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Academic Degrees , Education Degree News

Considering a PhD in Education? Here’s What You Need to Know

Updated: February 13, 2024

Published: December 17, 2018

For anyone looking to pursue a career in education in academia or research, a Ph.D. in education is the degree to seek. A doctorate degree in education is a terminal degree in the field, which means it is the highest level degree you can get. So the natural next question is, “What can you do with a Ph.D. in education?

Here, we will share Ph.D. in education jobs, as well as answer all your big questions surrounding a doctorate degree in education.

What is a Ph.D. in education?

A doctor of philosophy (Ph.D.) in education is a graduate degree that is well-suited for anyone who wants to focus their career on academics or research. Just like a Ph.D. in education is a terminal degree, so is a Doctor of Education (EdD) degree.

Although it can be confusing when faced with two terminal degrees in the same field, it helps to clarify when we understand what each of their focus is. An EdD in education is more hands-on and practice-oriented, which means that it’s of use to those who want to work in education, for the government, or in a non-profit organization.

A Ph.D. in education is theoretically-focused and more study-based, in comparison. For this reason, it’s best for anyone looking to work in research or academia at the university level.

There are more differences between the two, including:

• A Ph.D. in education takes four years to complete, while an EdD takes two.
• A Ph.D. requires doing a dissertation, while an EdD doesn’t.
• A Ph.D. focuses on developing new research. EdD students, on the other hand, use existing research to guide decisions about issues within their area of study.
• A Ph.D. requires taking 90 credits, whereas an EdD requires 60.

Why Earn a Ph.D. in Education?

There are many reasons why a Ph.D. in education is valuable and worthy of your effort. Here’s why:

1. It’s one of the most highly respected credentials in education, and as mentioned, it is a terminal degree (which means its the highest level that you can achieve in this field).

2. You’ll use research-based methods to solve problems and identify gaps in your specialization of choice.

Plus, you will have the expertise and credentials to publish in professional journals and/or present your findings at conferences around the world.

3. You’ll be advancing in an area of education in which you’re passionate.

Are you fascinated by childhood development? Or do you have a passion for classroom management? If you have a desire to advance a particular field in education, a Ph.D. is an excellent way to do so.

4. You’ll earn respect in your field and gain personal satisfaction.

Since a Ph.D. in education requires doing a dissertation, that alone is not an easy feat! Accomplishing it will surely give you a rewarding feeling. Plus, being called Doctor isn’t so bad either. Just like any degree, a Ph.D. in education involves a certain skill set . Some learned along the way, and some you may have naturally. These are some skills involved in a Ph.D. in education:

Technical skills:

Analysis and problem-solving, project management and organization, research and information management, and written and oral communication are all important in such a research-based degree.

Soft skills:

Interpersonal and leadership skills, self-management and work habits, concentration, and patience are all important personal skills to have when you’re spending lots of time on one specific topic.

The Doctorate in Education Salaries You Can Expect

Did you know that in America, Ph.D. graduates will earn $1.3 million more than BA holders in their working lifetimes? There are all kinds of career options for Ph.D. education graduates.

Here are some examples of typical careers for Ph.D. in education holders, as well as their average salaries in the US:

• Clinical, Counseling and School Psychologists: $79,820
• Education Teachers, Postsecondary: $80,56 0
• Survey Researchers: $59,870 
• Sociologists: $86,110
• Training and Development Specialists: $62,700

Many PhD in education graduates want to become professors. Here’s what the average annual salaries look like around the globe for professors in the top-paying countries (in their equivalent USD):

Denmark: $109,600

Switzerland: $185,000

UK: $110,000

US: $102,400

Finland: $95,000

Canada: $93,000

Germany:$92,000

France: $82,000

There are other career options as well, such as school administrator, superintendent, curriculum coordinator, and principal.

What are the Requirements?

Considering that a Ph.D. in education is the highest level you can achieve in education, it means that you will already have a bachelor’s under your belt, and in most cases, a master’s degree, as well. In other words, you probably like being a student. There are lots of years of studying that get dedicated to earning a Ph.D. If you plan on doing a doctorate in education, earning a master’s degree in education can be the right first step.

Another important thing to know is that almost all Ph.D. candidates have background experience in research. So if education is your field of interest, getting a Ph.D. will mean coming to the table with previous research experience from your undergraduate (and potentially graduate) degrees.

Every institution may differ on their prerequisites for enrolling in their Ph.D. in education program. Be sure to consult directly with your school of choice to find out what they are.

Where Can I Earn My Ph.D. in Education?

There are many schools that offer Ph.D. in education programs. Just like most subjects, there are going to be online /on-campus options as well as throughout the world. Some are even fully funded.

Online programs

University of the People has a Master’s in Education (M.Ed) degree. This could be a great choice for those of you who may be aiming for a Ph.D. in education but only have a BA. The next step is getting that MA. So, why not choose a tuition-free program ?

Liberty University, Walden University, University of Colorado, and the University of Nebraska are just a few popular universities that offer a Ph.D. in Education. Here’s a look at some of the most affordable online Ph.D. programs.

Studying in Europe

Studying in Europe can be both exciting and low-cost . Germany, Sweden, Norway, and Finland offer free doctorate tuition for university students, regardless of their nationality! France offers low-cost Ph.D. tuition fees. If you want to see some specific schools in these countries, look at this list.

Fully-funded Programs

Fully-funded sounds wonderful, and it is! But, it doesn’t mean there are no costs associated. Fully-funded actually means that your tuition is covered, but you’ll still have to cover costs for textbooks and supplies, living expenses, and other fees.  no cost. That said, it’s still an awesome option. One condition: it has to be on campus. Why? Because you need to pay with your time — by teaching and performing research.

University of Michigan School of Education, Vanderbilt Peabody College, and Steinhardt School at NYU all offer tuition-free on-campus Ph.D. in education programs.

Online vs On-campus

You might be wondering what it’s like to get your Ph.D. online, as compared to on-campus institutions. Like all degrees, there are advantages and disadvantages to earning your degree entirely online. In regards to a Ph.D. in education, you will need to consider a few things.

Online Ph.D. programs are best suited to students who work better solo. They are also great for those who have worked in the field for some time and want to advance in their area of study. And, of course, it’s the best option for those who work and are raising families. On the other hand, you aren’t in the presence of peers and professors that can be a valuable resource in the research-driven program of a Ph.D.

Earning a Ph.D. on-campus has its pros and cons, too.. While they’re generally more expensive than online programs, on-campus Ph.D. programs allow you to communicate face-to-face with your professors, supervisors, and other students.

What You Can Expect to Study in a Ph.D. in Education

Completing a Ph.D. means doing your dissertation, or research thesis. Naturally, it is going to be based on the field of study that you are most interested in. You can specialize in a certain area. Some common specialization options for a Ph.D. in education are:

• Early Childhood Education
• Special Education
• Adult Education
• Teacher Leadership
• Curriculum and Pedagogy
• Educational Psychology

Aside from the research involved in planning and executing your thesis, you will also have professional development activities and coursework relevant to your area of study. They’re designed to help give you the skills needed to succeed in your research and your future career in education.

While the curriculum is going to vary according to your specialization, there are some general core courses that most PhDs in education involve. You will likely take the following: group psychology, leadership, learning models, ethics, education and globalization, and analytics courses as part of your curriculum.

Is a Ph.D. in Education for Me?

If you choose to study for a Ph.D. in education, chances are you’re passionate about teaching and learning, and everything in between. Even if you’re not looking to stand in front of a lecture hall and teach, you may wish to improve upon the field of education as a whole through research and other means. With a Ph.D. in Education, you open the door to that possibility and many more.

How you choose to earn your degree is up to you. Whether you conclude upon enrolling online or on-campus, prepare yourself for lots of reading, writing, researching, and communicating. Whatever you chose, we’re sure you’ll give it your best shot. Here’s to reaching the top in the field of education!

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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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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit Admissions & Financial Aid – PhD Program . You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Thursday, November 9, 3:30-4:30pm (PST) ( Registration Link )

  Wednesday, November 29, 5:30-6:30pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how schools and school systems, higher education, and early childhood education can be organized and led most effectively. We need to reach deeper understandings of how policies, politics, and the law can advance the twin goals of excellence and equity, how educational institutions and systems can best acquire and use resources, how leaders can support teacher development and student achievement, and how education policymakers and leaders can make best use of information from student assessments, program evaluations, and analytical research. This knowledge should be based on thoughtful reasoning and solid evidence; it should be theoretical in scope but also have clear implications for education practice.

The campus-based Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas and preparation for careers in academic research and teaching or in applied policy development and research. Graduates of the Ph.D. program are able to build new knowledge, teach new leaders, and craft new policies.

In the Education Policy program, students will consider how laws and policies impact the reform of educational systems and how they support or impede improvements in curriculum, teaching, and student achievement. Furthermore, students will analyze the political, social, economic and legal dynamics that affect policy development and implementation.

The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution. In addition to study in education policy, the program requires extensive preparation in quantitative and qualitative research methods and in one of the cognate social sciences offered by the University, for example, Political Science, Sociology, Economics, or Law. For information, please contact Gosia Kolb at  [email protected] .

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Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Three (3) Letters of Recommendation, one (1) of which should be academic
• GRE General Test
• Two (2) Academic Writing Samples

Application Guidelines and Required Documents

The faculty members of the Education Policy Program collectively make admissions decisions for our Program. We are committed to a holistic review of applicants’ materials and to creating a diverse and inclusive doctoral cohort and learning community. In the application materials, the Statement of Purpose is particularly important. We strongly recommend that applicants describe their intellectual and applied interests in education policy and why they believe our program is a good fit for them given their background, past experiences, and future plans. It is helpful to mention particular specialization areas they’re interested in and/or faculty members they would like to work with. Applicants are also encouraged to describe any personal circumstances that have impacted their prior education and their plans for the future. Doctoral study culminates in a research dissertation, and while applicants are not expected to enter our program with a fully conceived research plan, it would be helpful to know about prior research experience and current general thinking about an eventual topic area. While we ask for GRE scores, they are not the decisive factor and we do not have any particular cut-off point for admission. Regarding letters of recommendation, we ask for three letters, at least one (1) of which should be from a professor or another academic source who can speak to the applicant’s academic interests and strengths.

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how policies can support early childhood education, elementary and secondary education, and higher education while advancing the goals of efficiency, excellence, and equity. The school-year Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas as preparation for careers in academic research and teaching or in applied policy development and research. 

The degree program may be completed in a minimum of 75 points, Up to 30 points of eligible coursework  may be transferred from another accredited graduate institution. In addition to study in education policy, the degree program requires extensive preparation in quantitative and qualitative research methods and in one or more of the social science disciplines, including economics, history, law, political science, and sociology. Students must complete a doctoral certification process and a research dissertation.

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Box: Box 11

Teachers College, Columbia University Zankel 212

Contact Person: Malgorzata Kolb

Phone: (212) 678-3751 Fax: (212) 678-3589

Email: kolb@tc.columbia.edu

Doctor of Philosophy (Ph.D.)

The Doctor of Philosophy program in the College of Education prepares students for careers in research or scholarly inquiry and teaching at the college level. The program consists of: (1) continuous research, (2) courses in education and related fields designed to develop a comprehensive academic basis for future work in research and teaching, and (3) teaching and other related experiences tailored to individual needs and career goals. Each student works closely with an advisor and a faculty Supervisory Committee to select courses, topics of research and inquiry, and teaching experiences. These three areas will combine to: (1) convey deep scholarly knowledge of education and a specialty outside of education (2) promote a broad understanding of various methods of inquiry in education and develop competency in several of those methods, (3) impart broad knowledge of theory and practice in two supportive cognates, and (4) promote excellence as a college teacher. Our Ph.D. alumni have positions at national research universities, at region and local universities, in community colleges, K-12 school settings, laboratories, foundations, agencies, and private businesses.

Culturally Sustaining Education

Educational policy, organization and leadership, language, literacy and culture, leadership in higher education, learning sciences & human development, measurement and statistics, school psychology (ph.d.), science or math education specialization, social and cultural foundations, special education doctoral, teacher education and teacher learning for justice.

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

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

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

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

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

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

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

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

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

The program features include:

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

Admissions Information

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

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

1) Application Form 

Fill out the application form online.

2) Statement of Purpose

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

3) Recommendation Letters

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

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

5) Writing Sample

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

6) Transcripts

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

*Do not mail hard copies until provisionally admitted.

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

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

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

7) GRE Scores

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

8) Additional Educational Experiences (Required by EDS)

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

9) Application Fee 

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

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

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

Graduate Funding

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

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

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

Financ ial Support FAQs

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

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

Program of Study

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

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

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

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

Student Handbooks

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

PhD Program Committees

PhD Program Catalog Description

EDS PhD Approach to Mentoring and Advising

Information on SPSS

EDS Instructional Assistant (IA) Handbook

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Basic Needs Support

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

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

EDS PhD Brown Bag Lunch Series!

Dr. Judy Nguyen

March 1, 12:30 PM

Humanizing Practices that Advance Student's success and Equity in Higher Education

RWAC Room 0622

~~~~~~~~~~

Dr. Harper Keenan

April 5th, 12:30 PM

Unmanageable Subjects:  Trans Childhood and the Challenge of Self-Determination in School

 ~~~~~~~~~~~~~ 

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

• Find & Compare Programs

Doctor of Education in Educational Leadership

Take the next step toward your career goals. Learn key information about the USC Rossier admission process and application requirements for the Doctor of Education in Educational Leadership program.

Prerequisites

In order to apply for this program, you must:

• Have a master’s degree, or equivalent, from a college or university that is regionally accredited or recognized by a ministry of education. The institution must have been accredited at the time your degree was conferred
• Have a minimum of three years of relevant, full-time work experience relevant to the concentration of interest
• Have leadership experience that demonstrates increasing responsibility

Program applications are reviewed on a rolling basis, but we encourage you to apply early.

*scholarship consideration priority deadlines

Application Instructions

Review the detailed instructions in the dropdowns for each section of the online application . If you need accommodation for any part of the application process, please contact the Office of Admission and Scholarships at [email protected]. We encourage you to submit your request for accommodation at least two weeks before the accommodation is needed so our team can make the necessary arrangements.

Where to find it on the application: My Application > Personal Information

• Enter your name as it appears on your government issued I.D. Indicate any alternate or previous names in the “other name” field (i.e. maiden name).
• Enter the email address USC Rossier should use to communicate with you throughout the application process.

Where to find it on the application: My Application > Academic History > Colleges Attended > Add a College > Upload a Transcript 

To expedite admission decisions, please upload registrar-issued transcripts from all attended institutions to the USC application portal. Official transcripts should be submitted separately to the USC Office of Graduate Admissions upon acceptance and submission of intent to enroll.  

International students should refer to USC’s country specific requirements to determine which academic records they need to submit. 

To Upload Your Transcript to The Application Portal   

Login to your USC Application Portal and navigate to the Academic History section. Enter detailed information about your academic history from each institution you have attended. 

Once you have saved this information, you will find an option to Upload a Transcript for each institution. You can upload only one PDF per institution. If the transcript consists of multiple pages, you must scan each page and merge them into a single PDF file. If you do not have access to a scanner, you can take clear photos of each page and combine them into one PDF.  

There are various online services available to merge multiple files into a single PDF or convert photos into PDFs. Once you have uploaded your transcripts and completed all other sections of the application, you can proceed to submit your application.  

Upon admission and submission of the statement of intent to enroll, you must submit degree-conferred transcripts from all attended institutions to the Office of Graduate Admissions.

Where to find it on the application: My Application > Supporting Information > Documents > CV/Resume

Your résumé should be detailed enough to help the admission committee understand the various experiences – extracurricular, leadership or volunteer – that have shaped your interest in the program. Outline your roles and responsibilities within each organization and highlight any special achievements or accomplishments. In the “Supporting Information” section of the application, select “Documents”. Select the “add document” button under “CV/Resume.”

Where to find it on the application: My Application > Program Materials > Documents

Essay responses will be used to evaluate your personal, professional and educational perspectives and experiences and the ability to effectively communicate ideas and organize written thoughts.

Responses to essay questions should be double-spaced with a 12-point font and one-inch margin on all sides. Include your full name at the beginning of each document. Upload each essay as a separate document in the appropriate section.

Personal Statement — 500 words or less

Your personal statement consists of a 500-word essay response. You will have the opportunity to provide an in-depth look at your background, professional goals, and highlight graduate-level written communication skills.

Write a personal statement that addresses how earning the Doctor of Education in Educational Leadership (EDL) degree in your concentration of interest will enable you to address inequities that interfere with learning opportunities and outcomes for students and/or employees in educational settings.

Upload your Personal Statement in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Personal Statement” .

Leadership Description – 500 words or less

A key aim of the program is to graduate critically conscious leaders who will exert influence to bring about equity-oriented change in an educational context. Tell us about your leadership experiences to date. What type of formal or informal leadership roles have you held. What types of responsibilities have you carried? And what has been the scope of your influence? Please provide specific examples.

 Upload your short answer essay in the “Program Materials” section of the application under the tab “Documents”. Select the “add document: button under “Writing Sample.”

Optional Essay – 250 words or less

To aid the admission committee in evaluating your application, use this essay to discuss anything in your academic and/or professional history that may require additional explanation. This essay is optional.

Upload your optional essay in the “Program Materials” section of the application under the tab “Documents.” Select the “add document” button under “Other.”

Where to find it on the application: My Application > Program Materials > Recommendations > Add Recommendation

USC Rossier requires two letters of recommendation to complete the application. Letters should come from supervisors and/or former instructors or faculty who can comment on significant contributions you have made in your workplace, your leadership skills as well as your commitment to life-long learning and your ability to perform well in doctoral-level coursework.

• To submit the names of your recommenders, go to the “Program Materials” section of the application and click on the tab “Recommendations.”

• Recommendation letters must be typed on official letterhead from the organization with a signature. If the recommender is not able to obtain company letterhead, this must be noted somewhere in the letter.
• It is your responsibility to ensure all recommendation letters are submitted in the proper format prior to the appropriate deadline. Letters uploaded in the incorrect format without explanation are subject to further review.
• Recommendations letters should be submitted by recommenders by the application deadline, but they are not required to be submitted at the time you submit your application.

 Please note: recommendation letters are program-specific and cannot be used to apply to additional programs. If you withdraw your application from a particular program, your letters of recommendation will be deleted along with the application.

Where to find it: My Application > Program Materials > Kira Assessment

The recorded video response is an opportunity for you to demonstrate your communication skills in professional settings. The timed writing assessment will allow you to demonstrate your writing, critical thinking and analytical ability. No advance preparation is required for either assessment. You must complete both assessments during the same session. You are allowed to take each assessment one time only. For technical assistance with the video response or timed writing assessment, email [email protected].

• Click the “Open Kira Assessment” button on the “Kira Assessment” tab in the application. Note: clicking this link will NOT require you to take the assessment(s) immediately. You can register for the assessment(s) and return at any time to complete it.
• When the page opens, click the “Check In” button.
• Click the registration module. Your first and last name and email should pre-populate in the registration form. Agree to the terms of agreement and privacy policy and click the “Register” button. After you register, a link to Kira will also be sent to your email address for easy access at the time you choose to complete your assessment(s).
• Complete the device set up and practice modules to prepare for your assessment(s).
• Click the assessment module (final step) at the time you are ready to begin your assessment(s).
• Once completed, your assessments become part of your application and will be reviewed by the admission committee in conjunction with other application materials.

Video Response  

• Record your responses using an internet-connected computer with a webcam.
• Dress professionally and behave as you would during an in-person interview.
• Make sure you have a pen and notepad available for taking notes on the prompt.
• Once you begin the assessment, you will be provided with two prompts, one at a time, followed by five minutes of prep time for each prompt.
• You will have two minutes to complete your response. There will be a countdown timer and a progress bar during preparation and response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

Timed Writing Assessment

• Once you begin the assessment, you will be provided with the essay topic. You will have 45 minutes to compose and submit your response.
• Write your essay within the provided space in Kira; do not copy and paste from other documents.
• As a general guideline, the essay should be structured with an introduction containing a thesis statement, a body containing your major points and a conclusion.
• Do not use citations or conduct research on the topic while writing your response.
• There is no minimum or maximum word count, however, we recommend a length of 350 to 700 words.
• There will be a countdown timer and a progress bar during the response time so you can track how much time you have left. If you finish before time is up, you can submit your response using the “submit” button in the lower right corner. The system will automatically submit your response when the time is up.

USC Rossier welcomes international applicants. If your prior study was completed outside of the United States, you must have earned the equivalent of a United States bachelor’s degree to be eligible for admission. View the international application requirements based on your country of study . 

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to demonstrate proficiency in English as part of the application process. USC does not waive the English proficiency requirement for graduate degree(s) earned in the United States or other qualifying countries; requirements are based on the completion of undergraduate studies. For more information on English Proficiency requirements, English-language test waivers and other alternate accepted exams, please visit the USC Graduate Admission English-Language Proficiency page .

TOEFL or IELTS Test Scores Where to find it on the application: My Application > Academic History > Standardized Tests > Add a Test Score

International students whose native language is not English and who completed their undergraduate work outside of the United States are required to submit an official TOEFL or IELTS score as part of their application. You must have taken one of these tests within the past two years.

In order to be a competitive applicant, you should receive a TOEFL score at or above 100 iBT and an IELTS score at or above 6.5 with no less than a score of 6 on each band.

You may upload your test score report in the “Academic History” section of the application to be used in application review. However, only scores received electronically from the testing service are considered official. Official test scores should be sent from the testing agency directly to USC.

• TOEFL: To send official scores, use USC ETS code 4852. Please note that USC does not accept super-scoring for the TOEFL.
• IELTS: Select “University of Southern California” at the time of registration. Alternatively, provide this information to your testing center after taking the test.

For more information on English Proficiency requirements, English-language test waivers, and other alternate accepted exams, please visit the USC Graduate Admission page . 

Your application materials will be reviewed by both the USC Rossier School of Education Office of Admission and Scholarships and the USC Office of Graduate Admissions.

• Refer to your USC Rossier personal portal for timely and accurate updates on your application status (including missing items).
• If your application is complete by the round application deadline, expect to receive notification of your admission decision by the corresponding notification date.
• You will receive a decision letter from both USC Rossier and the USC Office of Graduate admission.

Where to find it on the application: Submit Application Tab

Application fees must be paid by credit or debit card.

An application fee waiver is available to applicants who meet certain eligibility criteria. Eligibility criteria and instructions for obtaining a fee waiver can be found at the USC Graduate Admission website. If you choose to apply for a fee waiver you must:

• Start your online application but do not submit the application until the fee waiver is approved.
• Provide supporting documents to demonstrate qualification.
• Have your fee waiver request approved.
• Complete and submit your online application.

Tips Submit all application materials by the deadline . Incomplete applications may be delayed to the next application review. Skip ahead to the “Recommendations” section and use the application platform to send requests for letters of recommendation first . We recommend you complete this step right away to provide each recommender with the maximum amount of time to complete their letter. Follow the transcript submission instructions carefully. Please upload your registrar-issued transcripts from each institution attended to the USC application portal. Upon acceptance and submission of intent to enroll, you will need to submit official transcripts to the USC Office of Graduate Admissions separately.

Review Process

Your application to USC Rossier will be evaluated using a holistic review process. Academic preparation, professional work experience, personal achievement and commitment to the USC Rossier mission are each considered. No single attribute or characteristic guarantees admission to USC Rossier.

We seek applicants who will add to our vibrant learning community and whose goals, values and experiences align with the USC Rossier mission and program goals. We adhere to the university’s non-discrimination policy, and are committed to providing equal opportunity for all students.

As an applicant for this program, you will be automatically considered for limited USC Rossier scholarships, with priority consideration given to applicants who apply by the priority and regular deadlines. There is no need to submit a separate application. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC Rossier scholarships are awarded at the time of admission.

Document Submission Policy

Transcripts and all other application materials become the property of USC. The university does not return or duplicate materials for any reason whatsoever. The information and materials in your submitted application are made available only to the central Office of Admission and the admission committee of the academic department or professional school to which you have applied.

Frequently Asked Questions

USC Rossier students come from diverse academic backgrounds. Education or experience related to your program of interest can make you a more competitive applicant, however it is not required. If your bachelor’s or master’s degree is unrelated to the program for which you are applying, use your application to communicate your passion for working in your selected field and explain how your background and experience has prepared you to be successful and positively contribute to your chosen field.

The admission committee looks for leadership experiences that demonstrate increasing levels of responsibility. Exceptional applicants demonstrate long-term commitment to historically marginalized student populations.

No. At USC Rossier, the online and on-campus version of our programs are distinct with separate applications. If you would like to be considered for a program other than the program for which you have been admitted, you will need to reapply to that program.

No. Your diploma will read “Doctor of Education in Educational Leadership” only.

No. The program has one start date per academic year. 

There is no minimum GPA required to apply to USC Rossier programs, but competitive applicants typically have a GPA of 3.0 or above. However, GPA is one of many elements evaluated in the admission committee’s comprehensive evaluation of candidates. In the application, you may use the optional essay to discuss anything in your academic and/or professional history that may require additional explanation.

If you would like to be considered for a program other than the program for which you have been admitted, you will need to re-apply for the new program. Please read the program requirements thoroughly, as they may be different from those specified for the program to which you were admitted. Your application will not be considered complete until all documents required for your new program are received.

Before applying for any program, it is recommended that you speak with an admission team member for assistance and direction in determining which program is the best fit for you.  

Applicants are permitted to apply to up to three USC programs within the same academic year. When completing your online application, select all programs to which you would like to apply. Please read each program’s guidelines carefully, as each program may require different documents or methods of assessment. You will only need to complete program-specific questions for each additional program; you will not have to fill out the entire application multiple times.

If you decide you would like to apply to an additional program after submitting your initial application, you can log back into your application and add another program.

Application fees are required for each program to which you apply, but you will only need to submit transcripts and test scores (optional for most programs) once.   

You can request to transfer up to six units of doctoral coursework completed at another institution that meet the requirements of the EDL program. Contact your academic advisor in the EdD program office to learn more. 

GRE scores are neither required nor accepted for admission at USC Rossier.

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

Considering a PhD in Education? Here’s What You Need to Know

Blog Summary

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

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

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

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

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

Things you need to know before starting a PhD in Education

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

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

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

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

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

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

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

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

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

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

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

What does it take to earn a PhD in Education?

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

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

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

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

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

Scope of PhD in Education

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

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

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

Become a principal and be the guide for other students.

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

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

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

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

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

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

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

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

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

Does a  PhD In Education have any Scope Abroad ?

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

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

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

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

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

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

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

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

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

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

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Ph.D. in School Psychology

What you can earn, credits earned, time commitment, upcoming deadline, leaders of school psychology research and practice.

The School Psychology Ph.D. degree prepares leaders in the field of research and practice within school psychology. Our program stresses the expanded role of the school psychologist and offers formal coursework and practica in assessment, consultation, intervention, and counseling.

Our philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

The program is accredited by the American Psychological Association (APA) , approved by the  National Association of School Psychologists (NASP) , and meets requirements for state level licensure as a psychologist.

Our mission is to prepare scientist-practitioners whose practice of psychology is grounded in scientific knowledge and focused on enhancing the educational and socio-emotional competence of school-age children and youth.

The role of a health service psychologist with a specialty in school psychology is to assess, consult, and provide prevention and direct intervention services that focus on learning, behavior, and mental health. The graduate program in School Psychology at the University of Washington stresses the expanded role of the school psychologist and offers formal course work and practica in assessment, consultation, intervention, and counseling. In addition, the program philosophy is grounded in the scientist-practitioner model and offers a strong background in the scientific foundations for the practice of school psychology as well as training in applying current research knowledge and theory to educational services.

What you'll learn

The following are the nine profession-wide competencies and the specific objectives for graduates. Students' learning experiences are guided by the Discipline Specific Knowledge areas of APA and by the Profession-Wide Competencies in the APA Standards of Accreditation.

Program Objective: To prepare health service psychologists to be critical consumers of research, to have the knowledge and skills to conduct scientific inquiry, and to disseminate research.

Program Objective: To prepare health service psychologists to be competent in navigating and legal and ethical challenges and engaging in best practices associated with the APA Ethical Principles for Psychologists and Code of Conduct.

Program Objective: To prepare health service psychologists to integrate self-awareness, cultural knowledge, and culturally responsive skills in all professional activities including research, teaching, and clinical service.

Program Objective: To prepare health service psychologists to reflect the values and attitudes of psychology through integrity, professional identity alignment, professional behavior, and responsiveness to supervision and feedback.

Program Objective: To prepare health service psychologists to maintain effective relationships with colleagues, communities, organizations, supervisors, supervisees, and clients.

Program Objective: to prepare health service psychologists to incorporate the diversity characteristics of clients in psychological assessments and to present findings in an effective manner that is appropriate for audiences outside the discipline of psychology.

Program Objective: To prepare health service psychologists to implement evidence-based interventions with fidelity to empirical models along with the flexibility to adapt the interventions to the cultural and linguistic context of the clients.

Program Objective: To prepare health service psychologists to provide effective supervised supervision to less advanced students and peers appropriate for the service setting.

Program Objective: To prepare health service psychologists to demonstrate the ability to effectively collaborate in interdisciplinary contexts and integrated healthcare settings.

After graduation

Graduates are prepared for college teaching, clinical, and research positions in a variety of settings:

• School settings to serve students from all cultural, ethnic, and socioeconomic backgrounds
• University settings as trainers of school psychologists and continue to generate new knowledge for the practice of psychology
• Research settings where investigations are conducted related to learning, development, and behavior of school-aged children
• Teaching hospitals and other health agencies providing outpatient services for patients with school-related problems

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

Related programs

The first three years of this Ph.D. program follow the sequence of the Educational Specialist (Ed.S.) program . The final three years of the Ph.D. program build upon and extend the training.

School Psychology Clinic

The UW School Psychology Clinic serves as a training site for graduate students in the School Psychology Ed.S. and Ph.D. programs. All services are supervised by a licensed psychologist/clinician, along with a program faculty member. The center also services as a clinical-research site for faculty and students.

The Ph.D. degree is a six-year, full-time program that requires three years of Ed.S. degree coursework, two years of Ph.D. coursework and one year of a predoctoral internship. If you already have an Ed.S. degree, the Ph.D. course of study can be shortened to three or more years.

With the support of your advisor, you will design an individualized program of study that is guided by a supervisory committee and chaired by a core school psychology faculty member.

Students who complete their Ed.S. degree at UW will use that coursework as their specialty area. Students who completed their Ed.S. at another institution will have their transcripts reviewed to determine course credits that may be applied to their Ph.D. program of study.

As doctoral students are completing the individualized program of study requirements, they must also complete the Ph.D. degree milestones (research and inquiry, general exam, dissertation proposal, dissertation defense). These procedures are described in the program handbook sections under “Ph.D. degree milestones.”

For details,  download the student handbook

The first three years of the Ph.D. degree follow the course sequence of our Ed.S. degree . The Ed.S. course sequence is organized so that all basic foundation courses are completed the first year, the second year is centered on applied experiences in schools and at the University of Washington, and the third year is a full-time, school-based internship in public schools. Students who have already earned their Ed.S. degree may begin the Ph.D. coursework immediately.

Autumn quarter

• EDPSY 565: Adv Practicum in Clinical Practice (4)
• EDPSY 508: Adv Practicum- Supervision & School Mental Health (2)
• EDLPS 525: Educational Inquiry (3)
• EDPSY 529: Developmental Psychopathology and the DSM (3)
• Additional cognate courses (including research methods courses)

Winter quarter

• EDLPS 526: Educational Inquiry (3)
• EDPSY 538: Multiple Regression (3)
• Additional cognate and research methods courses
• Prospective Candidacy

Spring quarter

• EDPSY 585: History, Systems, & Contemporary Issues in School Psychology (3)
• Research and Inquiry

Summer quarter (session A)

EDPSY 581: Seminar in APPIC/CDSPP internships (2)

• EDPSY 579: Advanced Practicum in Assessment and Intervention (3)
• R & I presentation (Nov)
• General Exam (Nov or Dec)
• If not doing APPIC, start working on creating a local CDSPP-aligned Internship
• Register only if completing the general exam this quarter
• To obtain an add code for dissertation credits, go to  education.uw.edu/practicum , select your advisor, EDUC 800 course, and describe your dissertation project.
• General Exam (if not completed in Autumn)
• Dissertation Proposal (or in Spring)
• Internship interviews and APPIC Match Day
• Register for 25 dissertation credits (total) by the end of the academic year. Leave 2 credits for the following year when you defend your dissertation (final orals).
• Dissertation Proposal (if not completed in Winter)
• EDUC 800: Dissertation (8-10)

Students apply for “on leave” status EVERY quarter except the quarter of the dissertation defense. If a student does not apply each quarter, they will drop from the University system and have to reapply for active status and pay a $250 fee to the Graduate School. During the quarter of the dissertation defense, students MUST register for the remaining 2 credits.

Each doctoral student is required to identify two supportive cognate fields in addition to the area of specialization. Depending upon your academic background, the range of credits required for each supportive cognate is between 6 and 15. The breadth and depth of each cognate is normally defined by the graduate advisor and the faculty member selected to represent the cognate area.

Each student must form a specialization from a unit outside of the College of Education.  The specialization outside the College will normally be in a single department (e.g., Social Work, Public Health). In exceptional cases, it may be a series of courses from different departments containing a common thread (e.g., Ethnic Studies, which may draw upon courses based in several departments). The breadth and depth of the specialization outside the College is normally defined by the graduate faculty representative from that specialization serving on your Supervisory Committee. 

The culminating experience for the Ph.D. degree is a predoctoral internship, which includes advanced, integrative, supervised experiences in applying science to practice. The predoctoral internship must be completed after the general exam is passed and the dissertation proposal has been approved.

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The expansion of doctoral education and the changing nature and purpose of the doctorate

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• Published: 14 October 2022
• Volume 84 , pages 1299–1315, ( 2022 )

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• Cláudia S. Sarrico 1 , 2  

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Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25–64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, 2.3% of today’s young adults will enter doctoral studies at some point in their life. This essay starts by describing the expansion of doctoral education. It then reflects on the causes of this growth and the consequences for the nature and purpose of the doctorate. This reflection is mostly based on published research in Higher Education in the last 50 years and the author’s work on policy analysis for the OECD on this topic. The paper finishes with a research agenda on doctoral education and the career of doctorate holders.

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Introduction

Doctorate level attainment has increased significantly in developed economies. In 2019, the average share of 25–64-year-olds with a doctorate across the OECD was around 1%. However, if current trends continue, it is estimated that 2.3% of today’s young adults will enter doctoral studies at some point in their life (OECD, 2019b ). This growth in doctoral level attainment has been poorly recorded and the careers of doctorate holders are not systematically tracked in most countries (graduate tracking, where it exists tends to relate to bachelor and sometimes master’s graduates, where numbers are much higher). This essay seeks to open the doorway on research into why this expansion is taking place, and what it means for all involved.

Talk about a “PhD glut” is not new. The topic was already featured in Higher Education four decades ago, in a 1982 article discussing labour market outcomes, the quality of doctoral candidates and the cost–benefit analysis of the production of more doctorate holders (Zumeta, 1982 ). Since then, concerns of an expansion in doctorate holders have not dampened growth. Demands of the knowledge economy, economic growth and innovation are frequently cited as encouraging expansion, which are bolstered by government financial incentives for universities to award doctorates and produce publications. The continued trend of expansion has fed discussion on the benefits and effects of the doctorate for the individual, organisations and society (Halse and Mowbray, 2011 ) .

The status of the doctorate today is the motivation for this reflective essay, which is grounded in the literature published in Higher Education in the last 50 years (approximately 60 articles were read on the topic in the journal for the present paper). This historical perspective is complemented by other relevant literature in the field of higher education studies (circa other 60 references were read), and the author’s participation in policy analysis regarding doctoral education, postdoctoral training and the career of doctorate holders. It analyses the reasons for the growth in doctoral level attainment and the implications of this growth. It discusses the drivers of the growth, at individual, institutional and system level. It focuses on high-level and general trends, even though we are aware of national specificities and contexts, heterogeneity in academic systems and labour markets for doctorate holders, which often mean that individual jurisdictions, and indeed some disciplines, may somewhat diverge from what is being described. The article follows from the examples of contributions to understanding the expansion of higher education from Martin Trow’s ( 1973 ) discussion of the transition from elite to mass higher education, to Simon Marginson’s ( 2016 ) reflection on high-participation systems of higher education (Cantwell et al., 2018 ).

This work focuses on the developed economies of the OECD, where doctoral education is more established. Higher education has expanded massively, but research activity (as measured by publications in indexed peer-review journals) has been, for a long time, very much concentrated in the developed economies. Of the more than 18,500 higher education institutions listed by the International Association of Universities, less than 10% of institutions had at least 50 publications indexed in Scopus, the largest bibliometric database, in the period 2007–2010. Of this small group, 82% were based in European and North-American universities, and 18% in Asia–Pacific (Sarrico & Godonoga, 2021 ), almost all based in OECD countries. The situation has changed significantly in more recent years, with de-diversification of research capacity to more countries and a growing multi-polarity of that capacity, with the notable rise of China (Marginson, 2022 ). The CWTS Leiden University Ranking 2022 includes 1318 universities from 69 countries with at least 800 Web of Science indexed publications in the period 2017–2020. Footnote 1 Nonetheless, this reflection focuses on the systems with longer established doctoral education and higher doctoral level attainment among the population.

In the conclusions, this paper offers a research agenda regarding doctoral education, postdoctoral training and the career of doctorate holders.

The expansion of doctoral education

Doctoral graduates have the highest educational attainment and are primarily trained to conduct research. Doctoral education in the International Standard Classification of Education (ISCED) is defined as an advanced research qualification, resulting from advanced study and original research typically offered by research-oriented universities, in both academic and professional fields, requiring the submission of work of publishable quality that is the product of original research and represents a significant contribution to knowledge in a field of study (OECD/Eurostat/UNESCO, 2015 ). Footnote 2

Statistics on doctoral level attainment presented by the World Bank data bank Footnote 3 start only in 2010. No information is available for many countries (e.g. China) and for other countries many years of data are missing (e.g. UK, Germany, France, Japan). Looking at this data set shows that in 2020 there were only 36 countries with doctoral level attainment above 0.6%, including only a few non-OECD countries (United Arab Emirates, Saudi Arabia, Jordan, Malta, South Africa).

There is also no good international comparable data on the number of new doctorates being awarded in different countries. Only 5 years’ information is available for OECD countries, showing that the number of new doctorates has almost doubled in the two decades to 2017 (Fig.  1 ). Recent work underlines this growth, finding that doctoral level attainment in the OECD has increased by 25% over the 5-year period 2014–2019 (OECD, 2021a ). By comparison, research activity, a traditional occupation for doctorate holders, has grown much more slowly. Gross domestic spending on R&D, carried out by companies, research institutes, university and government laboratories grew by 18% in the last two decades (2000–2020) (OECD, 2022b ). This probably means there is not enough research activity in the economy to provide research occupations for many of the doctorate graduates being produced.

New doctorates awarded, OECD countries. Source: Auriol ( 2010 ), Auriol et al. ( 2013 ), OECD ( 2014 ), OECD ( 2019b )

The recent growth in doctorate level attainment in the OECD is well above that of tertiary education attainment: between 2014 and 2019, doctoral education grew 25% (0.93–1.16%), while tertiary education grew 12.7% (33.65–37.90%) (OECD, 2022a ). Data for countries outside the OECD is difficult to obtain, and even for the OECD there are many gaps (e.g. Japan). For instance, World Bank statistics on doctorates start in 2010 and omit many countries and many years (Fig.  2 ).

Source: UNESCO Institute for Statistics (uis.unesco.org). Data as of June 2022. The percentage of population ages 25 and over that attained or completed doctoral or equivalent education. https://databank.worldbank.org/ (accessed 6 July 2022). Note: AUS, Australia; CAN, Canada; CHE, Switzerland; DEU, Germany; DNK, Denmark; FRA, France; GBR, United Kingdom; IRL, Ireland; KOR, Korea; NLD, Netherlands; PRT, Portugal; SWE, Sweden; USA, United States; ZAF, South Africa

Doctoral level attainment, selected countries.

According to the US National Science Foundation, between 2000 and 2018, the number of science and engineering doctoral degrees awarded grew on average by 9.9% per year in China, 2.0% in France, 1.4% in Germany, 5.2% in Korea, 7.1% in Spain, 5.0% in the UK and 2.8% in the USA (NSB-NSF 2022, Fig. 5, p. 8).

The doctorate is no longer an entry ticket to academia

The expansion of doctoral education seems likely to continue as governments increase funding for doctoral education in an attempt to boost competitiveness and talent pools in an internationally competitive environment. However, there are attempts to diversify away from traditional “academic doctorates” with “collaborative PhDs”, “professional doctorates”, “industrial doctorates”, or simply introducing professional development and career development opportunities. In addition, the scope of doctoral education is widening, seeking to prepare people for diverse careers and include doctorates that cross disciplinary boundaries (Powell and Green, 2007 , p. 238).

Academia can no longer employ increasing numbers of doctorate holders (OECD, 2021b ). It is unclear to what extent the labour market, especially beyond academia, is absorbing recent doctoral graduates, and how well doctoral education and postdoctoral training adequately prepare people for jobs outside academia. The debate about an “oversupply of PhDs” has reached mainstream media (The Economist, 2010 ).

New graduates surpass demand for academics at universities. A grim picture emerges of early-career academics as “cheap labour” in a “feudal system”, resting on the principles of “up or out” and “survival of the fittest” (OECD, 2021b ). Using doctoral and postdoctoral researchers to teach undergraduates also reduces the number of full-time permanent positions. Even countries with less developed higher education systems seem to have plateaued in their capacity to absorb new doctorates into permanent positions (e.g. South Africa in Mouton et al., 2021 , pp. xxiv-xxvi).

The postdoc, here defined as a fixed-term position in academia after the doctorate with no guarantee of continuation, has been the norm in many systems where permanent positions have been extremely limited (e.g. Germany and Switzerland). In other systems, entering a tenure-track with some prospect of continuation was the initial step in the academic ladder, but this has been changing over time (e.g. USA). Nonetheless, postdocs now perform a large part of university research work in many OECD academic systems, and, in some areas, the postdoc has become a de facto prerequisite to be considered for a permanent full-time job. Doctoral and postdoctoral researchers boost the research capacity of their universities and countries, but when they cannot find a job in academia, they may have difficulty transitioning to jobs outside the academic career. In some areas, the financial return on a PhD is now negative or not much different from a master’s degree, which can be attained in a fraction of the time. When controlling for self-selection into doctoral education and labour market choices after graduation, the wage premium reduces (Pedersen, 2016 ). Master’s holders accrue work experience while the doctoral researchers are pursuing their studies, increasing their relative value in the labour market. Doctorate holders may then occupy positions that only require a master’s, due to oversupply relative to the needs of the labour market, resulting in over skilling. Questions are then raised about the continuing investment in more doctoral education.

However, we know little of the career paths of doctorate holders, when and how they transition from academia to employment, and how useful their doctoral education is to their career and their life. Some may find their training so specialised that they find it difficult to find suitable work outside academia and linger there on fixed-term contracts. Some may pursue a doctorate simply for education’s sake, and enjoy the lifestyle, but in the long run they may become less satisfied, less productive and more likely to have to move to jobs beyond academia for which they had not planned.

There is a belief that there are spill over effects from knowledge being produced in universities. Nonetheless, for the individual it may not work well. People embarking on PhDs are likely to have been the best in their class, raising the question of whether a PhD is always the best use their talent. It may also be the case that the best are no longer attracted by the idea of doing a PhD, as they realise the precarity involved.

The incentives for universities and principal investigators (PIs) are not aligned with the interests of doctoral and postdoctoral researchers, who support the research endeavour and are key to keeping it going. And many governments offer funding incentives and rewards linked to performance, where the number of PhD graduates is part of the formula.

In most OECD countries, the majority of doctorate holders already work outside academia (OECD, 2015 ), and many countries have moved to a more structured environment of doctoral programmes and doctoral schools where they can offer training in skills that can be transferred to the labour market beyond academia, smoothing the transition.

The expansion of doctoral education was accompanied by changes in its nature, from an apprenticeship-type period under the supervision of a “master” to a highly structured education programme in most countries, with doctoral schools, formal processes, and a defined duration and expectations. Paradoxically, it has been accompanied by an increasingly unstructured phase of postdoctoral studies in the academic professional ladder—postdoctoral researchers are in a limbo: neither staff nor students (OECD, 2021b ), and in some fields preceded by a pre-doctoral programme of 1 to 2 years prior to entry into the doctoral programme itself. The postdoctorate position now seems to be the “apprenticeship” stage under the supervision of a senior academic, and sits between completion of the doctorate and a permanent position. A postdoctoral position was meant to be transitional and a “defined period of advanced training and mentoring in research” (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2014 ); instead, it became a safety net for those waiting for an academic position that is more likely than not to fail to materialise (Larson et al. ( 2013 ), Milojević et al. ( 2018 )). Institutions tend to rest their research prowess on a few tenured star researchers that head teams populated by postdoctoral and doctoral researchers (and predoctoral researchers) that feed the research endeavour. They now depend on the “permadocs” and the labour of an academic precariat to sustain it (Teixeira, 2017 ). Although many are on fixed-term contracts, they are a significant share of the research labour force, their papers obtain more citations, and they tend to publish in more prestigious journals than those on indefinite contracts (OECD, 2021b ).

This means that doctoral education and postdoctoral training is no longer necessarily a path to the professoriate. Most doctorate holders will end up working beyond academia, in business, government or the social sector—some in research occupations, although many will not. The vast majority of researchers with a doctorate in the OECD work in the higher education and the government sectors. Since in many countries, most doctorate holders work outside the academic sector, this indicates that many employed doctorate holders are not doing research. Footnote 4

The lack of positions in the academic career proper has not stopped the expansion, and many countries continue to provide incentives to universities to produce doctoral graduates and individuals to pursue doctoral studies. Under the EC-OECD STIP Compass, Footnote 5 countries mostly cite funding levers as the mechanism to increase doctoral and postdoctoral participation.

This is accompanied by a discourse that society and the economy need the advanced skills of these individuals to sustain a knowledge economy and spur innovation, and that the doctorate ought to prepare individuals for diverse careers. Employment rates of doctorate holders are systematically higher than among other tertiary level graduates in the working age population (OECD, 2015 ), but for young doctorate holders, those aged 25–34, their comparative advantage over their peers with a master’s degree tends to be more variable (OECD, 2019b ).

In addition, many doctorate graduates are not particularly young—the median age at entry is 29 on average across OECD countries (OECD, 2019b ). After a prolonged postdoctoral period in academia, many transition to employment beyond academia well into their forties, which has implications for how easy the transition will be.

The supply side strategies from governments to promote the production of doctorate holders are often not in line with demand from employment sectors beyond academia, and with the experiences of doctorate holders. Many doctorate holders that transition to employment beyond academia will not work as researchers. From a macro level, this raises the issue of inefficiency: the advanced skills of doctorate holders are not necessarily used, notably in non-research occupations (Stephan, 2012 ). It compounds the inefficiency already observed in many countries during doctoral studies, where entry rates are well above graduation rates.

For the individual, while many doctorate holders will find successful and satisfying alternative careers, they often report challenges in making the transition associated with giving up long-held ambitions of an academic career and a loss of social identity (Vitae, 2016 ). Career choices beyond academic research are mostly seen as second options, or as a signal of failure by postdoctoral researchers and their PIs and are often made quite late into the professional career of doctorate holders. Those that do transition may experience organisational culture shock, especially those who enter jobs beyond academia directly after the PhD with little or no prior work experience (Skakni et al., 2022 ).

Reasons for the growth of doctoral education

There are several explanations for the growth in doctoral education. Supply side factors relate to factors that encourage the supply of more doctorate graduates, such as policies to fund doctoral education, and reward institutions for increased production of doctorates and publications. Demand side factors increase the demand for doctorates and represent the attractiveness of doctoral education to the individual, such as the perceived career prospects, social gain or self-realisation, and to the organisations employing doctorate holders because they value their expertise and skills. Another driver is the international import of talent in a global race for competitiveness among economies.

Government policy

Governments, especially in developed economies, have embraced economic theories of the knowledge economy, targeting knowledge as fundamental to economic growth and prosperity. They have promoted postgraduate study, doctoral education and postdoctoral training to foment the development of advanced skills, knowledge generation, complex problem solving and, more generally, innovation. Research funders increasingly try to assess and incentivise the research impact of the research they fund, in terms of scientific impact, but also economic, social, cultural and environmental impact.

Funders have realised that the increased number of doctorates means they no longer will find a position in academia. Hence, policies now encourage doctoral and postdoctoral researchers to engage in some form with organisations beyond academia to encourage the next generation of researchers to explore diverse careers in other sectors (OECD, 2021b ). There is evidence, however that most continue to prefer an academic career, an attraction that often increases as students advance in their programme, even when it involves industrial contacts (Gemme & Gingras, 2012 ).

An unintended consequence of increasing the supply of research funding may be to support the aspiration to an academic career, albeit a precarious one, given the fixed-term, project-based nature of most research funding, including for those with less scientific capital and less job prospects elsewhere.

Changes in academic work

In addition to an increase supply of research funding, the nature of that funding has also changed. There is an increasing share of project-based funding relative to core basic funding, and the development of earned income streams, in addition to public appropriations and student fees, from continuing education, service provision, contract research, philanthropy and endowments. This changed academic work (Cantwell, 2011 ; Cantwell & Taylor, 2015 ), with increasing use of non-standard employment contracts and specialisation of work in both teaching and research. It gave rise to contingent instructors and postdoctoral researchers mostly dependent on fixed-term funding, to the detriment of combined teaching and research positions in the academic career proper. The expansion of doctoral education ensures a constant supply for these positions.

Demand for doctoral researchers

Even if an academic career has not become more attractive per se, given the general expansion of higher education at bachelor and master’s levels, the number of potential doctoral candidates has substantially increased. Most students pursuing a doctoral degree have a “taste for science” and are strongly attracted to an academic career, but not all (Roach & Sauermann, 2010 ). Curiously even those that had considered an alternative career often change their minds as their studies progress (Gemme and Gingras, 2012 ).

In some cases, doctoral education is also valued beyond academia. Employers of doctorate holders seem to value the technical competence of those from the hard sciences and the transferable competences from the soft sciences (Passaretta et al., 2019 ). Unemployment is generally lower for doctorate holders compared with other higher education graduates (Auriol et al., 2013 ). However, we do not know how much of this is the consequence of their doctoral education, and how much is related to their intrinsic ability to learn and work.

We know little about the companies that employ doctorate holders, but some evidence suggests that cooperation between universities and the world of business fosters the recruitment of doctorate holders, and that the effect is cumulative (Garcia-Quevedo et al., 2012 ). This suggests that fostering mobility of people and cooperation in research activities between universities and business will increase the demand for doctorate holders. However, the willingness to recruit PhDs is related to the degree of development of the economy, and especially to the R&D and technology intensity of businesses. This also explains the brain drain from less to more developed countries, as people move from less to more knowledge intensive economies.

Credentialism

Arguably, some individuals may be also searching for differentiation in a crowded graduate market in high-participation systems of higher education (Zusman, 2017 ). This form of credentialism is probably at play is some professional disciplines, such as business, public administration and health, where mid-career professionals may be using the doctorate to improve their professional status, autonomy and income rather than to respond to labour market needs or increased complexity of their jobs. Indeed, it may be also occurring in the higher education sector among other professional staff supporting students or involved in the management and administration of institutions, and operating in hybrid roles between academia and other professions. Some of these new doctorates are not compliant with existing definitions, such as the ISCED classification mentioned above, and may not be recognised as such by some organisations (see footnote 2 of this article and footnote 3 of Zusman, 2017 , regarding recognition by the National Science Foundation in the USA).

Import of international talent

On average across OECD countries, 22% of enrolled doctoral students are international or foreign students, compared to 13% at master’s level and 4% at bachelor’s (OECD, 2019b ). Doctorate holders are highly mobile and the labour market for them is globalised (Auriol, 2010 ), although mobility varies by discipline. Many countries deliver their doctorates (and increasingly their master’s) in English, although concerns about the role of minority languages are being raised in some countries, such as the Netherlands, Finland and Denmark (Powell and Green, 2007 , p. 240).

There are also issues of brain drain from poorer to richer countries, and many early-career researchers must be prepared to move to enter the academic profession. Some countries, such as the USA, rely on importing talent to feed their academic system. Migrating academics seek out better conditions in terms of salaries, quality of life, career perspectives, research organisation, balance between teaching and research, funding, and being among high-quality peers (Janger et al., 2019 ). The best, “star performers” seek the most reputable and prestigious institutions, others move to simply look for an occupation they cannot find in their home countries (Cattaneo et al., 2019 ).

Some early career researchers are indeed encouraged to have international mobility as a requisite or to improve their chances for a job in their home country (Musselin, 2004 ), although if the return is not timely reintegration can be difficult because of a loss of social capital in their home country (Cañibano et al., 2020 ).

Less developed countries like India and especially China are transitioning from being exporters of students to becoming competitors of European, North American and Australian higher education systems. It is also important to note that new doctorate holders are needed to improve the qualifications of academic staff in many systems in the developing world, where the production of doctorates has not been able to keep pace with the enrolment expansion of recent decades (Altbach et al, 2012 , p. 18).

Consequences of the growth of doctoral education

The permadoc phenomenon.

Postdoctoral training has benefits: it fosters research productivity and integration in the international scholarly community (Horta, 2009 ), while positively contributing to the possibility of working in a higher education institution and securing a tenure-track appointment. However, while taking one postdoctoral position does increase research productivity, there is little or no advantage from taking two or more (Yang and Webber, 2015 ).

Slower progression within academic careers has become more common in younger cohorts of academics, characterised by a long pre-tenure phase, with many still occupying postdoctoral positions in their forties. In some cases, this long path is even experienced by those that are recruited as assistant professors, where they may remain for most of their careers (Benz et al., 2021 ). Paradoxically, in many countries mobility from the business sector to the higher education sector is higher than the other way around (Auriol et al., 2013 ).

The emergence of the academic precariat

The early stages of the academic career are characterised by insecurity and have been so for some time now (Rosenblum & Rosenblum, 1996 ). Those outside of the career proper, on fixed-term contracts, have provided most of the instruction, and most of the research, in many systems, with no guarantee of continuing employment. The difference is that younger cohorts of academics are now faring less well in transitioning from the external to the internal labour market. Those that manage to make the transition need to be geographically mobile, self-confident and devote a high proportion of their time and effort to research and networking (Ortlieb & Weiss, 2018 ). However, not all institutions assist early-career academics with contacting colleagues abroad, provide financial support for conferences and stays abroad, and provide support with family commitments for them to be able to succeed.

Precarity also raises issues of equity, diversity and inclusion. It has been found that academics who come from the upper social class have access to higher-quality undergraduate education, subsequently progress to more prestigious research universities for doctoral education, and later report higher earnings (Chiappa & Perez Mejias, 2019 ). In addition, they can better afford the precarity associated with academia, especially in its early stages (OECD, 2021b ).

In doctoral education, as in academic employment, women are now on a parity in most fields. At the same time, women are less represented in fields that may offer more opportunities outside academia, such as engineering, manufacturing and construction, are less internationally mobile, and more often work part-time, which may hinder their prospects for advancement in the academic career. Women are also under-represented in tenure track positions, particularly when recruitment is based on invitation. All these factors may explain why women and minority groups tend to be more vulnerable to precarity (OECD, 2021b ).

To find a position, postdoctoral researchers often need to be prepared to move within and increasingly beyond their countries. This may be beneficial for the scientific endeavour, as less mobile academics have more inward oriented information exchange dynamics and lower scientific productivity (Horta, 2013 ), but it often signifies a personal toll. It often means losing the social networks necessary to access positions back home, and conditions for international researchers are often worse, in relation to access to employment contracts, right to stay and welfare benefits. It may also mean having to postpone family formation.

Academia may no longer be attractive to the most talented

The poor career prospects of academia do not cause a shortage of academic researchers, but may push the most talented to jobs beyond academia (Waaijer, 2017 ). Doctorate holders working in research are particularly satisfied with the intellectual challenges of the job (Auriol et al., 2013 ). However, younger doctorate holders in higher education are about 2.5 times less likely to be employed on a permanent basis than those working in other sectors (OECD, 2019a , p. 186). While temporary positions are increasingly common in academia, coinciding with the rise of postdoctoral positions, they are less so in business. Earnings also tend to be higher in the business sector, although there are exceptions in some disciplines (Auriol et al., 2013 ). Natural scientists and engineers are more likely to find employment in research outside academia, while social scientists find more opportunities in non-research occupations. Still, even when not in research, jobs are in most cases related to the subject of doctoral degrees and doctoral graduates tend to be satisfied with their employment situation (Auriol et al., 2013 ).

If academia is to attract and retain the best talent, funding agencies need to have dedicated provision for early career researchers, who otherwise leave for more stable and promising careers beyond academia (Bazeley, 2003 ). And should countries continue to produce more doctorate holders than academia can possibly absorb, then it is important to broaden the job skills that doctoral students acquire during their training to better prepare them for the needs of a wider job market (Cattaneo et al., 2019 ).

Questions about the quality of doctoral education

Despite the growth in doctoral level attainment, the truth is that many doctoral candidates do not complete their degrees: looking at the OECD entry rate for those under 30 and the graduation rates for those under 35, an estimated 1 in 3 drop out. Footnote 6 There are many reasons for withdrawal, including the personal situation of the candidate, but institutional factors are paramount. Institutional issues revolve around the difficulty in achieving work-life balance, and problems with socialisation, often due to a “culture of institutional neglect” (Castelló et al., 2017 ; McAlpine et al., 2012 ), as well as contact with the supervisor and exchange with other PhDs (Jaksztat et al., 2021 ). In addition, admission standards of doctoral programmes may not necessarily pursue high-quality doctoral students (Cattaneo et al., 2019 ) .

The increase in doctorate level attainment does not necessarily mean that all attain what is planned in the definition of International Standard Classification of Education for doctoral level attainment (OECD/Eurostat/UNESCO Institute for Statistics, 2015 ) or the Dublin Descriptors (EHEA, 2005 ). The current level of doctoral education attainment in the population, at 1.0%, may not be matched by the level of advanced skills in the population. Less than 0.5% of the adult population in the OECD reaches the highest levels of literacy, i.e. 5 in a scale of 1 to 5, where 3 is considered the necessary level to operate in today’s society and assumed to be provided by upper secondary education (OECD, 2019c ). Level 5 description of proficiency Footnote 7 is arguably the closest to the description of outcomes achieved in doctoral level education in the Dublin Descriptors. Footnote 8

Often, doctorate holders that find themselves in employment outside academia experience an over-development of research skills relative to what is required of the job, but an under-development in personal effectiveness, management and communication skills (Waaijer et al., 2017 ), which means they may be both over- and under-qualified. These findings call for doctoral education to include not only the development of research skills but also skills in other areas relevant to the labour market. However, the premise that education should provide all the skills that the labour market requires is not universally supported. Employers are also responsible for training and developing the employees they recruit, and that responsibility should not be fully transferred from employers to the employee or education institutions (Cappelli, 2015 ).

The changing nature of doctoral education

As it has grown doctoral education has become more formalised, supervisory practice more regulated and the curriculum more explicitly structured. On the other hand, growth has also brought diversity of approaches to doctoral education, in response to evolving disciplinary practices, interactions with outside organisations and the career expectations of doctoral researchers (Pearson et al., 2008 ).

Following the crisis discourse that universities are producing too many doctorates for the few academic jobs available, the concerns with the efficiency of doctoral programmes have shifted to preoccupation with the lack of skills of doctorate holders for productive jobs beyond academia (Cuthbert & Molla, 2015 ; Kniola et al., 2012 ). This discourse presents the inevitable tension between outcomes of research prowess and the relevance of doctorates to the needs of society.

New cooperative doctoral programmes between academia and industry have emerged, which place new demands for both academia and industry, as it involves necessarily the interaction between different cultures, that need to be addressed, and that are different from other more traditional forms of knowledge transfer between academia and industry (Salminen-Karlsson & Wallgren, 2008 ). Preoccupation with the value of the doctorate to industry became common in all disciplines. In addition, doctoral researchers have also become more diverse. Many doctoral candidates are not in their twenties and have pre-existing professional experience, particularly in occupation-oriented disciplines, including in the Humanities, Arts and Social Sciences (HASS) (Bazeley, 2003 ). They see value in engaging with industry, within and beyond the private commercial sector (Barnacle et al., 2020 ). And in some systems, especially in applied disciplines, doctorate holders leave academia, gain professional experience, and convert that practical capital into a tenured position, or maintain parallel careers in both the corporate and academic worlds (Benz et al., 2021 ).

The calls to change doctoral education are not new (Pearson, 1996 ), and the professionalisation of doctoral education both for jobs in academia and beyond is now a perennial discussion. Enders ( 2005 ) describes the shifting paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On the one hand, some defend that the traditional discipline-based doctoral training is sufficiently comprehensive to accommodate the new needs of knowledge production, others that new modes of doctoral training are needed that cross discipline and organisational borders. Enders ( 2005 ) makes a compelling case that diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. Instead of a single role model, it would be more appropriate to recognise and value a multi-functional role of the PhD by a diversity of training approaches, i.e. one size fits all approach is not adequate.

Along the same lines Mills and James ( 2020 ) argue that doctoral collaborations with non-academic organisations (such as placements and internships, partnerships and knowledge exchange) have expanded from the hard sciences to become a feature in the social sciences as well. It does, however, raise important challenges regarding how the questioning and critique characteristic of doctoral education is met through the learning opportunities of collaborative arrangements. How these challenges are addressed and made integral to doctoral education in the social sciences is not clear.

It is not just preparation for a career outside academia that is at stake. Even preparation for an academic career needs to be wider. Coates and Goedegebuure ( 2012 ) call for “apprentice academics” to have some training and experience in several functional areas, such as research, education, integration, application, and leadership and management to prepare them for academic work. Coates et al. ( 2020 ) even question the binary categorisation of research and professional doctorates, calling for a re-design of doctoral education to accommodate the growth and diversity of this offer that is preparing people for different career trajectories.

Gu et al. ( 2018 ) have also found that the career expectations of doctoral researchers change over time, are influenced by doctoral training in their university environment, their relationships with supervisors, and their experiences of collaboration with organisations outside academia. Doctoral researchers show dissatisfaction with doctoral training that does not encourage and prepare them for diverse career paths. As such, they also conclude that the goal of doctoral training should not only be the reproduction of “academic successors” but also the cultivation of “versatile experts”.

Conclusion and a research agenda on doctoral education

Enders ( 2005 ) points out that since we must train people for the world of research, we need to ask for what “research”, and since we must train people for the world of work outside academia and science as well, then for which job roles and career trajectories should we prepare them. To answer these questions, we need to study the career paths of doctorate holders.

There is a dearth of cross-country comparative data on doctorate holders and their career paths, even though some countries already have very good longitudinal data (e.g. Survey of Earned Doctorates in the USA). Some international comparable data has been produced by the OECD-Eurostat project on the career of doctorate holders. However, that project has been discontinued, and a specific module whose purpose was to gather data on the working conditions of those who are on temporary or short-term contracts, i.e. “post-doctorates” was never implemented (Auriol, 2012 ).

Universities ought to be more transparent from the beginning of doctoral education about the diverse career paths of their doctoral graduates, and that most will not secure an academic position. The integration of research-related work experience and placements outside academia, professional development, and training of supervisors, may reduce the stigma and difficulty of transitioning to diverse careers within and beyond academia (Hancock, 2019 ). However, it is also difficult to conceive that higher education ought to take full responsibility for developing the skills that employers of doctorate holders may want, instead of the latter contributing to the professional development of the employees they recruit (Cappelli, 2015 ).

From the reflections contained in this essay, several issues emerge that merit additional further research:

What is the role of doctorate holders in the economy and society? Do they follow research careers, in what sectors of employment, in what fields of research?

How many doctorates are needed? Do we have too many or too few doctorate holders?

Why do people pursue doctoral education and postdoctoral training? What information do they possess about their job prospects, and how does that influence their career preferences?

How to better support success in doctoral education? In what ways different academic career frameworks support the careers of doctorate holders within and beyond academia?

What are the barriers and promoters of intersectoral mobility of doctorate holders? Why do doctorate holders chose a career in the higher education, government, business enterprise or private non-profit sectors? Why do they stay or leave research? When do doctorate holders transition to employment beyond academia? How does the job relate to their doctoral degree?

How to promote diversity, equity and inclusion in doctoral education and postdoctoral training?

Data availability

Not applicable.

Code availability

CWTS Leiden Ranking provides bibliometric indicators on over 1,300 universities worldwide, https://www.leidenranking.com/ (accessed 22 August 2022).

This definition includes doctorates referred by different terms, such as PhD, DPhil, D.Lit, D.Sc and LL.D, with a significant component of original research work, but it excludes professional practice qualifications which include the word “doctor”, such a M.D. (medical doctor) and J.D. (juris doctor), which are graduate-entry professional degrees with no substantive original research work.

The World Bank’s DataBank is an analysis and visualisation tool that contains collections of time series data on a variety of topics, including higher education, https://databank.worldbank.org (accessed 7 July 2022).

See R&D personnel by sector of employment and qualification in the OECD Research and Development Statistics ( http://oe.cd/rds ), and distribution of doctorate holders by economic activity in the OECD work on careers of doctorate holders ( http://oe.cd/cdh ).

STIP Compass is a joint initiative of the European Commission (EC) and the OECD that aims to collect in one place qualitative and quantitative data on national trends in science, technology and innovation (STI) policy, https://stip.oecd.org/stip/ (accessed 7 July 2022) The statement here refers to the answer to the question on policies supporting doctoral education.

Entry and graduation rates represent an estimated percentage of an age group expected to enter or graduate, respectively, a certain level of education at least once in their lifetime. The OECD entry rate for those under 30 was 1.407% whereas graduation rate for those under 35 was only 1.074% for doctoral education in 2019. Data extracted on 25 Jul 2022 08:27 UTC (GMT) from OECD.Stat.

At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence-based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating the reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialised background knowledge.

Qualifications that signify completion of the third cycle are awarded to students who: have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; are capable of critical analysis, evaluation and synthesis of new and complex ideas; can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society.

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Waaijer, C. J. F. (2017). Perceived career prospects and their influence on the sector of employment of recent PhD graduates. Science and Public Policy, 44 (1), 1–12. https://doi.org/10.1093/scipol/scw007

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Zumeta, W. (1982). Doctoral programs and the labor market, or how should we respond to the “PhD glut”? High Educ, 11 , 321–343. https://doi.org/10.1007/BF00155622

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Acknowledgements

The author was involved in the OECD Global Science Forum’s projects Reducing the Precarity of Academic Research Careers and Career Options for Doctoral and Postdoctoral Scientists referenced in the text. However, the opinions expressed in this chapter are those of the author and do not necessarily reflect the views of the OECD or its members. The author would like to thank the editors-in-chief and a coordinating editor of Higher Education for useful constructive feedback on a previous version of this article.

The author would like to acknowledge the support given by the Portuguese National Funding Agency for Science, Research and Technology (FCT), within the Centre for Research in Higher Education Policies (CIPES), project UIDB/00757/2020.

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Sarrico, C.S. The expansion of doctoral education and the changing nature and purpose of the doctorate. High Educ 84 , 1299–1315 (2022). https://doi.org/10.1007/s10734-022-00946-1

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PhD in Education

• Updated on  
• Feb 10, 2023

Every organization these days looks for dynamic professionals with specialised skillsets. If your graduation does not give you an edge over other candidates, you can opt for advancing career options in your chosen field of interest. A PhD in Education will help you to conduct world-changing research that can easily address key issues in social justice and enable educational change. Lasting for a duration of 3 to 5 years, a PhD is a doctoral degree with an academic focus. Continue reading the blog to analyse the different aspects of a PhD program.

This Blog Includes:

Why phd in education, what is a phd in education, eligibility criteria, best universities offering phd in education.

If you’re considering pursuing a PhD , you might be wondering whether it is worth your time and effort. So, to help you with this, we have listed down some effective pointers that will allow you to make a concise decision.

• Make a Contribution Towards your Chosen Field: Pursuing a PhD in Education can provide students with an opportunity to research and work on important discoveries in several fields. If your thesis and findings are strong enough and relevant, there is a possibility that your research can be used as reference for future students. 
• Improving and Challenging Knowledge: Pursuing a PhD gives you a chance to challenge yourself and think beyond the books. Therefore, it offers students the choice of selecting their own research in their own style. 
• Long-Term Career Goals: For students who are planning to pursue a career in academia, a PhD in Education is the perfect choice when looking forward to building a long-term goal. Moreover, the teaching profession gives an added advantage to constantly brushing up on your basics.
• Demonstration of Intellectual Potential: PhD programs are extremely helpful in terms of establishing your individual capabilities through independent research work in a specific area. 

Ph.D. in Education majorly focuses on fundamentals of leadership, special education, technology design and teaching development. The coursework emphasis on the research capacity of students from various backgrounds and provide strong knowledge and experience in areas such as education policy, planning, administration, and supervision. Scholars have the opportunity to learn the foundation of literacy, various trends and issues in learning, and sociocultural processes in education. While students are working on their doctoral dissertations, they are provided with a faculty advisor for guidance and support throughout their research.

The degree aims at experienced educational professionals and strikes to embrace the knowledge, understanding, and awareness of organisational, philosophical, political, managerial, social, technical, and interpersonal dimensions of educational institutions. Moreover, a PhD in Education meets the need for the highest levels of professional growth and training of both the teachers and those associated with educational policy and administration.

Here is a list of some of the most important sub-sections covered in PhD in Education:

• Education and Development
• Educational Management
• Educational Policy and Planning
• Research Methodologies and Statistics

Also Read: Scope of PhD Medical chemistry

• PhD in Pharmacy
• PhD in Physics
• PhD in Economics

To get admission to any of the top universities for a PhD in Education, the applicants must meet the following requirement:

• Honors degree (or equivalent) in a relevant subject from a recognised university
• Advanced master’s degree like MA, MEd , or MPhil in education or related field.
• English-language proficiency tests like IELTS , TOEFL , or PTE .
• GRE General Test
• Relevant professional experience in education or related sector.

Other than this, candidates are required to send an SOP , resume, and LORs (academic and professional) to the institute they wish to apply to.

There are several prestigious institutes across the world, offering excellent PhD courses across several disciplines. Below listed are some of the prominent colleges extending quality education along with providing essential skills and exposure to the realms of education.

• University of Oxford
• The University of Edinburgh 
• University of Washington
• King’s College London
• McGill University 
• National University of Singapore 
• The University of Queensland
• The University of Manchester
• P hD in Australia
• PhD in Canada
• PhD in Europe

For those aspiring to become university professors or researchers in various fields are required to have a PhD in Education for employment. Also, doctoral candidates have to submit a thesis or project that comprises their original research work in the concluding months of the course. After successful completion of the program, students are awarded the academic title of ‘doctor’.

• PhD after MTech
• PhD After MBA
• PhD after BTech
• PhD after MCA

Master’s degree or its equivalent in the field of education with at least 55% of the required marks (or similar grade) from any university or higher education institution that has been approved by the UGC and/or DEC.

Graduates with a PhD in education might find employment in both the public and private sectors. The fields of education, research, and nutrition are all open to the graduates. With additional validity and reading ability, the breadth of a PhD education can also be expanded.

A PhD program normally lasts between four and seven years, though a number of variables can affect that time frame. The greatest degree you can obtain in some fields, including psychology, engineering, education, and mathematics, is a PhD.

If you are planning to pursue this PhD in education and need help with the application process, then our experts at  Leverage Edu  are ever ready to help you out. For a free consultation call us at 1800-572-000. 

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Nice blog about master of art.

If you want to know about the Master of Arts, read our blog https://leverageedu.com/blog/master-of-arts/ to grab all the needed information!

Nice blog thanks for sharing. its a valuable information for us.

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College of Education grad program ranks in Top 40 among U.S. public universities

The Purdue University College of Education ranks #48 in 2024 Best Education Schools – Graduate  Education , according to the 2024 U.S. News & World Report rankings released Apr. 9. This is an increase from #49 in 2023.

Education is among the five top-ranked academic disciplines at Purdue ranked by the USNWR .

“We are #2 in Indiana, and in the top 19% nationally,” said Wayne E. Wright , College of Education associate dean for research, graduate programs, and faculty development.

This ranking places Purdue’s College of Education graduate program in the Top 40 among U.S. public universities, at #37.

“While this is a very small improvement over our ranking last year, it is evidence that our graduate programs are strengthening — especially in the area of research,” said Phillip J. VanFossen , interim dean of the College. “In fact, the College has one of the highest levels of research productivity at Purdue.”

“We are thrilled to see our graduate program move even higher in the 2024 U.S. News and World Report Rankings,” Wright said. “We truly have outstanding programs and faculty who are dedicated to teaching and providing our students with highest quality education.”

U.S. News & World Report is a recognized leader in ranking colleges, programs, and graduate schools. Each year, Purdue’s College of Education strives to continually improve its programs and relies on the rankings to help promote and serve as a recruiting tool for prospective students seeking a quality online educational experience.

U.S. News and World Report rankings of the 2024 Best Graduate Schools – Education programs https://www.usnews.com/best-graduate-schools/top-education-schools/purdue-university-main-campus-06068   

Source: Wayne E. Wright, [email protected]

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Is a Doctorate Degree Worth It?

Know before you read At SNHU, we want to make sure you have the information you need to make decisions about your education and your future—no matter where you choose to go to school. That's why our informational articles may reference careers for which we do not offer academic programs, along with salary data for those careers. Cited projections do not guarantee actual salary or job growth.

Earning a doctorate takes time, money and discipline. Like many things worth doing, the process is challenging but also rewarding. Becoming an expert in your subject area and immersing yourself in your chosen area of study makes the process of earning a doctorate important to many people. Certain professions require or value a doctorate for promotion potential.

In fact, career advancement, love of the subject matter and personal satisfaction are three of the top reasons why Dr. Bridgitte Kiprop '23 , Dr. Jennifer Barry ’23 and Dr. Torialyn Draper Crook earned their doctorates.

• For Kiprop '23, part of her motivation for earning a doctorate in International Business was setting an example for her six children.
• For Barry, ’23, who earned a doctor of education degree in educational leadership, part of her motivation was to prepare for success in meeting her long-term career goal to become a university president.
• And for Crook, earning her doctorate in education was a commitment that she undertook to honor her family’s legacy of valuing education.

How Difficult is Earning a Doctorate?

For Kiprop, time management was her key to success. With six children, she had to make the most of any time in the day that she could find. “If I had … five minutes, I would use the five minutes,” she said. “Other times, I was luckier (and had) two hours.”

Despite the time-management  challenges of earning an advanced degree while raising her family, Kiprop feels that the process of earning that degree was a way to inspire her children to work hard to meet their own goals.

“I really hope that my children will ... know that whatever it is they feel called to do, whatever their ambitions, their goals are achievable,” she said.

To manage the challenge of advanced studies, having the right people around you as you work on your degree is essential, according to Crook. “Surround yourself with family, friends, colleagues and mentors who can provide encouragement during challenging times,” she said.

Crook stresses that everyone’s journey to earning their doctorate is unique. She recommends being prepared for the unexpected, and remaining flexible in adjusting your path as you work toward completing your degree.

How Long Does a Doctorate Take?

Students may have family commitments, health challenges or need to work full or part-time while attending school . Many students face all of these circumstances. Crook managed to complete her doctorate in 5 years, though it wasn't easy for her. She faced a significant personal health challenge and was raising two children while also attending school.

For Barry, earning her doctoral degree is part of an educational path that started with her bachelor’s degree at SNHU (formerly New Hampshire College) in 2000. She then continued her education to earn a master's degree throughout several jobs and geographic moves.

Barry views her entire educational journey as part of the process that led to meeting her ultimate goal of earning a doctorate.

What Skills Are Needed to Earn a Doctorate?

While every academic program is different, Crook finds certain skills and competencies necessary for success, regardless of field. These skills include:

• Building relationships
• Organizational skills
• Self-motivation
• Writing skills

Crook finds building relationships particularly important. While working on her degree, the strong relationship that she developed with her dissertation chairperson proved essential. She also built positive relationships with other doctoral students, which led to a strong peer support network throughout her program.

Kiprop echoes the importance of building relationships in her field as well. For her, building new relationships is a way to open your mind to new experiences and opportunities.

Find Your Program

What types of jobs can you get with a doctorate.

While a doctorate is helpful for working in leadership roles at colleges and universities, there are many opportunities for doctoral degree holders to work at the highest levels in their profession outside of higher education as well.

Some of the top professions that require a doctoral or professional degree and have a faster-than-average predicted growth rate, according to the BLS, are:

• Astronomers* (SNHU does not currently offer graduate degrees in astronomy or physics)
• Biochemists and biophysicists* (SNHU does not currently offer graduate degrees in biochemistry or biophysics)
• Clinical and counseling psychologists* (SNHU does not currently offer doctorates in psychology, but you could start with a bachelor's in psychology , followed by a master's in psychology )
• Higher education teachers and professors — particularly business, computer science and engineering teachers*

Two more examples of areas where a doctorate can help prepare you for advancement in your career are educational leadership and international business.

A doctorate in educational leadership can be a Doctor of Philosophy degree, known as a PhD, or a Doctor of Education degree, known as an EdD. The PhD in Education Leadership  typically leads to higher education roles in teaching and research. The EdD in Educational Leadership , which Barry earned, typically leads to leadership and strategy roles in an education setting that may be at the higher education or secondary school level.

A PhD in International Business  may include addressing a gap in an existing body of knowledge by conducting research. Kiprop, who earned her doctorate at SNHU, plans to use her degree to research entrepreneurship in small business finance.

Motivated by being from a developing country — Kenya — she has a personal interest in helping grow small businesses in similar developing areas. “I can also use that same knowledge at the New Hampshire level because the issues there perhaps are different but still … relevant,” she said.

Regardless of your program field, the process of earning a doctorate can help you explore ways of applying your newfound and existing knowledge that you may not have considered prior to starting your program.

Is it Better to Have a Master’s or Doctorate?

Both a master’s degree  and a doctorate offer opportunities for career advancement. Choosing which to earn, or whether to earn both, is a highly personal decision based on your personal and professional goals and aspirations, according to Crook.

Before deciding which degree is right for you, consider your goals. Speaking with a career counselor  or graduate admissions counselor to learn about career options and pathways toward earning the degree can be a helpful step toward making this decision.

In many fields, a master’s degree is enough  to move forward in your career. But, earning a doctorate is an opportunity to take your career a step further, according to Crook. That step “gives one the opportunity to direct their career trajectory specifically through research and other specialized skills and knowledge,” she said.

How Valuable is a Doctorate?

A doctorate isn’t for everyone, but it can be right for you depending on your chosen field and career path.

For many people, earning a doctorate is just as important as a personal accomplishment as it is a professional one. “I (always) understood the significance of progressing in my career and staying connected to my field of higher education,” Crook said. “My doctoral journey was worthwhile as it aligned with my career goals  and personal aspirations,” she said.

For Barry, the doctorate was worth it because she believes strongly in the power of education . “You see how (education) transforms people’s lives and … gives people opportunities that they didn’t see before,” she said.

She has seen many people earn degrees only for their family members to then continue in their footsteps. “I just think that generationally, (education) is creating pathways for people,” she said.

Deciding whether to pursue a doctorate is ultimately a very personal decision, but one that can lead you to build new relationships and a new knowledge base while helping you reach or exceed your career goals.

A degree can change your life. Find the SNHU doctorate degree  that can best help you meet your goals.

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill. 

A former higher education administrator, Dr. Marie Morganelli  is a career educator and writer. She has taught and tutored composition, literature, and writing at all levels from middle school through graduate school. With two graduate degrees in English language and literature, her focus — whether teaching or writing — is in helping to raise the voices of others through the power of storytelling. Connect with her on LinkedIn .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

U.S. News released its graduate school rankings. Here's where UT-Austin's programs landed

The University of Texas at Austin is in the news once again for its academic successes, this time with its graduate programs.

U.S. News & World Report partially released its rankings of the best graduate programs at colleges and universities nationwide. U.S. News has yet to release its engineering, medicine and clinical psychology rankings.

Several of UT's graduate programs ranked among the country's best, with the College of Education landing in the top 10.

More: UT-Austin will again require SAT or ACT test scores for admission. Here's why.

Three UT-Austin programs claim top rankings

Three of UT's graduate programs ranked first in the country among similar programs, though only one ranking has been updated for 2024-25. The university's accounting program ranked first, alongside its Latin American history and sociology of population programs, neither of which has been revised for the current year, according to a news release from the university .

"These rankings are striking and reflect our ability to continue to attract exceptional faculty and students," Jay Hartzell, UT's president, wrote on Instagram. "Our talent is what puts UT at the leading edge of discovery in AI and robotics, life sciences, population research, and many other disciplines that are at the forefront of solving many of the world’s most pressing problems and bettering society."

Is Austin the next boomtown? Investor Jim Breyer, UT leaders talk AI and medicine

Five of the university's graduate schools also landed in the top 10 in their rankings. In total, the university claims 42 graduate schools and programs that have ranked in the top 10 when combined with previous years.

UT will join the Southeastern Conference this summer, and it ranks third among those schools for academics, slightly behind Vanderbilt University at No. 1 and the University of Florida at No. 2, according to U.S. News’ latest 2024 College Rankings .

Sources: UT lays off at least 60 employees previously in DEI-related position, closes DCCE

Howard Gardner Named 2024 Convocation Speaker

• Posted April 15, 2024
• By Ryan Nagelhout
• Teachers and Teaching

Harvard Graduate School of Education Dean Bridget Terry Long has announced that Howard Gardner will address the graduating class at its 2024 Convocation ceremony on May 22.

Gardner, a self-described Harvard “lifer,” is a pioneer in education best known for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His decades of work in academic theory and public policy have made him an essential voice in the fields of education and psychology, shifting the very nature of how we teach and learn.

“For many years, Howard Gardner has been an insightful voice in the field of education and a proud member of the HGSE community. His scholarly contributions are immense — from the theory of multiple intelligences to the Good Project and his long service as co-director of Project Zero,” says Long. “But it is his unending curiosity and generosity that stand out for me, and I cannot think of a better person to instill a message of hope, good work, and civic participation to our next generation of educators and leaders.”

Gardner received his Ph.D. from Harvard University in 1971. A founding member of Harvard’s Project Zero, Gardner served as co-director for 28 years and is now a long-term member of its executive committee. In 1981, Gardner received a MacArthur Prize Fellowship as well as a fellowship from the John S. Guggenheim Memorial Foundation in 2000.

The author of more than 30 books translated into 32 languages, Gardner has written several hundred articles over his lengthy career. Most notably his book, Frames Of Mind: The Theory Of Multiple Intelligences , was published in 1983 and revolutionized the worlds of both education and psychology. Gardner’s intellectual memoir, A Synthesizing Mind , was published in 2020.

Since the mid-1990s, he has directed The Good Project, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. A group of initiatives, The Good Project is designed to understand the nature of various “goods” and promote their realization, helping individuals reflect upon the ethical dilemmas of everyday life and giving them the tools to make thoughtful decisions.

Gardner, now retired from teaching, continues to research and write and still plays an active role on HGSE’s campus, calling it his “home away from home.” He praised the students he will now address as they receive their degrees later this spring.

“HGSE students are very special: they have a combination of dedication, idealism and service that makes them stand out at the university,” says Gardner. “They belong to one of the most important and distinguished professions in the world and also one that must constantly monitor changes in the broader society.”

Gardner has received honorary degrees from 31 colleges and universities throughout his career, but says commencement at the Ed School holds a distinct place in his heart.

“Commencement at every school is special but for me HGSE commencement is unique,” Gardner says. “The setting is lovely, the families are there in full force – including grandparents and infants – and those about to get their degrees have learned to change the world. And many of them will, for the better.”

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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Ph.D Education Jobs, Scope, Salary in India

Updated on - Jan 4, 2023

Jobs after PhD in Education are available in both the public sector and in the private sector for the graduates. The graduates can work in the field of Education, Research, and Nutrition. PhD Education scope can also be increased with an added experience of legitimacy even as it involves reading potential.

Career Prospects and Job Scope for PhD Education

PhD in Education salary is very ample and sustainable. PhD in Education scope is diversified into different sectors. PhD Education courses are offered by many institutes and colleges and thus aspirants have the scope and opportunity to live in different places. The most common PhD in Education jobs opportunities that hire graduates are:

• Researcher 
• Project manager
• Education Developer 

Areas of Recruitment for PhD Education

PhD Education jobs for freshers are available in numerous job roles. The PhD Education course provides students with ample opportunities to build a rewarding career for themselves in a diverse area of recruitment. Some of the areas of recruitment for graduates are :

• Coaching Centers
• Education Consultancies
• Education Department
• Home Tuitions
• Private Tuitions
• Publishing House
• Research and Development Agencies

Ph.D Education Salary

According to Payscale, the average salary for a Ph.D Education job in India is INR 3-15 LPA. A variety of factors influence an individual's starting salary when starting a new job. Some of the factors that influence income after a Ph.D education are experience in the field, interpersonal skills, area of specialisation, and knowledge in the area of specialisation. Below is a table of salary packages for various job positions following a Ph.D education:

Ph.D Education Salary in India

The average Ph.D Education salary in India for graduates is around INR 3-15 LPA [Source: PayScale]. The table below shows the salary breakdown of Ph.D Education graduates in India:

Source: Payscale

The PhD Education graduate salary in India is:

Source: Glassdoor

Ph.D Education Salary Abroad

The course offers wide range of job opportunities for the graduates along with handsome salary and benefits from international companies. These offers range from accommodation benefits to travelling apart from the salary package. Below are some of the roles and responsibilities along with the salary packages:

Career Scope of Ph.D Education

Candidates who complete the Ph.D Education programme can pursue a variety of careers. After completing the course, students can either seek employment or further their education. The Ph.D Education program's scope is rapidly expanding and will most likely continue to do so in the near future. Graduates of the Ph.D Education programme are qualified to work in a wide range of fields in both the private and public sectors.

Career Options after Ph.D Education

There are numerous opportunities and professional options available after completing an M.Sc in Nutrition and Dietetics. Students can either continue their education or work. It all depends on whether the student wishes to work or further their education after completing their Ph.D. Students have the ability to make decisions based on their knowledge and interests. Following are some of the most popular post-Ph.D. Education career options:

• Director of School: Directors occasionally teach, but in most larger schools, their primary responsibilities are administrative and instructional. They monitor school discipline and assist in the organisation of school exercises and curriculum. The head instructor is responsible for all educators in a school (director).
• School Supritendent: A school superintendent is in charge of a school district's daily operations as well as long-term planning. A superintendent's role is to supervise school principals and district staff, work with school board members, and manage fiscal operations as the point person for all district matters.
• Editor: An editor is in charge of ensuring the accuracy and quality of written materials for a company. They are in charge of planning and producing written materials. An editor's main responsibilities include editing and improving copy, educating writers on best practises, identifying ways to improve the flow of materials, and advising writers on content pieces. They must also develop a content calendar.
• Career Counsellor: A career counsellor is a professional who assists people in choosing a career and achieving their professional objectives. Counselors assist clients in entering the labour force, changing careers, and looking for work. People in this field work in a variety of settings, including schools, government agencies, private businesses, and community organisations.

Government Jobs for PhD Education Graduates

Government jobs for PhD in Education scope and salary also has scope for the graduates to work in the government sector, when pursuing this course Salary after PhD Education in India ranges from INR 6 LPA [Source: Glassdoor]. Government jobs after PhD Education designations with earnings are:

Private Jobs for PhD Education Graduates

Career options after PhD Education are as good in the private sector as in government jobs. According to Glassdoor, the average earnings for the private jobs for PhD Education is INR 6 LPA. Fresher jobs salaries after PhD Education in India are :

Source: Naukri 

Job Opportunities Abroad for PhD Education Graduates

The jobs after PhD Education are available in India and are also available abroad. Graduates can pass for higher education to grow their possibilities of having a job abroad. They can find jobs in areas like Researcher, Professor, and so on.

Top Companies

Here is the list below for the top recruiters that hire graduates:

• Central Electricity Regulatory Commission
• Ministry of Civil Aviation
• Council of Scientific and Industrial Research

Best Countries

Below is the list of top countries offering job opportunities to graduates:

• New Zealand
• The Caribbean

Various Career Designations Abroad for Graduates

Job profiles that attract graduates to work abroad:

• Project Manager 

Famous PhD Education Graduates

PhD Education courses are for those aspirants who are passionate about Education and want to take it up professionally. The course offers a degree-based education which helps them set up a career in various areas of the Education field. Famous people in these subjects around the world are:

• Mayim Bialik
• Robert Vaughn
• Peter Weller
• Dan Grimaldi
• Shaquille O'Neal

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