university of aberdeen phd education

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PhD/DPhil - Doctor of Philosophy

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Course summary

The School of Education is at the forefront of Educational research internationally and offers a dynamic and inclusive research culture. We welcome enquiries from potential students to collaborate with our staff and professional partners to investigate the complexities of education and its underpinning values and beliefs.

We have a thriving community of research students and you could join our international community from every continent across the world. We offer flexibility through online learning, enabling you to study with us anywhere and receive support from experienced educational professionals.

Our graduates go on to careers in academia, some go on to work in a range of public service roles including government roles and policy making. Some graduates go on to develop careers in wider civic society using the knowledge and skills they have developed for social good.

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Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.

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University of Aberdeen, Directorate of External Relations, King's College, Aberdeen, Aberdeen, City Of, AB24 3FX, Scotland

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Psychology in the Workplace

Explore occupational psychology online with UK university psychologists. Choose from a range of online workplace psychology courses and build a graduate qualification tailored to you. 10% discount for NHS staff.

Key info - PgCert

This indicative cost is based on 30 credits of study per term, starting in September 2024.

Earn a graduate qualification in workplace psychology online.

Build a postgraduate certificate (PgCert) in Psychology tailored to your interests and career aspirations.

Our flexible PgCert offers you a range of online courses to choose from. Each focuses on a different aspect of occupational psychology.

Study at Masters level with a UK university and cover topics including:

• organisational psychology
• human factors and safety
• organisational conflict
• diversity and inclusion
• social bias
• mental health and wellbeing at work.

With the guidance of expert psychologists and researchers, you’ll learn to create safer workplaces that are inclusive and supportive of employees’ health and wellbeing.

Who can study Psychology in the Workplace?

This distance-learning PgCert is for anyone interested in workplace and occupational psychology. You do not need a background or qualification in Psychology to join us.

You can study with us anywhere in the world, with no need for a study visa. And you can spread the cost and pay per term.

Fits around full-time work

This PgCert is designed to fit around work. With part-time hours and 24/7 study access.

You’re in expert hands

We’ve been delivering online and distance learning for decades.

NHS and alumni discounts

NHS staff get 10% off this qualification. University of Aberdeen alumni get 20% off.

What you’ll study

You can choose to study for a:

• Postgraduate Certificate (60 credits)
• or start with one of the short courses that make up this PgCert (15 credits).

How you’ll study

• Online learning

This distance learning Psychology in the Workplace PgCert is delivered flexibly, 100% online.

Your teaching

Your teaching is delivered through MyAberdeen, our online Virtual Learning Environment (VLE). It holds all the materials, tools and support you’ll need in your studies.  Take a look around MyAberdeen .

You can access your learning materials on computer, smartphone and laptop, 24 hours a day. You’ll find a range of resources at your fingertips, including:

• video lectures to stream and download
• reading materials
• the online resources of our award-winning Sir Duncan Rice Library
• discussion boards with colleagues and tutors.

Your tutors

You’ll learn from practising psychologists from our School of Psychology . All have extensive research and university teaching experience.

You’ll also learn from your fellow students. You’ll be studying online alongside individuals from a range of backgrounds who may be based all over the world.

This PgCert is assessed entirely online. We use several types of assessment throughout the programme, including multiple-choice tests, and your contribution to discussion boards.

Study hours

Hours for taught courses.

A 60-credit PgCert takes around 600 hours of study and assessment time to complete.

If you plan to study part-time, we recommend you take no more than 30 credits per term. Students typically take one or two 15-credit short courses per term.

• Around 150 hours of study and assessment time to complete.
• You’ll study 10 – 15 hours per week per term.
• Around 300 hours of study and assessment time to complete.
• You’ll study 20 – 30 hours per week per term.

This is an indicative guide to the time required for a typical student at this level to achieve the learning outcomes. This includes time for independent study, as well as teaching and assessments.

You can largely set your own study hours each week to cover the materials. MyAberdeen is available 24/7, so you can log in and study when it suits you.

Activities at fixed times

There may be some activities scheduled at fixed times, such as online meetings with your tutor or assessments with deadlines. But otherwise, you can access and work through each course at your convenience.

Study experience

When you study with us, you can expect a first-class support structure so that you’re never alone in your studies.

But learning online does mean you have to motivate yourself and manage your own time.

Your most important commitment will be time – the time to work through, reflect on and understand your teaching materials.

Before you start a course that involves a high degree of independent study, we recommend looking at the time you will be able to devote to your studies each week:

• Be realistic
• Create a weekly schedule as a guide

If you have any questions about studying online, get in touch with our friendly team . We’re here to help.

Our first-class support structure will ensure that you aren’t alone in your studies. You’ll have contact with your coordinator via email, MyAberdeen and Microsoft Teams. You can use social media and discussion boards to chat with your fellow students too.

We provide a wide range of services to support you in your studies and beyond:

• Careers and Employability Service
• Disability support
• Library support
• Student Support Service  – help with finances, stress, wellbeing and non-academic issues
• Student Learning Service  – study support, with advice sessions available via phone or Skype
• Aberdeen University Students’ Association  (AUSA) – run by students for students
• Toolkit  – clever apps and free training that can make your study life easier

Wherever you are in the world, you’ll feel part of our very special Aberdeen learning community.

Use your local university libraries

We’re a member of the Access scheme run by the Society of College, National and University Libraries (SCONUL).

Access study spaces, books and journals in your area

The SCONUL Access scheme allows you, as a University of Aberdeen student, to access books and resources at university libraries across the UK and Ireland, or visit them for a quiet place to study.

You’ll be able to use study spaces, books and journals at over 150 university libraries which belong to the scheme.

Find out about the SCONUL Access scheme for libraries .

Your support team

Our friendly team are here to answer any queries you have before, during and after your studies.

Dr Sandie Cleland

Sandie is the programme coordinator. She’ll be on hand to answer any questions about the PgCert content before you start and to help you throughout your studies.

Rhona Moore

Rhona is part of the School’s postgraduate teaching support team. She’ll be there throughout your studies to answer any of your non-academic queries.

Get in touch

The online education team is here to answer any questions you have right now about this qualification, or about studying online.

Where this will take you

Whatever your industry, you’ll gain career-enhancing skills and expertise with your graduate qualification in workplace psychology.

You’ll receive a PgCert in Psychology in the Workplace from the University of Aberdeen.

This qualification could help you progress within your existing role or move into a role focused on mental health, wellbeing, Human Factors or workplace safety in any sector.

Roles you’ll be able to seek out include:

• Human Factors Consultant / Specialist
• Safety Advisor / Scientist
• Human Performance Advisor.

Continuing Professional Development (CPD)

Your employer or professional institute may recognise this PgCert for CPD hours. Talk to your employer or institute to find out more.

Free career support

Access our free careers service while you study.

• 1:1 appointments
• Interview prep
• Job opportunities

See how our careers service can help you .

Fees and funding

The fee quoted above is based on you starting your studies with us in the 2024/25 academic year.

We have confirmed that our fees will rise by 5% for the 2025/26 academic year. Our indicative cost includes a 5% fee rise each year.

Pay as you go

This is a pay-as-you-go degree.

You do not have to pay the full tuition fee upfront.

You can spread the cost and pay as you go, term by term.

How it works

• You decide how many credits to study for each term.
• At the start of term, you pay only for the credits you’re taking that term.
• This gives you control over your costs and workload for each term of your degree.

Your personalised cost breakdown

Use the degree scheduler to plan your studies and see your cost breakdown, term by term.

Additional costs

Learning resources.

Access to all the books and resources you need are included in your tuition fee. They’ll be made available to you online and you do not have to buy your own copies.

You may wish to set aside a small budget for printing, depending on how you like to work.

Funding your studies

There are several ways you may be able to get help funding your studies:

• Employer sponsorship – we accept full and partial fee payments from sponsors
• Student loans
• Scholarships – search our funding database for scholarships

Find out more about funding options .

Student card

All our students are entitled to a University of Aberdeen student card. This gives you access to a range of student discounts around the city and online.

20% Alumni discount

You’re entitled to 20% off our postgraduate taught degrees and short courses if you have a degree from the University of Aberdeen. View Alumni discount details .

10% NHS discount

NHS staff receive 10% off online postgraduate degrees and short courses offered by our School of Medicine, Medical Sciences and Nutrition; our School of Psychology; and our ILM leadership courses. View NHS discount details .

How discounts work

Discounts are applied during your application process. Only one discount can be used per application. If you are eligible for more than one discount, we will apply the largest discount for you.

Entry requirements

• A 2:2 (second-class) undergraduate degree
• or relevant experience that supports this level of study.

Short course route to PgCert Psychology in the Workplace

If you do not meet these entry requirements, or are not ready to commit to a full PgCert, you may be able to use our online short courses as a route into the PgCert instead.

International students

We welcome students from all over the world.

See the minimum entry requirements above. If you do not have qualifications from the UK, check equivalent qualifications from your country .

Visa requirements

You do not need a student visa to study online with us.

English language requirements

Teaching is delivered in English.

If English is not your first language, use our English requirements checklist to see if you need to provide evidence of your English language skills when you apply.

English language tests and scores

If you do need to provide English language test scores, these are the tests and minimum scores we accept for this course or degree.

These are our Postgraduate Standard requirements.

IELTS Academic, IELTS UKVI Academic, and IELTS Online (not IELTS Indicator or IELTS General Training)

• 6.5 overall
• 5.5 for listening, reading and speaking
• 6.0 for writing

TOEFL iBT and TOEFL iBT Home Edition

• 17 for listening
• 18 for reading
• 20 for speaking
• 21 for writing
• TOEFL DI code is 0818

Cambridge English: B2 First, C1 Advanced, or C2 Proficiency

• 176 overall
• 162 for listening, reading and speaking
• 169 for writing

LanguageCert Academic/LanguageCert Academic SELT

• 60 for listening, reading and speaking
• 65 for writing

LanguageCert International ESOL B2 Communicator (Written and Spoken) – Online / In-centre

• Overall High Pass
• 33 for listening, reading and speaking
• 38 for writing

Oxford ELLT Digital – English Language Level Test Online

• 7.0 overall
• 5.0 for listening, reading and speaking

PTE Academic (online test not accepted)

• 59 for listening, reading, speaking and writing

For full information about language requirements, see our English Language Requirements page .

How to apply

You apply through our online Applicant Portal . It allows you to upload relevant qualifications and documents.

Applying to the University of Aberdeen is always free.

What you need to apply for this degree

• Degree transcript
• Personal statement
• Degree certificate
• CV / Resume

Start with our step-by-step guide . It explains degree transcripts, what to write in your personal statement and how to use our Applicant Portal.

When to apply

You can apply to start in either September or January.

Apply as early as you can. This is so we have time to review your application and get a decision to you. We also want to ensure you have time to enrol before teaching starts.

September 2024 intake

For our September 2024 intake, the application deadline is 8 September 2024 .

You will need to accept your offer and provide any outstanding documents to meet the conditions of your offer by 15 September 2024.

Teaching starts on 23 September 2024 .

January 2025 intake

Teaching starts on 27 January 2025 .

Application deadlines will be announced in due course.

IT requirements

You will need access to:

A computer (PC, laptop or Mac) operating on either:

• Windows 10 or later
• macOS 10.15 (Catalina) or later.

Most teaching materials are smartphone- and tablet-friendly. But we recommend a proper laptop or desktop for completing assignments comfortably.

Reliable internet access

We recommend:

• a wired connection
• a minimum download speed of 2 Mbps so you can take part fully in live sessions.

Speakers or headphones

• We recommend a headset with built-in microphone and earphones if you’re likely to study in an environment with background noise.
• A webcam is optional, but you may like to use one for some interactive sessions.

We’ll give you access to Office365 applications. This means you can use online versions of Microsoft Word, Excel, and PowerPoint and install these programs on up to five personal devices.

If your course requires specialist software, we’ll provide you with access to this and a licence that lasts throughout your studies.

See our detailed IT requirements for more information.

• Short courses

NEW: Try our degree scheduler

Choose your courses

See all the courses that are part of this degree and choose what you want to study.

Manage your study schedule

Control the pace and cost of your degree. Decide how much you want to study each term.

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Save your schedule to your wishlist so you can view and edit anytime.

Postgraduate Certificate

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70 years after brown v. board of education, new research shows rise in school segregation.

As the nation prepares to mark the 70th anniversary of the landmark U.S. Supreme Court ruling in Brown v. Board of Education , a new report from researchers at Stanford and USC shows that racial and economic segregation among schools has grown steadily in large school districts over the past three decades — an increase that appears to be driven in part by policies favoring school choice over integration.

Analyzing data from U.S. public schools going back to 1967, the researchers found that segregation between white and Black students has increased by 64 percent since 1988 in the 100 largest districts, and segregation by economic status has increased by about 50 percent since 1991.

The report also provides new evidence about the forces driving recent trends in school segregation, showing that the expansion of charter schools has played a major role.  

The findings were released on May 6 with the launch of the Segregation Explorer , a new interactive website from the Educational Opportunity Project at Stanford University. The website provides searchable data on racial and economic school segregation in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022. 

“School segregation levels are not at pre- Brown levels, but they are high and have been rising steadily since the late 1980s,” said Sean Reardon , the Professor of Poverty and Inequality in Education at Stanford Graduate School of Education and faculty director of the Educational Opportunity Project. “In most large districts, school segregation has increased while residential segregation and racial economic inequality have declined, and our findings indicate that policy choices – not demographic changes – are driving the increase.” 

“There’s a tendency to attribute segregation in schools to segregation in neighborhoods,” said Ann Owens , a professor of sociology and public policy at USC. “But we’re finding that the story is more complicated than that.”

Assessing the rise

In the Brown v. Board decision issued on May 17, 1954, the U.S. Supreme Court ruled that racially segregated public schools violated the Equal Protection Clause of the Fourteenth Amendment and established that “separate but equal” schools were not only inherently unequal but unconstitutional. The ruling paved the way for future decisions that led to rapid school desegregation in many school districts in the late 1960s and early 1970s.

Though segregation in most school districts is much lower than it was 60 years ago, the researchers found that over the past three decades, both racial and economic segregation in large districts increased. Much of the increase in economic segregation since 1991, measured by segregation between students eligible and ineligible for free lunch, occurred in the last 15 years.

White-Hispanic and white-Asian segregation, while lower on average than white-Black segregation, have both more than doubled in large school districts since the 1980s. 

Racial-economic segregation – specifically the difference in the proportion of free-lunch-eligible students between the average white and Black or Hispanic student’s schools – has increased by 70 percent since 1991. 

School segregation is strongly associated with achievement gaps between racial and ethnic groups, especially the rate at which achievement gaps widen during school, the researchers said.  

“Segregation appears to shape educational outcomes because it concentrates Black and Hispanic students in higher-poverty schools, which results in unequal learning opportunities,” said Reardon, who is also a senior fellow at the Stanford Institute for Economic Policy Research and a faculty affiliate of the Stanford Accelerator for Learning . 

Policies shaping recent trends 

The recent rise in school segregation appears to be the direct result of educational policy and legal decisions, the researchers said. 

Both residential segregation and racial disparities in income declined between 1990 and 2020 in most large school districts. “Had nothing else changed, that trend would have led to lower school segregation,” said Owens. 

But since 1991, roughly two-thirds of districts that were under court-ordered desegregation have been released from court oversight. Meanwhile, since 1998, the charter sector – a form of expanded school choice – has grown.

Expanding school choice could influence segregation levels in different ways: If families sought schools that were more diverse than the ones available in their neighborhood, it could reduce segregation. But the researchers found that in districts where the charter sector expanded most rapidly in the 2000s and 2010s, segregation grew the most. 

The researchers’ analysis also quantified the extent to which the release from court orders accounted for the rise in school segregation. They found that, together, the release from court oversight and the expansion of choice accounted entirely for the rise in school segregation from 2000 to 2019.

The researchers noted enrollment policies that school districts can implement to mitigate segregation, such as voluntary integration programs, socioeconomic-based student assignment policies, and school choice policies that affirmatively promote integration. 

“School segregation levels are high, troubling, and rising in large districts,” said Reardon. “These findings should sound an alarm for educators and policymakers.”

Additional collaborators on the project include Demetra Kalogrides, Thalia Tom, and Heewon Jang. This research, including the development of the Segregation Explorer data and website, was supported by the Russell Sage Foundation, the Robert Wood Johnson Foundation, and the Bill and Melinda Gates Foundation.   

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Mother and Daughter Receive EdDs Together at Pepperdine University's Graduate School of Education and Psychology Commencement 2024

In a rare occurrence, both a mother and daughter will receive the Doctor of Education degree (EdD) in Educational Leadership from Pepperdine University’s Graduate School of Education and Psychology Education Commencement Ceremony on Saturday, May 18, 2024. 

The mother, Rosalyn S. Robinson, 51, has an extensive 23-year career, beginning as an elementary school teacher at Wilder’s Preparatory Academy Charter School in Inglewood, where she subsequently became principal. She now serves as a principal for Aspire Public Schools, a charter school district in Los Angeles. Robinson received her BS degree in Social Science from the University of Houston-Downtown, and her MS in Educational Leadership from National University. Her doctoral studies were an extension of her proven visionary leadership and passionate advocacy for diversity, equity, and inclusion (DEI) in K-12 education. Robinson says, “DEI is essential to creating an educational environment where every student, staff member, and stakeholder brings unique perspectives, experiences, and skills. DEI impacts classroom instruction by preparing students for a more diverse and interrelated world that empowers them to one day embrace collective action in their communities.”

Daughter Taylor S. Manuel Moore, 30, with 10 years of professional experience, worked as an academic intervention specialist at Wilder’s Preparatory Academy Charter School in Inglewood and later became a school psychologist. Presently, she is a director of Special Education for Inner City Education Foundation Public Schools, a charter school district in Los Angeles. Moore holds a BA degree in Psychology from the University of California, Merced, and an MS degree in School Psychology from National University. Her doctoral studies focused on how school psychologists can advocate for systemic change in schools to benefit black students. She, herself, is a strong advocate for, and supporter of children who face underrepresentation and endure a multitude of challenges within the public schools. “I explicitly advocate for children with disabilities and those of color, and I place a special emphasis on African American students,” says Moore.

Both Dr. Robinson and Dr. Moore reside in Hawthorne, CA. Congratulations to Dr. Rosalyn Robinson and Dr. Taylor Moore on this incredible achievement!

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UChicago announces 2024 winners of Quantrell and PhD Teaching Awards

The transformative education offered at the University of Chicago begins in the classroom, with the teachers who inspire, engage and inform their students. 

UChicago annually recognizes faculty for their incredible teaching and mentoring of undergraduate and graduate students through the  Llewellyn John and Harriet Manchester Quantrell Awards , believed to be the nation’s oldest prize for undergraduate teaching; and the  Faculty Awards for Excellence in PhD Teaching and Mentoring , which honor faculty for their work with graduate students.

Learn more about this year’s recipients below:

• Quantrell Awards: Fred Chong , Anton Ford , Michele Friedner , Nicholas Hatsopoulos and Chris Kennedy
• PhD Teaching and Mentoring Awards: Marcus Clark , Mikhail Golosov , Sidney Nagel and Miwa Yasui

Llewellyn John and Harriet Manchester Quantrell Awards

Fred chong, the seymour goodman professor in the department of computer science.

Fred Chong’s love of computer science started at an early age, when he immersed himself in the “power of creation” possible with coding. 

As an undergraduate student at MIT, where he completed his graduate education, he was captivated by computer architecture, recognizing how the intricate design of the underlying machinery—composed of wires and transistors—enabled the execution of digital logic essential for powering his creations.

In a graduate course on silicon chip design, he gained insight into the construction and spatial arrangement of these components, understanding their impact on performance, cost, and energy consumption.

“It turns out that this spatial view of technology gives the core intuition of why even today's machine designs have a certain speed, cost, and energy consumption – essentially, the smaller the better,” he said. 

He now teaches Quantum Computer Systems and Computer Architecture, and has taught Honors Introduction to Computer Science. The University of Chicago marks Chong’s third institution as an instructor, and while he has cherished each experience thus far, he said the learning environment at UChicago is unique.

“The truly exceptional and curious students, coupled with small class sizes, allow me to go deeper into very advanced topics,” Chong said. “Perhaps my favorite part comes from student questions. After 28 years of teaching, I can still get questions that surprise me and make me rethink some of the fundamentals of my field.”

Chong’s courses and research are centrally about understanding the trends in technology and shaping the future of computing. On the last day of class, he typically gives a lecture on some of these trends, and some of the more visionary ideas emerging in the future. 

“For the last 10 years or so, this last lecture has focused a bit on quantum computing, which could potentially solve problems that are unsolvable by classical computers,” he said. “If I were to distill this down to a message, it would be to "think outside of the box and be open to what is currently impossible.”

Anton Ford, Associate Professor in the Department of Philosophy

When Anton Ford was in high school, he found a steamer trunk in the basement of his house that contained his parents’ books from college. He spread them on the floor and took the most appealing for himself. 

As he recalls, the trunk had a wide variety of books: novels, poetry, history and sociology books, political texts and philosophy books. He said he remembers reading some Platonic dialogues, and developing an interest in Emerson and Nieztsche. 

“My tastes have matured,” he said. “But that was my first encounter with philosophy, on the floor of the basement of my childhood home. The trunk itself came to have a sentimental value for me. I brought it with me to college, then to graduate school, and then to my first job, here, at the University of Chicago.”  

Ford joined the faculty at UChicago in 2007, and is now an associate professor in philosophy with areas of special interest in Anscombe, Aristotle and Marx. In his classroom, Ford's approach aligns closely with the UChicago ethos of teaching how to think, not what to think. 

On the last day of class, he said he hopes his students will leave not so much with a message as with a set of intellectual tools for thinking about the world they will be stepping into. 

“The philosophers whose work I tend to teach are systematic thinkers,” he said. “One thing about a system of thought is that it can help one to see the connection between things. Another is that it provides one with intellectual orientation in an infinite variety of new circumstances.”

Through his teaching, Ford aims to empower his students to navigate a transitional phase in their lives with clarity and purpose. 

“College is a pivotal moment in life, a point between academic and professional paths,” he said. “Depending on who one happens to meet, what interests one develops, what one encounters in class, what is happening in the world—and much else—one’s future trajectory could change very radically. Not every period of life is like that. Nothing in particular follows from the fact that this is a pivotal moment. But the fact is worth bearing in mind.”

Michele Friedner, Professor in the Department of Comparative Human Development

On her first day of class as an undergraduate in an introduction to Indian religions course, Michele Friedner’s professor insisted that her students look closely at the craters on the moon, and identify the shape of a rabbit — and that they had to keep looking for it until they found it. 

The professor used this tactic to encourage her students to try to see things differently from how they appear at surface level, and it resonated with Friedner. 

“I loved looking for the rabbit and then finally finding it,” she said. “I never look at the moon the same way anymore. And this is what I want my students to do, too – to learn different ways of seeing and experiencing taken-for-granted objects, processes and practices.”

Now a professor of comparative human development in the College, Friedner said she is not afraid to emulate that same level of “playfulness” when interacting with her students.  

“Often, I ask a question that I have not fully formed and that I am still thinking through. I want them to be able to articulate things that are not fully formed while also being aware of the stakes of what we are reading and discussing,” she said.

Friedner teaches courses in disability anthropology and sensory anthropology, as well as classes in the Self, Culture and Society Core sequence. She also teaches a course in the “Big Problems”  Curriculum, elective capstone experiences designated for third- and fourth-year students, alongside Jennifer Iverson in the Department of Music, called “Disability and Design” The course involves working with scholars and activists at the forefront of its eponymous fields. 

For their final projects, students design a fully accessible policy, playground, restaurant, job interview guide, children’s book and more. Friedner says the course is “wonderful and invigorating” to teach.

“I love teaching disability studies-related courses at UChicago because the students are genuinely excited to consider questions and theories around disability and to grapple with complex embodiments,” she said. “They especially find it useful to reflect upon their own experiences at UChicago and beyond through the lens of disability theory.”

Nicholas Hatsopoulos, Professor in the Department of Organismal Biology and Anatomy

Nicholas Hatsopoulos teaches a course titled "Neuroscience of Consciousness," delving into a subject that has intrigued him since his undergraduate days, when he minored in philosophy. 

He has always been fascinated by questions surrounding free will, which propelled him into this field of study. Though consciousness is not his primary area of research as a neuroscience professor, Hatsopoulos said he finds immense joy in engaging with his students and the lively discussions that ensue during his lectures. 

“I love the interactions I have with the students and all the questions they ask during my lectures,” he said. “The students here are really smart and inquisitive. They genuinely want to learn and not just get a good grade."

Hatsopoulos fosters an environment of active participation in his classroom. He encourages interruptions and questions, believing that dialogue is essential for deep learning. If he doesn’t know the answer to a question, he is not afraid to say he doesn’t know but says he’ll try to get an answer by the next class.

He assigns students the task of critiquing two papers they read each week, promptly discussing some of the submissions in the following class. Throughout the course, debates on consciousness-related topics stimulate further exploration and critical thinking.

“I want them to interrupt me and ask questions,” he said. "The message I give them at the beginning of the course is telling them that we won't ultimately answer the question as to how consciousness arises from the brain, but hopefully they will learn about some of the experiments and theories and learn some neuroscience in the process.”

Chris Kennedy, Professor in the Department of Linguistics

Chris Kennedy, who has been teaching linguistics at UChicago for nearly 20 years, wasn’t planning to become a linguist. 

“I was living in Austin, Texas, playing bass in a punk band,” he remembers. “I had a horrible case of poison ivy one summer and was stuck inside. I asked my now wife/then girlfriend to grab me a book by Noam Chomsky from the Austin Public Library. She brought me a copy of ‘Syntactic Structures,’ and I was hooked.”

In the Department of Linguistics, Kennedy teaches undergraduate and graduate courses in semantics and pragmatics, and the occasional course in syntax. He also helped design and is the faculty director for the new cognitive science major, for which he teaches the two foundational courses alongside instructors in the Psychology Department. He also teaches in the Philosophical Perspectives humanities sequence.

Kennedy says he appreciates UChicago students’ passion for the “acquisition of knowledge,” which he incorporates into his own teaching approach.

“I like to approach my classes with the idea that I am learning the material alongside the students, approaching it from a position of discovery rather than presenting it from a position of authority,” said Kennedy. “Much of the time, this is literally true, because I've found that the best way for me to really understand new ideas, especially from areas outside my own expertise, is by working through them in a classroom full of University of Chicago students. And even when I teach a class on something I’m very familiar with, I like to start from some basic assumptions and then, together with the students, build up the theory from scratch.”

Kennedy threw himself into new material as an undergraduate student and said his curiosity has been a major influence in his career. He recalls coursework in religion and archeology, as well as his primary undergraduate major in Russian language and literature, as formative educational experiences even though they were quite different from the field he works in today.

“Whenever a student asks me what they should study, I say: ‘It doesn’t matter. What matters is that you find the best teachers, and do different things,’” he said. 

Faculty Awards for Excellence in PhD Teaching and Mentoring

Marcus clark, professor in the department of medicine.

Marcus Clark is fond of telling people that he loves his work. “My job is really an amalgam of hobbies, the things that I like to do. I just happen to get paid for them.”

As chief of the Section of Rheumatology in the Department of Medicine and director of the Medical Scientist Training Program (MSTP), an NIH-funded training program that pairs medical degrees with PhDs in the biological or physical sciences, he has his hands full. But rather than embracing the role of an administrator, he prefers a hands-on approach to mentoring the next generation of physician-scientists.

“I really get to know each incoming class, what they’re interested in and what their strengths are. I think that the personal touch elevates you from being just an administrator and shows them how to work like a scientist,” he said.

Clark individually mentors, advises and counsels each of the roughly 80 students in the MSTP, making a point to meet them where they are and challenging them to reach their potential how they define it—not according to a predetermined plan. He provides guidance, but not solutions—a “teach a man to fish” philosophy that makes students feel empowered in their career choices. He credits this ability to having been there before, building his own career researching immune system functions and treating patients with psoriatic arthritis and lupus.

“I think I have a good sense of where a student needs to be and how their personal journey can get them there,” he said. “I feel like I’ve done enough in my own career that I can give the students a little bit more space and think about them more. It helps me be like a proud dad in a way. I just want to see them do well.”

Mikhail Golosov, the Homer J. Livingston Professor in Economics and the College

As a graduate student, Mikhail Golosov remembers having tea with his advisor, economist Larry Jones, after a particularly brutal presentation. They talked for hours. As Golosov calmed down, he was able to spot the weaknesses in his research. 

“Now, it's probably one of my most famous papers,” Golosov said. “For me, that focus on well-being played a huge role in graduate school.”

Using his own mentors as a model, Golosov’s approach to advising is twofold—guiding students through difficult research questions as well as helping manage the anxieties that might crop up because of them.

“When you start, there is so much uncertainty,” Golosov said. “You don’t know much about research; you don’t know if you’re good at it.”

After taking Golosov’s public finance course, one student was inspired to pursue a related research topic using an unfamiliar methodology.

“Without Mikhail Golosov’s patience, guidance and intelligence, I could not have pursued this project,” the student wrote. “He carefully considers each and every question without prejudice, demystifies the process of research and expresses empathy on its exciting, but frightening uncertainties."

As director of Graduate Studies, Golosov meets with student representatives from each Ph.D. cohort to hear their concerns. If he has the power to make students’ experiences better, Golosov simply will—whether that’s arranging for an accommodation or mediating between faculty and students. 

“There are little things we can do that don’t require that much effort that could improve the life of graduate students a lot,” Golosov said. “Whenever I come across them, it gives me a lot of satisfaction.” 

“It is rare for a scholar of his stature to demonstrate such a deep commitment to each student's success,” wrote another student. “My growth as an economist and as a member of the academic community is largely attributable to Mike’s influence.”

Sidney Nagel, the Stein-Freiler Distinguished Service Professor of Physics and the College

In Sidney Nagel’s laboratory, graduate students are learning to be physicists—to ask a question about the world no one has yet been able to answer, and then design a way to answer it. It’s not easy, but it is rewarding.

“I want to make sure they understand that doing physics is hard, but that it’s also hard for me, even as long as I’ve been doing it,” Nagel said. “To fight through the ideas to get something crisp and clean at the end is a challenge every time. But we are working on these things together.”

The “joy of common striving,” as Nagel puts it, is the theme that runs through the lab. A former student wrote that Nagel, and other more experienced Ph.D. students in the laboratory, “readily dedicated hours to guide and help me…The sense of support and collaboration permeates the Nagel group completely, out of genuine kindness and alignment of curiosity.”

Among the communal lab activities is something that Nagel believes in deeply: the value of learning to articulate a scientific problem. “That is, can you frame a vision about why this problem is important, why it’s worth doing and where it can lead?” Nagel said.

As members of Nagel’s laboratory transform from students to scientists, each learns how to present this vision through intensive coaching and group feedback.

“When I started grad school, I had no experience in giving scientific presentations, had very limited public speaking skills as a non-native English speaker, and did not enjoy presenting my work to people,” wrote another former student. “He is single-handedly responsible for making me a decent public speaker who loves giving talks.”

Another former student agreed: “He taught me to see the beauty in science, and to share my joy at understanding it with the world.”

Miwa Yasui, Associate Professor in the Crown Family School of Social Work, Policy and Practice

Described by her students and colleagues as an “exceptional,” “creative,” and “devoted lifelong mentor,” Miwa Yasui is a passionate educator whose deep commitment to teaching and student development has made a profound impact at the Crown Family School.    

Recognizing that the academic life of a social scientist is never a solitary one, Yasui believes that learning is best cultivated in an environment that fosters collaboration and the sharing of ideas.

“Social sciences is something that you can never do on your own. It requires an entire team of great minds to come together. I’m very grateful for leading the team of students in my research lab from whom I have come to learn about their own interests and journeys, seeing especially how they would continue their intellectual trajectories,” she said.

Her pedagogy is also characterized by an empathetic listening that takes into account the diverse perspectives and lived experiences of her students, often reflected in their classroom discussions. 

It is no wonder that she is well-loved among students in her department for being compassionate and attentive to their scholarly and emotional needs. 

“Prof. Yasui has provided time and space to empathetically listen to my personal experience, inquire about my family and loved ones and mentor me on the importance of care. I cannot thank her enough for that,” a Crown Family School student said.

Having lived in different countries such as Japan, England, Singapore, and the United States, Yasui is deeply sensitive to the ways in which our human behavior, values, and beliefs are determined by cultural influences. Her research focuses on the intersection between race, culture, and immigration in the context of child development and family processes, and how they contribute to racial disparities in mental health.

Yasui’s conviction for her students is that they will not only become innovative leaders in social work but, more importantly, that their scholarship will also transform the lives of the vulnerable and marginalized.

As a former student gratefully expressed: “Notably, she believed in me.”

—With contributions by Andy Brown, Meredith Davis, Tori Lee, Louise Lerner and Matt Wood.

2024 TEACHING AWARDS

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GE Aerospace expands Next Engineers program for Cincinnati youth

First cohort of cincinnati high-schoolers graduate, earn college scholarships.

GE Aerospace Foundation announced an additional $20 million investment in Next Engineers, a global college- and career-readiness program working to increase the diversity of young people in engineering.

A portion of this additional investment will benefit the Cincinnati location of Next Engineers , extending the program through 2028. The University of Cincinnati serves as the educational partner for local Cincinnati programming. 

The Next Engineers: Engineering Academy, a three-year engineering education program for high-schoolers, graduated its first cohort of students last week. Students who complete the program and go on to pursue an engineering degree at an institution of higher education will receive a scholarship. 

Nigel Adjei-Mensah (center, in green jacket) is one of 45 Cincinnati-area students who completed the Engineering Academy. He plans to study engineering at UC, with support from the Next Engineers scholarship. He is pictured with leadership from UC and GE Aerospace at the May 2, 2024, public announcement of the launch of the GE Aerospace Foundation. Photo/GE Aerospace

Nigel Adjei-Mensah, a Princeton High School senior, is one of 45 Cincinnati-area students who completed the Engineering Academy, which engages students in design challenges in small groups, career coaching, and college-readiness workshops to equip them with the skills they need to build an engineering career. Like some of his fellow Engineering Academy classmates, Adjei-Mensah plans to attend the University of Cincinnati. 

“The Next Engineers scholarship I will receive for completing the program will help facilitate my path to pursuing a degree in biomedical engineering ,” Adjei-Mensah said. “The immersive design challenges that we go through during Engineering Academy and also the career coaching that we receive from GE Aerospace employees has opened my eyes to a whole new world of engineering.”

Through this program, students can gain an understanding of what it's like to study engineering in college and the impact they can make working as an engineer – solving the big challenges of tomorrow. 

Whitney Gaskins, Associate Dean of UC's College of Engineering and Applied Science, shared the impact Next Engineers has on local youth and their families. She spoke with Germain Hunter, Chief Diversity Officer, GE Aerospace, at the announcement of GE Aerospace Foundation and its added investment in Next Engineers. Photo/GE Aerospace

“Through the Next Engineers program, we are not just shaping young minds, but empowering them to shape the future of engineering,” said Whitney Gaskins, PhD, Associate Dean of the University of Cincinnati’s College of Engineering and Applied Science . “These graduates exemplify the dedication and potential of our youth, and I have no doubt they will continue to inspire and innovate as they embark on their engineering journeys.”

Engineering Academy students learn to solve problems through engineering while working on small-team projects, including building mousetrap-powered cars and designing water filtration systems. Exploring college campuses and interacting with working engineers helps them to imagine themselves as college students and future engineers. The program also instills essential skills including teamwork, communication and public speaking. 

The first cohort of graduating Next Engineers: Engineering Academy students celebrated with their families at the University of Cincinnati. UC is the educational partner for the local iteration of the GE Aerospace Foundation program. Photo/GE Aerospace

“These students have committed three years and more than 200 hours to learning about engineering concepts, designing prototypes and solving complex problems,” said GE Aerospace Chairman and CEO H. Lawrence Culp, Jr. “These graduates carry with them the legacy of Next Engineers as they continue on in their educational journey.”

In the fall of 2021, the GE Foundation established Next Engineers in four cities around the world, including Cincinnati. The newly launched GE Aerospace Foundation picks up the mantle to invest further in this successful program. 

The Next Engineers program offers three programs to engage students and spark interest in engineering: Engineering Camp for students ages 14-15, Engineering Discovery for students ages 13-14, and Engineering Academy for students ages 15-18. Thus far, more than 4,000 local students have participated in the Cincinnati programs. For more information, visit nextengineers.org . 

Featured image at top: Next Engineers: Engineering Academy students toured GE Aerospace's Peebles, Ohio, facility as part of the college- and career-readiness program for high-schoolers interested in engineering. Photo/GE Aerospace

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May 15, 2024

GE Aerospace Foundation is investing further in its Next Engineers program, including the Cincinnati location facilitated by the University of Cincinnati, extending the program locally through 2028. Engineering Academy, a three-year engineering education program for high-schoolers, graduated its first cohort of students. Students who complete the program and go on to pursue an engineering degree in college will receive a scholarship.

Biomedical engineer driven to create a better life for her sister

March 29, 2023

Dominique Tanner, a biomedical engineering doctoral candidate at the University of Cincinnati, finds motivation from her sister. Diagnosed with epilepsy at just a few months old, her sister has experienced seizures all her life. Tanner became determined to learn about the condition and dedicated herself to a career in helping her sister and others like her. She is the second black woman to receive a Ph.D. in biomedical engineering at UC and was named Graduate Student Engineer of the Month by the College of Engineering and Applied Science.

Hispanic Heritage Month event celebrates achievement in STEM

January 20, 2021

In honor of Hispanic Heritage Month, the University of Cincinnati College of Engineering and Applied Science hosted events to lend insight into the experiences of Hispanic and Latinx students and strategies to support their academic and professional success.

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Education. It’s more than just teaching. It’s about inspiration. It’s about commitment and seeking knowledge, standing on the shoulders of giants, and paving the way for those to come.

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A student's time in graduate school encompasses not only academics, but self-growth and establishing a community that supports and encourages development in all aspects of life. Explore our Student Experience page for: Wellness Resources, University Division of Student Affairs and the SOM Diversity, Equity and Inclusive Excellence (DEIE).

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No evidence foreign students are abusing UK graduate visas, review finds

Migration Advisory Committee says the risks are low, despite Tory claims the route is being exploited

There is no evidence of widespread abuse of the UK’s graduate visa route, the government’s immigration advisers have concluded, despite repeated claims from senior Conservatives that it is being exploited to enter the jobs market.

The Migration Advisory Committee (MAC) said the graduate visa entitlement – allowing international students to work for two or three years after graduating – should remain in place. Members said the risks of abuse were relatively low and were “not undermining” the integrity and quality of the higher education system.

The report’s release has stoked an internal Conservative party row over net migration, with senior rightwing MPs describing it as a “whitewash”.

Robert Jenrick, a former immigration minister, wrote that the committee’s inquiries were tightly controlled by the commission from James Cleverly , the home secretary.

“The MAC’s conclusions have clearly been constrained by the narrow terms of reference deliberately set by the government. If you order white paint, you get a whitewash,” he wrote on X, formerly Twitter.

Neil O’Brien, a Tory MP who is an ally of Jenrick, described the report as a “whitewash” on Substack: “We are pursuing an arbitrary target, and the expansion of universities for their own sake.”

Another Conservative MP said backbenchers were “piling pressure” on Rishi Sunak to ignore the committee’s conclusions.

The government has so far declined to say whether it will accept the MAC recommendations. A source close to the home secretary said he would read the review thoroughly and listen to Prof Brian Bell, the committee’s chair, carefully before he makes any decision. They were due to meet on Tuesday afternoon.

The committee’s decision was greeted with relief by university vice-chancellors, who have warned that abolishing the graduate visa would spell financial turmoil for the sector. But higher education leaders said they still feared No 10 could cherrypick elements of the report to justify a further crackdown.

University leaders had been told to expect the government’s response in the middle of next week, alongside the publication of the ONS’s net migration figures. But the MAC report in favour of retaining graduate visas may have scuppered plans by ministers to use it as the centrepiece of a fresh crackdown.

Cleverly commissioned the review amid a growing clamour in Tory circles that graduate visas were being abused to gain access to employment.

Last week, Jenrick published a report with the Centre for Policy Studies thinktank that called for the graduate visa to be abolished, claiming it “allowed people to come and work in the gig economy and on very low wages”.

In a forthright response, Bell said: “Our review recommends the graduate route should remain as it is, and is not undermining the quality and integrity of the UK’s higher education system.

“The graduate route is a key part of the offer that we make to international students to come and study in the UK. The fees that these students pay helps universities to cover the losses they make in teaching British students and doing research. Without those students, many universities would need to shrink and less research would be done.”

The committee said:

There is no evidence of widespread abuse specifically for the graduate route. The risks of abuse are relatively low due to the limited number of conditions the route imposes.

There is concern about potential exploitation of both student and graduate visa holders due to poor practices by certain agents who recruit students on to courses and may be mis-selling UK higher education, but this is a separate issue from abuse of the rules of the graduate route.

114,000 graduate route visas were granted for main applicants in 2023 with a further 30,000 granted for dependants.

The use of the graduate route is concentrated among four nationalities: the top four – India, Nigeria, China and Pakistan – account for 70% of all graduate visas with India accounting for more than 40%.

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Most of those on the graduate route completed postgraduate taught courses.

Graduate visa holders are initially “overrepresented in lower-paid work” but their outcomes improve over time, the report said.

The MAC review was unable to assess the risk of overstaying due to a lack of Home Office data.

Alex Proudfoot, the chief executive of the representative body Independent Higher Education , said: “We urge the government to swiftly confirm they will follow their experts’ recommendation that the graduate visa be retained in its current form, and commit afresh to working with the education sector to maximise the benefits that international students bring.”

Tim Bradshaw, the chief executive of the Russell Group of leading research universities, said: “The overall message from the MAC is that the graduate route is achieving its objectives as set out by the government. We would therefore urge ministers to end the uncertainty and confirm as soon as possible that the route will continue in its entirety.”

In February, Universities UK (UUK) said it would review international student admissions processes after the allegations of “bad practice” by agents recruiting overseas students.

The MAC has recommended the government should establish a mandatory registration system for international recruitment agents, and universities should be required to publish data on their use of agents to “help protect the integrity” of the UK higher education system.

The review was launched in March after Cleverly instructed the committee, which gives independent advice to the government, to investigate “any evidence of abuse” of the graduate route, “including the route not being fit for purpose”, and to look at which universities were producing graduates who used the route.

Vivienne Stern, the chief executive of UUK, said: “The MAC’s recommendation that the graduate route should remain on its current terms is extremely important and welcome.

“The uncertainty caused by the decision to review the visa has been toxic,” she said. “We hope and expect that government now listens to the advice they have been given and provides categorical reassurance that the graduate visa is here to stay.”

A government spokesperson said: “We are committed to attracting the best and brightest to study at our world-class universities, whilst preventing abuse of our immigration system, which is why the home secretary commissioned an independent review of the graduate route.

“We have already taken decisive action to address unsustainable levels of migration and our plans are working, with a 24% drop in visa applications across key routes in the first three months of this year, compared with the same period last year.

“We are considering the review’s findings very closely and we will respond fully in due course.”

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Electrical Engineering PhD

The Electrical Engineering PhD program studies systems that sense, analyze, and interact with the world. You will learn how this practice is based on fundamental science and mathematics, creating opportunities for both theoretical and experimental research. Electrical engineers invent devices for sensing and actuation, designing physical substrates for computation, creating algorithms for analysis and control, and expanding the theory of information processing. You will get to choose from a wide range of research areas such as circuits and VLSI, computer engineering and architecture, robotics and control, and signal processing.

Electrical engineers at SEAS are pursuing work on integrated circuits for cellular biotechnology, millimeter-scale robots, and the optimization of smart power groups. Examples of projects current and past students have worked on include developing methods to trace methane emissions and improving models for hurricane predictions.

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PhD in Electrical Engineering Degree

Harvard School of Engineering offers a  Doctor of Philosophy (Ph.D.)  degree in Engineering Sciences: Electrical Engineering , conferred through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Prospective students apply through the Harvard Griffin GSAS. In the online application, select  “Engineering and Applied Sciences” as your program choice and select " PhD Engineering Sciences: Electrical Engineering ​."

The Electrical Engineering program does not offer an independent Masters Degree.

Electrical Engineering PhD Career Paths

Graduates of the program have gone on to a range of careers in industry in companies such as Tesla, Microsoft HoloLens, and IBM. Others have positions in academia at the University of Maryland, University of Michigan, and University of Colorado.

Admissions & Academic Requirements

Prospective students apply through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). In the online application, select  “Engineering and Applied Sciences” as your program choice and select "PhD Engineering Sciences: Electrical Engineering​." Please review the  admissions requirements and other information  before applying. Our website also provides  admissions guidance ,   program-specific requirements , and a  PhD program academic timeline .

Academic Background

Applicants typically have bachelor’s degrees in the natural sciences, mathematics, computer science, or engineering. In the application for admission, select “Engineering and Applied Sciences” as your degree program choice and your degree and area of interest from the “Area of Study“ drop-down. PhD applicants must complete the Supplemental SEAS Application Form as part of the online application process.

Standardized Tests

GRE General: Not Accepted

Electrical Engineering Faculty & Research Areas

View a list of our electrical engineering  faculty  and electrical engineering  affiliated research areas , Please note that faculty members listed as “Affiliates" or "Lecturers" cannot serve as the primary research advisor.  

Electrical Engineering Centers & Initiatives

View a list of the research  centers & initiatives  at SEAS and the  electrical engineering faculty engagement with these entities .

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Graduate student clubs and organizations bring students together to share topics of mutual interest. These clubs often serve as an important adjunct to course work by sponsoring social events and lectures. Graduate student clubs are supported by the Harvard Kenneth C. Griffin School of Arts and Sciences. Explore the list of active clubs and organizations .

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PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

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Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

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• Private Nonprofit University
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• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

Inner Navigation

• Why Choose Liberty?
• What Will You Study?
• Admission Information

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Secondary Education PGDE

University of aberdeen, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PGDE - Professional Graduate Diploma in Education

Subject areas

Teaching In Secondary Schools Teaching / Training: Specific Subjects

Course type

The Professional Graduate Diploma in Education (Secondary) is a one year (36 weeks) full-time course of professional training accredited by the General Teaching Council for Scotland.

If you are interested in embarking on a rewarding and fulfilling career, where you can really make a difference, our PGDE programmes give you the opportunity to get a teaching qualification in just 36 weeks.

The aim of the programme is to produce adaptable, flexible teachers who are able to collaborate and cooperate with other professionals, ready to the face challenges of teaching in the 21st century and to commit to the notion of life-long learning. The University of Aberdeen offers an innovative PGDE programme that brings together primary and secondary specialists, in order to learn together, to share common experiences, and to debate current educational issues.

The development of the programme aims to produce inclusive practitioners who will be able to face the challenges of the 21st century classroom, by adopting innovative pedagogies that support all learners and foster collaborative working. The PGDE programme is offered on a full-time basis over 36 weeks with 18 weeks spent on placement in schools in our partner Local Authorities, and the other 18 weeks spent on campus.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

A degree from a higher education institution in the United Kingdom (including Open University), or a degree of an equivalent standard from an institution outside the United Kingdom. The degree should minimally contain 80 SCQF credit points relevant to the teaching qualification or qualifications being studied. 40 of the credit points must have been studied at SCQF level 8 or above.

Qualified Teacher Status - Assessment Only (Primary and Secondary)

Middlesex university, secondary music with specialist instrument teaching with qts pgce, manchester metropolitan university, secondary physical education with qts pgce, secondary education art and design pgce, university of gloucestershire, secondary education biology pgce.