doctor of education online in canada

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Ontario Tech University launches fully online doctoral program in Education

November 29, 2021

To help educators better navigate the increasingly complex and constant changes to educational frameworks, Ontario Tech University now offers an ease-of-access online applied research degree for working professionals.

Ontario Tech’s Doctor of Education (EdD) is a graduate degree program positioned at the core of the modern digital landscape. The fully online program allows educators working in elementary and secondary schools, universities, colleges, and in public and private sector organizations to address challenges that require sophisticated and research-informed responses.

Graduates are prepared to analyze complex problems of practice and use collaborative skills to develop innovative solutions to community issues.  

The cross-faculty and interdisciplinary EdD program focuses on specific aspects of the use of technology in education, including digital practice.

It draws on Ontario Tech faculty members from a wide range of programs within the faculties of Education, Science, Health Sciences, Social Science and Humanities, Business and Information Technology, and Engineering and Applied Science.  

• First intake: September 2022
• Program length: approximately three years
• Learn more about the EdD program, including admission requirements and applications deadlines on the Ontario Tech Doctor of Education website .

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Doctor of Education

The Doctor of Education (EdD) is a blended delivery thesis-based degree program designed for practicing professionals

Why choose the EdD?

Our Doctor of Education (EdD) program is designed to support the needs and interests of practicing professionals across a variety of contexts. Providing advanced preparation for educational leaders, the Werklund School's EdD community includes a diverse range of learners including teachers and administrators in K-12 and higher education; community-based educators and facilitators; adult and lifelong learning educators and practitioners; health and wellness educators; outdoor education and environmental educators; human resource professionals and workplace learning facilitators; counsellors and career-development specialists; and leaders in non-profit public service organizations.

Lead change and innovation in your community

The EdD program develops scholars of the profession who can lead research-informed change and innovation in their communities. As a cohort-based program, it is compatible with the busy lifestyles of professionals, allowing students to continue working in their communities while developing new skills, engaging in scholarly discourse, and carrying out field-focused research.

EdD program components include: course work, candidacy, research, and completion of a dissertation. This is a blended (online and face-to-face delivery) program designed to accommodate working professionals whether you live in Calgary or internationally. Students have up to six years to complete all degree requirements. The first three years of the program include course work. Year 1 includes: a two-week summer residency at UCalgary, followed by four weeks online course work, designed to develop students’ competencies as “critical consumers of educational research” and to develop skills to conduct field-focused research; online coursework through Fall and Winter semesters. Year 2  includes: a two-week summer residency, at UCalgary, and four weeks online course work, designed to engage students in an in-depth analysis of an identified research focus in their specialized areas of practice; online coursework through Fall and Winter semesters. Year 3 is designed to support students in synthesizing their Year 2 field-focused research projects into a dissertation. Year 4-6 provides students with up to six years to complete all degree requirements.

Find Your Specialization

Please note that not all specializations and topics are offered each year

Specializations accepting applications for 2024

• EdD in Adult Learning
• EdD in Learning Sciences
• EdD in Senior Leadership in K-12 Education

Applications are open September 1 - December 1.

Specializations offered in 2023 (applications closed):

• EdD in Curriculum & Learning
• EdD in Language & Literacy
• EdD in Leadership, Policy and Governance: Leadership in Post-Secondary Contexts

Summer Residency 2024

Summer classes run from June 24 - August 6, 2024.

Students are expected to be available for this period of time and able to complete online course work before and after the summer residency period. Further details will be available in the course outline.

On-campus summer residency dates are July 8 -  July 19, 2024.

Program Details

What you need to know.

Application Dates

Application opens:   September 1 Application deadline:  December 1 Official supporting document deadline: December 1-No Exceptions

Students must use the online application found at the  How to Apply  page.

Program Delivery

Online with two week on-campus summer residency.

In years 1 and 2, EdD students are required to complete two Summer courses per year. Summer courses include a two-week face-to-face residency on-campus followed by four weeks supplementary online assignment submissions. Fall and Winter courses are offered fully online .

Admission Requirements

Transcripts & supporting documents- due december 1.

Applications, transcripts and all supporting documents must be submitted 11:59 pm MT on the application deadline date for each program. Please visit the  FGS applicant transcript page  to answer frequently asked questions on transcripts. 

For additional information on transcripts and where to send them, please visit our  How to Apply  page.

Two (2) academic references are required. References will be asked to complete an online reference form. No hard copy letters of reference or documents will be accepted.

Please see the Faculty of Graduate Studies'  advice on finding references  for your application.

References are due by the application deadline, so you should complete the online application earlier in order to give your referees sufficient time to submit their reference. Referees will receive notification on how to submit their reference  after  you submit your application and are due on the application deadline regardless of when they receive the notification.  Please ensure that your references are aware of the supporting document submission deadline.  Applications without completed reference forms will be considered incomplete after the application deadline has passed.

Statement of Intent

Statement of Intent must be uploaded to your  Student Centre  after the application has been submitted.  Applicants will receive a confirmation email with instructions and information regarding this process upon completion and submission of the online application.

EdD Funding

Students are eligible for some internal and external scholarships. See the awards page for details. 

Supervision

As a Graduate Student you are expected to devote the time, effort, and energy necessary to engage in scholarship.  As a graduate student, you will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor. 

An integral part of this experience is working closely with a supervisor on the development and completion of a research project.  A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs.  As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis.  While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis). 

In the EdD program a supervisor is normally appointed at the time of admission.

Please visit the  candidacy and dissertation section of our website  for information.

Additional questions about the EdD program?

Program Schedule

A list of required courses for the EdD program can be found below. Please visit your specialization page for information regarding your required specialization courses.

Please consult the Graduate Calendar for course descriptions. Course outlines are normally posted in D2L 1-2 weeks prior to the start of the term.

Program Sequence

Summer (blended - face-to-face and online)

Two Specialization courses (Please visit your specialization page for details)

Fall (fully online)

EDER 711 Advanced Research Methodologies

Winter (fully online)

EDER 712 Advanced Research Methodologies II

EDER 707 Collaboratory of Practice I

EDER 708 Collaboratory of Practice II

The work completed in years 3-6 depends on your pace. Students have up to six years to complete their EdD program.

Candidacy must be completed within  28 months  from the program start date. 

Dissertation

Your dissertation is the focus of your degree program. 

Students enrol in Dissertation Seminar once you have successfully completed your candidacy exam and have begun to work on your dissertation. Dissertation Seminar is offered every fall and winter term. 

Fall Terms (fully online)

EDER 709 Dissertation Seminar I

Winter Terms (fully online)

EDER 710 Dissertation Seminar II

Have Questions?

Graduate program administrator (gpa).

Please refer to your desired EdD specialization page for GPA contact info

Academic Program Coordinator

Specialization specific Academic Program Coordinator info listed on EdD specialization pages

Ready to Apply?

Applications open September 1 - December 1. All students apply for admission through the Faculty of Graduate Studies. Please note that topics are offered yearly and subject to change.

Learn more about applying

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Dr. Danielle Lamb Program Coordinator 250.807.9658 [email protected]

Dr. Sabre Cherkowski Academic Lead 250.807.9306 [email protected]

Program Overview

The Doctor of Education (EdD) is designed to inform, empower, and engage current and aspiring leaders. You will have the opportunity to create meaningful changes in your local community as you apply newly learned knowledges, contextualize practical insights, and analyze and address problems of practice in your local contexts. You will engage in place-based learning as we work to decolonize leadership and pedagogy as part of reconciliation for Canada’s histories of colonialism, systemic racism and inequities. Together, we will seek ways for educational leaders to strengthen relationships with Indigenous peoples and cultures in respectful and productive ways.

The flexible delivery format allows you to stay in your community and continue working full-time. The majority of the coursework will be delivered online with opportunities to come to campus for summer intensive sessions.

Interdisciplinary cohorts of 15 to 20 doctoral students will journey together, alongside their supervisors and instructors to foster life-long professional networks and invest in scholar-practitioner communities world-wide.

Through your Practice-Based Dissertation, you will have the opportunity to carry out an independent research project inquiring into a problem of practice in your professional context.

• Analyse, mobilize, and construct knowledge from multiple perspectives to engage in scholarly dialogue and apply to complex problems of practice in such areas as education, leadership, ethics, and research.
• Engage in place-based learning, situated on the territory of the Syilx Okanagan Nation, acknowledging and decolonizing leadership and pedagogy as part of reconciliation for Canada’s histories of colonialism, systemic racism and inequities.
• Reflect on and defend sustained thinking and evaluation around theoretical frameworks, identified problems of educational practice and research activities.
• Demonstrate knowledge and comprehension of educational research practices and methodologies and how these may be thoughtfully used in students’ own contexts in particular, and education in general.
• Build and deepen communication and collaborative skills through engagement in learning communities that will develop over time through the program components.
• Engage in practical research and solutions to navigate complex problems of educational leadership practice that promote positive organizational change for diversity, equity, inclusivity and innovation.
• Lead with critical awareness of knowledges, values, policies and practices that influence and inform leadership through examining personal, professional and organizational ethics and moral purpose.

The in-person orientation and summer intensive will be the third-week of July

• EDLL 602 (3): Setting Conditions for Transformative Leadership,  July – August
• EDUC 600 (3): Research Seminar I: Project Fundamentals, September – December
• EDLL 606 (3): Culturally Responsive Leadership in a Diverse Society, January – April
• EDLL 662 (3): Special Topics or Elective Course,  July – August
• EDUC 601 (3): Research Seminar II: Research and Project Design, September – December
• EDLL 608 (3): Ethics, Governance and Reform in Contemporary Contexts, January – April
• EDUC 698 (6): Research Seminar III: Practice-Engaged Dissertation,  Sept – April

The core courses are interdisciplinary and provide grounding for all students in the contemporary and historical educational discourses, perspectives, and traditions as they embark on their studies.

EDLL 602: Setting Conditions for Transformative Leadership

This course applies the theoretical elements of transformative leadership with a focus on establishing conceptual and practical frameworks for engaging in educational leadership for transformation at the levels of self, school, system, and society.

EDLL 606: Culturally Responsive Leadership in a Diverse Society

This course provides the theoretical underpinnings for education leaders to think more deeply and consider issues involved in implementing social justice education and to respond to societal pressures around issues of equity, diversity, and inclusion.

EDUC 600: Research Seminar I: Project Fundamentals

An introductory course examining inquiry frameworks as a mode of investigation. It examines various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing scholar-practitioners.

EDLL 662: Special Topics

This course aims to address an emerging, novel, or specialized issue/topic in educational leadership not addressed in the general graduate course offerings. 

EDLL 608: Ethics, Governance and Reform in Contemporary Contexts

Co-investigation of the ethical values, educational aims, and conditions of political legitimacy of educational institutions in the early 21 st  century. Normative and descriptive accounts of these institutions are examined in relation to contemporary social problems (and possible solutions) with an orientation to their implications for public policy and leadership-in-practice.

EDUC 601: Research Seminar II: Research and Project Design

Designed to help students prepare the components of their research proposal. Research tools and techniques commonly used for researching leadership and organizational improvement practices, including research ethics will guide the course design.

EDLL 698: Research Seminar III: Practice-Engaged Dissertation

Building on course work completed during the doctoral program, this course supports students in the development and carrying out of their Practice-Based Dissertation and writing their dissertation in practice.  It provides scaffolding for research processes and writing components of developing and completing their dissertation of their in-situ Practice-Based Dissertation that will meet or exceed the EdD graduate program.

EDLL 699: Practice-Based Dissertation

Students must maintain continuous registration in the Practice-Based Dissertation (EDLL 699) until degree completion.

The Collaborative Supervisory Committee (CSC) will be comprised of at least three members (faculty supervisor, field mentor and course instructor).  Students will be assigned a supervisor during year one as students identify their research topic and find alignment with research expertise and interests of faculty.

The Practice-Based Dissertation to be developed throughout Year 3 of the program provides opportunity for students to intensively study a problem or set of circumstances embedded in their own practice, analysed within relevant research literature and may include carrying out research in practice. This project is a rigorous, intensive application of a field-based analysis and/or implementation of a structural change, and the research conducted will contribute or lead to: (1) professional innovation and creative excellence, (2) exemplary professional practice, and/or (3) the significant development of professional practice.

There are many forms that the Practice-Based Dissertation can take within the student’s organizational context including but not limited to:

• A research project that draws on organizational data to answer a specific research question that leads to organizational improvement
• A deep evaluation of an organizational project, program, or intervention that results in recommendations for change processes and further development
• The development or design of a new educational program, intervention or strategy resulting from a systematic review of evidence

Your field mentor is someone who has expertise related to the field of your problem of practice. Field mentors offers guidance, advice, wisdom through their time and reflections as they support your research in the field. The role is collegial and offers critical friendship as they share time and their expertise (approximately one to two hours per month). It also provides your mentor an opportunity to grow their own understanding in the topics that you and your mentor share. The relationship is collegial and intended to be a reciprocal learning experience.

Students need to identify a field mentor at time of application. Field mentors will:

• support students in the field as needed and as appropriate, serving as an advisor and critical friend
• attend the Practice-Based Dissertation proposal presentations, provide input and feedback on student’s progress as a scholar-practitioner in the field
• attend the Practice-Based Dissertation presentations and provide valuable input and recommendations.

Choosing a Field Mentor

The Field Mentor should be someone who is familiar with your area of study as they will provide valuable input and recommendations. They have expertise related to the field of your problem of practice. They do not need to have a PhD or EdD or graduate degree. Your Field Mentor should be someone who you can relate to and who is willing to share their own challenges and experiences. The relationship between the Field Mentor and the student will not be personal, but rather built on professionalism and reciprocity.

Changing your Field Mentor

It is not advisable to change your Field Mentor once you begin the program. If it becomes necessary for a student to change committee members during the program the student should meet with the Program Manager.

Supports for Field Mentor

The field mentor works closely with other members of the Collaborative Supervisory Committee (including the supervisor and course instructor(s)), and will also be supported by the EdD Academic Lead and Program Manager.

Frequently Asked Questions

A list of frequently asked questions regarding the position of the Field Mentor and their roles and responsibilities has been compiled.

Conflict of Interest

The relationship between the Field Mentor and the student is an academic one. Where other relationships exist or develop that might give the appearance of  conflict of interest , they must be immediately reported to the EdD Faculty Lead and Program Manager who will consult with the Director of Graduate Programs or Associate Dean of the College of Graduate Studies, if the situation is unable to be resolved within OSE.

Admission Requirements

Admission to UBC graduate programs is competitive. Applicants must meet the following criteria:

• The master’s degree does not need to be thesis-based.
• The master’s degree must be completed prior to the application due date. 
• Additionally, the Okanagan School of Education normally requires that applicants have at least five years’ work experience.

MORE INFORMATION

Visit the  UBC Okanagan Academic Calendar * for full admission and program requirements; the calendar is a comprehensive guide to all programs, courses, services and academic policies at the University of British Columbia.

* I n case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Students who are not Canadian citizens or permanent residents must apply for a study permit (student visa) to enter Canada. Applications can be made through any Canadian Consulate or High Commission.

English Language Proficiency Requirement

Applicants from a university outside Canada at which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:

• CAEL (Canadian Academic English Language): minimum overall score of 70, with no section score less than 60; or
• Cambridge English Qualifications: C1 Advanced (Certificate in Advanced English) or C2 Proficiency (Certificate of Proficiency in English) with a minimum overall score of 180, with no section score less than 176; or
• CEL (UBC Certificate in English Language): 75% in each component of the 600-level; or
• Duolingo English 1 : minimum overall score of 125, with no section score less than 115; or
• IELTS (International English Language Testing Service) Academic: minimum overall band score of 6.5, with no individual score less than 6.0; or
• MET (Michigan English Test) 4-skill test: minimum overall score of 64, with no section score less than 59; or
• PTE (Pearson) Academic: minimum overall score of 65, with no section score less than 60; or
• TOEFL (Test of English as a Foreign Language) iBT: 90 overall with a minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing & Speaking (Internet version); minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing (paper version). TOEFL MyBest Scores that meet the above minimum scores are acceptable as meeting the English language test requirements; or
• TOEFL Essentials 1 : 10 overall, with no section score less than 8.5. MyBest Scores that meet the above minimum scores are acceptable as meeting the English test requirements.

1 These tests will be accepted provisionally through 2025 Summer.

Tuition amounts presented here are estimates only and all fees are subject to change. For official tuition and fee information, visit the UBC Okanagan Academic Calendar , a comprehensive guide to all programs, courses, services and academic policies at the University of British Columbia.

I n case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct. 

How to Apply

A complete application package will contain:

• Online application and application fee
• Official transcripts for all post-secondary institutions attended ( visit the the transcripts section on the College of Graduate Studies website for instructions )
• English Language Proficiency test   (if required)
• Statement of Intent (review the guidelines and requirements )
• Curriculum Vitae (CV) or resumé ( see Career Resource support on writing CVs )
• One of which must be an academic reference detailing how the applicant is suitable for academic work at the doctoral level
• References can not be from the applicants field mentor .
• Review the references section on the College of Graduate Studies website for additional information and submission instructions 

Review the College of Graduate Studies “ Prepare Your Application” page  for further details.

The application deadline for the July 2027 cohort will be in the early fall of 2026. The application period dates will be posted in early 2026.

Prospective Applicant Email List

Register to receive emails about information sessions, application open dates, deadline reminders and program updates.

Check Application Status

If you have applied to the July 2024 intake, you can check the status of your application through the Graduate Studies Online Application . Prospective students will be notified of an admission decision between February 1 and April 30.

Check Status

Program Information & Questions

Questions about the application process, program schedule or practice-based dissertation? Read our list of Frequently Asked Questions .

For more information about the Field Mentor including roles, responsibilities and milestones, read our list of Frequently Asked Questions .

Applying to Graduate School Webinar

The College of Graduate Studies released a webinar on the application process ; including information on references, CV/resume, choosing a supervisor and English Language Proficiency Test Scores.

Applying & Application Status Questions

If you have questions about the admissions process or the status of your application, please contact the College of Graduate Studies at  [email protected]  or visit their  Contact page  for more ways to connect.

If you have questions about our EdD program, please email us at [email protected] or call 250.807.9658.

Please note  that all communication and interactions with the Okanagan School of Education are considered part of the admissions process and are taken into account when considering applicants for admission. Admission may be denied to applicants who communicate in an unprofessional manner or who act in an inappropriate manner during the admissions process, regardless of academic standing.

Apply to UBC

Already applied? Check your status or accept your offer.

UBC’S Okanagan Campus

The University of British Columbia is a global centre for research and teaching, consistently ranked among the 40 best universities in the world. In our programs at UBC’s Okanagan campus, you gain all the benefits of attending a globally respected university while studying in a closely-knit learning community.

DYNAMIC CITY

UBC’s Okanagan campus borders the dynamic city of Kelowna, a hub of economic development with a population of about 150,000 people—the fourth fastest growing population in Canada. In fact, the Okanagan Valley is rated one of the best communities in Canada to grow your business.

More than 160 buses travel daily from campus to key locations such as Kelowna’s cultural district and thriving downtown waterfront. The campus is two minutes from the Kelowna International Airport, one of the top 10 busiest airports in Canada.

UBC Okanagan is situated within the unceded territory of the Syilx Okanagan Nation, whose spirit of stewardship for the land is reflected in the university’s respect for sustainability.

NATURAL BEAUTY

A diverse natural region with sandy beaches, beautiful farms, vineyards and orchards, and snow-capped mountains, the Okanagan Valley features sweeping stretches of lakeside and endless mountain trails for biking and hiking.

Check out this 360-degree video: Kelowna From Above .*

* Best viewed using desktop Chrome or Firefox (desktop) or YouTube app (mobile).

Join the club: Make friends with similar interests, compare notes, and organize and participate in academic and recreational events via the Okanagan School of Education’s Facebook  community.

College of Graduate Studies:  CoGS offers  orientation events  to support you in your first steps as a graduate student at UBC’s Okanagan campus.

Stay active: Take advantage of the many opportunities to get involved and play—from workout space in the new Hangar Fitness and Wellness Centre and our 1,561 square-metre gymnasium, to athletic courts, intramurals, fitness classes and nationally ranked varsity athletics. Have a ball in Sports and Recreation .

Relax: The Graduate Collegium is a gathering place where grad students can hang out, eat lunch, spend time with their fellow students, and attend or host special events. The lounge-style room is open seven days a week and is outfitted with comfortable furniture, kitchen facilities, and individual and group-work spaces.

Community:  The Aboriginal Centre is a home away from home for all Aboriginal students by providing a sense of belonging and community, a place to catch up, wind down, make lunch, share opportunities and celebrate success.

College of Graduate Studies:  Your hub for administrative support and such things as graduate workshops for professional development and for assisting you from the admissions process through to your graduation

Centre for Scholarly Communication (CSC):   Supports graduate students, post-doctoral fellows, staff and faculty in disseminating their research. The CSC provides one-on-one consultations and workshops, including writing support for theses, dissertations, journal articles and grant proposals.

Centre for Teaching and Learning:  Provides support related to teaching, TA training and use of technology in educational programming.

Learn more about  graduate student resources  and support in the Okanagan School of Education.

Map out your future and prepare to hit the ground running with resources and services provided by the  Advising & Involvement Centre .

Tell your story with resumé and cover-letter strategies, and search Work Study jobs for experience relevant to your degree and career goals. You can also book an appointment to meet one-on-one with our career advisor.

alumni UBC  is a member-driven association that offers a variety of lifetime programming and communications to enrich the lives of UBC graduates.

The ‘Your Next Step’ program offers webinars, speaker series and professional development sessions. It is designed to provide advice, tips and resources in areas of career development to graduates for life after university.

Realize the promise of a global community with shared ambition for a better world and an exceptional UBC.

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Athabasca University offers the Doctor of Education in Distance Education (EdD). The program is managed and administered by the Faculty of Humanities and Social Sciences (FHSS), in accordance with Faculty of Graduate Studies regulations. Program regulations, procedures, and operational decisions are made by the EdD Program Director, or designate, in consultation with the FHSS faculty. The MEd and EdD Program Council advises in all matters related to the EdD.

Athabasca University has developed program learning goals that can assist you in making informed decisions about your career options upon graduating.

Admission requirements

To be offered admission to Athabasca University for the purpose of studying in the Doctor of Education in Distance Education program (EdD), an applicant must meet the application requirements listed below.

• Completion of a master's degree, preferably with a thesis or research project, in a relevant field or area of study (e.g., education or distance education, psychology or educational psychology, instructional technology, adult education, curriculum and instruction, and the like) from an accredited university, normally with a GPA of at least 3.7 or 85 per cent ( Graduate Grading Policy );
• Significant experience in open or distance learning, which demonstrates that the student is capable of study at a distance and completing high quality, original research with distance supervision only.
• a completed application form;
• their curriculum vitae;
• a Statement of Intent (750 – 1250 words);
• a description of their research background and interests (750 – 1250 words);
• three letters of reference, from people who are familiar with their work and can comment on their ability to do research and succeed in advanced studies;
• official transcripts, sent directly to the Distance Education office from the originating institution(s). (Note: applicants with degrees obtained outside of North America may be required to have their educational qualifications assessed independently by a credential evaluation service );
• a non-refundable application processing fee.

Applications to the EdD program will be reviewed by an Admissions Committee that will make recommendations regarding offers of admission to the EdD Program Director. The Admissions Committee will consist of no fewer than three Distance Education faculty members.

Selection will be based on the applicant's previous academic record, research track record, and perceived ability to participate in scholarly studies and conduct research independently at a distance. A telephone interview may be required to complete the selection process.

Offers of admission will be made by the EdD Program Director.

The applicant will formally accept the offer of admission and pay the first program fee installment to indicate their commitment to join the cohort of students for that year.

Applications from students wishing to transfer into the EdD program from other doctoral programs will be considered on a case-by-case basis. Transferring students must meet the admission requirements and complete at least 2/3 of their doctoral courses, the proposal defence/candidacy examination, and all of the dissertation requirements with Athabasca University. Other university courses used must not have been used towards another degree.

In exceptional circumstances, the EdD Program Director may waive one or more of the above application criteria.

Further information regarding the EdD program or application procedures may be directed to: Email: [email protected]

Potential students

The doctoral program is intended for individuals currently involved in distance education, who have already completed a graduate degree. Potential students include:

• individuals in mid-career in distance education-related occupations, or in adult education and continuing education fields, as well as those responsible for policy development and implementation of distance, virtual, or alternative educational programs;
• those who wish to augment readiness for promotion or further growth in their careers, or to prepare for career change;
• individuals who are unable or unwilling to interrupt their careers to undertake a full-time, campus-based doctoral program, or who prefer the distance learning conditions of the online doctoral;
• professionals with advanced degrees in various disciplines (e.g., university and college academics, teachers, instructors) who wish to specialize in aspects of distance education research and scholarship;
• senior-level staff in corporate, military, and industry training environments;
• instructional design specialists, senior-level managers and program planners, and others in areas related to the development of complex instructional systems (This is an area where the proliferation of advanced educational technologies has resulted in needs for new learning systems design, development, management, evaluation, and research.);
• those employed in other areas related to the development of alternative or "virtual" learning systems, with mediated interaction among participants.

The distance nature of the online doctoral program will also facilitate access by non-urban students, those who are employed, individuals with disabilities, and others for whom pursuit of a doctoral-level degree through a traditional institution would be difficult or impossible.

There are minimum English language proficiency requirements allowed for admission to a graduate program at Athabasca University. It is the student's responsibility to ensure they meet the minimum requirements.

Program application

All documents and forms must be completed and received on or before January 31 for consideration of a program start as indicated on the Doctor of Education in Distance Education (EdD) academic schedule below.

Applications will be reviewed by an Admissions Committee. Selection will be based on the applicant’s previous academic record, research track record, ability to participate in scholarly studies and conduct research independently at a distance. A telephone interview may be required to complete the selection process; if required, the Admissions Committee will contact the applicant to make arrangements.

Applicants will be notified of the committee's decision typically after March 1. Successful applicants will be required to pay the first installment of the yearly program fee within two weeks of offer of admission (non-refundable).

All documents should be sent directly to the Program Administrator ( [email protected] ). Electronic documents are preferred, except in the case of transcripts. Documents that cannot be emailed should be sent by mail to the following address:

Faculty of Humanities and Social Sciences – Graduate programs Athabasca University 1 University Drive Athabasca, AB T9S 3A3 Canada Email: [email protected]

Application requirements

Completed applications must contain the components listed below. The application fee is non-refundable.

1. Application form and fee

Complete and submit the below mentioned online EdD Application form (if you haven't already done so), along with the electronic application fee.

EdD Application

For applicants who have previously received an Athabasca University student ID number, please note: you will need to "Login" before completing the form, using your student ID number.

2. Curriculum vitae

Your curriculum vitae should include:

• contact information
• educational background
• employment/professional background
• publications, conference presentations, and other scholarly works
• awards, scholarships, and other academic honours received

3. Statement of intent (750-1250 words)

Discuss why you wish to pursue doctoral studies in the EdD (Distance Education) program at Athabasca University. Include your relevant previous experience, your current work, and future career plans. Describe how your experience and education are relevant to the purposes of this program.

4. Research background and interests (750-1250 words)

Describe your research background, including relevant education (e.g., courses, workshops) and experience. Discuss your research interests and areas that you wish to investigate in your doctoral program.

In the above, include any research reflected in the publications listed in your CV. For any publications where you were not the primary author, describe your role and contributions to the study. If you have completed a thesis-based master's degree, include the abstract of your thesis as an appendix. If your thesis is available online, include the URL.

5. Letters of reference (3)

Provide three references from referees who are familiar with your work, and who can comment on your ability to do research and succeed in advanced studies. Please ask your referees to complete the Letter of Reference form and to return the forms directly to the EdD Program Administrator via email ( [email protected] ).

Completed letters must be received no later than January 31.

6. Official transcripts from the most recently attended post-secondary institution(s)

Applicants must provide evidence of having completed a master's degree.

Transcripts must be sent directly from the issuing institution or through MyCreds™. Transcripts should be in the original language. If you submit transcripts in a language other than English, or from an institution outside of Canada, you must:

Submit a copy translated into English by a certified translator;

Have your transcripts assessed. This assessment will provide a certificate which indicates the level of education achieved outside of North America and how the education compares to a Canadian credential. Such documentation can be obtained from an assessment agency that is a member of:

ACESC – Alliance of Credential Evaluation Services of Canada

NACES – National Association of Credential Evaluation Services [email protected]

When requesting an assessment please select the "Basic" assessment type that simply indicates the North American equivalent of your degree.

7. Complete and submit the EdD Application Record Card

[ MS Word ] [ PDF ]

The applicant is responsible for ensuring that all documents and forms are completed and submitted on or before January 31. Please contact us ( [email protected] ) to ensure that the centre has received your documents.

Successful applicants will typically be notified after March 1. Notifications are sent by email followed by an official letter through post.

Academic schedule

Program regulations

The doctoral program is cohort-based. Normally, 12 students will be admitted each year, and will (unless individual circumstances prevent it) progress through the program as a group. Cohort-based delivery provides exposure to and networking among a diverse group of highly skilled, experienced professionals, and promotes collaborative learning in a scholarly learning community.

A cohort is defined by the year in which the Doctor of Education in Distance Education (EdD) students first begin their program of study (e.g. students beginning in 2015 would be referred to as cohort 8). If a student falls behind their cohort group (e.g. through a program deferral), the student may join a later cohort group in order to complete the courses remaining in their program.

At the beginning of the first year of the program, a required five-day orientation workshop is conducted. This time will be spent in instruction (i.e., work on the first course will continue), in program planning, in discussions with faculty and colleagues, in community-building activities, and in technology-related tutorials. The on-site component of the orientation is normally planned to coincide with the AU convocation ceremonies in June.

Courses are offered on a paced basis with specified start and completion dates. Courses will normally be taken in sequential order from EDDE 801 through EDDE 806.

Residency requirement

Students may transfer a maximum of two courses (6 credits) into the EdD program, on approval of the EdD Program Director. Students will not be awarded credit for courses previously used towards another credential.

To meet the residency requirements:

• Students must complete a minimum of four courses (12 credits) from the core curriculum through Athabasca University.
• Students must complete the proposal defence/candidacy examination, and all of the dissertation requirements with Athabasca University.

Program requirements

The EdD program is comprised of six online courses and an on-site orientation. All courses and the orientation are mandatory in the program curricula. The courses are normally taken in the sequence they are offered.

• Admission to program
• Appointment of interim dissertation supervisor
• On-site orientation

Years 3 and 4:

• Confirmation of dissertation supervisor and supervisory committee

• Development of dissertation proposal candidacy
• Examination/proposal defence
• Dissertation research – data gathering and writing the dissertation
• Submission of dissertation to Dissertation Supervisory Committee
• Oral dissertation defence

Completion requirements

To be awarded the EdD, the student must have:

• successfully completed the requirements set out below;
• completed an application for graduation form;
• paid all fees owed to the University and returned all library resources;
• satisfied all other regulations of the University.

All applications for graduation must be approved by the Athabasca University General Faculties Council.

The EdD is comprised of six 3-credit courses for a total of 18 credits. The following are also required:

• a one-week on-site orientation workshop;
• completion of the candidacy examination*;
• completion of a dissertation and oral defence*, as per Faculty of Graduate Studies policies.

* The candidacy examination and dissertation and oral defence are normally conducted at a distance, using appropriate Internet-based technology, e.g. audio/video conferencing.

Candidacy examination

Students enter the program as provisional doctoral candidates, and are required to complete EDDE 801, EDDE 802, EDDE 803, EDDE 804, and EDDE 805 before requesting the Candidacy Examination.

To become a doctoral candidate, the student must successfully pass the candidacy examination, including presentation and approval of the dissertation proposal. The candidacy examination includes both written and oral components, to assure that the student’s knowledge, presentation abilities, and conceptual and analytical skills meet the required standard, and are sufficient to permit the student to successfully complete the rest of the program, including completion of the dissertation. The candidacy examination may be conducted at a distance using any technologies acceptable to all parties.

Research is an important focus of the doctoral program. Given that most students will already be experienced distance educators, research will tend toward an examination of practice, but could also include theory-building and more basic research. In addition, students who wish to pursue more conceptual or theoretical interests may be accommodated.

Doctoral students will be required to meet high standards of proficiency in scholarship, research, and teaching, including writing and presentation skills. In their studies and dissertation research, students are expected to produce scholarly publications, and take an active part in the opportunities presented by Athabasca University’s online journal, International Review of Research in Open and Distance Learning . Doctoral students must also demonstrate proficiency with technologies for communication and information access, as well as for supporting teaching and learning. Developing and demonstrating these skills will be a component of each student's program.

Supervision

When the student is admitted to the EdD program, the Interim Dissertation Supervisor is appointed to provide advice, as required, and assist with the determination of an appropriate Dissertation Supervisor.

The Dissertation Supervisor will advise on the dissertation research and chair the Dissertation Supervisory Committee. This will normally not take place until year three.

Full-time involvement

All active students enrolled in the EdD program and who are in good standing are considered full time.

Active status and good standing

Active status refers to an EdD student or doctoral candidate who is progressing in an expected manner toward the completion of their program and/or dissertation research.

In good standing refers to an EdD student or doctoral candidate who has no more than one grade of B-, who has paid all fees, and has not withdrawn, failed, or been expelled from the program.

Completion time limits

Students must complete the program within five years, commencing with their program start date, and will normally complete in four years. After the fourth year, continuation fees will be levied.

Extensions of up to one additional year may be approved by the Faculty of Graduate Studies and the EdD Program Director, or designate, and require the payment of a continuation fee.

Academic expectations

To maintain program status, students must complete 6 credits of course work during each academic year (September 1 to August 31).

To be awarded the EdD degree, students must pass all courses. Only one grade of B- is allowed in a student's program. All other grades must be a B or higher.

Students receiving a B- in a course may re-register in the course, subject to the approval of the Program Director. Only one re-registration will be allowed.

The mark received in the second attempt of the course will be counted towards the program. Both registrations and grades will appear on the official student transcript.

Students re-registering in a course will be required to pay the tuition for that course.

Student who fail a course (i.e. receive a grade of less than B-) will normally be withdrawn from the program, with no opportunity to re-register in the course unless exceptional approval is given by the EdD Program Director and the Dean, Faculty of Graduate Studies.

Program deferral

A deferral is typically reserved for situations when extenuating circumstances are present. Having multiple competing responsibilities is usually not sufficient to be considered extenuating circumstances. Students with questions or concerns should discuss these with their supervisor, the Program Administrator, or the EdD Program Director.

The length of time of a deferral is not included in the time period for completion of the program, and deadlines will be adjusted accordingly after a deferral.

EdD students may defer the start of their program for a period of no more than one year, upon approval of their request by the EdD Program Director and payment of the first program fee. If, after the one-year deferral, the student has not commenced the program, he/she will be required to reapply if he/she wishes to rejoin the program.

Program withdrawal

Students may withdraw from the program by submitting their request in writing to the Program Director. Students who withdraw may be re-enrolled in the program by following the application procedures. Students requesting re-admission to the program will be competing against all other applicants and will not receive special consideration.

Progress reports and transcripts

Annual progress reports will be completed according to the processes set by the Faculty of Graduate Studies.

Grading system

The grading system for the EdD will follow the Graduate Grading Policy . The dissertation proposal defence/candidacy exam and the final dissertation oral defence are assessed using the following categories as outlined by the Faculty of Graduate Studies:

• pass subject to revision
• adjourned for re-examination

Course regulations and procedures

Course extensions.

In exceptional circumstances, and where the course instructor concurs, students may be granted a short course extension. Students taking courses in a Distance Education program (i.e. courses beginning with the prefix MDDE or EDDE) may submit assignments up to 30 days after the last day of the course upon approval of the instructor. A Course Extension is required to submit assignments after that date. Course Extensions for a period of up to 50 days may be granted upon approval of the instructor or Program Director and payment of a Course Extension Fee . Courses not completed within 90 days of the final day of the course may receive a grade of "F".

Re-registration

Students may re-register in a course only if they have received a final grade of "B-" or lower. Only one B- is allowed in the EDDE program. In re-registering, students must complete all course requirements and pay the full course fee. Students are permitted only one re-registration in each course. Both the initial registration and the re-registration will appear on the student’s academic record.

Course withdrawals

Early withdrawal (Within 30 days of Course Start Date)

Students may withdraw within 30 days from their course contract start date for a refund of the full course fee less the withdrawal processing fee. The registration will not appear on the transcript and will be deleted from the official record. Please refer to Course Refunds below for further details. Learning resources should not be returned to Athabasca University.

Withdrawal (After 30 days of Course Start Date)

Students may withdraw from a course before the course contract end date without academic penalty. A "W" (Withdrawal) will appear on the transcript, which means the student has withdrawn without credit and without penalty. There is no refund, and learning resources should not be returned to Athabasca University.

Late course withdrawal

If a student does not formally withdraw by the course contact end date, and does not complete the course, the official record will reflect an "F" (Failure). There is no refund, and learning resources should not be returned to Athabasca University.

Course refunds

Students will receive a refund of the full course tuition fee minus the course withdrawal processing fee if they withdraw from the course within the first month. Students should not return their course materials. Students wishing to withdraw from a course(s) before the first day of class will receive a partial refund (full tuition fee minus the withdrawal processing fee).

With the exception of EDDE 806, which will be graded on a pass/fail basis, all courses will be graded using the Alpha/4.0 grading scale. Please review the Graduate Grading Policy and Academic Records FAQ for more information on grading scales.

A non-refundable convenience charge will be charged when using Visa or Mastercard to pay student fees. American Express is no longer an accepted method of payment. For more information on the convenience charge, please visit the Financial Services website.

The following fees are effective for courses starting Jan. 1, 2024 to Aug. 31, 2024. All fees are quoted in Canadian dollars and are subject to change. Academic-related fees are exempt from the Federal Goods and Services Tax (G.S.T.). G.S.T. is added to all other goods and services, for example, workshops, some publications, self-help seminars, and Athabasca University promotional sales items.

The EdD fees consist of a yearly program fee and individual course fees. The annual program fee is paid in three installments (see the example below). Individual course fees are due by the course registration deadline.

If your tuition is being sponsored by a company or other organization, we will require a Letter of Guarantee.

* Students may take up to 5 years to complete their degree. After year 4 (12 installments of $1,810 already paid) there will be a continuation fee of $1,810 payable each 4-month term.

† Should Candidacy and/or EDDE 806 not be completed in year 3, they may be completed in year 4. Students work towards completing their dissertation in year 4. Please note that students must pay a minimum of 12 program installments even if they complete the program in less than 4 years.

Fee information effective Jan. 1, 2024 to Aug. 31, 2024.

2024-2025 Fees

The following fees are effective for courses starting Sep. 1, 2024 to Aug. 31, 2025. All fees are quoted in Canadian dollars and are subject to change. Academic-related fees are exempt from the Federal Goods and Services Tax (G.S.T.). G.S.T. is added to all other goods and services, for example, workshops, some publications, self-help seminars, and Athabasca University promotional sales items.

Fee information effective Sep. 1, 2024 to Aug. 31, 2025.

Information effective Sep. 1, 2024 to Aug. 31, 2025.

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Updated July 02, 2024 by Office of the Registrar ( [email protected] )

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PhD in Educational Studies

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Graduate admission

• Requirements

The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.

Students are required to take three doctoral seminars. All other courses in a student’s program are determined in consultation with faculty. Students in the PhD program typically devote two years to coursework, and two to four years to developing and carrying out a research project designed to make an original contribution to knowledge in the study area.

The university allows doctoral students up to six years to complete program requirements. There is no set number of credits required for PhD programs at UBC.

For further facts and figures about the PhD in Educational Studies, please click here .

Admissions Requirements for Graduate Study

All graduate program applicants in the Department of Educational Studies (EDST) must meet the minimum entry requirements established by the Faculty of Graduate Studies, which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Admission to the PhD program is highly competitive, based on the pool of applicants considered by the Admissions Committee, and subject to university and departmental requirements and departmental capacities for supervision.

More Info: http://www.grad.ubc.ca/prospective-students/graduate-degree-programs/phd-educational-studies

Please note: Applicants with full-funding from scholarships, fellowships, or alike, are still required to complete the PhD application process in the Department of Educational Studies (EDST).  In addition, all applicants will undergo adjudication by the PhD committee to determine admission. To be clear, applicants who bring full-funding with them are not automatically admitted .

General Eligibility

To be eligible for admission to a PhD program at UBC, applicants must hold a master's degree (or equivalent) from an approved institution with clear evidence of research ability or potential; or a bachelor’s degree with one year of study in a master's program with 12 credits of first class average, of which 9 credits must be at the 500-level or above and at least 9 credits must be of first class standing and clear evidence of research ability or potential. (For more detailed admissions requirements, please see the links below).

Graduate and Postdoctoral Studies - Minimum Academic Requirements: Canadian or U.S. Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-canadian-or-us-credentials

Graduate and Postdoctoral Studies - Minimum Academic Requirements: International Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:

• TOEFL (Test of English as a Foreign Language): Minimum score of 600 (paper version), 250 (computer version), 92 with a minimum of 22 in each component (iTB) is required for admission to all programs in Educational Studies. Visit TOEFL’s website
• IELTS (International English Language Testing Service): Minimum overall band score of 6.5 with no other component score less than 6.0.
• MELAB (Michigan English Language Assessment Battery): Minimum overall score of 81.

The applicants must have an official report of their score on one of these tests sent directly from the testing service to the Graduate Program Assistant, Department of Educational Studies at the address below by the application deadline. Score reports more than two years old will not be accepted.

More Information: http://www.grad.ubc.ca/prospective-students/application-admission/english-proficiency-requirements

Most importantly with regard to a PhD application, please note that among other applicable requirements requested by the Faculty of Graduate Studies and by other UBC competent jurisdictions, as part of such an application you must submit:

• A Statement of Intent (800-1200 words) which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest. Such a statement should also articulate the general research directions you would like to pursue during your program, if admitted. This statement should be 800-1200 words.
• A sample of your writing and engagement with research  (maximum 5,000 words without references). The intent is to demonstrate your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper
• Entries on your transcript showing evidence of having taken courses on research methods (quantitative, qualitative, mixed methods, ethnographic or philosophical) and research more generally at the Masters level.

Also, while this is not a requirement, it is very important for you to contact at least one faculty member who could be a potential supervisor of your work (has expertise and interest in the area and/or topic you want to focus on) and inquire whether they would be willing to supervise your work ( see list of faculty and areas of expertise at: https://edst.educ.ubc.ca/faculty-staff/faculty ). Even if they do not commit to supervising your work, you could list such a faculty member (one or even two is acceptable) as a potential supervisor when you apply (which would provide further proof of your suitability for the PhD and familiarity with the programmes and areas of expertise of faculty).

In May 2017 the UBC-V Senate approved the establishment of a university-wide minimum funding level for all PhD students. Specifically, all full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a minimum funding package equal to $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

For more information, see:

https://www.grad.ubc.ca/awards/minimum-funding-policy-phd-students

Doctoral students are also expected to apply for and obtain  funding. Our faculty are very supportive in this regard, and are able to help their supervised students build their applications, as well as supporting them by writing letters of appraisal.

If you do not live in Vancouver at present, you may want to consider the cost of living in Vancouver, and obtain further information from the website of the Faculty of Graduate Studies ( http://www.grad.ubc.ca/prospective-students ).

Program Requirements

Program Worksheets are available here: https://edst.educ.ubc.ca/resources/policies/

Doctoral Seminar and Colloquium

There are three required courses in the PhD program.

The first doctoral seminar (EDST 601A) is designed to help beginning students become familiar with the department, policies and procedures related to doctoral studies, and for an examination of critical theoretical traditions and conceptual problems in the social sciences as applied to education.

The second doctoral seminar (EDST 601B) exposes students to positivist, interpretive, historical, and philosophical methods, and a deep understanding of current methodological issues and debates.

The third doctoral seminar (EDST 602) explores what it means to engage in a doctoral experience with particular focus on scholarly writing, preparing for comprehensive exams, and thesis proposals.

Coursework in Specialization

Students in the PhD program are expected to take courses in their specialization so that they are familiar with current theory and research. Courses are selected in consultation with an adviser or program advisory committee.

Courses in the student’s specialization should be completed in the first year of the program.

Other Coursework

PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary educational theories. Doctoral study is oriented toward the thesis research, but relevant coursework beyond the student’s specialization is recommended.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to master the particular methods relative to their research. Developing proficiency in research methods normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan.

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after their coursework and before they present their research proposal. The examination is prepared by the student’s program adviser or research supervisory committee. Details about the mechanics of the examination and the options in format of the examination can be obtained from advisers or the department’s Graduate Program Assistant.

The PhD thesis is an original piece of research in the student’s area of specialization. Students develop research proposals which must be approved by a research supervisory committee of a supervisor and at least two other committee members. Research supervisory committees provide direction to the student, read and critique drafts of the thesis, and participate in the final oral examination.

PhD Residency

There is no residency requirement per se, but PhD students are expected to make steady progress through their coursework, comprehensive exams and thesis research. Current policies require PhD students to achieve candidacy by the end of their third year of study. Achieving candidacy involves completing all coursework, passing the comprehensive exam and having an approved research proposal.

Apply Online: http://www.grad.ubc.ca/apply/online/

Admission to the PhD program is on a competitive basis, within the broader context of the pool of applicants considered by the Committee, subject to university and departmental requirements and to departmental capacities for supervision.

Applications should be submitted online at  www.grad.ubc.ca/apply/online . All of the following components of an application must be received by the department’s Graduate Program Assistant before the file can be reviewed by the appropriate admissions committee. Without complete documentation, the application review process cannot begin.

a. Online UBC application form . When you submit an online application at  www.grad.ubc.ca/apply/online , the completed form is automatically forwarded to the Department's Graduate Program Assistant. A non-refundable processing fee payable is to UBC: see the cover of the official UBC application form for the exact amount.

b. Upload digital copies (.pdfs) of official transcripts.  See Digital Copies of Official Transcripts tab for details

c. Three references –  The purpose of the references is to provide a comprehensive portrayal of your relevant background and capacity to complete the PhD. Letters of reference should speak to your ability to pursue research and produce scholarly writing at the doctoral level. Suitable referees include professors, supervisors, principals, or other persons to whom you are, or have been, accountable academically in employment or as a volunteer. Academic references are preferred. If the original letter is in another language, the letter must be accompanied by a certified English translation. There are three possible formats for references:

• Electronic references : In the online application system, applicants are asked to provide an email address for each referee. Once the online application has been submitted, a unique link will be emailed to each referee, allowing her or him to log in to a secure site and submit an online reference or upload a reference document as an attachment.
• Letters of reference (hard copy or email attachment) : Your referee may wish to send a paper letter. Paper letters of reference should be on referee’s official letterhead and must be mailed directly by the referee to the Graduate Program Assistant (see address below) in a sealed and endorsed envelope, or as a .pdf email attachment.
• Reference forms (hard copy or email attachment) : UBC provides a  general reference form . Your referee may fill out this form and mail it directly to the relevant program in a sealed and endorsed envelope, or send it as a .pdf email attachment.
• All references must be sent by referees directly. Reference letters or forms submitted by the applicant will not be accepted .
• The application system and department are unable to accept referee emails from Hotmail, Yahoo, Gmail, MSN or other free email accounts.
• By “sealed, endorsed envelope” we mean that the envelope needs to be sealed and that the signature of the referee be placed over the seal (i.e., partially on the flap and partially on the rest of the envelope).

Note: It is advisable to contact referees and inform them of the Admissions deadline early in your process.

d. Statement of intent.  You need to describe your specific interests in pursuing a PhD and precisely why you are applying to the Department of Educational Studies and to the program or concentration you have selected (800-1200 words). This statement should highlight the following:

• Your engagement with graduate research , which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest.
• The general research directions you would like to pursue during your program, if admitted.
• Name(s) of faculty member(s) with whom you have been in contact and/or who you identify as being suitable as research supervisor

e. Writing Sample (maximum 5,000 words without references)

• The intent is to demonstrate your engagement with research and your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper.

f. Curriculum Vitae / Resume

Please provide a CV as evidence of your potential to succeed in EDST at the graduate level.

After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted by the application deadline. The Admissions Committee will only review completed applications. You can check the status of your application and supporting materials through the online application system .

Applicants from outside Canada should be aware of additional requirements that may apply. Please read the following to determine which of these requirements may apply to you.

International Credentials Equivalency

Please see the Office of Graduate and Postdoctoral Studies website: http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

International Transcripts and Translation Requirements

See International Transcripts and Translation Requirements tab for details

Entering Canada

To enter Canada, a “Student Authorization” (Student Visa) is required. Apply as soon as possible to the nearest Canadian Consular or Immigration Office since it may take 8–10 weeks for processing. For applicants applying from the People’s Republic of China it may take 3–6 months. Applying for a Student Authorization requires a UBC letter of admission/acceptance; a valid passport; and evidence of adequate funds for tuition, maintenance of the student and, if married, the student’s spouse and children, plus travel funds to and from Canada. Please consult the Immigration Canada website:  http://www.cic.gc.ca/english/index.asp .

If the application for a visa is approved, the UBC letter of admission/acceptance will be returned to the student and must be retained for presentation to the Immigration Officer at the Canadian point of entry.

Canadian Transcripts

UBC has changed its application document requirements.

If you are applying to begin study in 2016 or beyond, you will normally scan and upload digital copies (.pdfs) of official required documents in the application system. These are considered "unofficial documents". These uploaded copies of your official documents will be used for initial evaluation of the applicant.

Conditional admission offers may be made based on documents uploaded to the application system. However, admission offers will not be finalized and applicants will not be allowed to register in a graduate program until one set of all required official academic records are received and validated by the University.

UPLOADING UNOFFICIAL COPIES OF TRANSCRIPTS IN THE APPLICATION SYSTEM

Applicants with Canadian transcripts (other than UBC) must obtain an official paper transcript for every post-secondary institution they have attended.  UBC transcripts are not required.

Each transcript should be scanned as an individual .pdf file and then uploaded to the application system as indicated. They should be named: "Applicant Full Name-Document Description.extension"

Kelly Smith-University of Waterloo Transcript.pdf Kelly Smith-CV.pdf Kelly Smith-Journal of Neurosciences Paper.pdf

Transcripts must be scanned front and back. All pages of one transcript, front and back, should be uploaded as a single file (rather than a separate file for each page).

OFFICIAL TRANSCRIPTS

To be considered official, academic records must either be received in official university envelopes, sealed and endorsed by the issuing institution, or be sent via secure electronic delivery by the issuing institution.

If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration. Do not send official transcripts before receiving an offer of admission unless you have received special instructions from the graduate program to which you have applied.

Documents being provided to meet conditions of admission should be sent directly to:

Graduate & Postdoctoral Studies University of British Columbia 6371 Crescent Rd Vancouver, BC CANADA  V6T 1Z2

CURRENT AND FORMER UBC STUDENTS

You do not need to submit UBC transcripts as part of your graduate application, as this data is already available through the student database system. However, be aware that you are still responsible for submitting transcripts from all other post-secondary institutions that you have attended (e.g., exchange year, transfer year, etc.).

International Transcripts and Translations

UPLOADING UNOFFICIAL COPIES OF REQUIRED DOCUMENTS IN THE APPLICATION SYSTEM

Applicants with transcripts from non-Canadian post-secondary institutions must obtain an official paper transcript for every post-secondary institution they have attended.

Each transcripts should be scanned as an individual .pdf file and then uploaded to the application system as indicated. Otherwise, they should be named: "Applicant Full Name-Document Description.extension"

Peng Zhang-Peking University Transcript.pdf Peng Zhang-Peking University Transcript English Translation.pdf Peng Zhang-CV.pdf Peng Zhang-Journal of Neurosciences Paper.pdf

If you have transcripts that are issued in a language other than English, then in addition to uploading digital copies of the documents in their original language, you must also upload a certified literal English translation of your transcripts from your home university's translation service or certified English translator.

Please consult the document scanning and uploading instructions provided within the online application for detailed instructions.

OFFICIAL DOCUMENTS

After being offered admission: If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration.

If an official transcript does not indicate the degree name and the degree conferral date, then an official copy of the degree certificate must also be submitted

If your university issues only one original copy of transcripts/degree certificates:

Make photocopies of your original academic records and send them to your home university. Ask your home university to:

• verify that the photocopies are consistent with their records.
• attest that the copies are true photocopies and stamp them with an official university stamp.
• put the attested, stamped photocopies in sealed envelopes endorsed by the Registrar.
• mail the sealed, endorsed envelopes directly to Graduate & Postdoctoral Studies.

If your transcripts are issued in a language other than English:

• arrange to have a set of all official transcripts issued in their original language.
• obtain a certified literal English translation of your transcripts from your home university's translation service.
• send both the original transcripts and the literal English translation to UBC Graduate & Postdoctoral Studies.

If your home university does not provide English translations of transcripts:

• make a photocopy of your copy of your transcripts. Do not open a sealed, endorsed envelope containing transcripts intended for submission to your program.
• take the copy to a certified English translator and ask them to provide a complete, word-by-word, literal English translation.
• tell the translator to put both the original language photocopy and the English translation into a sealed envelope, and endorse the envelope by signing across the seal.
• send the sealed, endorsed envelopes from the translator to UBC Graduate & Postdoctoral Studies.
• send your original transcripts in the original language to UBC Graduate & Postdoctoral Studies.

Note: Academic records must be translated in their entirety, including any information that appears on the reverse side of any document.

UBC does not accept the following:

• photocopies that have not been stamped, attested and endorsed by the Registrar at your home university
• documents in envelopes that have been opened
• documents that do not arrive in sealed envelopes endorsed by the issuing institution or certified translator
• documents that arrive without the official seal of the university
• photocopies notarized by a notary public
• photocopies endorsed by a lawyer, professor, judge etc.
• unofficial translations
• non-literal translations

Do not send academic records that are not in sealed and endorsed envelopes. It will only delay the processing of your application.

Documents being provided to meet conditions of admission  should be sent directly to:

Tuition for PhD and EdD Programs

Tuition fees for PhD and EdD Programs are found on the UBC Calendar  website .

Note that fees are subject to change by the University.

Deadlines for applications

Deadlines for the EDST PhD program can be found on the EDST website .

Quick links:

Graduate Program Assistant Email:  [email protected] Tel: 604.822.6647

Department of Educational Studies Faculty of Education The University of British Columbia 6445 University Boulevard, V6T1Z2

Dr. P   Taylor   Webb , PhD Management Chair Email: [email protected] Tel: 604–822–6381

Meet our Alumni

McGill Alert / Alerte de McGill

McGill Alert . The downtown campus will remain partially closed through the evening of Monday, July 15. See the Campus Safety site for details.

Alerte de McGill . Le campus du centre-ville restera partiellement fermé jusqu’au lundi 15 juillet, en soirée. Complément d’information : Direction de la protection et de la prévention . 

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Doctoral (Ph.D.) Programs

If you have a passion for research and innovation, then pursuing your PhD is your gateway to becoming an expert in your chosen field! At McGill Education, you will be mentored by world-class researchers and collabourate with in international scholars. The Faculty's doctoral students have the opportunity to play a role in driving societal innovation in the areas of education studies, educational or counselling psychology, or kinesiology and sport science. Make lifelong connections along your academic journey and take advantage of the many funding prospects available.

Gain insight into our array of PhD programs and get to know the world-class experts in the Faculty of Education to connect with potential supervisors.

Departmental Grad Studies Overview Videos:

Resource Links for Prospective Grad Students

Department and university information.

• Veuillez noter qu'une version française de ce site est en cours de développement et sera publiée dans les mois à venir, en 2024.

• Graduate School
• Prospective Students
• Graduate Degree Programs

Doctor of Education in Educational Leadership and Policy (EdD)

Canadian immigration updates.

Applicants to master’s and doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The Ed.D. in Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

The program is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing, and improving practice in educational settings. It consists of six required seminars, two elective courses, a comprehensive examination, and a dissertation. While the program addresses Canadian educational issues and perspectives in a global context, it is the particular settings and leadership or policy responsibilities of the participants that are the starting points of seminars. The expertise of qualified adjunct faculty from related professional fields supplements that of the regular faculty members.

Graduate school at UBC helped me to see things more broadly, to take more chances, not to be afraid to fail and to believe that I had things worth sharing with others.

Suzanne Windsor-Liscombe

Program Structure

Students are admitted to the Ed.D. in cohorts of 10 to 15 and proceed as a group through required courses and the comprehensive examination which occurs at the end of Year 2. Students then propose and execute their dissertation research projects. Students must complete all program requirements within six years of initial enrolment. Required courses are offered on campus for two consecutive Summer Sessions (July to mid-August) and two consecutive Winter Sessions (on weekends from September to early April).

Quick Facts

Program enquiries, admission information & requirements, program instructions.

Please ensure you follow the instructions in the online application system. After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted properly and by the application deadline. The Admissions Committee will only review complete applications. You can check the status of your application and supporting materials through the online application system.

1) Check Eligibility

Minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Document requirements.

Letter of Intent; Writing Sample; Professional resume or CV

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Education in Educational Leadership and Policy (EdD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Education in Educational Leadership and Policy (EdD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion Rates & Times

Upcoming doctoral exams, thursday, 25 july 2024 - 9:00am, monday, 16 september 2024 - 9:00am.

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Abdi, Ali (Comparative and cross-cultural education; Decolonizing philosophies of education, Development education, Critical research methodologies,; Human rights education)
• Ahenakew, Cash (Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education)
• Andres, Lesley (Higher education; life course research; international comparative higher education; sociology of higher education)
• De Oliveira Andreotti, Vanessa (Education for/about international development, Social accountability in local and global engagements, Global Citizenship Education)
• Ellis, Jason (Canadian history; Specialized studies in education; Educational policy; Education policy; history of education)
• Fallon, Gerald (Indigenous Studies, International and Comparative Education, Leadership and Organizations, Policy, Research methodologies)
• Gill, Hartej (Cultural studies, Leadership and Organizations, Post-colonial studies, Teaching and Practice)
• Gleason, Mona (History, archaeology and related studies)
• Kelly, Deirdre (Children and youth, Gender studies, Media and democracy, Social justice, Sociology of Education)
• Kovach, Margaret
• Mazawi, Andre (Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education)
• Metcalfe, Amy (Educational policy; Higher education; Specialized studies in education; Higher Education Studies; Internationalization; Migration Studies; Academic Labour and Mobility; Higher Education Policy; Visual Research Methods; Campus Environments; Science and Knowledge)
• Rocha Perkerwicz, Samuel (Educational policy; Specialized studies in education; Philosophical Traditions in Education; philosophy of education)
• Roman, Leslie (Ethnography, Cultural studies, Disability studies, Sociology of Education)
• Ruitenberg, Claudia (History and philosophy of education; Political science and policy administration; Environmental education and extension; Environmental philosophy and education; philosophy of education; Political education)
• Shan, Hongxia (Other education, n.e.c.; Immigration and adult education and learning; Lifelong learning; Gender and work; Prof. learning)
• Sork, Tom (Adult education, Lifelong learning, Teaching and Practice)
• Stack, Michelle (Adult and continuing education, and community education; Educational policy; Media studies (except social media and digital media); Community Engaged Research; Knowledge translation; Cooperatives and Social Solidarity Economies; University Rankings and Equity; Disability studies; anti-racism; media education)
• Stein, Sharon Rebekah (Higher education; Educational policy; Specialized studies in education; Educational theory; Global education; Higher Education; International and comparative education; International education; Pedagogy and education; Post-colonial studies; Race/ethnicity; Social and Cultural Foundations of Education; Social justice; sustainability; climate change)
• Taylor, Alison (Adult and continuing education, and community education; Educational administration, management and leadership; Educational policy; Higher education; Specialized studies in education; Education, Knowledge and Skills; Educational Context; Political Contexts; Social Contexts; Social Policies)
• Vanwynsberghe, Robert (Citizenship and democracy, Social justice, Sustainability; Sustainability; Environmental Education; Theory and Method)
• Walker, Judith (Adult and continuing education, and community education; Sociology of education; Educational policy; Adult education; Higher Education; policy studies; Health Professions Education)
• Wang, Fei (Educational administration, management and leadership; Educational policy; Specialized studies in education; Educational administration and leadership; Leadership; the role of the school principals; social justice and diversity; comparative policy studies; Education and Training Management; Ideology and Social Policy; Social Contract and Social Justice; Offshore school and its leadership)
• Webb, P. Taylor (Education systems; Philosophy; Education governance, policy, and politics; Michel Foucault; Gilles Deleuze; Neoliberalism; Governmentality; Micropolitics; Biopolitics; Subjectivity; Artificial Intelligence)
• Wright, Handel (Educational policy; Specialized studies in education; (post)multiculturalism and multicultural education; Africana studies; Critical Race Theory; Cultural Studies; Educational Approaches; identity, citizenship and belonging; postcolonialism and decolonization; Transcultural Studies; Youth Studies; anti-racism)

Doctoral Citations

Sample Thesis Submissions

• Community-university engagement in Canada : boundary spanner practice
• Ableism in higher education : collective agreements, EDI initiatives, and accommodation policies
• Indigenous knowledge and Indigenous ways of knowing and settler educator practice in the North Vancouver School District
• Transformative learning through collaboration : experiences of education beyond borders’ members from Canada and Kenya
• A humanities-based pedagogy of death : apocalyptic prose as public reimbursement collapse competency
• What's at stake and what's at play : a case study of government and non-profit stakeholders and their experiences of power in the early stages of collaboration
• The meaning of home : untold stories of people from Dadaab Refugee Camp studying at Canadian postsecondary institutions
• Quality assurance in British Columbia higher education : a policy analysis
• The third mission of UBC’s health faculties, departments and schools : a role in society beyond education and research

Related Programs

Same academic unit.

• Doctor of Philosophy in Educational Studies (PhD)
• Graduate Certificate in Adult Learning and Education (GCALE)
• Graduate Certificate in Higher Education (GCHIED)
• Master of Arts in Educational Studies (MA)
• Master of Education in Adult Learning and Education (MEd)
• Master of Education in Adult Learning and Global Change (MEd)
• Master of Education in Curriculum and Leadership (MEd)
• Master of Education in Educational Administration and Leadership (MEd)
• Master of Education in Educational Studies (MEd)
• Master of Education in Higher Education (MEd)
• Master of Education in Society, Culture and Politics in Education (MEd)

Further Information

Specialization.

Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.

UBC Calendar

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Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Considering UBC for your graduate studies?

Here, you can choose from more than 300 graduate degree program options and 2000+ research supervisors. You can even design your own program.

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Education (Ed.D.)

Become an Innovative Education Leader

The University of Findlay’s online Doctor of Education (Ed.D) Program prepares teachers and administrators who are passionate about improving the practice of education through strategic planning, effective communication, and critical thinking. Emphasis in the Ed.D. program is on translating research into effective systems of instruction, supervision, and leadership.

Findlay’s online Doctor of Education Program has been named as one of the best in the nation for 2023 by BestColleges.com .

$33,300 total tuition

$555/credit hour x 60 credit hours

Complete in as little as 3 years

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The University of Findlay is accredited by the Higher Learning Commission. Preparatory programs offered by the College of Education for prospective teachers and other school personnel are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the Ohio Department of Higher Education.

Sample Courses

EDUC 713 – Innovation and Information Literacy EDUC 715 – Inviting Environments to Facilitate the Affective Domain EDUC 703 – Policy Analysis: Political and Legal Principles EDUC 707 – Global Dimensions and Perspectives on Diversity EDUC 705 – Strategic Planning and Continuous Improvement

Program begins in August 19, 2024

Admission requirements.

• Master’s degree from an accredited institution, with the possible exception of first-professional doctorate-degree holders, specifically when no master’s degree was offered (e.g., DPT and PharmD).
• Minimum graduate grade point average of 3.0 on a 4.0 scale.
• Two letters of recommendation, which include an assessment of your ability to perform doctoral-level work.
• Official transcripts, which can be in the form of attested credentials from a University-recognized document verification agency, of all graduate-level work.
• Curriculum Vita or resumé.
• Statement of research interest.
• Scholarly writing sample.
• Interview (in person or online) with College of Education faculty.

If your native language is not English and you have not graduated from an English speaking university in the United States, United Kingdom, Australia, New Zealand, Ireland or Canada, you must also submit an English language test score. You will be either directly admitted or conditionally admitted based on your English language test score. Visit the international admissions website for more information .

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Number of Ontarians without family doctor reaches 2.5 million, college says

Increase of more than 160,000 since last count 6 months ago.

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There are now 2.5 million people in Ontario who don't have a family doctor, the Ontario College of Family Physicians said on Thursday.

That's an increase of more than 160,000 people since the last count was released six months ago, said Dr. Jobin Varughese, the incoming president of the college.

"It's really concerning," the Brampton, Ont., family physician said in an interview.

"It means that people are more likely to turn towards walk-in clinics, urgent care (and) emergency departments where they will see a new person every time and lead to fragmented care," he said, adding that those patients are more likely to miss preventive cancer screenings.

The figures come from the latest data collected in September 2023 by research firm Inspire Primary Health Care, the college said.

The data is updated every six months and counts people as not having a family doctor if they are "uncertainly attached" — meaning they aren't rostered with a specific doctor or community health centre that provides their care continuously. That includes people who get care from walk-in clinics and emergency departments, as well as people who don't use primary care at all.

• Want more family doctors in Ontario? Pay them better, say physicians
• Family doctor shortage affects every region and is getting worse, Ontario Medical Association says

Having a dedicated family doctor rather than relying on walk-in clinics is especially important when people have complex chronic issues, Varughese said.

He sees the family physician shortage first hand, he said, as his full practice gets many calls from patients hoping to join. He also has to turn down requests from his own patients seeking care for their loved ones.

"Some of my newer colleagues who recently started practice, they closed taking on new patients by six months because they're full," Varughese said.

"What we've (also) seen a ton of is family docs who are getting closer and closer to retirement and really worry that nobody's going to be able to take on their practice."

Province should expedite useful changes, college says

The physician college's CEO, Deepy Sur, acknowledged that the provincial government has invested in primary care teams and committed to reducing "unnecessary paperwork" to help ease the workload of family doctors, but said that needs to be expedited.

"Ontario can implement changes with urgency so the impacts can be felt by family doctors and patients right away," Sur said in a news release.

Family physicians report spending up to 19 hours a week doing paperwork rather than seeing patients, the college said.

• Medical students' interest in being family doctors on decline even as provinces boost training spots
• Ford, Trudeau sign $3.1B health-care funding deal that will see Ontario hire more health workers

Hannah Jensen, spokesperson for Ontario Minister of Health Sylvia Jones, said the province is "leading the country with nearly 90 per cent of Ontarians having a primary-care provider" and investing in multidisciplinary care teams and ways to "tackle administrative burnout."

"At every step of the way our government has consulted with the (Ontario College of Family Physicians) and they have endorsed our government's action to connect more people to the primary care they need," Jensen said in an email.

The college also released the results of a separate study that found 670,000 people in Ontario need to travel more than 50 km to see their family doctor.

That research was conducted by Upstream Lab at St. Michael's Hospital in Toronto.

"Our data shows that without a family doctor nearby, patients may need to rely on hospital emergency departments more frequently and do not get screened for cancer as often," Dr. Archna Gupta, a family physician and researcher with Upstream Lab, said in the news release.

ABOUT THE AUTHOR

Nicole Ireland is a reporter with The Canadian Press.

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Doctoral Degree Overview

University of Idaho offers two advanced Education degree programs, the Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.). Differences between the two are explained below. The Doctoral Handbook will guide students through the steps necessary to be considered for admission to the doctoral program in the College of Education, Health and Human Sciences and College of Graduate Studies. For more information about our programs, contact us by email at  [email protected]  or call 208-885-6772.

For more information about our doctoral programs, contact Ann Brown .

Doctor of Education (Ed.D.)

The Doctor of Education prepares students as professional leaders, educators and practitioner-scholars who actualize the knowledge base in their respective field. Students will:

Create and model ethical evidence-based best practices

Lead organizational change 

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Support the principles of teaching and learning practices

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Doctor of Philosophy (Ph.D.)

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Adult, organizational learning and leadership, ph.d..

A Ph.D. in Adult, Organizational Learning and Leadership will prepare you to lead and teach professional development and training programs as a leader or educator. This doctorate program at the University of Idaho prepares students in a wide range of careers including higher education, business, government agencies and nonprofit organizations.

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Educational Leadership, Ph.D. or Ed.D.

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Healthy Active Lifestyles, Ph.D.

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• 09 July 2024

Canada just hiked PhD and postdoc pay — here’s how to get your country to do it, too

• Kaitlin Kharas 0

Kaitlin Kharas is executive director of Support Our Science and a PhD candidate at the University of Toronto, Canada.

You can also search for this author in PubMed   Google Scholar

You have full access to this article via your institution.

Graduate students and postdoctoral scholars often struggle to make ends meet, despite playing a crucial part in driving research and innovation. The cost-of-living crisis, which took root in many countries in late 2021, has worsened the situation.

Respondents to a November 2022 Nature survey of early-career academics reported sometimes having to get groceries from food banks. Despite this, most governments have not significantly revised the value of scholarships or postdoctoral remuneration. In Canada, where I am a PhD candidate, federal funding for scholarships and fellowships had remained stagnant for more than 20 years.

But that changed in April 2024, when the Canadian government announced an extra Can$2.6 billion (US$1.9 billion) for graduate student and postdoctoral compensation in its budget. The funding nearly doubled the value of federal scholarships and fellowships, and sets a new benchmark for students not directly covered by federal awards. This drastic change in government policy is, in large part, the product of a grass-roots activism campaign that I lead, called Support Our Science (SOS). Students in other parts of the world could use our methods to achieve similar results.

First, collective organization is key. Our biggest mistake was thinking that one-off, high-profile meetings would create impact. We quickly learnt that individuals talking in isolation, even to those with decision-making power, such as Members of Parliament (MPs), would be unsuccessful. This early lesson led to the formation of SOS. Although we developed a formal organization, with an executive council and a board of directors, it can be helpful to keep the structure informal in the beginning; simplicity encourages inclusion and wider sharing of responsibilities. Whatever the structure, the campaign needs a memorable name to capture the attention of politicians and the wider public.

Second, settle on a simple, repeatable message and a set of actionable recommendations early on. For us, this was increasing the value and number of scholarships and fellowships and tying remuneration to the prevailing inflation rate. Once a consensus is achieved, it’s important to stay laser-focused on the message and repeat, repeat, repeat. The more successful the campaign becomes, the more likely it is to be pulled in different directions. We refrained from taking on provincial or institute-level issues and stayed focused on the federal government, because we felt this had the potential to create the biggest impact.

It is also important to shape the talking points around the language of the government and its current priorities. In the Canadian context, our campaign focused on making life affordable for young people; the role of financing in ensuring that research training remains accessible to a diverse cross section of society; and the need for Canada to attract and retain top talent. The messaging can vary depending on what resonates in each country.

Third, relay the message in as many ways as possible. Only with a large and consistent volume of e-mails, phone calls, social-media posts and petitions will policymakers start to take notice. We began with an open letter to the government that amassed nearly 7,000 signatures, including those of several well-regarded Canadian scientists.

We then launched four MP-sponsored petitions to the Canadian House of Commons and campaigns by e-mail, phone and Twitter (now X) — all timed to garner attention during crucial budget-decision periods in the parliamentary cycle. We created a page on our website where a graduate student, postdoc, tenured faculty member or supporter could send a personalized message to their local MP or the prime minister and other key ministers.

A key turning point for our movement was the nationwide walkout on 1 May 2023, born out of the disappointment of not receiving any funds in the 2023 budget. More than 10,000 researchers from 46 Canadian institutions took part, and the media covered the protest extensively .

Fourth, make connections and build trust. It’s important to be stubborn and not get discouraged when the big meetings don’t happen right away. In the long run, gaining the trust of local parliamentarians, key ministerial staff and departmental policy advisers gave us the opportunity to be a part of ongoing conversations and to have a seat at the table when decisions were eventually made.

Collaborating with players outside academia and government is important, too. Research institutes, hospitals, companies and charities all have advocacy groups representing their interests. As academics, we had relatively little expertise of government relations, and like-minded advocacy organizations kindly provided advice. Along with 11 research lobbying groups, SOS formed the Coalition for Canadian Research in 2023 and aligned on one set of recommendations. A clear, actionable path from the entire research community is more likely to be successful with the government than is a mosaic of varied recommendations.

For any graduate student or postdoc thinking of engaging in advocacy, I’d say: go for it! The scale of the challenge can feel overwhelming, but if we succeeded in Canada, then it’s possible to do so elsewhere, too. The collective voices of graduate students and postdoctoral scholars are too powerful to be ignored.

Nature 631 , 256 (2024)

doi: https://doi.org/10.1038/d41586-024-02227-6

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An Introduction to Examining the Doctorate, 30 April 2025 [online]

30 April 2025, 2:00 pm–4:00 pm

This session reviews all the stages of examining a doctorate, and focuses on good practice and potentially tricky situations. It's designed for anyone assessing any kind of doctoral award, whether as an internal or an external examiner, or in-person, hybrid or online.

This event is free.

Event Information

Availability, wednesday 30 april 2025, 14:00 - 16:00 [online].

This session reviews all the stages of examining a doctorate. After reviewing UCL's official guidance, we discuss examples of good practice and answer some frequently asked questions, and we think about what we might do in difficult situations, including hearing from experienced examiners about their experience of handling awkward or tricky scenarios. We look briefly at examining different doctoral awards, as well as using hybrid and online vivas as part of the examination process. The session is designed for anyone assessing any doctorate, whether as an internal or an external examiner.

In this workshop we will: 

• Explain UCL's examining procedures and guidelines
• Prepare you for examination at other institutions 
• Explore various scenarios through case studies
• Share best practice

Participants who have completed this course/session will be able to:

• Understand UCL policy and procedure for effective examining of doctorates  
• Be more confident in examining doctorates at UCL and at other institutions

Who should attend

Research supervisors, mid career, education leaders.

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