university of alberta phd

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Educational Research

Doctor of Philosophy (PhD)

Thesis-based program

Program overview.

The Doctor of Philosophy degree prepares scholars for leadership careers in research and teaching. Students engage with established and emerging ideas in the theory and practice of pedogogy, leading to comprehensive and specialized understanding of their area of study. Through original research, students help to open and extend the field of educational research. By critiquing and building upon scholarly and practical research and contemporary discourses in education, students will participate in creating the next generation of ethical and ecologically sustainable educational systems. A two-year, on-campus residency is required for this research-intensive and thesis-based program, which is delivered on-campus only.

Completing this program

• Adult Learning: Students take courses in research methods, advanced topics in adult learning and electives.
• Language and Literacy: Students take courses in research methods and on theory and research in language and literacy.
• Learning Sciences: Students take courses in research methods and electives in educational research from the learning sciences specialization.
• Curriculum and Learning: Students take courses in research methods, interpretive study of curriculum and additional seminars.
• Leadership: Students take courses in research methods, a seminar in educational leadership and electives in educational research.
• Candidacy and Thesis: Students complete a research proposal and oral and written candidacy exams, and submit and defend an original thesis.

Specializations

• Adult Learning
• Curriculum and Learning
• Language and Literacy
• Learning Sciences

Professor, Research and Not-for-profit organizations, Bilingual Education, Intercultural Communication, English Language Arts, Media Education, Culture Studies, Curricular Consultant, Public and Private Education, Community and Non-governmental agencies, School management, Policy and governance.

A PhD in educational research is usually considered a final degree.

Students are required to prepare a thesis and successfully defend in an open oral defense.

Five core courses, and up to three electives depending on specialization   

Learn more about program requirements in the Academic Calendar

Classroom delivery

Time commitment.

Four years full-time; six years maximum; two year residency requirement

A supervisor is required, but is not required prior to the start of the program

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

Virtual Tour

Explore the University of Calgary (UCalgary) from anywhere. Experience all that UCalgary has to offer for your graduate student journey without physically being on campus. Discover the buildings, student services and available programs all from your preferred device.

Supervisors

Learn about faculty available to supervise this degree. Please note: additional supervisors may be available. Contact the program for more information.

Maren Aukerman

Subrata Bhowmik

Barbara Brown

Tonya Callaghan

Catherine Chua

Roswita Dressler

Sarah Elaine Eaton

Janet Groen

Michele Jacobsen

Admission Requirements

A minimum of 3.5 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.

Minimum education

A thesis-based master's degree in an appropriate field from a recognized institution.

Work samples

• A statement outlining the applicant's interests and reasons for wishing to pursue graduate work in this department. Clearly identify your thesis research area

Reference letters

Test scores, admission portfolio.

Applicants to the Doctor of Philosophy program are encouraged to submit an Admission Portfolio containing examples of their work.The Doctoral Admission Portfolio may contain the following: 

• Thesis (if applicable).
• Research grants or scholarships.
• Curriculum documents.
• Non-print materials, (e.g. multimedia).
• Evidence of relevant prior learning (see graduate calendar).
• Personal statement documenting research skills and interests.

English language proficiency

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97 (Internet-based, with no section less than 20).
• International English Language Testing System (IELTS)  score of 7.0 (minimum of 6.0 in each section).
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in each section).
• Academic Communication Certificate (ACC)  score of A- in each course.

*Please contact your program of interest if you have any questions about ELP requirements.

For admission on September 1:

• Canadians and permanent residents: Dec. 1 application deadline
• International students: Dec. 1 application deadline

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Are you ready to apply?

Learn more about this program, educational research graduate program.

Education Tower, Room 114 2500 University Drive NW Calgary, ABT2N 1N4 403.220.5675

Contact the Graduate Program Administrator

Visit the departmental website

University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4

Visit the Werklund School of Education's website

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Related programs

If you're interested in this program, you might want to explore other UCalgary programs.

Thesis- based EdD

Thesis- based MA

Course-based MEd - Int

Course-based MEd - Spec

Thesis-based MSc

Curious about the University of Calgary?

Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.

University of Alberta grads contribute $250-billion to global economy

A 2024 report highlights the impacts of graduates from this university, including the fact that former students have founded over 75,000 companies. Supplied

A new survey shows the impact of U of A grads, including creating 560,000 jobs in Alberta — more than 22 per cent of the province’s workforce

University of Alberta grads contribute $250-billion to the global economy every year — roughly the equivalent of the GDP of New Zealand.

That’s one of the findings of a 2024 survey by Ernst & Young that demonstrates the impact of U of A grads in economic, cultural and social spheres around the world.

According to the survey, U of A alumni have founded more than 75,000 companies and employ 922,000 people worldwide.

The survey also shows remarkable numbers in startup investment, volunteer hours and contributions to industries varying from health care to arts and entertainment.

One of those grads is Bill Cheliak, a serial entrepreneur who turned a U of A forestry degree into more than 25 years of impact in the field of health and life sciences.

A geneticist by trade, Cheliak was the first PhD to graduate from the University of Alberta’s forestry program in the early 1980s.

In the years that followed, Cheliak went on to help establish a wide array of biotechnology companies in fields ranging from pharmaceutical development to oncology and neurology, as well as genetics.

Cheliak’s current efforts centre on Meridius Bio Corporation, a startup in the field of regenerative medicine.

The company has developed a form of nanotechnology — known as the Active Immuno-Modulated Enhanced Regeneration (AIMER) Nanotherapeutic Platform — that helps wounds heal faster and without scar tissue.

Beyond helping heal wounds, Cheliak says the true value of the technology could be in helping patients heal from more invasive procedures, such as ischemic heart repair after a heart attack.

Alumni represent the best of the U of A across every corner of the globe. Now we can quantify just how large a footprint they contribute to the economic, intellectual and cultural arenas across Canada and around the world. — Bill Flanagan, president of the University of Alberta

“It really has a major application to repair broken hearts, so to speak,” he says. “It has a major application to help people post-heart attack because it regenerates completely normal tissues.”

In the traditional healing process, fibrous scar tissue can compromise heart function, Cheliak explains, while the AIMER technology restores the function of the heart, leading to better patient outcomes.

Cheliak’s impact on health outcomes goes well beyond AIMER. He is particularly proud of the work he contributed to identifying genetic markers for autoimmune diseases like Crohn’s. The discovery of a major genetic defect linked to the disease allowed for the development of a monoclonal antibody therapy that could help treat autoimmune conditions.

Cheliak is just one of 300,000 U of A grads around the world. Collectively, they have invested $8.7-billion in 59,000 startups and $12.1-billion in 122,000 established businesses ranging from health care to arts and entertainment.

U of A grads employ 560,000 people in Alberta, 220,000 in the rest of Canada and an additional 141,000 across the rest of the globe.

Of the global $250-billion, alumni-founded companies contribute $136.4-billion annually to the Albertan economy, $64.6-billion to the rest of Canada and $48.8-billion to the rest of the world.

“Alumni represent the best of the U of A across every corner of the globe. Now we can quantify just how large a footprint they contribute to the economic, intellectual and cultural arenas across Canada and around the world,” says Bill Flanagan, president of the University of Alberta.

U of A grads make an impact beyond the economy, too.

The survey found that 86 per cent of U of A grads had volunteered over the previous year and given a collective $979-million in charitable donations. And 65 per cent of grads are committed to careers that make substantial contributions to the social and economic welfare of the wider public. And, half of all grads engage in mentoring activities.

That’s the collective power of U of A grads, says Ashton Rudanec, president of the U of A Alumni Association.

“The findings of the alumni impact survey demonstrate how U of A grads are change makers,” says Rudanec, who is also director of sustainable investing at Alberta Investment Management Corporation.

“It’s one of the many reasons I’m so proud to be part of this community. I truly believe that, when we work together, we have the capacity to shape the world.”

Advertising feature provided by the University of Alberta. The Globe and Mail’s editorial department was not involved.

Interact with The Globe

RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

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