis document.

This is also the phase where you might have opportunities to share your research insights at academic meetings, conferences or workshops. Depending on the programme, you might even engage in teaching activities. Some PhD candidates also begin contributing to academic journals or books, showcasing their findings to a broader audience.

The third year of a PhD programme often marks the final stage of your research efforts. This is when you dedicate substantial time to writing and finalising your complete thesis. Once your thesis is completed to the highest standard, you’ll submit it for thorough evaluation.

A significant milestone in the third year is the viva voce, an oral examination where you’ll defend your thesis before a panel of experts in your field. The viva voce is an opportunity to showcase your deep understanding of your research and defend your findings.

Why should you do a PhD?

For many people, acquiring a doctorate degree is the pinnacle of academic achievement, the culmination of years of commitment to higher education.

However, the act of pursuing a PhD can be a complex, frustrating, expensive and time-consuming exercise. But with the right preparation, some sound advice and a thorough understanding of the task at hand, your years as a doctoral student can be some of the most rewarding of your life. 

People choose to work towards a doctorate for many reasons. If you are looking to pursue an academic position, such as university lecturer or researcher, then a PhD is usually required.

Many people obtain a PhD as part of a partnership with an employer, particularly in scientific fields such as engineering, where their research can prove useful for companies.

In some cases, however, PhDs are simply down to an individual’s love of a subject and their desire to learn more about their field.

What are some benefits of studying a PhD?

Pursuing a PhD can have many benefits that extend beyond academic achievement, encompassing personal growth, professional advancement and meaningful contributions to knowledge.

One of the most notable benefits of a PhD is the potential for tenure in academia. Attaining tenure provides a level of job security that allows you to delve into long-term research projects and make enduring contributions to your field. It signifies a stage where you can explore innovative ideas and pursue in-depth research, fostering your academic legacy.

While not obligatory, the opportunity to collaborate on research projects with your supervisor is another valuable aspect of a PhD pursuit. These collaborations might even come with financial compensation, offering real-world experience, skill development and practical applications of your research. Engaging in such collaborations can enrich your research portfolio and refine your research methodologies.

A pivotal aspect of a PhD journey is the chance to publish your original research findings. By disseminating your work in academic journals or presenting it at conferences, you contribute to the expansion of knowledge within your field. These publications establish your expertise and reputation among peers and researchers worldwide, leaving a lasting impact.

The pursuit of a PhD can provide a unique platform to build a diverse network of colleagues, mentors and collaborators. Engaging with fellow researchers, attending conferences and participating in academic events offer opportunities to make valuable connections. This network can lead to collaborations, expose you to a spectrum of perspectives and pave the way for future research endeavours.

What is a PhD thesis? And what is a PhD viva?

A PhD thesis will be produced with help from an academic supervisor, usually one with expertise in your particular field of study. This thesis is the backbone of a PhD, and is the candidate’s opportunity to communicate their original research to others in their field (and a wider audience).  PhD students also have to explain their research project and defend their thesis in front of a panel of academics. This part of the process is often the most challenging, since writing a thesis is a major part of many undergraduate or master’s degrees, but having to defend it from criticism in real time is arguably more daunting.  This questioning is known as a “viva”, and examiners will pay particular attention to a PhD’s weaknesses either in terms of methodology or findings. Candidates will be expected to have a strong understanding of their subject areas and be able to justify specific elements of their research quickly and succinctly.

In rare cases, students going for a PhD may instead be awarded an MPhil if the academic standard of their work is not considered fully up to par but still strong enough to be deserving of a qualification.

Can you do a PhD part time? 

Many PhD and MPhil candidates choose to pursue their qualification part time, in order to allow time to work and earn while studying. This is especially true of older students, who might be returning to academia after working for a few years. 

When applying, you should always speak to the admissions team at your university to ensure this is possible and then continue to work with your supervisor to balance all your commitments. 

Can I do a PhD through distance learning?

This is something else that you will need to check with your university. Some institutions offer this option, depending on the nature of your research. 

You will need to be clear how many times you will need to travel to your university to meet with your supervisor throughout your PhD. 

Your PhD supervisor

Choosing the right PhD supervisor is essential if you want to get the most out of your PhD. Do your research into the faculty at the institution and ensure that you meet with your proposed supervisor (either virtually or in person) before fully committing. 

You need to know that not only do they have the right expertise and understanding of your research but also that your personalities won’t clash throughout your PhD. 

Remember, to complete your PhD, you will need a strong support network in place, and your supervisor is a key part of that network. 

Coping with PhD stress

If you do decide to embark on a doctorate, you may well encounter stress and anxiety. The work involved is often carried out alone, the hours can be long and many students can suffer from the pressure they feel is on their shoulders.

Ensuring that you check in regularly with your emotions and your workload is crucial to avoid burnout. If you have other commitments, such as a job or a family, then learning to balance these can feel overwhelming at times. 

Give yourself regular breaks, speak to your supervisor and ensure that you know what university resources and support systems are available to you in case you need to access them. 

Post-doctorate: what happens after you finish your PhD?

Many PhD graduates pursue a career in academia, while others will work in industry. Some might take time out, if they can afford to, to recover from the efforts of PhD study.

Whatever you choose to do, undertaking a PhD is a huge task that can open up a range of doors professionally. Just remember to take some time out to celebrate your achievement. 

How does a PhD affect salary and earning potential?

How much does a professor with a PhD make a year?

Professors with PhDs can earn different amounts depending on where they work and their experience. In the UK, a professor might make around £50,000 to £100,000 or more each year. In the US, it's between about $60,000 and $200,000 or even higher. The exact salary depends on things like the place they work, if they have tenure, and what they teach.

How much does a PhD add to salary?

Having a PhD can make your salary higher than if you had a lower degree. But exactly how much more you earn can change. On average, people with PhDs earn more than those with bachelor’s or master’s degrees. The increase in salary is influenced by many things, such as the job you do, where you work and what field you’re in.

In fields such as research, healthcare, technology and finance, your knowledge and skills from your PhD can potentially help you secure a higher salary position.

In the end, having a PhD can boost your earning potential and open doors to well-paying jobs, including professorships and special roles in different areas. But the exact effect on your salary is influenced by many things, so ensure you weigh the cost against the benefit.

How to choose a PhD programme?

Choosing a PhD programme involves defining your research interest, researching supervisors and programme reputation, evaluating funding options, reviewing programme structure, considering available resources, assessing networking opportunities, factoring in location and career outcomes, visiting the campus if possible and trusting your instincts.

How can I find available PhD programmes?

You can find available PhD programmes by visiting university websites, using online directories such as “FindAPhD”, checking professional associations, networking with professors and students, following universities on social media, attending career fairs and conferences, contacting universities directly and exploring research institutes’ websites.

How to apply for a PhD programme?

To apply for a PhD programme:

Research and select universities aligned with your interests.

Contact potential supervisors, sharing your proposal, CV and references.

Prepare application materials: research proposal, CV, recommendation letters and a writing sample.

Ensure you meet academic and language-proficiency requirements.

Complete an online application through the university’s portal.

Pay any required application fees.

Write a statement of purpose explaining your motivations.

Provide official transcripts of your academic records.

Submit standardised test scores if needed.

Some programmes may require an interview.

The admissions committee reviews applications and decides.

Apply for scholarships or assistantships.

Upon acceptance, review and respond to the offer letter.

Plan travel, accommodation and logistics accordingly.

Remember to research and follow each university’s specific application guidelines and deadlines.

How to apply for a PhD as an international student?

Many stages of the PhD application process are the same for international students as domestic students. However, there are sometimes some additional steps:

International students should apply for a student visa.

Take language proficiency tests such as TOEFL or IELTS if required.

Provide certificates if needed to validate your previous degrees.

Show evidence of sufficient funds for tuition and living expenses.

Check if you need health insurance for your chosen destination.

Translate and authenticate academic transcripts if necessary.

Attend orientation sessions for cultural adaptation.

Apply for university housing or explore off-campus options.

Familiarise yourself with international student support services.

Ben Osborne, the postgraduate student recruitment manager at the University of Sussex explains in detail how to apply for a PhD in the UK .

Giulia Evolvi, a lecturer in media and communication at Erasmus University, Rotterdam explains how to apply for a PhD in the US .

Finally, Samiul Hossain explores the question Is it possible to do a three-year PhD as an international student?

Q. What is a PhD? A. A PhD is the highest level of academic degree awarded by universities, involving in-depth research and a substantial thesis.

Q. What does “PhD” mean? A. “PhD” stands for doctor of philosophy, recognising expertise in a field.

Q. What is a professional doctorate? A. A professional doctorate emphasises practical application in fields such as education or healthcare.

Q. How long does it take to study a PhD? A. It takes between three and six years to study a full-time PhD programme.

Q. How long is a PhD in the UK? A. It takes around three to four years to study a full-time UK PhD.

Q. How long is a PhD in the US? A. It takes approximately five to six years to complete a full-time US PhD.

Q. Why does it take longer to study a PhD in the US? A. US programmes often include more course work and broader training.

Q. What qualifications do you need for a PhD? A. You usually need an undergraduate degree as a minimum requirement, although a master’s might be preferred.

Q. Do you need a master’s degree to get into a PhD programme? A. Master’s degrees are preferred but not always required.

Q. Are PhD entry requirements similar in other countries? A. Entry requirements are similar in many countries, but there may be additional requirements. Make sure to check the university website for specific details.

Q. How much does it cost to study a PhD? A. The cost of PhD programmes vary by country and university.

Q. What funding options are available for PhD candidates? A. Scholarships, assistantships, fellowships, grants, stipends are all funding options for PhD candidates.

Q. What does a PhD involve? A. PhDs involve research, seminars, thesis, literature review, data analysis and a PhD viva.

Q. Why should you do a PhD? A. There are many reasons to study a PhD including personal growth, research skills, contributions to academia and professional development.

Q. What are some benefits of studying a PhD? A. Benefits of graduating with a PhD include achieving tenure, collaborations with colleagues, publication of your work, and networking opportunities.

Q. What is a PhD thesis? A. A PhD thesis is a comprehensive document that showcases the original research conducted by a PhD candidate.

Q. What is a PhD viva? A. A PhD viva, also known as a viva voce or oral examination, is the final evaluation of a PhD candidate’s research and thesis where the panel asks questions, engages in discussions and assesses the depth of the candidate’s understanding and expertise.

Q. Can you do a PhD part-time? A. Yes, part-time options are available for PhDs.

Q. Can I do a PhD through distance learning? A. Some universities offer online PhDs; you can find out more on their websites.

Q. How to choose a PhD programme? A. You can find PhD programmes through research, by contacting faculty, checking resources and considering location.

Q. How can I find available PhD programme? A. You can find available PhD programmes on university sites, through directories and by networking.

Q. How to apply for a PhD programme A. To apply for a PhD programme, research suitable universities and programmes, get in touch with potential supervisors, gather required documents like transcripts and reference letters, complete the online application, pay any necessary fees and submit a statement of purpose and research proposal. If needed, meet language-proficiency criteria and attend interviews. After acceptance, explore funding choices, confirm your spot and get ready for the programme’s start.

Q. How to apply for a PhD as an international student A. To apply for a PhD as an international student, follow similar steps to domestic students, but you need to include securing a student visa and passing language requirements.

Q. What is a PhD dropout rate? A. The dropout rate from PhDs varies but is approximately 30-40 per cent.

Q. How does a PhD affect salary and earning potential? A. A PhD can boost earning potential, especially in research, technology, healthcare and academia. Impact varies by job, industry and location. Experience, skills and demand also influence salary.

Q. How to address a person with a PhD? A. When addressing someone with a PhD, it’s respectful to use “Dr”, followed by their last name, whether they have a PhD in an academic field or a professional doctorate. For instance, “Dr. Smith”.

Q. Is there a difference between a PhD and a doctorate? A. The terms “PhD” and “doctorate” are often used interchangeably, though a PhD is a specific type of doctorate focused on original research. A doctorate can refer more broadly to any doctoral-level degree, including professional doctorates with practical applications.

Q. What is the difference between a PhD and an MD? A. A PhD is a doctor of philosophy, awarded for academic research, while an MD is a doctor of medicine, focusing on medical practice. They lead to different career paths and involve distinct areas of study.

Q. What is the difference between a PhD and a professional doctorate? A. A PhD is an academic research-focused degree, while a professional doctorate emphasises applying research to practical fields such as education or business. PhDs often involve original research, while professional doctorates focus on real-world application.

Q. What is the difference between UK and US PhDs? A. The difference between UK and US PhDs lies mainly in structure and duration. UK PhDs often have shorter durations and a stronger emphasis on independent research from an early stage. US PhDs typically include more initial coursework and broader foundational training before full-time research begins.

Q. What is the difference between a PhD student and a candidate? A. A PhD student is actively studying and researching in a doctoral programme, while a PhD candidate has completed programme requirements except for the dissertation and is close to completion.

Q. What’s the difference between a PhD and an EdD? A. A PhD and an EdD (doctor of education) differ in focus. A PhD emphasises research and academic contributions, while an EdD focuses on applying research to practical educational issues.

Q. What’s the difference between a PhD and a DBA? A. A PhD and a DBA (doctor of business administration) differ in purpose. A PhD emphasises theoretical research and academia, while a DBA is practice-oriented, aimed at solving real business problems.

Q. What’s the difference between a PhD and a PsyD? A. A PhD and a PsyD (doctor of psychology) differ in emphasis. A PhD focuses on research and academia, while a PsyD emphasises clinical practice and applying psychological knowledge.

Q. What’s the difference between a PhD and an LLD? A. A PhD and an LLD (doctor of laws or Legum doctor) are distinct. A PhD is awarded in various disciplines, while an LLD is usually an honorary degree for significant contributions to law.

Q. What’s the difference between a PhD and an MD-PhD? A. A PhD and an MD-PhD differ. An MD-PhD is a dual degree combining medical training (MD) with research training (PhD).

Q. What is the Cambridge PhD? A. A Cambridge PhD involves original research guided by a supervisor, resulting in a thesis. It’s offered at the University of Cambridge .

Q. What is the Oxford DPhil? A. An Oxford DPhil is equivalent to a PhD and involves independent research leading to a thesis. The term “DPhil” is unique to the University of Oxford .

Q. What is the PhD programme acceptance rate? A. PhD acceptance rates vary by university, field and competition. Prestigious universities and competitive fields often have lower acceptance rates.

Q. What is a PhD supervisor? A. A PhD supervisor guides and supports a student’s research journey, providing expertise and feedback.

Q. What is a PhD panel? A. A PhD panel evaluates a candidate’s research, thesis and oral defence. It consists of experts in the field.

Q. What is a PhD stipend? A. A PhD stipend is a regular payment supporting living expenses during research, often tied to teaching or research assistant roles.

Q. What is a PhD progression assessment? A. A PhD progression assessment evaluates a student’s progress, often confirming their continuation in the programme.

Q. What is a PhD defence? A. A PhD defence, or viva, is the final oral examination where a candidate presents and defends their research findings and thesis before experts.

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Higher Education: Ph.D. - Doctor of Philosophy in Education

The Ph.D. in education with a concentration in higher education develops scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

–Higher Education

Career Objective

This program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities.

Best Suited To

Highly qualified scholar-researchers who are interested in working in fields where the emphasis is on the production and communication of scholarship.

Program Type

Estimated length.

2-3 full years for coursework, plus dissertation research.

Application Deadline

About this program.

The School of Education and Human Development's Ph.D. in education with a concentration higher education program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities. This is a research-based, full-time program that is offered in Charlottesville only.

Ph.D. students complete a program of study that includes at least 60 hours of coursework (excluding dissertation credit). Acceptance of up to 24 hours of transfer credit from a student’s master’s degree program or from post-master’s work completed at another institution is determined on an individual basis by the student’s advisor and the program head. The program coordinator may exempt students from required courses that they have already taken.

In addition to a required set of core courses in higher education (12 credits) and a minor in research methods (18 credits), the Ph.D. student is also required to complete elective coursework in higher education (12 credits). A content minor (12 credits), chosen with the advice and consent of the student’s advisor and organized around a theme or set of questions, is also required for the Ph.D. Courses for the content minor may be taken outside of the program and the School of Education and Human Development. Typical content minor concentrations include (but are not limited to) higher education policy, economics of higher education, politics of higher education, student affairs in higher education, organization and governance of higher education, and social foundations of higher education.

Ph.D. students are required to complete ten hours of mentored research per week each semester they are enrolled. Internship placements (paid, ten to twenty hours per week) can be arranged within the University of Virginia and at cooperating colleges and universities, other postsecondary agencies, or institutes. Research assistantships may also be available.

• Request Information

Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• Statement of purpose (3-5 pages, speaks to reasons for pursuing the degree, including academic and professional goals)
• Writing sample (typically a paper written during Master’s program)
• Applicants are welcome but are not required to come to the School of Education and Human Development for an interview. To schedule an interview or campus visit, please reach out to the contact at the bottom of this page.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. A link to these publications can be found in the Curriculum Information section at the bottom of this page.

Total hours required 72 Course credit hours required 60

Core (12 credits)

• EDLF 8665 Contemporary Issues in Higher Education
• EDLF 8654 Organization and Governance in Higher Education
• EDLF 8640 Inequality in Higher Education
• EDLF 8662 Politics and Education

Higher Education Electives (12 credits minimum) Coursework should be distributed between three categories (minimum 1 course per category)

• Student Experience/Student Development
• History, Philosophy, and Contexts
• Governance and Policy 

Research Courses (18 credits required)

Content Minor (minimum 12 credits) Students may take their content minor courses outside the program and the School of Education and Human Development, or they may choose courses from other School of Education and Human Development programs. The minor is meant to supply the student with substantive knowledge of and a theoretical grounding in an area that might be the topic of the dissertation. Courses to be taken for minor credit must be negotiated with and approved by the student’s advisor.

Dissertation (minimum 12 credits) EDLF 9999 Doctoral Dissertation (may be repeated for credit)

Course Descriptions

Information on courses that are part of the Ph.D. in Education-Higher Education curriculum can be found on the UVA graduate record website.

Interdisciplinary Doctoral Fellowship

There is a pressing need to address and eradicate racial injustice from institutions of higher education across the country. The most effective responses to this complex situation are informed by collaboration among scientists, social scientists and humanists. Mutual insights from psychology, sociology, public policy, and higher education are further enriched and deepened through their intersection with the study of anthropology, culture, economics, history, politics and spatial planning. Training researchers across these areas will advance the development of meaningful interventions in the higher education environment, refine our ability to assess these interventions quantitatively and qualitatively, and enhance our opportunity to engage public audiences on this topic. Doctoral students with this background will be better positioned to pursue research careers in academe and a variety of employment sectors.

Race and Inequality in Higher Education Fellowship Website

Although students will apply to the Ph.D. in Education-Higher Education program, more information regarding the fellowship can be found on The Graduate School of Arts & Sciences website.

Additional Program Details

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

In 2024, the UVA School of Education & Human Development is ranked #8 for best graduate schools of education in the country by U.S. News and World Report.

The school is ranked #18 in higher education for graduate schools of education.

Higher Education News

Higher Education Alumni Reunion Celebrates Legacy and Community

Six decades of Higher Education alumni gathered to celebrate the program’s five founders and launch a fund supporting new community-building initiatives.

Program Faculty

Juan C. Garibay

• Associate Professor

Karen Kurotsuchi Inkelas

• Professor of Education

Brian Pusser

Christian L. Steinmetz

• Assistant Professor

Current Ph.D. Students

Below are some current students in this program. Prospective students are encouraged to reach out to current students via email to inquire about the program experience.

Jesse McCain

• Ph.D. Student

Danielle A. Moore-Lewis

Christian P.L. West

The following faculty proposed the theme for an interdisciplinary doctoral fellowship program and are committed to co-mentoring students. Please contact them with questions about the research cluster or to discuss your research interests.

• 434-924-3180
• [email protected]

Ridley Hall 286 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903

Josipa Roksa

• 434-924-6528

PO Box 400766 445 Rugby Rd Charlottesville, VA 22903

• 434-243-6461

Ridley Hall 288 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903

Admission & Enrollment

Engaging with prospective students and families on the process of applying to our school.

• 434-924-0742
• Ridley Hall 102
• Monday-Friday: 8:30 am - 5:00 pm

• News & Insights
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PhD vs. EdD in Education: Nine expert tips to help you choose [with infographic]

If you want to elevate your career in education, an advanced degree can open the door to more job opportunities. Many schools offer graduate programs in education, but before you go down a rabbit hole of research, first decide if you want to get a PhD or EdD degree.

A PhD and EdD in education are both doctoral degrees. The one you choose will have a significant impact on your graduate school experience, and your career as well. (Already know what you want? Visit our Admission and Deadlines and Requirements pages for more information.)

For a quick overview of differences between the two degrees, view the infographic below or download it here .

Before we explore tips to guide your decision, let’s review important context for each degree.

What is a PhD in Education?

A PhD is a doctorate in philosophy. Historically, it was the first degree offered to students in the field of education and is perhaps more well-known than the EdD.

The PhD in Education is ideal for students who are excited by a career in research. Programs train you to interpret existing theory on a subject, identify opportunities for exploration, and advance theory through critical analysis. It is not necessarily a degree that prepares you for an administrative or leadership role.

With a PhD in Education, you will become an authority on a particular topic or range of topics, and make recommendations on how practitioners should approach or implement them. Examples of research topics might include teaching practices, the effect of learning environments on student outcomes, and inequity in education.

What is an EdD in Education?

An EdD is a doctorate in education, and prepares you for a career in educational leadership. Like the PhD degree, you will learn to interpret research. However, EdD programs train you to apply the research in real-world settings.

While pursuing your EdD degree, you will study critical theory and determine how you can implement it to drive change in K–12 classrooms, universities, community colleges and other organizations. You will also reflect on your role as a leader. Top EdD programs encourage you to analyze your relationship to your research topics and work environments. The goal is to ensure that your leadership is fair and equitable for all people.

PhD vs. EdD: What are the main differences?

The table below summarizes the key differences between a PhD and EdD in education:

Find your program

PhD vs. EdD: How to choose

To help you figure out which doctorate in education is right for you, check out these nine helpful tips:

1. Follow your passion

Rather than focusing on the title of the degree, think about what motivates you. Why did you get into education in the first place? Do you want to have a direct impact on classrooms or pursue big-picture change behind the scenes? You may assume that one degree is more prestigious than another, but it’s important to choose a path that will bring you personal satisfaction that is consistent with your career goals.

2. Picture your day-to-day

PhD and EdD programs are a significant time investment. If you’re struggling to decide because both degrees sound rewarding, try picturing what your daily life might look like in each program.

A PhD in Education is decidedly more research-heavy. A majority of your study will include—but is not limited to—investigating theory and research methodologies. By contrast, EdD programs include the application of your research. Much of your time will be spent using your knowledge to solve professional challenges.

3. Explore career options with a PhD in Education

Earning your PhD in education will make you a more desirable candidate for a range of research-oriented positions. Your ability to evaluate research and make recommendations will be a valuable skill to many organizations.

Many people with PhD in education degrees secure jobs as:

• University professor
• Research scholar
• Education director
• Policy researcher

Want specific examples? For a list of positions held by recent graduates from USC Rossier’s PhD in Urban Education program (PhD), check out our Benefits and Career Paths page.

4. Explore career options with an EdD in Education

EdD programs prepare you for different kinds of senior positions. You will be eligible for leadership roles primarily in education administration, however your high-level skill-set will be desirable to certain nonprofits and businesses as well.

Position titles for professionals with an EdD degree may include:

• Superintendent
• University or college president
• Director of a research center
• Development manager
• Curriculum developer

5. Compare PhD vs. EdD coursework

Doctor in education programs are rigorous and challenging, and while both are rooted in research, their paths diverge. Coursework in PhD programs highlights qualitative and quantitative research methods, and gives you the tools needed to perform your own research. You will also work on your dissertation, and be required to take oral and written exams.

Additionally, PhD students typically have the chance to work one-on-one with a research faculty member on their research. As you narrow your search for a graduate school, remember to review faculty and consider opportunities for collaboration.

EdD courses in educational leadership train you to view common problems in education from multiple perspectives. Courses early in the program urge you to use research as a tool that can provide practical solutions that promote equity. As you progress, you will then take actionable steps to address a problem of practice.

6. Review PhD vs. EdD specializations at different schools

You want to choose a university that aligns with your personal interests. Start by reviewing schools’ mission statements. Do they seem principle-driven or focused on ushering you through the program?  You also want to check out the concentrations offered by each program. Select a program that is going to let you explore issues and challenges that matter to you.

Concentrations vary by university. For example, some concentrations may include educational leadership in K–12 schools, educational psychology or higher education. Expect universities located in or near cities to offer concentrations exploring urban education settings as well.

7. Consider PhD and EdD online programs

If you’re a working professional and don’t want to commute to a physical campus while you earn a degree, an online doctor of education program may be right for you. Online programs cover the same information as their in-person counterparts, but offer a little more flexibility for students.

However, classes such as those included in USC Rossier’s Doctor of Education in Educational Leadership online program are held live, meaning you are required to attend the online class at a specific day and time.Note: It may be easier to find online options for EdD than PhD programs.

8. Research PhD vs. EdD dissertation requirements

A traditional part of a PhD in education is the dissertation. Dissertation requirements vary by program and school, but generally include thorough investigation of a topic from multiple angles, copious research, and an exam to defend your written work once it’s completed.

By contrast, some EdD programs require you to complete a dissertation in practice. Using research methods learned in the program, you will attempt to resolve a problem in education dealing with equity and access. You may also have the chance to work alongside a group of students and an advisor to tackle the problem. In addition to the different requirements of PhD and EdD dissertations, individual schools may want you to explore issues that fall within their philosophical focus.

9. Estimate your time commitment

Before committing to a doctorate in education program, make sure you understand how much time it will take. A PhD in Education typically requires four to six years to complete, while EdD programs take three years, and may be completed while you work.

Additionally, some PhD programs are full-time commitments. Because of the workload, you can’t work a full-time schedule. However, your tuition is covered by a graduate assistantship. A Master’s degree may also not be necessary for acceptance into a PhD program.

USC Rossier resources

If you’re still unsure about which doctorate in education is right for you, we’re happy to provide personalized guidance .

You can also use USC Rossier’s simple career survey tool.

Curious about the requirements for our doctoral programs ? Check out the list of program comparisons. As a school that has offered doctoral degrees for 100 years, USC Rossier is uniquely positioned to provide insight and expertise on doctoral programs in education

Article Type

Article topics.

• Higher education

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Home > Blog > Tips for Online Students > Tips for Students > What Is An Ed.D. And Why Is It Important For Your Future?

Tips for Online Students , Tips for Students

What Is An Ed.D. And Why Is It Important For Your Future?

Updated: June 19, 2024

Published: May 26, 2020

Many students who are seeking a career in education find themselves at a crossroads when presented with earning a Doctor of Education or a PhD in Education. Both levels of education are equal, yet their outcomes in terms of careers are very different. Depending on your career goals, you’ll want to understand these nuances before enrolling in either an EdD program or a PhD in Education.

Here, we will outline the differences, expectations, and outcomes for both program types.

What Is An EdD?

EdD stands for Doctor of Education. It is a professional degree that those pursuing a career in educational leadership roles will possess.

Doctor of Education programs include research curricula that prepares graduates to be able to impact practice and policy in the world of education. Not only is there research involved, but the degree is highly practical such that students can apply their knowledge to real-world scenarios to effect change.

With an EdD, graduates can work in K-12 education, non-profits, and the government. Additionally, those with this degree may enter healthcare or the military.

Photo by  Tra Nguyen  on  Unsplash

What is a phd in education.

A PhD in Education stands for a Doctor of Philosophy in Education. This terminal degree is intended for those who want to work in academia itself.

For example, postsecondary teachers and researchers tend to earn PhDs as opposed to EdDs. Rather than practical and research-heavy, the degree focuses on theory and is mostly study-based.

Those who take part in earning their PhD are often published in respected journals and speak at conferences while fulfilling program requirements.

EdD Vs. PhD In Education: Understanding The Differences

While an EdD is meant for administration and leadership and a PhD is meant for professors and teaching, there are even more differences.

Here’s a direct breakdown of an EdD vs. PhD in Education:

• Administration focused
• Practical more than philosophical
• Peers are typically professionals
• Can hold full-time jobs while pursuing the degree
• Research intensive
• Funding may be granted for those in the program
• More program options to choose from
• Prepare students for a faculty career in higher education
• Jobs include: Postsecondary Teachers and Academic Researchers

What To Expect In A Doctor Of Education Program

When enrolled in an EdD program, you can expect to begin with coursework that includes subjects like quantitative analysis and the future of education. These classes are practice-oriented and research-based so that you are prepared for a field-based doctoral project.

For example, you may be required to redesign a school district’s policy. Here’s what you can expect in terms of the program:

Length Of Study

On average, EdD programs take about 2 years to complete. However, the program can take 4 or 5 years if working, even up to 7.

Costs Of Ed.D

60-66 units, around $20K-$50K

Earning Potential

Depending on your location and job title, the earning potential varies. However, some of the most common job titles and expected average salaries are:

• Education Administrator – $97,640
• Provost – $147,100
• Academic Dean – $90,330

What Can You Do With An EdD?

Once you graduate with an EdD, there are many career opportunities that you will be qualified for. Here’s a look at some jobs you may be interested in pursuing:

1. Postsecondary Education Administrators

Postsecondary education administrators oversee the faculty in higher education institutions. They often start their careers as professors and then become provosts or deans.

2. Elementary And Secondary School Education Administrators

Like the aforementioned position, these administrators oversee faculty and staff, but in elementary and high school settings.

3. Top Executives

Executives like Chief Learning Officers help devise plans to meet organizational goals.

4. Instructional Coordinators

Creating curriculums, instructional coordinators also help teachers implement how to teach effectively.

5. School Principal

In primary and secondary school, principals monitor operations, train staff, hire teachers, and manage budgets. A lot of principals have experience as teachers and then earn their EdD to obtain the position of school principal.

6. Postsecondary Teacher

Although it’s more likely for a postsecondary teacher (professor) to earn their PhD, some may earn their EdD too.

What Can You Do With A PhD In Education?

Like an EdD, a PhD affords graduates with a wide range of lucrative and fulfilling career opportunities. The most common career paths for those with a PhD in Education include:

Postsecondary Teacher

Also known as professors, postsecondary teachers are those who teach in universities and colleges. When they aren’t lecturing, they may also conduct research, contribute to academic journals and lecture at conferences.

Academic Researcher

Academic researchers may work for institutions or independently to conduct their research.

Benefits Of An EdD (Besides Money)

Besides the great earning potential for those with their EdD, the career options are filled with impact and benefits, like:

• Honing skills for organizational change
• Supporting educational change
• Boosting one’s resume
• Leveraging technology
• Working in top positions within companies or education

Photo by  Jasmine Coro  on  Unsplash

Where can i study edd.

For those interested in earning an EdD, there are many online programs to choose from. Online programs offer increased flexibility and lower cost compared to traditional campuses.

On your journey towards these terminal degrees, you may be interested in earning a Master’s in Education (M.Ed). For those seeking an online and tuition-free program, the University of the People offers exactly that!

The Wrap Up

Earning your M.Ed , EdD or PhD will provide you with the knowledge and skills to enter a career within education. With a PhD, you can become a professor or researcher. An EdD program will provide you with practical knowledge to work in administration and educational policy.

Regardless of the route that you decide is right for you, you will be able to make a difference in one of the most important fields in the world — education!

In this article

At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

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

By Scott W. O’Connor

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

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

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

EdD vs. PhD in Education

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

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

What is an EdD Degree?

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

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

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

Learn More:   5 Tips for Choosing Your EdD Concentration

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

What Can You Do with an EdD Degree?

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

• Postsecondary Education Administrators:  Postsecondary education administrators work in colleges or universities, and typically oversee faculty research, academics, admissions, or student affairs. Some job titles that fall under this category include president, vice president, provost, and dean. The average annual salary for a postsecondary education administrator rings in at  $94,340 .
• Elementary and Secondary School Education Administrators:  Superintendents, who are the top executives of a school district, fall under this category. They manage academic programs, spending, and the staffing of all educational facilities within their district, and typically earn  an average of $98,880 per year .
• Top Executives : In education, a top executive could be a “chief learning officer” or “chief academic officer”—senior-level professionals who drive and develop strategies that help their organization meet critical business goals. Top executives make an average of approximately  $104,980 per year .
• Instructional Coordinators : Instructional coordinators create and manage school curricula and other educational materials. They help teachers implement effective classroom learning strategies and measure the effectiveness of what’s being taught and how. The average annual salary for instructional coordinators is roughly  $64,450 .

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

Learn More:   Top Careers with a Doctorate in Education

What is a PhD in Education?

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

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

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

What Can You Do with a PhD in Education?

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

• Postsecondary Teachers:  Postsecondary teachers instruct students at a college or university. When they’re not in the classroom, they’re often focused on conducting research, attending conferences, and publishing scholarly papers and books. Postsecondary teachers earn  an average $78,470 per year .
• Academic Researcher : Researchers often have the opportunity to create their own centers or institutes, hire staff to help carry out their work, and secure funding for that work. Salaries often vary by subject area, but a general academic researcher typically earns an average  $76,273 per year .

Taking the Next Step

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

Earning your doctorate can pay off no matter which path you choose. Professionals with a doctoral degree earn an average  $3.65 million  over their lifetime—nearly one million dollars more than master’s degree holders. Similarly, doctoral degree holders see an unemployment rate of only  1.5 percent  compared to the national unemployment rate of 3.6 percent.

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

About Scott W. O’Connor

Scott W. O’Connor is a writer and SEO specialist for Northeastern University. He has been writing for both print and online publications for over 10 years and specializes in the higher education sector.

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

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Doctor of Philosophy in Education : Admission Details

Application details, prerequisites to apply.

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

Application Requirements and Deadlines

Tuition and Fees

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

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

Admissions Webinar

More information, what to expect, program goals.

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

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

IMPORTANT QUESTIONS AND ANSWERS

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

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

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

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

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

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

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

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

International Applicants

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

International Student Admissions

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

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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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• What is a PhD?

Written by Mark Bennett

A PhD is a doctoral research degree and the highest level of academic qualification you can achieve. The degree normally takes between three and four years of full-time work towards a thesis offering an original contribution to your subject.

This page explains what a PhD is, what it involves and what you need to know if you’re considering applying for a PhD research project , or enrolling on a doctoral programme .

On this page

The meaning of a phd.

The PhD can take on something of a mythic status. Are they only for geniuses? Do you have to discover something incredible? Does the qualification make you an academic? And are higher research degrees just for people who want to be academics?

Even the full title, ‘Doctor of Philosophy’, has a somewhat mysterious ring to it. Do you become a doctor? Yes, but not that kind of doctor. Do you have to study Philosophy? No (not unless you want to) .

So, before going any further, let's explain what the term 'PhD' actually means and what defines a doctorate.

What does PhD stand for?

PhD stands for Doctor of Philosophy. This is one of the highest level academic degrees that can be awarded. PhD is an abbreviation of the Latin term (Ph)ilosophiae (D)octor. Traditionally the term ‘philosophy’ does not refer to the subject but its original Greek meaning which roughly translates to ‘lover of wisdom’.

What is a doctorate?

A doctorate is any qualification that awards a doctoral degree. In order to qualify for one you need to produce advanced work that makes a significant new contribution to knowledge in your field. Doing so earns you the title 'Doctor' – hence the name.

So, is a PhD different to a doctorate? No. A PhD is a type of doctorate .

The PhD is the most common type of doctorate and is awarded in almost all subjects at universities around the world. Other doctorates tend to be more specialised or for more practical and professional projects.

Essentially, all PhDs are doctorates, but not all doctorates are PhDs.

Do you need a Masters to get a PhD?

Not necessarily. It's common for students in Arts and the Humanities to complete an MA (Master of Arts) before starting a PhD in order to acquire research experience and techniques. Students in Science, Technology, Engineering and Mathematics (STEM) don't always need an MS/MSc (Master of Science) to do a PhD as you'll gain training in lab techniques and other skills during your undergraduate degree.

Whether a Masters is a requirement for a PhD also varies by country. Australian PhDs may require a Masters as the equivalent of their own 'honours year' (where students work on research). US PhD programmes often include a Masters.

We have a whole guide dedicated to helping you decide whether a PhD without a Masters is the right route for you.

The origin of the PhD

Despite its name, the PhD isn't actually an Ancient Greek degree. Instead it's a much more recent development. The PhD as we know it was developed in nineteenth-century Germany, alongside the modern research university.

Higher education had traditionally focussed on mastery of an existing body of scholarship and the highest academic rank available was, appropriately enough, a Masters degree.

As the focus shifted more onto the production of new knowledge and ideas, the PhD degree was brought in to recognise those who demonstrated the necessary skills and expertise.

The PhD process – what's required to get a PhD?

The typical length of a PhD is three to four years full-time, or five to six years part-time.

Unlike most Masters courses (or all undergraduate programmes), a PhD is a pure research degree. But that doesn’t mean you’ll just spend years locked away in a library or laboratory. In fact, the modern PhD is a diverse and varied qualification with many different components.

Whereas the second or third year of a taught degree look quite a lot like the first (with more modules and coursework at a higher level) a PhD moves through a series of stages.

A typical PhD normally involves:

• Carrying out a literature review (a survey of current scholarship in your field).
• Conducting original research and collecting your results .
• Producing a thesis that presents your conclusions.
• Writing up your thesis and submitting it as a dissertation .
• Defending your thesis in an oral viva voce exam.

These stages vary a little between subjects and universities, but they tend to fall into the same sequence over the three years of a typical full-time PhD.

The first year of a PhD

The beginning of a PhD is all about finding your feet as a researcher and getting a solid grounding in the current scholarship that relates to your topic.

You’ll have initial meetings with your supervisor and discuss a plan of action based on your research proposal.

The first step in this will almost certainly be carrying out your literature review . With the guidance of your supervisor you’ll begin surveying and evaluating existing scholarship. This will help situate your research and ensure your work is original.

Your literature review will provide a logical jumping off point for the beginning of your own research and the gathering of results . This could involve designing and implementing experiments, or getting stuck into a pile of primary sources.

The year may end with an MPhil upgrade . This occurs when PhD students are initially registered for an MPhil degree and then ‘upgraded’ to PhD candidates upon making sufficient progress. You’ll submit material from your literature review, or a draft of your research findings and discuss these with members of your department in an upgrade exam . All being well, you’ll then continue with your research as a PhD student.

PhDs in other countries

The information on the page is based on the UK. Most countries follow a similar format, but there are some differences. In the USA , for example, PhD students complete reading assignments and examinations before beginning their research. You can find out more in our guides to PhD study around the world .

The second year of a PhD

Your second year will probably be when you do most of your core research. The process for this will vary depending on your field, but your main focus will be on gathering results from experiments, archival research, surveys or other means.

As your research develops, so will the thesis (or argument) you base upon it. You may even begin writing up chapters or other pieces that will eventually form part of your dissertation .

You’ll still be having regular meetings with your supervisor. They’ll check your progress, provide feedback on your ideas and probably read any drafts your produce.

The second year is also an important stage for your development as a scholar. You’ll be well versed in current research and have begun to collect some important data or develop insights of your own. But you won’t yet be faced with the demanding and time-intensive task of finalising your dissertation.

So, this part of your PhD is a perfect time to think about presenting your work at academic conferences , gaining teaching experience or perhaps even selecting some material for publication in an academic journal. You can read more about these kinds of activities below.

The third year of a PhD

The third year of a PhD is sometimes referred to as the writing up phase.

Traditionally, this is the final part of your doctorate, during which your main task will be pulling together your results and honing your thesis into a dissertation .

In reality, it’s not always as simple as that.

It’s not uncommon for final year PhD students to still be fine-tuning experiments, collecting results or chasing up a few extra sources. This is particularly likely if you spend part of your second year focussing on professional development.

In fact, some students actually take all or part of a fourth year to finalise their dissertation. Whether you are able to do this will depend on the terms of your enrolment – and perhaps your PhD funding .

Eventually though, you are going to be faced with writing up your thesis and submitting your dissertation.

Your supervisor will be very involved in this process. They’ll read through your final draft and let you know when they think your PhD is ready for submission.

All that’s left then is your final viva voce oral exam. This is a formal discussion and defence of your thesis involving at least one internal and external examiner. It’s normally the only assessment procedure for a PhD. Once you’ve passed, you’ve done it!

Looking for more information about the stages of a PhD?

How do you go about completing a literature review? What's it like to do PhD research? And what actually happens at an MPhil upgrade? You can find out more in our detailed guide to the PhD journey .

Doing a PhD – what's it actually like?

You can think of the ‘stages’ outlined above as the basic ‘roadmap’ for a PhD, but the actual ‘journey’ you’ll take as a research student involves a lot of other sights, a few optional destinations and at least one very important fellow passenger.

Carrying out research

Unsurprisingly, you’ll spend most of your time as a PhD researcher… researching your PhD. But this can involve a surprisingly wide range of activities.

The classic image of a student working away in the lab, or sitting with a pile of books in the library is true some of the time – particularly when you’re monitoring experiments or conducting your literature review.

Your PhD can take you much further afield though. You may find yourself visiting archives or facilities to examine their data or look at rare source materials. You could even have the opportunity to spend an extended period ‘in residence’ at a research centre or other institution beyond your university.

Research is also far from being a solitary activity. You’ll have regular discussions with your supervisor (see below) but you may also work with other students from time to time.

This is particularly likely if you’re part of a larger laboratory or workshop group studying the same broad area. But it’s also common to collaborate with students whose projects are more individual. You might work on shorter projects of joint interest, or be part of teams organising events and presentations.

Many universities also run regular internal presentation and discussion groups – a perfect way to get to know other PhD students in your department and offer feedback on each other’s work in progress.

Working with your supervisor

All PhD projects are completed with the guidance of at least one academic supervisor . They will be your main point of contact and support throughout the PhD.

Your supervisor will be an expert in your general area of research, but they won’t have researched on your exact topic before (if they had, your project wouldn’t be original enough for a PhD).

As such, it’s better to think of your supervisor as a mentor, rather than a teacher.

As a PhD student you’re now an independent and original scholar, pushing the boundaries of your field beyond what is currently known (and taught) about it. You’re doing all of this for the first time, of course. But your supervisor isn’t.

They’ll know what’s involved in managing an advanced research project over three years (or more). They’ll know how best to succeed, but they’ll also know what can go wrong and how to spot the warning signs before it does.

Perhaps most importantly, they’ll be someone with the time and expertise to listen to your ideas and help provide feedback and encouragement as you develop your thesis.

Exact supervision arrangements vary between universities and between projects:

• In Science and Technology projects it’s common for a supervisor to be the lead investigator on a wider research project, with responsibility for a laboratory or workshop that includes several PhD students and other researchers.
• In Arts and Humanities subjects, a supervisor’s research is more separate from their students’. They may supervise more than one PhD at a time, but each project is essentially separate.

It’s also becoming increasingly common for PhD students to have two (or more) supervisors. The first is usually responsible for guiding your academic research whilst the second is more concerned with the administration of your PhD – ensuring you complete any necessary training and stay on track with your project’s timetable.

However you’re supervised, you’ll have regular meetings to discuss work and check your progress. Your supervisor will also provide feedback on work during your PhD and will play an important role as you near completion: reading your final dissertation draft, helping you select an external examiner and (hopefully) taking you out for a celebratory drink afterwards!

Professional development, networking and communication

Traditionally, the PhD has been viewed as a training process, preparing students for careers in academic research.

As such, it often includes opportunities to pick up additional skills and experiences that are an important part of a scholarly CV. Academics don’t just do research after all. They also teach students, administrate departments – and supervise PhDs.

The modern PhD is also viewed as a more flexible qualification. Not all doctoral graduates end up working in higher education. Many follow alternative careers that are either related to their subject of specialism or draw upon the advanced research skills their PhD has developed.

PhD programmes have begun to reflect this. Many now emphasise transferrable skills or include specific training units designed to help students communicate and apply their research beyond the university.

What all of this means is that very few PhD experiences are just about researching and writing up a thesis.

The likelihood is that you’ll also do some (or all) of the following during your PhD:

The work is usually paid and is increasingly accompanied by formal training and evaluation.

Conference presentation

As a PhD student you’ll be at the cutting edge of your field, doing original research and producing new results. This means that your work will be interest to other scholars and that your results could be worth presenting at academic conferences .

Doing this is very worthwhile, whatever your career plans. You’ll develop transferrable skills in public speaking and presenting, gain feedback on your results and begin to be recognised as an expert in your area.

Conferences are also great places to network with other students and academics.

Publication

As well as presenting your research, you may also have the opportunity to publish work in academic journals, books, or other media. This can be a challenging process.

Your work will be judged according to the same high standards as any other scholar’s and will normally go through extensive peer review processes. But it’s also highly rewarding. Seeing your work ‘in print’ is an incredible validation of your PhD research and a definite boost to your academic CV.

Public engagement and communication

Academic work may be associated with the myth of the ‘ivory tower’ – an insular community of experts focussing on obscure topics of little interest outside the university. But this is far from the case. More and more emphasis is being placed on the ‘impact’ of research and its wider benefits to the public – with funding decisions being made accordingly.

Thankfully, there are plenty of opportunities to try your hand at public engagement as a PhD student. Universities are often involved in local events and initiatives to communicate the benefits of their research, ranging from workshops in local schools to public lectures and presentations.

Some PhD programmes include structured training in order to help students with activities such as the above. Your supervisor may also be able to help by identifying suitable conferences and public engagement opportunities, or by involving you in appropriate university events and public engagement initiatives.

These experiences will be an important part of your development as a researchers - and will enhance the value of your PhD regardless of your career plans.

What is a PhD for – and who should study one?

So, you know what a PhD actually is, what’s involved in completing one and what you might get up to whilst you do. That just leaves one final question: should you do a PhD?

Unfortunately, it’s not a question we can answer for you.

A PhD is difficult and uniquely challenging. It requires at least three years of hard work and dedication after you’ve already completed an undergraduate degree (and probably a Masters degree too).

You’ll need to support yourself during those years and, whilst you will be building up an impressive set of skills, you won’t be directly progressing in a career.

But a PhD is also immensely rewarding. It’s your chance to make a genuine contribution to the sum of human knowledge and produce work that other researchers can (and will) build on in future. However obscure your topic feels, there’s really no such thing as a useless PhD.

A PhD is also something to be incredibly proud of. A proportionately tiny number of people go on to do academic work at this level. Whatever you end up doing after your doctorate you’ll have an impressive qualification – and a title to match. What’s more, non-academic careers and professions are increasingly recognising the unique skills and experience a PhD brings.

Other PhDs - do degree titles matter?

The PhD is the oldest and most common form of higher research degree, but a few alternatives are available. Some, such as the DPhil are essentially identical to a PhD. Others, such as the Professional Doctorate or DBA are slightly different. You can find out more in our guide to types of PhD .

Is a PhD for me?

There’s more advice on the value of a PhD – and good reasons for studying one – elsewhere in this section. But the following are some quick tips if you’re just beginning to consider a PhD.

Speak to your lecturers / tutors

The best people to ask about PhD study are people who’ve earned one. Ask staff at your current or previous university about their experience of doctoral research – what they enjoyed, what they didn’t and what their tips might be.

If you’re considering a PhD for an academic career, ask about that too. Are job prospects good in your field? And what’s it really like to work at a university?

Speak to current PhD students

Want to know what it’s like studying a PhD right now? Or what it’s like doing research at a particular university? Ask someone who knows.

Current PhD students were just like you a year or two ago and most will be happy to answer questions.

If you can’t get in touch with any students ‘face to face’, pop over to the Postgraduate Forum – you’ll find plenty of students there who are happy to chat about postgraduate research.

Take a look at advertised projects and programmes

This may seem like a strange suggestion. After all, you’re only going to study one PhD, so what’s the point of reading about lots of others?

Well, looking at the details of different PhD projects is a great way to get a general sense of what PhD research is like. You’ll see what different PhDs tend to have in common and what kinds of unique opportunity might be available to you.

And, with thousands of PhDs in our database , you’re already in a great place to start.

Read our other advice articles

Finally, you can also check out some of the other advice on the FindAPhD website. We’ve looked at some good (and bad) reasons for studying a PhD as well as the value of a doctorate to different career paths.

More generally, you can read our in-depth look at a typical PhD journey , or find out more about specific aspects of doctoral study such as working with a supervisor or writing your dissertation .

We add new articles all the time – the best way to stay up to date is by signing up for our free PhD opportunity newsletter .

Ready to find your PhD?

Head on over to our PhD search listings to learn what opportunities are on offer within your discipline.

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You may also like....

What happens during a typical PhD, and when? We've summarised the main milestones of a doctoral research journey.

The PhD thesis is the most important part of a doctoral degree. This page will introduce you to what you need to know about the PhD dissertation.

This page will give you an idea of what to expect from your routine as a PhD student, explaining how your daily life will look at you progress through a doctoral degree.

PhD fees can vary based on subject, university and location. Use our guide to find out the PhD fees in the UK and other destinations, as well as doctoral living costs.

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What is a PhD?

• Types of Doctorates
• A Doctor of Philosophy (PhD) is the highest globally recognized postgraduate degree that higher education institutions can award.
• PhDs are awarded to candidates who undertake original and extensive research in a particular field of study.
• Full time PhD programmes typically last three to four years, whilst part time PhD programmes typically last six to seven years.
• A PhD can lead to an academia teaching role or a career in research. A PhD can also equip you with skills suitable for a wide range of jobs unrelated to your research topic or academia.

Definition of a PhD – A Doctor of Philosophy (commonly abbreviated to PhD , Ph.D or a DPhil ) is a university research degree awarded from across a broad range of academic disciplines; in most countries, it is a terminal degree, i.e. the highest academic degree possible.

PhDs differ from undergraduate and master’s degrees in that PhDs are entirely research-based rather than involving taught modules (although doctoral training centres (DTCs) offer programmes that start with a year of lecture-based teaching to help develop your research skills prior to starting your project).

In most English-speaking countries, those that complete a PhD use the title “Doctor” (typically abbreviated to Dr) in front of their names and are referred to as such within academic and/or research settings. Those that work in fields outside of academia may decide not to use the formal doctor title but use post-nominal letters (e.g. John Smith PhD); it’s unusual though for someone to use both the Doctor title and post-nominal letters in their name.

PhD vs Doctorate

A PhD and a professional doctorate are both research-based terminal degrees.

However, where a PhD focuses on original research mostly around theoretical concepts, a professional doctorate focuses on examining existing knowledge to solve real-life, practical problems.

While there is much crossover between the two, a PhD is generally better suited for an individual to wants to advance the knowledge and understanding in their field, and a professional doctorate degree is better suited to a working professional who wants to better be able to apply knowledge and understanding to their field.

What Are the Entry Requirements for a PhD?

To be accepted on to a PhD programme, students usually need to hold at least a high ( 2:1 and above ) undergraduate degree that is related to the field of research that they want to pursue. A PhD candidate may also be expected to hold a Master’s degree , however, this does not mean you must have one, as it is still possible to enrol into a PhD without a Master’s .

Self-funded courses may sometimes be more relaxed in relation to entry requirements . It may be possible to be accepted onto a self-funded PhD programme with lower grades, though these students typically demonstrate their suitability for the role through professional work experience.

Whilst a distance learning project is possible , most PhD candidates will carry out their research over at least three years based at their university, with regular contact with two academic supervisors (primary and secondary). This is particularly the case for lab-based projects, however, some PhD projects require spending time on-site away from university (e.g. at a specialist research lab or at a collaborating institution abroad).

How Long Does a PhD Take?

Typically, full-time PhDs last 3-4 years and part-time PhDs last 6-7 years. However, at the discretion of the university, the thesis writing-up period can be extended by up to four years.

Although most doctoral programmes start in September or October, they are generally much more flexible than taught-courses and can start at any time of the year.

How Much Does a PhD Cost?

Tuition fees for UK and EU students vary between £3,000 and £6,000 per year, with the average tuition fee of £4,712 per year for 2023/24 programmes.

Tuition fees increase considerably for international students, varying between £16,000 to £25,000 per year, with an average tuition fee of £19,600 per year .

Nonetheless, most students will secure PhD funding in the form of studentships, scholarships and bursaries to help pay for these fees. These funding opportunities can either be partial, which cover tuition fees only, or full, which cover both tuition fees and living expenses.

UK national students can also apply for Doctoral Loans from Student Finance England if they are unable to secure funding.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

What Does a PhD Involve?

To be awarded a PhD, a doctoral student is required to produce a substantial body of work that adds new knowledge to their chosen field.

A PhD programme will typically involve four key stages:

Stage 1: Literature Review

The first year of a PhD involves attending regular meetings with your supervisors and carrying out a search on previously published work in your subject area. This search will be used to produce a literature review which should set the context of the project by explaining the foundation of what is currently known within the field of research, what recent developments have occurred, and where the gaps in knowledge are. In most cases, this will be an extension of your research proposal should you have produced one as part of your application. The literature review should conclude by outlining the overarching aims and objectives of the research project. This stage of setting achievable goals which are original and contribute to the field of research is an essential first step in a successful PhD.

The supervisor is the main point of contact through the duration of a PhD – but remember: they are there to mentor, not to teach, or do it for you . It will be your responsibility to plan, execute and monitor your own work as well as to identify gaps in your own knowledge and address them.

Stage 2: Research

The second year (and prehapse some of your third year) is when you work on your research. Having identified novel research questions from your review of the literature, this is where you collect your data to help answer these questions. How you do this will depend on the nature of your doctoral research: for example, you may design and run experiments in a lab alongside other PhD students or visit excavation sites in remote regions of the world. You should check in regularly with your supervisors to update them and run any ideas or issues past them.

Have the structure and chapters of your thesis in mind as you develop and tackle your research questions. Working with a view of publishing your work will be very valuable later on.

Stage 3: Write up of Thesis

The next key stage of a PhD is writing a doctoral thesis , which typically takes from anywhere between three months to one year. A thesis is a substantial body of work that describes the work and outcomes of the research over the previous two to three years. It should tell a detailed story of the PhD project – focusing on:

• The motivations for the research questions identified from the literature review.
• The methodologies used, results obtained, and a comprehensive analysis and discussion of the findings.
• A detailed discussion of the key findings with an emphasis on the original contributions made to your field of research and how this has been impactful.

There is no universal rule for the length of a PhD thesis, but general guidelines set the word count between 80,000 to 100,000 words.

For your thesis to be successful, it needs to adequately defend your argument and provide a unique or increased insight into your field that was not previously available.

Stage 4: Attending the Viva

A viva voce , most commonly referred to as just a ‘ viva ‘, is an interview-style examination where the PhD student is required to engage in a critical appraisal of their work and defend their thesis against at least two examiners. The examiners will ask questions to check the PhD student has an in-depth understanding of the ideas and theories proposed in their thesis, and whether they have developed the research skills that would be expected of them.

The viva is one of the final steps in achieving a PhD, and typically lasts at least two hours, but this duration can vary depending on the examiners, the university and the PhD project itself.

Once you have done the viva – you’re on the home stretch. You will typically be asked to make some amendments to your thesis based on the examiner’s feedback. You are then ready to submit your final thesis for either:

• PhD – If you pass the requirements you will be awarded a PhD degree (most common outcome),
• MPhil – If you failed to meet requirements for a PhD, you may be downgraded to an MPhil degree (uncommon outcome),
• Fail – No award is given, typically for cases of plagiarism (extremely uncommon outcome).

What Is It Like to Undertake a PhD?

We’re often asked what it is like to undertake a PhD study. Unfortunately, this isn’t a simple answer to this question as every research project is different.

To help give insight into the life of a PhD student, we’ve interviewed PhD students at various stages of their programmes and put together a series of PhD Student Interviews . Check out the link to find out what a PhD is like and what advice they have to offer you.

What Are the Benefits of A PhD?

A PhD is the highest globally recognised postgraduate degree that higher education institutions can award. The degree, which is awarded to candidates who demonstrate original and independent research in a particular field of study, is not only invaluable in itself, but sets you up with invaluable skills and traits.

Career Opportunities

First, a PhD prepares you for a career in academia if you wish to continue in this area. This takes form as a career in the Higher Education sector, typically as a lecturer working their way to becoming a professor leading research on the subject you’ve studied and trained in.

Second, a PhD also enables the opportunity for landing a job in a research & development role outside of the academic environment. Examples of this include laboratory work for a private or third sector company, a governmental role and research for commercial and industrial applications.

Transferable Skills

Finally, in possessing a PhD degree, you can show to employers that you have vital skills that make you an asset to any company. Three examples of the transferable skills that you gain through a PhD are effective communication, time management, and report writing.

• Communication – presenting your work in written and oral forms using journal papers and podium presentations, shows your ability to share complex ideas effectively and to those with less background knowledge than you. Communication is key in the professional environment, regardless of the job.
• Time management – The ability to prioritise and organise tasks is a tremendous asset in the professional industry. A PhD holder can use their qualification to demonstrate that they are able to manage their time, arrange and follow a plan, and stick to deadlines.
• Report writing – Condensing three years of work into a thesis demonstrates your ability to filter through massive amounts of information, identify the key points, and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Aside from the above, you also get to refer to yourself as a Doctor and add fancy initials after your name!

What Can I Do After a PhD?

One of the most desirable postdoctoral fields is working within independent Research and Development (R&D) labs and new emerging companies. Both industries, especially R&D labs, have dedicated groups of PhD graduates who lead research activities, design new products and take part in crucial strategic meetings. Not only is this a stimulating line of work, but the average salaries in R&D labs and emerging start-ups are lucrative. In comparison, an undergraduate with five years of experience within their given field will, on average, likely earn less than a new PhD graduate taking on a R&D position.

It’s a common misunderstanding that PhDs only opens the door for an academic career such as university lecturers and training providers. Although obtaining a PhD opens these doors, the opportunities extend far beyond educational roles. In fact, recent data from the UK’s Higher Education Statistics Agency (HESA) indicates only 23% of PhD graduates take a position in educational roles . This low percentage is primarily because PhD graduates have a wide range of skills that make them suitable for a broad spectrum of roles. This is being seen first hand by the increasing number of PhD graduates who are entering alternative roles such as research, writing, law and investment banking.

How Do I Find a PhD?

We appreciate that finding a PhD programme to undertake can be a relatively daunting process. According to Higher Education Student Statistics , over 22,000 PhDs were awarded in 2016/17 within the United Kingdom alone. Clearly there are a huge number of PhD programmes available. This can sometimes be confusing for prospective doctorates, particularly when different programmes are advertised in different places. Often, it is difficult to know where to look or where to even start. We’ve put together a list of useful sources to find the latest PhD programmes:

• A great place to start is with our comprehensive and up-to-date database of available PhD positions .
• Assuming you are still at university, speak to an existing PhD supervisor within your department.
• Attend as many postgraduate open days as you can. Whilst there, speak to current PhD students and career advisors to get an awareness of what PhDs are on offer.
• Visit the postgraduate section of university websites and the PhD Research Council section of the UKRI website.

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