how many credits for a phd in education

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Ph.D. Program Requirements

The Doctor of Philosophy program at the College of Education prepares students for careers of research or scholarly inquiry and teaching at the college/university level. The program consists of: (1) continuous research and faculty discussion inquiry, (2) courses in education and related fields designed to develop a comprehensive academic basis for future work in research and teaching, and (3) teaching and other related experiences tailored to individual needs and career goals.

Table of Contents

• Enrolling in First & Second Year Courses
• Research & Teacher Preparation
• Advancing to Prospective Candidacy 
• Forming a Supervisory Committee
• Research and Inquiry Conference
• Eligibility
• General Exams
• Completing the Oral General Exam
• Dissertation Credits
• Preparing the Dissertation Proposal
• Forming the Reading Committee
• Conforming to Stylistic Standards
• Completing the Final Exam (Dissertation Defense)
• Submitting Your Dissertation to the Graduate School
• Maximum Allowable Time

1) Enrolling in First & Second Year Courses

Upon admission to the Ph.D. program, you are designated "Post-Master's," meaning that you have been assigned to an adviser, but do not yet have a doctoral Supervisory Committee. The goal of the post-master's phase is to arrange research/inquiry experiences and coursework that will qualify you for Prospective Candidacy. You are assigned a first-year adviser whose research and scholarly activities are in your field of intended specialization. During the first year of study, your adviser will be a central figure, helping you plan academic life.

Working with your adviser, you will: (1) identify a research topic and secure ways and means for participating in the selected project, (2) select first-year courses, and (3) prepare documentation for advancement to Prospective Candidacy. Although the role of faculty advisers is designed to assist you in completing the Ph.D. degree, it is your responsibility to follow all procedures of the Graduate School and College of Education.

In the College of Education's LSHD program, post-bachelor's students may be admitted to work toward a Ph.D. without formally completing a master’s degree program. Post-bachelor's applicants to the Ph.D. track are expected to have research experience and/or research potential, as well as research interests that align with faculty expertise. Post-bachelor's students in the LSHD Ph.D. program may choose to complete an M.Ed. along the way.  Those who would like to complete their M.Ed. along the way must meet the minimum 45 credit Graduate School requirements for the LSHD M.Ed. program. The 45 credits include a minimum of 21 credits in EDPSY coursework, 18 minimum numerically graded credits at the 400 or 500 level, and 18 minimum credits at the 500 level or above.  

If you are a post-bachelor's student working within the prospective Ph.D. track and plan to obtain your M.Ed. along the way in LSHD, you will complete a qualifying paper no later than the quarter in which you complete 45 credits. The qualifying paper is designed to be the equivalent of a master’s final exam or thesis in quality, and must be evaluated by two members of the graduate faculty. This paper must be separate from your R&I paper.

2) Research & Teacher Preparation

A number of useful methods exist for inquiry into educational problems and issues. You will need to develop an appreciation for the diversity of options available. Initial preparation consists of studying the fundamental differences and similarities among various approaches to inquiry in education through the required Educational Inquiry Seminar Series (EDLPS 525 and 526; see the General Catalog for course details). Please note that these courses are sequential; EDLPS 525 is the prerequisite for EDLPS 526. You should complete this sequence as early in the program as possible, preferably in your first year.

Additionally, you will be required to complete a minimum of four additional 500-level courses (combined total of no less than 12 credits) relating to methods of educational inquiry; in these four courses, you must earn a grade of at least 3.0 (or written verification that you would have received a 3.0 in courses that are offered C/NC). You are strongly encouraged to select coursework representing at least two broad approaches to inquiry (quantitative, qualitative, philosophical, historical, etc.) offered both inside and outside the College of Education. The final selection of appropriate courses will be made with the advice and consent of your adviser. The required Inquiry series must be completed prior to your advancement to Prospective Candidacy; two of the four additional research courses must be completed prior to your Research and Inquiry Presentation.

Each Supervisory Committee will design experiences to promote excellence for students who will seek teaching positions. The nature of these experiences will vary according to your prior experience. Some students come to programs in education with substantial experience as teachers, and for them, fewer graduate school experiences may be required.

For some students, the annual Research and Inquiry Presentation will be enough to polish their instructional skills and to demonstrate mastery of instructional approaches. Other students may need to serve as teaching assistants, either formally or informally. Your Supervisory Committee will see that you have appropriate, supervised experience as needed to promote effective teaching skills.

The advancement to Prospective Candidacy process--including the materials and discussions involved in it--is an opportunity for students, advisers, and the broader faculty to evaluate the student’s progress up to that point and to plan for future course taking, committee member selection, and dissertation interests.

You may be considered for advancement to Prospective Candidacy after completing 24 credits of study, including the Inquiry Seminar Series if required (EDLPS 525 and 526) and a minimum of nine credits within your chosen field(s) of study.  Individual programs may require additional coursework, and your adviser will inform you of any additional requirements early in your first quarter of study.  

Once you meet the minimum requirements, your adviser will help you prepare documents for presentation to the faculty. Those documents include (1) a course of study form (including grades received in each course), and (2) a revised goal statement.  You will revisit and revise the goal statement you wrote when you applied for your program to reflect your current thinking and goals.  Your adviser may require other materials, such as a curriculum vita or a paper from a course.  Check with your adviser to see if additional materials are necessary.  Together, the student and the adviser are required to meet to discuss the materials and to make any appropriate changes before the adviser presents the student’s case to the larger faculty for consideration.  Advancement to Prospective Candidacy needs to be completed before you can do your R&I.

The faculty in your program will review your work, judge the adequacy of your progress, offer suggestions about future course taking, and make a recommendation on Advancement to Prospective Candidacy to the Graduate Program Coordinator (the Associate Dean for Graduate Programs).  While we encourage as much faculty input as possible, a minimum of one faculty member besides your advisor will take part in this review. Advisers are then required to meet with the student to provide a summary of the collective input gathered from the larger program faculty meeting. 

Once you have advanced, you should initiate the  Prospective Candidacy Form  to notify the Office of Student Services about completing this milestone.

A summary of the process is below: 1. Meet minimum requirements for advancing to prospective candidacy. 2. Prepare course of study, revised goal statement, and whatever materials your advisor or program requires. 3. Meet with advisor to go over documents and revise as needed. 4. Advisor meets with program faculty and presents the student’s case for consideration. 5. Faculty in program review work, judge adequacy of progress, offer feedback, and make recommendation on advancement. 6. Advisor meets with student to give feedback and decision of the faculty. 7. Student initiates the  Prospective Candidacy Form  online. Once signed by the faculty advior, the completed form is then automatically submitted to the Office of Student Services.

Probationary language: If, after reviewing the student’s case, the program faculty decides that the student will not be Advanced to Prospective Candidacy, the student will be warned or placed on probationary status per the Graduate School's policy on Unsatisfactory Performance and Progress. At that time, the advisor must call a meeting with the student, one other faculty member, and the Associate Dean for Graduate Programs.  This group may require additional materials (i.e. course papers), and the student may offer additional materials as well.  The meeting should take place no later than the second week of the following academic quarter.  At this meeting, the faculty members and student will discuss what is necessary to lift probationary status. Examples might include: improving grades, revising the goal statement further, and requiring certain courses. 

4) Forming a Supervisory Committee

Once you have been advanced to Prospective Candidacy, you should direct your attention to forming a Supervisory Committee. In concert with your adviser, you should explore which members of the graduate faculty would be willing to serve on your Supervisory Committee. Each member of a Supervisory Committee will devote substantial time to working with you and should formally indicate willingness to serve. The chairperson of the Supervisory Committee, who must be a graduate faculty member from the College of Education, should express the willingness and availability to supervise a dissertation, since this is normally the most time-consuming responsibility.

Supervisory Committees will be formed in accordance with Graduate School policy

• A minimum of four voting faculty (at least three with graduate faculty appointments) must represent, respectively, your (a) specialization within their broad areas of study, (b) first cognate, (c) second cognate, and (d) specialization outside of the College of Education (definitions of broad area, specializations, and cognates can be found ( here ).
• No more than two voting faculty from your broad area may be on the committee.
• An additional graduate faculty member, the Graduate School Representative (GSR), must also serve on the committee. GSRs must be members of the graduate faculty with an endorsement to chair doctoral committees, and must have no conflict of interest (such as budgetary relationships or adjunct appointments) with the College of Education. Members of Supervisory Committees representing students’ specializations outside of the College of Education may also serve as GSRs, provided they are qualified to serve in both roles.

Once you have identified appropriate graduate faculty who are willing to serve, their names should be submitted to the Office of Student Services using the Committee Formation Request Form .  Your faculty adviser must approve the form to indicate their approval.

NOTE: The Graduate School requires each doctoral student who is forming a committee for the first time to submit a Use of Animal and Human Subjects Form to the Office of Student Services.

You should form a Supervisory Committee no later than the quarter prior to your General Exam. It is not imperative that the Supervisory Committee be formed before your Research and Inquiry Presentation. It is necessary, however, for you to have arranged for a group of faculty to evaluate your Research and Inquiry work.

The next task is to meet with your Supervisory Committee to develop a research program for the Research and Inquiry Presentation and to plan a course of study in preparation for the General Exam. Between Supervisory Committee meetings, your chairperson is responsible for serving as your adviser.

The Supervisory Committee may recommend against continuation in the program if your progress toward the degree is unsatisfactory. This may include, but is not limited to, an excessive number of course withdrawals or incompletes, a grade point average of less than 3.0, unsatisfactory performance in field placements, or unsatisfactory performance on the General Exam.

5) Completing the Research & Inquiry Presentation

Research preparation is the foundation of the Ph.D. program, as research will play a paramount role in students’ professional careers. Training to be an effective researcher requires (a) concentrated focus to learn the various methods of inquiry and practice, and (b) employment of these methods in various research projects while pursuing your degree. You will begin research activities during the first year of the program, and will continue to develop skills by conducting various research projects, culminating with a dissertation. The Research and Inquiry milestone consists of two major components: A major product of your research preparation effort is the R&I paper and presenting at the Research and Inquiry Conference annually during autumn quarter.

The purposes of R&I are to:

• Immerse you in issues of content and method directly pertinent to your chosen specialization.
• Provide you with practical experience in the use of methods and the application of content learned in coursework.
• Convey aspects of substance and method that characterize the topic studied, but are not taught in general method or content courses.
• Afford an opportunity for you to present research to a professional audience and for the audience to learn about the research.

The design, implementation, and presentation of the R&I research shall be under the supervision of your chair and at least two additional faculty members or your Supervisory Committee. At least three faculty members must approve a thoroughly developed research papers prior to taking the General Exam.

In general, your R&I paper should hold substantial promise of contributing to preparation for a dissertation, and at its inception should have a good chance of being publishable in a juried journal. At each meeting, members of the Supervisory Committee will reassess the extent to which your R&I activities are contributing to stated goals, and will provide advice in accordance with their assessment. Between committee meetings, the chairperson will assume primary responsibility for advising and assisting you with preparation of your R&I plan.

After successful completion of the written portion, Students will be required to present at the annual CoE R&I Conference held in autumn quarter. 

5.1) Research and Inquiry Conference

The R&I Conference is a half-day event where students will present their research in two types of session formats. All formats provide a means for grouping related papers into sessions, with different opportunities for moderators and audience participation. Students, with the approval of their advisor, determine which format is optimal for future preparation. Successful participation of in the Research ad Inquiry Conference is required prior to defending a dissertation.

The purposes for R&I conference:

• To mentor student research experience.
• To support professional practices toward becoming part of a community of scholars.
• To build community in the College

Session format options: 

Panel presentations  typically group together 2-5 student presenters with similar topics for a shared presentation and discussion opportunity. Each student will present an abbreviated version of her/his R&I paper, followed by summarizing comments from the moderator and then facilitated audience discussion and questions. A typical structure for a session allows approximately 5 minutes for the moderator’s introduction to the session, 10 minutes per presenter, another 5 minutes for moderator comments and summary, and finally 15 minutes for audience discussion. Individual presenters must be attentive to the time allocation for presenting their work in paper sessions.

Structured poster sessions  combine the graphic display of materials with the opportunity for individualized, formal discussion of the research. Depending on how many individuals plan to participate and how many intellectual areas will be presented, there could be anywhere from 1- 4 individuals in a 60 minute session. These sessions begin with attendees viewing poster presentations, then move into brief oral presentations to the audience gathered as a group, followed by direct discussion with poster presenters. Posters are linked conceptually in terms of education research issues, problems, settings, methods, analytic questions, or themes. 

5.2) Eligibility

To be eligible to participate in the R&I Presentations, you must meet the following requirements:

1.  You must be registered as a graduate student at the University of Washington during the quarter of the R&I Presentation. 2.  You must have completed the following research course requirements: six credits of the Inquiry series (EDLPS 525 and 526), plus two additional research methodology courses at the 500-level.   3.  You must have been advanced to Prospective Candidate status through your academic area.

4.  You must have identified a group of faculty who have agreed to evaluate your R&I work. In some cases, this group will be your Supervisory Committee; it is not imperative, however, that you formally establish your Supervisory Committee before R&I. As an alternative, a group of three faculty members can agree to evaluate your R&I work. 

5.  Some papers might require might need Human Subjects Form approval. If you and your advisor have determined you need this, you must have a Human Subjects Form approved prior to starting the research if the investigation is conducted with human subjects. See Louise Clauss in 115J Miller hall if you have questions regarding Human Subjects applications.

6.  The final copy should be submitted to the faculty evaluators and the Office of Student Services with the approval of three faculty members (or instructors). Instructions on completing the R&I submission process can be found on the Graduate Student Forms page . Please keep in mind that the faculty members have other time constraints. It is to your benefit to submit your research paper for evaluation as early as possible.

6) General Exams

When both you and your Supervisory Committee concur that you are prepared and have completed all course requirements (except the dissertation) — including the completion at least 60 credit hours of coursework, per Graduate School requirements (or 30 hours if you already completed a master’s degree that will be less than 10 years old at the time of graduation from the UW) — your Course of Study and research activities will be evaluated through Written and Oral Exams conducted by the Supervisory Committee.

The General Exam is given in two parts. The first part is written and examines content area in your broad area, specialty areas, and cognates. Upon satisfactory completion of the written portion of the General Exam, the oral portion may be scheduled. During the Oral Exam, members of the graduate faculty may ask any questions they choose. By majority vote, the Supervisory Committee will rule on whether you pass.

7) Completing the Oral General Exam

You are responsible for scheduling the oral portion of the General Exam (locating an adequate room, determining a date and time that is acceptable to all members of the Supervisory Committee, etc.), as well as submitting a Request for General Exam to the Graduate School. You should submit the request after forming your Supervisory Committee (see above) and at least three weeks prior to the date of the General Exam by using the Graduate School’s online process. During the Oral Exam, members of the graduate faculty may ask any questions they choose. By majority vote, the Supervisory Committee will rule on whether you pass. Once you have passed, the Office of Student Services will convey the exam results to the Graduate School. This will result in Candidacy being awarded at the end of the quarter in which you pass your Oral Exam.

8) Candidacy

After successfully completing the General Exams, you enter the Candidacy stage of your program. The main tasks of this phase include preparing a dissertation proposal, completing dissertation research, writing the dissertation, and conducting your final defense.

9) Dissertation Credits

When you and your adviser determine that you are completing dissertation-related work, you may register for dissertation credits (EDUC 800).   The Graduate School requires a minimum of 27 dissertation credits for degree completion, and these credits must be taken over a minimum of three quarters. 

10) Preparing the Dissertation Proposal

Upon successful completion of the oral portion of the General Exam, you and your Supervisory Committee will shift attention to the dissertation proposal. The purpose of the dissertation proposal is to provide you with constructive criticism from the entire Supervisory Committee prior to the execution of your dissertation research. The written dissertation proposal should be approved unanimously by the Supervisory Committee members; approval will be indicated by completing the Dissertation Proposal Form . Approval does not guarantee that the Supervisory Committee will approve the dissertation at the Final Oral Exam, but it does guarantee that the committee may not later disapprove the dissertation on the grounds that the research was poorly conceived. The approved proposal becomes the working paper for conducting your dissertation research.

Once the proposal receives Supervisory Committee approval, you will likely need to submit an application for review and approval by the Human Subjects Division. On its website, the College of Education has summarized some of the most important aspects of the Human Subjects Review Process . You should also consult the website of the UW’s Human Subjects Division .

For additional information about the process, the type of review suitable for a given project, application forms, and general assistance, contact Louise Clauss at [email protected] or 206-616-8291.

11) Forming the Reading Committee

The Reading Committee will be composed of a minimum of 3 members of your Supervisory Committee members, including the chairperson. It is also advisable to include a member who is knowledgeable in the chosen research methodology. The Reading Committee will read and review your dissertation in detail and make a recommendation to the larger Supervisory Committee about readiness to schedule the Final Exam. Once you identify appropriate graduate faculty who are willing to serve on the Reading Committee, their names should be submitted to the Office of Student Services using the Committee Formation Request Form on the Graduate Student Forms page .

12) Conforming to Stylistic Standards

It is your responsibility to ensure that your dissertation meets current Graduate School formatting requirements. You may find information about these requirements on the Graduate School Dissertation page .

13) Completing the Final Exam (Dissertation Defense)

You are expected to pass the Final Exam. The final defense of the dissertation is intended as an opportunity for all involved to celebrate the good results of their work during your career in the College of Education.

You should schedule the Final Exam after submitting your dissertation to the Supervisory Committee. You are responsible for scheduling the Final Exam (locating an adequate room, determining a date and time that is acceptable to all members of the Supervisory Committee, etc.), as well as submitting a Request for Final Exam to the Graduate School. You should submit the request after forming the Reading Committee and at least three weeks prior to the date of the Final Exam by using the Graduate School’s online process. You should also note that you must be enrolled for credit hours during the quarter of the Final Exam. If your Final Exam occurs during a period between academic quarters, then the Final Exam will be considered to have taken place the following quarter, and you must register for that quarter.

The Final Exam will cover your dissertation and related topics, and it may also cover other areas deemed appropriate by the Supervisory Committee. While the committee alone votes on acceptance of the dissertation, any member of the graduate faculty may participate in the Final Exam.

14) Submitting Your Dissertation to the Graduate School

Once you pass the Final Exam and complete any revisions requested by the Supervisory Committee, the remaining step is to submit your dissertation to the Graduate School.

In preparation for submitting your dissertation, you should keep the following Graduate School policies in mind:

• If you wish to submit your dissertation in the same quarter as your Final Exam, make note of the submission deadlines established by the Graduate School.
• You may submit your dissertation up to two weeks after the end of a quarter without having to register for the following quarter by using the Registration Waiver Fee . The Registration Waiver Fee option is available to a student who has completed all other degree requirements except submission of the dissertation. You will then be permitted to graduate the following quarter by paying a $250 fee in lieu of registering for credit hours.
• Submission of the dissertation is done electronically and involves several steps. You should carefully review the degree completion information  available from the Graduate School. All Reading Committee members must approve the dissertation online and you must also complete the Survey of Earned Doctorates .

Specific questions about the electronic submission of dissertations should be directed to Graduate Enrollment Management Services (GEMS) at 206-685-2630.

15) Maximum Allowable Time

In planning your program of study and timeline, keep in mind that all requirements for the Ph.D. must be completed within a 10-year time limit.

The Richard W. Riley College of Education and Human Sciences: PhD in Education

• The Richard W. Riley College of Education and Human Sciences
• BS in Elementary Education
• Master of Arts in Teaching (MAT) in Elementary Education
• Master of Arts in Teaching (MAT) in Special Education (K- Age 21)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Semester)
• BS in Early Childhood Studies
• MS in Developmental Psychology
• MS in Early Childhood Studies (Semester)
• MS in Education (Semester)
• MS in Health Education and Promotion
• MS in Higher Education (Semester)
• MS in Instructional Design and Technology (Semester)
• MS in Psychology
• Education Specialist (EdS) in Curriculum, Instruction, and Assessment
• Education Specialist (EdS) in Early Childhood Education
• Education Specialist (EdS) in Educational Administration and Leadership
• Education Specialist (EdS) in Educational Technology
• Education Specialist (EdS) in Learning, Instruction, and Innovation
• Education Specialist (EdS) in Reading, Literacy, and Assessment
• Education Specialist (EdS) in Special Education
• Doctor of Education (EdD)
• PhD in Developmental Psychology
• PhD in Education

Note on Teacher Licensure or Certification

Learning outcomes, degree requirements, master of philosophy (embedded degree).

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• PhD in Health Education and Promotion
• BS in Child Development
• MS in Instructional Design and Technology (Quarter)
• MS in Education (Quarter)
• Education Specialist (EdS) in Educational Leadership and Administration (Principal Preparation) Program (Quarter)
• MS in Early Childhood Studies
• MS in Higher Education (Quarter)

Program Website  

The PhD in Education is a research-focused program that produces outstanding professionals who can address the nation’s most pressing challenges in the field of education. Specializations in a variety of established and newly emerging fields and a general program are available. For those educators whose particular learning interests are not met by one of the specializations or whose interests are interdisciplinary, The Richard W. Riley College of Education and Human Services also offers a self-designed specialization to meet their unique needs.

The PhD in Education learning outcomes will be demonstrated through numerous direct and indirect measures in each of the PhD specializations.

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

At the end of this program, the education professional will be able to:

• Synthesize content knowledge grounded in a specific educational discipline.
• Critically analyze education-related issues.
• Align research methodologies to questions and hypotheses addressing problems in the discipline of education.
• Communicate ideas to a variety of audiences related to the profession using oral and written scholarly formats.
• Practice ethically as a scholar in the field of education.
• Integrate a focus on global diversity and multiculturalism into solving problems in education.
• Evaluate the role of education in advancing social justice and positive social change.
• Foundation course (5 credits)
• Specialization courses (30 credits)
• Doctoral support courses (6 credits)
• Research courses (20 credits)
• Prospectus course (5 credits)
• Doctoral Dissertation course (5 credits per term for a minimum of four terms)
• Four PhD residencies

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Foundation Course (5 credits)

• Students may take this as a non-degree course.

Core Research Sequence (15 credits)

Courses composing the core research sequence are conducted online and require weekly readings, participation in discussions, and assignment completion. Course instructors guide discussions and evaluate discussion and application assignments. RSCH 8110 must be completed prior to Residency 2 of the academic residencies.RSCH 8210 and RSCH 8310 must be completed prior to beginning the dissertation or attending Residency 3.

Advanced Research Course (5 credits)

Those enrolled in this specialization are required to complete an advanced research course. The university offers three advanced research courses: quantitative, qualitative, and mixed-methods. When the prospectus is approved, students will take the advanced research course selected as the methodology approved for the dissertation.   Students are required to complete one of the following courses:

• Students may take this a non-degree course.

Specialization Courses

Changing specializations may increase a student’s expected time-to-degree completion and cost.

Specialization in Curriculum Instruction Assessment and Evaluation

Specialization in early childhood leadership and advocacy, specialization in early childhood special education, specialization in education policy, leadership, and management (p–20), specialization in educational technology and design, specialization in higher education leadership, management, and policy, specialization in higher education, leadership, and policy (self-designed), specialization in learning, instruction, and innovation, specialization in organizational research, assessment, and evaluation, specialization in p–20 education (self-designed), specialization in reading, literacy, assessment, and evaluation, residency requirements.

• Complete Residency 1 as soon as you begin your program ; should be completed within 90 days of completing your Foundations course (EDPD 8002/EDPD 8006/EDUC 8110).
• Complete Residency 2 after RSCH 8100/RSCH 8110.
• Complete Residency 3 after RSCH 8200/8210 and RSCH 8300/8310.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• a dissertation intensive (DRWI 8500). Contact Student Success Advising to register.  NOTE: Intensive Retreats are NOT included in Fast Track tuition.

Doctoral Support Courses (6 credits)

Completion of the doctoral capstone (5 credits per term for a minimum of four terms = 20 credits).

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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• Introduction

Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.

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Questions about these requirements? See the contact info at the bottom of the page. 

The PhD in education is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Students will work with faculty in the Harvard Graduate School of Education and the Faculty of Arts and Sciences.

Candidates for the PhD in education will be affiliated with one of three concentrations: culture, institutions, and society (CIS); education policy and program evaluation (EPPE); or human development, learning, and teaching (HDLT).

All entering PhD students (“G1s”) are assigned an academic advisor based on interests and goals discussed in the admissions application. The advisor must be a  current  HGSE faculty member who is a member of the Faculty of the Whole. The relationship between the faculty advisor and student is integral for scholarly progress and professional development. Like any professional relationship, the advisor-student relationship takes time to develop and is unique in nature, matching the styles and needs of both individuals.

Academic Residence

Completion of a minimum of two years of full-time study in residence is required to receive the PhD from Harvard Griffin GSAS. The academic residence requirement can be reduced by as much as one term (four four-credit courses) if the candidate's department grants academic credit for prior work done at HGSE within three years of starting the PhD (see Credit for Completed Graduate Work ).

Satisfactory Progress

The PhD in Education Steering Committee monitors each student’s progress year by year. The PhD in education degree is governed by a series of benchmarks that define what is considered evidence that the student is making “satisfactory, adequate and timely progress.” During the period between admission and submission of the dissertation, the PhD Steering Committee conducts annual reviews to ensure each candidate is meeting relevant benchmarks and academic milestones.

Program of Study

The first two years.

PhD in education students must complete a minimum of 64 credits/16 courses toward the degree, along with other academic and research-related requirements including:

• PhD Proseminar in Education (Year 1 fall; 1 course)
• Concentration Core Seminar (Year 1 spring; 1 course)
• Foundational Quantitative Methods Courses (2 courses)
• Foundational Qualitative Methods Course (1 course)
• Additional Qualitative Methods Course (1 course)
• Concentration Electives (3 courses)
• General Electives (5 courses)
• Research apprenticeship (each year)
• Reading Time (written comprehensive exam preparation; Year 2 spring, 1 course)
• Written Comprehensive Examination (Year 2 spring)
• Research Colloquia (Years 1 and 2; 1 course per year)
• Any outstanding coursework
• Oral Comprehensive Examination
• Research apprenticeship
• Teaching Fellow appointment(s) (four “slots” required at HGSE, typically fulfilled in Years 3 and 4)
• Research Colloquium presentation (Year 3, 4, 5, or 6)

Years Four-Six

• Dissertation Proposal (to be completed by the end of Year 4)
• Dissertation Committee Meeting (Year 4 or 5)
• Dissertation and Dissertation Defense (Year 4, 5, or 6)

Master of Arts (AM)

Candidates for the PhD in education degree may apply eight courses/32 credits of their doctoral program toward an AM in passing from Harvard Griffin GSAS. PhD in education students may apply for a master’s only after they have completed at least 16 courses (64 credits) since enrolling in the PhD program.

Students who wish to receive the AM in passing must file with the Harvard Griffin GSAS Registrar’s Office. While the department does not admit candidates for a terminal AM degree, students who have met all the course requirements may petition to be awarded the AM in education. Students must have a B+ average to receive a master’s-in-passing.

To enhance students’ teaching skills and to promote consolidation of their own learning, all PhD in education students are required to complete four Teaching Fellowship (TF) “slots” at HGSE over the course of their time in the program. Most students will fulfill this requirement in Year 3 or Year 4, though students must fulfill the requirement before receiving Harvard Griffin GSAS dissertation completion funding .  

Please note that this requirement is applicable to all PhD in education students—regardless of amount/level of teaching experience—and MUST be met with HGSE courses. TF slots from the Faculty of Arts and Sciences (FAS), Harvard Griffin GSAS, and/or other Harvard schools do not count toward this requirement, though are certainly encouraged in terms of professional development.

TF “slots” at HGSE represent one and a half days per week (on average) of salaried academic work over the course of a term, or the equivalent amount of time when spread over a longer period (e.g., yearlong) or condensed into a shorter more intensive period (e.g., January Term). A TF “slot” can be fulfilled in the following ways:

• A single course “slot” for a traditional term-long class (equates to one “slot”)
• A single course “slot” spread across a year-long class (equates to one “slot”)
• A double “slot” for a course with a particularly heavy TF workload (equates to two “slots”)
• A January term “slot” (equates to one “slot”)

Other Requirements

Research colloquia.

The HGSE Research Colloquia Series brings together faculty and doctoral students in a community of learning to foster disciplinary, as well as interdisciplinary, dialogue. These meetings include presentations by Harvard faculty, faculty and researchers from outside of Harvard, and other Harvard doctoral students. They meet weekly, at the same day and time. Each colloquium addresses topics salient to its participants and includes presentations of work-in-progress in addition to completed work in topic areas in education, such as leadership in education, global contexts in education, early childhood education, education access and equity, civic learning and engagement, or teaching and instructional effectiveness. 

First- and second-year PhD in education students are required to register (and earn two credits per year) for the colloquium related to their academic concentration. Participation is strongly encouraged in later years as well. PhD in education students are required to present their work in the colloquium once during their program, typically between Year 3 and graduation.

Research Apprenticeship

All PhD in education students are expected to engage in research starting in their first year and continuing throughout their doctoral studies. The research apprenticeship provides students an opportunity to develop their research skills, and may take several forms, including:

• independent research work under the guidance of a faculty member, either as a paid research assistant (RA) or for independent study credit
• research work with a faculty member (and often other doctoral students) as part of a research project
• active participation in a research group or lab, often led by the primary academic advisor or by a small group of collaborating faculty.

Students are strongly encouraged, as part of their research apprenticeship work, to collaborate with faculty and other doctoral students in order to jointly author scholarly papers.

Grade Requirements

Students must maintain a cumulative grade average of B+ or better in each year of graduate work. At no time may a student register for a term if they have more than one Incomplete. Where the primary field requires either that all courses be passed at or above a certain grade or that the student’s average grade be higher than B+, the student will be required to meet that requirement for courses in the field.

No more than one Incomplete may be carried forward at any time by a PhD student in education. The work of the incomplete course must be made up before the end of the term following that in which the course was taken. In applying for an Incomplete, students must have signed permission from the instructor and, in some cases, the director of graduate studies, or the course in question may not count toward the program requirements. If students do not complete work by the deadline, the course will not count toward the program requirements, unless there are documented extenuating circumstances.

Comprehensive Examinations

All PhD in education students take the Written Comprehensive Exam at the end of Year 2. In Year 3, students take the Oral Comprehensive Exam with their faculty advisor and committee members. Once the student has passed the oral exam, they are approved to move forward to the dissertation proposal stage.

Dissertation Proposal

The Dissertation Proposal (DP) is a document generated prior to the dissertation to introduce and summarize a student’s research goals and proposed methods of investigation. It is a blueprint for the research to follow. The purpose of the dissertation proposal is to articulate for committee readers that there is a research question worth pursuing and that the study is well designed to address it. Every DP includes a literature review leading to an explicit research question and a detailed plan for investigating the question through original research. The DP should convince readers that the study is both likely to enrich the field in general and feasible in nature. As noted above, all PhD students are required to obtain DP approval by the end of their fourth year.

Dissertation Committee Meeting

The Dissertation Committee must hold at least one meeting (the Dissertation Committee Meeting, or DCM) to discuss and support the student’s progression toward completing the dissertation proposal as well as the dissertation. Each student should determine, in consultation with their advisor, when holding the DCM would be the most useful for advancing the dissertation work. For some students, the DCM will occur early in the dissertation process and involve discussion and/or approval of the DP. For other students, the DP can be approved by committee members without holding a committee meeting, allowing the DCM to be held after data collection has commenced (e.g., in order to talk about progress and potential challenges in the dissertation study). Regardless of timing, all DCMs should include the following elements:

• provide faculty readers the opportunity to question and offer suggestions about the dissertation proposal, data collection, analysis, and writing plans
• anticipate and/or discuss emergent issues in the early progress of the proposed work
• establish a framework and timetable for reading and submitting dissertation drafts to faculty readers.

At the DCM, members of the Dissertation Committee should come to an understanding about the future progress of the dissertation, resolve any emergent issues, and agree upon what will be included in the final dissertation in order for it to be considered complete.

Dissertation

The dissertation is the cornerstone of a PhD, presenting the student’s independent research and supporting their candidacy for earning the doctoral degree. For purposes of this program, a dissertation is a scholarly inquiry into some aspect of education based on original empirical research; it addresses a particular question and contributes significantly to knowledge and/or concepts in the field of education.

Dissertation Defense

The Dissertation Defense is, in many ways, a doctoral student’s crowning academic achievement––the presentation and defense of one’s own ideas and scholarship in a public forum. The Dissertation Defense promotes intellectual discourse and emphasizes the importance of disseminating educational research with the goal of having an impact on practice and/or policy. The Dissertation Defense is 75 to 90 minutes—beginning with a 20- to 30‐minute presentation by the student, followed by a 45‐minute question and answer session led by the dissertation committee. At the conclusion of these public aspects of the Dissertation Defense, the student’s Dissertation Committee will deliberate and vote in private before having the student return and learn the rating, along with suggestions for steps to finalize the dissertation. The dissertation committee must submit original signatures on the PhD in Education Dissertation cover sheet and the Dissertation and Defense rating sheet. In the event a committee member is participating remotely, please consult with the Doctoral Programs Office on how best to obtain all original signatures.

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Academic Degrees , Education Degree News

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

Updated: February 13, 2024

Published: December 17, 2018

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

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

What is a Ph.D. in education?

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

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

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

There are more differences between the two, including:

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

Why Earn a Ph.D. in Education?

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

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

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

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

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

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

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

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

Technical skills:

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

Soft skills:

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

The Doctorate in Education Salaries You Can Expect

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

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

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

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

Denmark: $109,600

Switzerland: $185,000

UK: $110,000

US: $102,400

Finland: $95,000

Canada: $93,000

Germany:$92,000

France: $82,000

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

What are the Requirements?

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

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

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

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

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

Online programs

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

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

Studying in Europe

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

Fully-funded Programs

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

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

Online vs On-campus

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

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

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

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

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

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

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

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

Is a Ph.D. in Education for Me?

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

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

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How Many Credits Are Required for a Doctorate Degree?

Doctorate degrees are an in-demand credential for people who want to be at the top of their field—whether they’re looking to advance their professional career or teach at the college or university level.

In this blog, we help you better understand the range of credit hours for doctorate programs, who determines the credit requirements, and provide estimates about how hours equate to credit, which will help you understand how long it may take to earn your doctorate degree.

How Many Credit Hours Does it Take to Earn a Doctorate?

The hours needed to earn a doctorate varies widely—from 60 to 120 credit hours. This range large range is impacted by:

• Degree Type: The type of degree you earn—from traditional Ph.D. degrees to professional doctorates—is influential in determining your required credit hours. Most Ph.D. programs require the full 120 hours, while professional doctorates can require as few as 58 hours.
• Area of Study: What you choose to study will greatly impact your required credit hours. Subjects like the hard sciences and humanities may require fewer credit hours than fields like psychology.
• Institutional Requirements: Each university determines its curriculum structure, number of credit hours per class and required credit hours for each program. Even if you’re earning the same degree, some schools will require more or less credits based on how their program is structured.
• Regional and State Requirements: Every university is governed by both regional and state accrediting bodies. These accrediting bodies determine the minimum credit required to earn a doctorate. For example, the State of Ohio requires students earn a minimum of 60 credit hours beyond their bachelor’s degree credits.

To determine how many credit hours will be required for the doctorate degree of your choice you’ll need to research individual programs at institutions.

Earning a doctorate is challenging and rewarding, but do you know what to really expect? Download this free guide for tips and insights to help you prepare for success.  

How are credit hours defined.

A credit hour is defined by the amount of time required—in the classroom setting, as well as outside researching and studying—to complete a course. For most terminal degrees, one course is worth 3 to 4 credit hours. The number of credit hours associated with a course is determined at the university level.

At Franklin University , each credit hour equates to 30 hours worth of work. Most of our major courses are 4 credit hours, meaning it will take 120 hours worth of lessons, research and study during the term to complete the course.

There are 4 fundamental ways you earn credits in a doctoral program:

• Major Courses: Your major courses are fundamental to the subject matter of your degree. They’re focused on providing you with a breadth of experience crucial to success in the industry.
• Electives: Electives or focus area courses give you the opportunity to explore areas of specialization or in-depth study within your chosen degree program.
• Research Core: Your core research courses will teach you how to perform quantitative and secondary research, use common tools and software and prepare you with the writing skills you’ll need to write your dissertation.
• Dissertation Requirements: Your dissertation requirements commonly include a comprehensive exam, research and writing of your dissertation and a dissertation defense.

What Counts As a Previous Credit for a Doctorate Program?

While your required coursework is an obvious way to earn credits toward your doctorate degree, there may be other ways to earn credit depending on your program and institution.

When evaluating doctoral programs, you should look for ways to get credit for your previous education and professional experience.

Credit for Master’s Degrees or Previous Graduate Study

Many programs accept master’s degree credit, or credits completed at the graduate level, toward the total hours needed for a doctorate.

For example, if a doctorate program requires 90 hours of post-baccalaureate credit, up to 30 hours of master’s credit may apply toward the total credits needed to complete a doctorate.

Transfer Credit from Other Institutions

The amount of transfer credit accepted at the doctoral level varies from institution to institution. Programs with liberal transfer credit policies, like Franklin University, may allow you to transfer up to 24 hours of previously earned credit.

Credit for Professional Experience or Credentials

Certain programs will give you credit for credentials, certifications or professional education courses completed outside of a degree program.

One example of this type of credit is for Franklin University’s Ed.D. program. This doctoral program will accept professional education completed for a superintendent’s license as up to 15 hours of credit toward the doctorate.

How Long Will it Take to Earn the Credit Hours Needed to Complete a Doctorate Program?

While the number of credit hours for a doctoral program is set in stone, the length of time to graduation is highly dependent on a number of factors.

Type of Doctorate and Program

A Ph.D. program, on average, takes longer to complete than a professional doctorate. The average Ph.D. takes 8.2 years to complete, while a professional doctorate can be completed in as few as three years. There is also variance between individual areas of study within these degree classifications.

Instruction Method

Whether you attend an online program , an in-person program or a blended program that offers both options, your instruction method can greatly impact time to graduation.

• Online programs offer greater flexibility, which as a full-time student, usually results in a shorter time to graduation.
• In-person programs usually take longer to complete, often due to the additional commitments of teaching and research outside of the individual’s degree requirements.
• Blended programs provide the benefit of both methods of instruction, so time to graduation usually depends on individual availability and preference of instruction methods.

Individual Pace

For students in a professional doctorate program, a full-time student can earn a degree in three years, while students who attend part time are likely to take 4-5 years to complete a degree. However you plan to pursue your doctorate, be aware of the maximum time to completion.

For example, Franklin University’s maximum time to completion for a doctorate program is seven years. It’s unlikely it would take this long to complete your degree unless you take time off during the program.

Professional and Personal Commitments The pace at which you complete a doctorate is a personal choice. Depending on where you are in your career, you may want to continue working as you pursue your doctorate. You also need to consider the amount of time you can commit to your studies based on your personal situation, as well as the financial commitment you’re willing to make.

Whatever path you take, doctorate programs are rigorous and require a passion for your work and dedication to your studies. You must be ready to commit to attending classes (online or in-person), studying, researching and completing your dissertation.

Is Faster Better When it Comes to Earning Your Doctorate?

The number of credits required to complete your doctorate degree, and the amount of time it takes to complete these credits, is only one consideration when choosing a doctoral program. When it comes to the investment of your time, energy and finances, quicker isn’t always better.

You need to consider the quality of the program and if it meets your personal needs and professional goals. For professionals looking to complete their doctorate while working full time, Franklin University offers flexible, online doctorate programs that can help you balance your short and long-term goals.

Explore Franklin University’s doctoral programs to advance your career while accelerating your time to graduation.

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How Long Does It Take to Get a Ph.D. Degree?

Earning a Ph.D. from a U.S. grad school typically requires nearly six years, federal statistics show.

How Long It Takes to Get a Ph.D. Degree

Caiaimage | Tom Merton | Getty Images

A Ph.D. is most appropriate for someone who is a "lifelong learner."

Students who have excelled within a specific academic discipline and who have a strong interest in that field may choose to pursue a Ph.D. degree. However, Ph.D. degree-holders urge prospective students to think carefully about whether they truly want or need a doctoral degree, since Ph.D. programs last for multiple years.

According to the Survey of Earned Doctorates, a census of recent research doctorate recipients who earned their degree from U.S. institutions, the median amount of time it took individuals who received their doctorates in 2017 to complete their program was 5.8 years. However, there are many types of programs that typically take longer than six years to complete, such as humanities and arts doctorates, where the median time for individuals to earn their degree was 7.1 years, according to the survey.

Some Ph.D. candidates begin doctoral programs after they have already obtained master's degrees, which means the time spent in grad school is a combination of the time spent pursuing a master's and the years invested in a doctorate. In order to receive a Ph.D. degree, a student must produce and successfully defend an original academic dissertation, which must be approved by a dissertation committtee. Writing and defending a dissertation is so difficult that many Ph.D. students drop out of their Ph.D. programs having done most of the work necessary for degree without completing the dissertation component. These Ph.D. program dropouts often use the phrase " all but dissertation " or the abbreviation "ABD" on their resumes.

According to a comprehensive study of Ph.D. completion rates published by The Council of Graduate Schools in 2008, only 56.6% of people who begin Ph.D. programs earn Ph.D. degrees.

Ian Curtis, a founding partner with H&C Education, an educational and admissions consulting firm, who is pursuing a Ph.D. degree in French at Yale University , says there are several steps involved in the process of obtaining a Ph.D. Students typically need to fulfill course requirements and pass comprehensive exams, Curtis warns. "Once these obligations have been completed, how long it takes you to write your dissertation depends on who you are, how you work, what field you're in and what other responsibilities you have in life," he wrote in an email. Though some Ph.D. students can write a dissertation in a single year, that is rare, and the dissertation writing process may last for several years, Curtis says.

Curtis adds that the level of support a Ph.D. student receives from an academic advisor or faculty mentor can be a key factor in determining the length of time it takes to complete a Ph.D. program. "Before you decide to enroll at a specific program, you’ll want to meet your future advisor," Curtis advises. "Also, reach out to his or her current and former students to get a sense of what he or she is like to work with."

Curtis also notes that if there is a gap between the amount of time it takes to complete a Ph.D. and the amount of time a student's funding lasts, this can slow down the Ph.D. completion process. "Keep in mind that if you run out of funding at some point during your doctorate, you will need to find paid work, and this will leave you even less time to focus on writing your dissertation," he says. "If one of the programs you’re looking at has a record of significantly longer – or shorter – times to competition, this is good information to take into consideration."

He adds that prospective Ph.D. students who already have master's degrees in the field they intend to focus their Ph.D. on should investigate whether the courses they took in their master's program would count toward the requirements of a Ph.D. program. "You’ll want to discuss your particular situation with your program to see whether this will be possible, and how many credits you are likely to receive as the result of your master’s work," he says.

How to Write M.D.-Ph.D. Application Essays

Ilana Kowarski May 15, 2018

Emmanuel C. Nwaodua, who has a Ph.D. degree in geology, says some Ph.D. programs require candidates to publish a paper in a first-rate, peer-reviewed academic journal. "This could extend your stay by a couple of years," he warns.

Pierre Huguet, the CEO and co-founder of H&C Education, says prospective Ph.D. students should be aware that a Ph.D. is designed to prepare a person for a career as a scholar. "Most of the jobs available to Ph.D. students upon graduation are academic in nature and directly related to their fields of study: professor, researcher, etc.," Huguet wrote in an email. "The truth is that more specialization can mean fewer job opportunities. Before starting a Ph.D., students should be sure that they want to pursue a career in academia, or in research. If not, they should make time during the Ph.D. to show recruiters that they’ve traveled beyond their labs and libraries to gain some professional hands-on experience."

Jack Appleman, a business writing instructor, published author and Ph.D. candidate focusing on organizational communication with the University at Albany—SUNY , says Ph.D. programs require a level of commitment and focus that goes beyond what is necessary for a typical corporate job. A program with flexible course requirements that allow a student to customize his or her curriculum based on academic interests and personal obligations is ideal, he says.

Joan Kee, a professor at the University of Michigan with the university's history of art department, says that the length of time required for a Ph.D. varies widely depending on what subject the Ph.D. focuses on. "Ph.D. program length is very discipline and even field-specific; for example, you can and are expected to finish a Ph.D, in economics in under five years, but that would be impossible in art history (or most of the humanities)," she wrote in an email.

Kee adds that humanities Ph.D. programs often require someone to learn a foreign language, and "fields like anthropology and art history require extensive field research." Kee says funding for a humanities Ph.D. program typically only lasts five years, even though it is uncommon for someone to obtain a Ph.D. degree in a humanities field within that time frame. "Because of this, many if not most Ph.D. students must work to make ends meet, thus further prolonging the time of completion," she says.

Jean Marie Carey, who earned her Ph.D. degree in art history and German from the University of Otago in New Zealand, encourages prospective Ph.D. students to check whether their potential Ph.D. program has published a timeline of how long it takes a Ph.D. student to complete their program. She says it is also prudent to speak with Ph.D. graduates of the school and ask about their experience.

Online Doctoral Programs: What to Expect

Ronald Wellman March 23, 2018

Kristin Redington Bennett, the founder of the Illumii educational consulting firm in North Carolina, encourages Ph.D. hopefuls to think carefully about whether they want to become a scholar. Bennett, who has a Ph.D. in curriculum and assessment and who previously worked as an assistant professor at Wake Forest University , says a Ph.D. is most appropriate for someone who is a "lifelong learner." She says someone contemplating a Ph.D. should ask themselves the following questions "Are you a very curious person... and are you persistent?"

Bennett urges prospective Ph.D. students to visit the campuses of their target graduate programs since a Ph.D. program takes so much time that it is important to find a school that feels comfortable. She adds that aspiring Ph.D. students who prefer a collaborative learning environment should be wary of graduate programs that have a cut-throat and competitive atmosphere, since such students may not thrive in that type of setting.

Alumni of Ph.D. programs note that the process of obtaining a Ph.D. is arduous, regardless of the type of Ph.D. program. "A Ph.D. is a long commitment of your time, energy and financial resources, so it'll be easier on you if you are passionate about research," says Grace Lee, who has a Ph.D. in neuroscience and is the founder and CEO of Mastery Insights, an education and career coaching company, and the host of the Career Revisionist podcast.

"A Ph.D. isn't about rehashing years of knowledge that is already out there, but rather it is about your ability to generate new knowledge. Your intellectual masterpiece (which is your dissertation) takes a lot of time, intellectual creativity and innovation to put together, so you have to be truly passionate about that," Lee says.

Curtis says a prospective Ph.D. student's enthusiasm for academic work, teaching and research are the key criteria they should use to decide whether to obtain a Ph.D. degree. "While the time it takes to complete a doctorate is an understandable concern for many, my personal belief is that time is not the most important factor to consider," he says. "Good Ph.D. programs provide their students with generous stipends, health care and sometimes even subsidized housing."

Erin Skelly, a graduate admissions counselor at the IvyWise admissions consulting firm, says when a Ph.D. students struggles to complete his or her Ph.D. degree, it may have more to do with the student's academic interests or personal circumstances than his or her program.

"The time to complete a Ph.D. can depend on a number of variables, but the specific discipline or school would only account for a year or two's difference," she wrote in an email. "When a student takes significantly longer to complete a Ph.D. (degree), it's usually related to the student's coursework and research – they need to take additional coursework to complete their comprehensive exams; they change the focus of their program or dissertation, requiring extra coursework or research; or their research doesn't yield the results they hoped for, and they need to generate a new theory and conduct more research."

Skelly warns that the average completion time of a Ph.D. program may be misleading in some cases, if the average is skewed based on one or two outliers. She suggests that instead of focusing on the duration of a particular Ph.D. program, prospective students should investigate the program's attritition and graduation rates.

"It is worthwhile to look at the program requirements and the school's proposed timeline for completion, and meet current students to get their input on how realistic these expectations for completion are," Skelly says. "That can give you an honest idea of how long it will really take to complete the program."

Searching for a grad school? Access our complete rankings of Best Graduate Schools.

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School of Education Graduate Bulletin 2010-2012

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Requirements for Doctoral Programs

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• The Dissertation
• Checklist of Doctoral Program Milestones

Degree and Certificate Programs

Doctoral degrees in education, general information, advisory committee and program of studies, program of studies.

Inquiry Emphasis in Doctoral Training

Program of Studies Components

There are two configurations for doctoral programs in education at Indiana University: a 90 credit hour post-bachelor's Ph.D. or Ed.D. program (the "90 credit hour program"), and a 60 credit hour post-master's Ed.D. program (the "60 credit hour program"). At present, the 60 credit hour program is available in curriculum and instruction, higher education, and educational leadership.

For the 90 credit hour program, credit hours earned in master's or specialist degree programs may be included in the doctoral program, as long as they meet course currency requirements and are relevant to the student's doctoral areas of focus. Sixty (60) credit hours (including 12 dissertation credit hours) in the 90 credit hour program must be taken at the Bloomington or Indianapolis campus of Indiana University.

For the 60 credit hour program, a master's degree is a prerequisite for admission. Master's course work may not be counted toward the 60 required credit hours, but graduate course work beyond the master's degree may be, as long as it meets requirements for currency and relevance. In this program, 42 credit hours must be taken at IUB or IUPUI.

All course work, except dissertation and internship credits, must be completed within seven years of matriculation in the 90 credit hour program, and within five years in the 60 credit hour program. If there is a two-year lapse in enrollment, the student's program will be terminated, and the student must apply for readmission to the program. See the section titled Policies Governing Graduate Programs for regulations governing all graduate programs in the School of Education, including course revalidation, residency, GPA requirements, transfer of credit, and semester load.

Return to Requirements for Doctoral Programs

During the first semester in the program, each doctoral student will be advised by the program head or department chair, or will be assigned a temporary faculty advisor. Before the end of the first year in the program, each student must submit in writing to the Office of Graduate Studies a form that lists the formally appointed advisory committee and the student's program of studies.

The advisory committee consists of at least three faculty members. Two must be from the major area of study and one from the minor area. The committee chair, who becomes the student's primary advisor, must be a regular faculty member in the major area of specialization. For interdisciplinary minors, the minor representative must be from outside the major. At least two of the faculty members on each doctoral advisory committee must be regular faculty members; one may be an adjunct or part-time faculty member. For Ph.D. advisory committees, two members, including the chair, must be members of the University Graduate School faculty.

Program requirements fall into several component categories, which are explained below. The student and the advisory committee chair play the primary roles in planning the program of studies. An advisory committee meeting is required, at which time all committee members review the program of studies for approval. The program of studies must then be approved by the department chair and the associate dean for graduate studies. If a completed program of studies form is not submitted within one year of matriculation, enrollment will be discontinued. See the section titled Policies Governing Graduate Programs for information about the transfer of credit hours from other colleges and universities. All doctoral program forms are available online.

Doctoral students are expected to generate questions about educational phenomena. They must be curious about how things are and how they became as they are. They must learn to identify assumptions made in posing questions and in drawing conclusions, as well as to judge the consistency and logic of arguments. They are required to question their own assumptions about what is right and what is wrong in educational practice. They must learn to evaluate educational programs and to inquire into the effects and effectiveness of educational practices. They must come to view the world from multiple perspectives in understanding the nature of reality. They must learn to generate hypotheses about educational phenomena and about relationships among educational variables, and to speculate about causal relationships. In addition, they must learn to test these hypotheses in a trustworthy manner. As such, inquiry training is to be included in all components of doctoral training.

• Inquiry Core
• Dissertation

INQUIRY CORE

90 Credit Hour Program

This component requires a minimum of 9 credit hours. Many doctoral programs in the school require 12 or 15 credit hours of inquiry core course work. The inquiry core includes a survey course in research methodologies (e.g., Y520) and beginning courses in statistics, measurement, program evaluation, or in ethnographic, qualitative, quantitative, and historical research methods. Inquiry core courses are to lay a rudimentary methodological foundation for applied inquiry courses in the major, and for dissertation research. A list of approved inquiry core courses is available at the Office of Graduate Studies website.

60 Credit Hour Program

This component requires a minimum of 9 credit hours of inquiry core course work.

Return to Program of Studies Components

A major consisting of a minimum of 36 credit hours of course work in the selected field of specialization is required. There is substantial flexibility in the major. Courses from related areas of study may be included in the major component if their relevance to the major can be demonstrated and if committee approval can be secured.

In addition to the inquiry core course work, 6 credit hours of inquiry course work are required in the major. One of these inquiry courses must be an early inquiry experience, during which a student carries out an actual research project, including the collection and analysis of data to answer a research question, and the writing of a research manuscript. This research is to be prior to the dissertation and not a direct part of the dissertation research. The early inquiry experience may be implemented through an independent study course (e.g., a 590 course), through a master's thesis (a 599 course), or through a departmental research seminar. Each student must carry out an independent research project. The research manuscript that results from this study must be read and approved by the student's advisory committee. A form for this purpose is available online at the Office of Graduate Studies website.

The second of the two major area inquiry courses is an inquiry linkage course. This is a course in which research relevant to the major field of specialization is studied. Such study, however, focuses more on the research design and methodology of research in the major area than on the findings of the research. Analyzing and critiquing the research methodology are of primary importance in this experience. Each department has a research seminar or a specialized research methodology course for this purpose. The inquiry core courses normally should be completed prior to taking inquiry courses in the major.

The major must con­sist of a minimum of 27 credit hours, of which 3 credit hours are to be in an inquiry linkage course. (No early inquiry experience course is required in the 60 credit hour program.)

The minor requires minimum of 12 credit hours of course work taken in an area of studies outside of the major. The minor must complement the major. The committee member representing the minor field must approve the selection of courses in the minor area. An interdepartmental (interdisciplinary) minor is also possible. In this case the student must submit a written description of the theme of the minor, an explanation of the contribution of each course to that theme, and a rationale for the selection of the minor representative.

The minor requirement is 9 credit hours.

The electives category is designated to allow students freedom in course selection. This is also the place to put foundations courses. Each program area has specified courses in foundations, substantive core perspective, or other areas outside the major and minor, which are required for breadth. Courses that may fall into this category are those needed to meet the doctoral program requirement for 27 credit hours outside of the major program area. (This ordinarily includes the 12 credit hours of minor course work, and the 9 or more credit hours of inquiry core courses.)

The electives requirement is 6 credit hours.

DISSERTATION

The dissertation (799) requires 12 credit hours. In addition, 3 credit hours of dissertation proposal preparation are required. Each doctoral program area has a 795 Dissertation Proposal Preparation course, which is generally used for this purpose, either on an individual basis or as a departmental seminar.

The dissertation requires 6 credit hours of 799 and 3 credit hours of 795. The focus of the dissertation in the 60 credit hour program is on data collection and analysis for the purpose of answering practical questions in the field. Descriptive research, program evaluation, needs assessment, case study, campus audit, and survey research are examples of the kinds of research studies expected.

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How Do You Get a PhD? A Guide to the PhD Timeline

Everyone who considers a doctoral degree knows a Ph.D. is a big commitment. 

Not only will it require all your mental energy, focus, and persistence, but it will also require a significant investment of your time. Your particular area of research, your institution’s policies and procedures, and the standard expectations within your field all play a significant role in how long it takes to earn a PhD. The average PhD length is five or six years, while some students may take eight or nine years.

Regardless of how long a PhD program takes,  there are some common stages of a PhD that all doctoral students share. These major and essential milestones shape the timeline for earning your doctorate . Read on as we take you through each step and explore the typical steps to a doctorate degree.

How Many Credit Hours for a PhD?

The number of hours that you need to complete your doctoral coursework might depend on several factors: do you already have a master’s degree? Will you earn one en route to the doctorate? Or do you even need one? 

Different disciplines and research interests have their own PhD process, but even within your field of study, you may find that institutions have diverse pathways for obtaining that terminal degree. For most, coursework will take anywhere from two to three years to complete.

During this time, students can serve as graduate research or teaching assistants or could even lead their own courses as an instructor. In many degree programs, students develop their potential dissertation topics through their coursework and start to define what their research plans might look like in the next few years.

PhD Qualifying Exam and Comprehensive Exam

Many programs set up academic checkpoints to help keep students on track during their PhD journeys. The timing varies by program, but one of the most common – and possibly most stressful – forms of benchmarking is the PhD comprehensive exam or qualifying exam. Often administered around the end of the student’s coursework, these exams are your chance to demonstrate what you learned in your classes.

Testing is overseen by a committee of faculty from your department. Usually comprised of at least three members, your professors ask questions or assign writing prompts based on your experience in the program thus far. The format is generally a combination of written and oral exams designed to test your expertise in your discipline’s methodologies and significant content areas.

To better prepare yourself, research the number and kind of qualifying benchmarks the program will require in the university catalog before you begin your program. This will allow you and your advisor to effectively plan out the first few years of your degree and give you an idea of how you’ll be evaluated throughout your program.

Dissertation Prospectus and Defense

You may be required to complete and defend a dissertation prospectus before officially becoming a PhD candidate. A prospectus is a document outlining your dissertation plan, which includes an explanation of your research topic, a potential outline of your dissertation, the methodologies you intend to employ, the significance of your research question, and a bibliography including sources that form the foundation of your research.

Your prospectus allows your dissertation advisor to understand the scope of your project. It should be thorough enough that they can provide useful feedback to help shape your research plan. After some revisions, an approved prospectus is the green light to move into the next stage of your PhD.

Advancement to Candidacy

If you have heard the term ABD – “All But Dissertation” – then that means you are in the home stretch of your doctoral program!

Well, sort of…only your dissertation remains!

Dissertation Research and Writing

While you’ve made it through the coursework and qualifying exams, the dissertation is the culminating component of the doctoral degree. At this point, your approved research plan is ready to be set into motion. Depending on your discipline, this could be the stage where you travel extensively to conduct fieldwork, explore archives, or visit labs to collaborate on projects that relate to your dissertation work. For many students, the research phase can take a couple of years, but some may be able to complete it in one.

Writing your dissertation can be one of the most challenging parts of the whole PhD. process. Not only are you condensing years of research into a single cohesive document, but you are also formulating graphs, charts, and other textual references to help clarify your argument. Often, formatting can be a major challenge for many students. 

In this stage, it’s most helpful to seek out resources to help you with the writing process. Many universities have dissertation writing workshops where you can learn best practices, as well as support groups where students meet regularly and help keep each other accountable. Most universities also offer competitive dissertation completion grants, supporting students with additional funding so they focus more of their time and effort on completing this undertaking.

Dissertation Defense

Everyone gets nervous about this major rite of passage. It can be difficult to take criticism over something you have poured your heart and soul into for years. Remember, though, that a good advisor will not let you defend if you’re not ready, and you literally wrote the book on your topic!

The dissertation defense is not intended to tear your work apart but rather is your opportunity to prove your expertise to your dissertation committee. Many defenses are open to observers, so you should attend a few in advance of your own, especially within your department, to get a sense of what it’s like. 

First, you’ll present the main points of your thesis. Then the committee will ask questions so they can clearly understand your arguments. Finally, they’ll send you out of the room while they deliberate and decide if you pass or not. If all goes well, you’ll be addressed as “Doctor” the next time you walk into the room!

Get Started on Your PhD Journey Today

No matter what your particular timeline looks like as you work toward your doctorate, know that the faculty and other students within your program are frequently a huge source of support — which means you won't do this alone! Additionally, every school has resources to assist Ph.D. students, from libraries to writing centers to dedicated student support services. 

If you are excited about beginning your Ph.D. journey, we invite you to request more information or reach out to one of our admissions professionals today. Best of luck as you begin this transformational experience!

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what it takes to apply to and succeed in a PhD program. Explore our resource — A Guide to Choosing, Applying for, and Thriving in a PhD Program!

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Ph.d. requirements.

• Academics & Research
• Programs & Requirements

Brown University awards more than 200 doctor of philosophy degrees annually.

The Brown Ph.D. is primarily a research degree. Teaching is an important part of many doctoral programs, and many departments require candidates for the Ph.D. to have teaching experience.

Brown University offers substantial financial support to doctoral students. All incoming doctoral students are guaranteed five years of support, which includes a stipend, full tuition remission, health-services fee, and a health-insurance subsidy. Doctoral students in the Humanities and Social Sciences are guaranteed six years of support. All promises of student support are subject to students making satisfactory academic progress, as determined by their programs of study. Please see related links for additional details regarding the University's commitment to doctoral education.

Ph.D. Funding

Funding guarantee, four general requirements for the doctor of philosophy.

The candidate must be formally admitted to his or her degree program.

The normal residency requirement is the equivalent of three Academic Years of full-time study beyond the bachelor's degree. Students who enter a PhD program at Brown already holding a master’s degree in a related field have a residency requirement equivalent to two Academic Years of full-time study upon entering the PhD program at Brown. Use of a previously earned master’s degree to reduce PhD residency requirements is contingent upon approval of the program Director of Graduate Study. Graduate work done at other institutions and not used in fulfillment of the requirements for any doctoral degree elsewhere may, on the approval of the program Director of Graduate Study, be counted in fulfillment of up to, but not exceeding, one year of the residency requirement. A student who desires credit for work done elsewhere should file a timely application with the program Director of Graduate Study; transfer credit forms are available through the  Office of the Registrar .

A student is advanced to candidacy for the Ph.D. when he or she has completed satisfactorily all the requirements, departmental and general, requisite to beginning work on the dissertation. Candidacy is determined by the department or program of study and certified by the Registrar. Most departments require a preliminary examination before advancing any student to candidacy. Most departments also require a final examination or defense. The examination is conducted by professors in the department and by such other members of the faculty as may be appointed.

The candidate must present a dissertation on a topic related to his or her area of specialization that presents the results of original research and gives evidence of excellent scholarship. The dissertation must be approved by the professor or committee under whose direction it is written and by the Graduate Council. All requirements for the Ph.D. must be completed within five years after advancement to candidacy.

Faculty Member Leaves Brown

If a faculty member working with a doctoral student leaves Brown for any reason before that student has completed his or her degree requirements, it may not always be possible for that faculty member to continue working with the student as an advisor. In such cases, departments will work with students to help them locate a new advisor.

Additional Requirements

Individual departments and programs may have additional requirements regarding the number of courses to be taken, proficiency in foreign languages, special examinations, and theses. The department should be consulted for specific information.

Degree Requirements for the PhD - School of Engineering Education - Purdue University

Degree Requirements for the PhD

The School of Engineering Education offers a program leading to the PhD. Students enrolled in this program will be expected to meet the highest standards of academic achievement in both their coursework.

PhD Registration Requirements

• Prerequisites for Starting Dissertation Research  (Engineering Education Foundations, Secondary Engineering Expertise, Research Preparation)
• Specialization

Exam and Portfolio Requirements

• Total Credit Hours : At least 90 hours of academic credit beyond the bachelor’s degree or 60 hours beyond the master’s degree. Academic credit includes all course credit hours that appear on the Plan of Study: Prerequisite and Specialization graduate course credit hours with grades of “B” or better that appear on the Purdue transcript and research credit hours (ENE 699) with grades of “S” that appear on the Purdue transcript. Your cumulative grade point average must be at least 3.0 out of a 4.0 scale.
• Transferring Credits From Prior Master’s : A master's degree or professional doctoral degree from any accredited institution may be considered to contribute up to 30 credit hours toward satisfying this requirement at the discretion of the student’s Graduate Advisory Committee .  Please note that there are significant restrictions for transferring credits that are more than five years old.
• Residency Requirements : At least one-third of the total credit hours used to satisfy the PhD degree requirements must be earned while you are registered for doctoral study at Purdue University. Course credits obtained via televised instruction are considered to have been obtained in residence on the campus from which the course was broadcast.
• Maximum Credit Hours per Term : The Graduate School allows a maximum of 18 credit hours in fall and spring semesters and 9 credit hours for the summer session.

 PhD Course Requirements

The ENE PhD course requirements consist of a minimum of 41 course credits (32 in Research Preparation and 9 in a Specialization area), with any remaining credit hours bringing the total up to 90 credit hours (e.g., a combination of additional course credit hours, up to 30 master’s credit hours, and graduate research credit hours).

Students who are not academically prepared to take any of the required coursework in the program may need to undertake additional preparatory or prerequisite coursework. This decision will be made with the aid of the student’s Graduate Advisory Committee. For example, students who do not have a BS or MS in engineering can be admitted to the PhD program but will be expected to take preparatory courses in the engineering sciences, engineering design, mathematics, and other prerequisite areas, without receiving graduate credit, in order to successfully complete the program. An alternative path for these students would be to earn a master’s degree in an area of engineering before matriculating in the ENE PhD program.

The course requirements listed below represent the minimum course credits required for graduation. A student’s Graduate Advisory Committee may require additional coursework to fill gaps in a student’s background, broaden a student’s perspective, or provide more depth in a particular domain. Course equivalents may be substituted; the student may petition the ENE Graduate Committee for such consideration.

 Prerequisites for Starting Dissertation Research: (minimum of 32 credit hours)

It is highly recommended that a student complete these courses prior to the Readiness Assessment. However, timing of enrollment in these courses is ultimately at the discretion of the student's Graduate Advisory Committee.

Engineering Education Foundations: 15 credit hours minimum

The purpose of the Foundation requirements is to provide a bridge into this interdisciplinary program by integrating engineering and education concepts, providing breadth and depth of knowledge, and complementing a student's area of specialization. The selection of Foundation courses was guided by the five research areas defined by the Engineering Education Research Colloquies (EERC); viz. Engineering Epistemology, Engineering Learning Mechanisms, Engineering Learning Systems, Engineering Diversity and Inclusiveness, Engineering Assessment Methodologies. See the PDF of ENE PhD Course Requirements for a list of the Foundation courses currently offered.

Secondary Engineering Expertise: 9 credit hours minimum

The purpose of this requirement is to provide depth of understanding of engineering concepts and complement a student's area of specialization (in particular, engineering concepts that may be the focus of ENE research activities). Students are required to complete a coherent sequence of graduate courses (500- or 600-level) in an engineering field other than engineering education.

Research Preparation: 9 credit hours minimum

The purpose of Research Preparation requirements is to provide depth and breadth of approaches to engineering education research and guide students in the development of their research theses and related areas of specialization.

Specialization (minimum of 9 credit hours)

The purpose of the Specialization requirement is to develop depth of knowledge in one area of engineering education (6 credit hours minimum) plus advanced research methods (3 credit hours minimum) appropriate to the student's research area.

PhD Research Requirements

Students must take an appropriate number of research credit hours (ENE 69900) to complement their graduate program and comply with the requirements of the Graduate School.

Students must pass three major exams during the course of the PhD program:

• Readiness Assessment
• Preliminary Exam
• Final (Thesis) Exam

Meeting these three program milestones requires drafting and approving a Plan of Study , forming a Graduate Advisory Committee , and iterative development of a professional competency portfolio.

Last Updated: May 3, 2022

• School of Education: Doctoral Programs

School of Education – Doctoral Programs Research How to Educate Future Generations

Why Choose Liberty University’s School of Education for Your Doctoral Degree Program?

Do you want to reach the pinnacle of achievement in education studies? If you’re an education professional with experience in the field, a doctorate can help you set out in a new direction or build on your current success with new skills and advanced scholarship. You can grow your career and make a more significant impact on the future with an online doctorate in education from Liberty University!

Our practical online EdD programs and PhDs in education can help you acquire the knowledge, skills, and training you need to lead students and academic institutions successfully. Because Liberty is an accredited Christian university, you can pair your passion for education with a Christ-centered program that can prepare you for leadership that doesn’t compromise your values.

Whether you are preparing to be an expert in education law, develop advanced teaching studies, or want to teach at the college level, you will find the tools you need to be successful in the field. While earning your PhD or EdD online with Liberty University, you will be mentored by our faculty of education professionals who have real-world experience. Our doctoral degree programs are 100% online, allowing you to pursue your professional activities and spend time with your family while earning your degree.

If you have any questions, please contact an admissions counselor at  (800) 424-9596 !

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Available Education Doctoral-Level Degrees

Doctor of education (edd).

Liberty’s  Doctor of Education (EdD)  online programs are designed to prepare effective leaders with a biblical worldview who will model high academic standards of scholarship and teaching practice through leadership roles in the field of education. With its practical emphasis, Liberty University’s EdD is designed for educators who need new skills for the education field.

Doctor of Philosophy (PhD) in Advanced Educational Studies

Liberty’s 100% online  Doctor of Philosophy (PhD) in Advanced Educational Studies  degree programs are designed to provide post-EdD graduates with an accelerated path to advanced research studies and a PhD dissertation.

Doctor of Philosophy (PhD) in Education

Liberty’s 100% online  Doctor of Philosophy (PhD) in Education  degree programs are designed to provide the training you need to work in top leadership positions within education and academia. The PhD in Education is Liberty University’s premier education studies program for advanced scholarship in K-12 education. 

Doctor of Philosophy (PhD) in Higher Education

Liberty’s online  Doctor of Philosophy (PhD) in Higher Education Administration  is designed to prepare competent researchers and effective leaders with a biblical worldview who will model excellent scholarship and academic administration in leadership roles in higher education. The PhD in Higher Education online track provides the highest level of academic scholarship in education studies. This program is designed to equip educators for college and university-level teaching. It offers various specialization options, which allow you to gain specific knowledge in an area you’re most passionate about.

Doctor of Philosophy (PhD) in Educational Leadership

Liberty University’s 100% online  Doctor of Philosophy (PhD) in Educational Leadership  degree program will help you gain valuable communication and problem-solving skills based on empirical research to lead your students, faculty, and staff to success.

Doctor of Philosophy (PhD) in Educational Research

Liberty’s Online  Doctor of Philosophy (PhD) in Educational Research  is designed to equip you as a scholarly practitioner with a comprehensive grasp of learning theories. The curriculum offers you the flexibility to choose a specialized field aligned with your career objectives, paving the way for you to achieve your professional ambitions.

We Also Offer Executive Certificates

Not sure if you are ready to commit to a 60-credit-hour doctoral program? An Executive Certificate may be the path for you. You will complete the same doctoral-level coursework but on a much faster, 21-credit-hour track. This format can help you test the waters and see if a full PhD, EdS, or EdD is the best option for you.

• Executive Certificate in Curriculum and Instruction  – This certificate can help you gain a valuable professional credential while also equipping you to enroll in our EdS in Curriculum and Instruction. If you choose to pursue a full degree after completing your certificate, all 21 credit hours of the certificate can transfer into the EdS.
• Executive Certificate in Higher Education Administration  – With this certificate, you can build on your previous education and experience to develop vital skills while working toward our EdS or PhD in Higher Education Administration. All 21 credit hours of this certificate can transfer to the EdS or PhD.
• Executive Certificate in Instructional Design and Technology  — This certificate builds on your education experience to help you develop advanced learning tools, curriculum, and training while preparing you for our PhD in Education — Instructional Design and Technology. All 21 credit hours of this certificate will transfer to this PhD track.
• Executive Certificate in School Administration and Supervision  – This certificate can help you pursue the credentials you need to further your career while preparing you for our EdS or EdD in Administration and Supervision – Educational Leadership. All 21 credit hours of this certificate can transfer into the EdS or EdD.
• Executive Certificate in Special Education  — With this certificate, you will work towards a postgraduate credential while preparing specifically for our PhD in Education – Special Education. If you choose to pursue this PhD after completing your certificate, all 21 credit hours will be transferred into the PhD.

Not sure what to choose?

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

• Value of a Degree

At Liberty, you can strengthen your teaching, researching, and leadership skills and accomplish something remarkable. Earning a degree isn’t just something you do – it can be an invaluable experience. Take a look at some other reasons why earning an online doctoral degree is worth it.

Return on Investment

The Bureau of Labor Statistics (BLS) provides valuable information on  how a degree can impact salary prospects .  Learn more !*

Employment Opportunities

Explore  job outlook statistics  from the Bureau of Labor Statistics for the following careers:  postsecondary administrators ** and  postsecondary teachers .***

Professional Connections

Mastering concepts and gaining advanced knowledge shouldn’t be the only benefits of a doctoral degree. Our world-class online learning environment is  designed to facilitate collaboration and networking .

*Bureau of Labor Statistics, U.S. Department of Labor, at  Earnings and unemployment rates by educational attainment  (viewed online April 12, 2024). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

**Bureau of Labor Statistics, U.S. Department of Labor, at  Postsecondary Administrators  (viewed online April 12, 2024). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

***Bureau of Labor Statistics, U.S. Department of Labor, at  Postsecondary Teachers  (viewed online April 12, 2024). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Frequently Asked Questions

What is the difference between an edd vs. a phd in education.

An EdD from Liberty University will have many overlapping benefits with a PhD program. Still, the most important differences lie in each program’s focus for either finding new ways to apply currently available research or developing new approaches with innovative research projects. Liberty’s EdD degree includes advanced research and writing that will help you demonstrate your experience and mastery of learning theory. However, the PhD’s dissertation project emphasizes the development of new, groundbreaking research in the field of education. 

With these differences in focus, EdD students tend to go on to pursue roles that are more focused on the practice of teaching, and PhD students tend to go on to roles in academic research and scholarship.

What can I do with a PhD in Education?

As the highest level of academic scholarship, a PhD can open many doors to academic roles and the latest research. If you want to focus your studies toward the end goal of becoming a leader in the field of academic educational studies, earning your PhD can help you get there. Graduates of Liberty University’s PhD in Education or PhD in Higher Education are well-equipped to pursue roles as:

• Curriculum coordinators
• Education policymakers
• Education research designers
• Higher education or K-12 administrators
• Research scholars
• University professors

Any role that requires advanced education expertise and excellent research skills will benefit from the practical training and scholarship in Liberty University’s PhD in Education programs.

Do you need a PhD to be a professor?

Both EdD and PhD graduates are qualified to teach at the college level. A PhD may, in some cases, fit better with a university’s specific needs for faculty research. At the same time, an EdD graduate may be better equipped with curriculum development or teaching practice to cover educator training. There is a place for both EdD and PhD graduates in the college setting.

What are the benefits of an online doctoral degree from Liberty University?

Our online doctoral degree programs offer students great benefits:

• We are  recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the  top 10% of Niche.com’s best online schools in America . Earning your online degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university.
• Our education degrees are offered in 8-week course formats, with 8 different start dates each year, and no set login times!
• All of our School of Education initial and advanced licensure programs are accredited by the  Council for the Accreditation of Educator Preparation ( CAEP ) .
• Our students have the ability to join Kappa Delta Pi (KDP), which is an international honor society in education, to promote excellence in future professionals and recognize outstanding contributions made to education.

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

Who May Qualify?

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Military Tuition Discount

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

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How Long Does It Take to Get a PhD?

If you aspire to rise to the top of your field, then you may have your sights set on a PhD.

Earning a doctoral degree can be a years-long process, but choosing an accelerated doctoral online program may help you complete your program more quickly.

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Whether you’re wanting to earn one of the highest paying doctoral degrees or you have a specific one in mind, this guide can help walk you through how long it takes to complete your PhD program.

For a traditional, campus-based PhD program, the average time to finish a PhD is 8 years. Fulfilling the program’s requirements will often demand a serious investment of your time.

Even still, some people are able to finish their programs in just 3 to 6 years. Multiple factors may influence the overall length of your program.

Required Credit Hours

Many PhD programs require you to earn 120 credit hours before entering the exam and dissertation phases.

Fortunately, there are PhD programs without such high credit-hour demands. For example, at some universities, you may earn a PhD with only 60 credit hours.

Full-Time vs. Part-Time Schedule

Enrolling in a doctoral program part-time may allow you to keep up with your regular job. You’ll have to decide whether you prefer the flexibility of part-time schooling or the faster schedule of full-time studies.

Final Project Requirements

Many PhD programs end with the completion of a dissertation. This assignment may take years to complete, so PhD students often end up in the all-but-dissertation (ABD) phase for quite some time.

University Scheduling

Some schools promote their ability to help you through the PhD process faster than normal. Accelerated class schedules with eight-week online courses may speed your studies along. Focused attention from dissertation advisors may help as well.

PhD Program Components

Before you enroll in a PhD program, it’s important to know some of the basic requirements:

Prerequisites

Most schools require you to already hold a master’s degree, but some offer bachelor’s-to-PhD programs.

Length to Completion

On average, it takes eight years to earn a PhD. Even still, completing doctoral coursework and a dissertation in three to four years is not unheard of.

Topic of Interest

PhD stands for Doctor of Philosophy, but that doesn’t mean you’ll be getting a philosophy degree. Your field of study will depend on your interests and the programs that your university offers. You may tailor your doctoral focus though your choice of a dissertation topic.

Steps to Completion

You’ll take advanced classes before sitting for comprehensive exams. After passing your exams, you’ll likely begin working on a dissertation. You must defend your dissertation before finishing your program.

Doctoral studies begin with a series of classes through which you may increase your knowledge of your field of study and learn about conducting research. These are advanced classes, so they should be more in-depth than the ones you took during your undergraduate and master’s programs.

The number of courses that you need to take can vary significantly. It’s not uncommon for PhD programs to require 120 credit hours of coursework. That amounts to about 40 classes.

At other schools, the requirements are lower. Your university’s program may involve just 60 credit hours or, possibly, even fewer. A less intense course load may significantly slash your time to completion.

Your university may require you to maintain a GPA above a minimum threshold. An unsatisfactory GPA may keep you from moving on to the next step of the PhD process.

Comprehensive Examinations

Universities often require students to demonstrate their readiness for a doctoral project before advancing to the next stage of their studies. Readiness is proven through comprehensive exams , which may also be known as:

• Preliminary examinations
• Major field examinations
• General examinations

Often, comprehensive exams take the form of written or oral tests. In other situations, faculty may assess students’ readiness on the basis of a portfolio evaluation or a written paper.

Dissertation and Defense

A dissertation, also known as a graduate thesis, is a body of work that presents original research in your field. This manuscript focuses on a unique idea and includes evidence to support your thesis. During your doctoral studies, there are classes designed to help prepare you for your dissertation work.

The dissertation process may take several years. Once your manuscript is complete, you must defend it to the doctoral program faculty. After your defense, you may need to do further work on your manuscript, or the committee may decide that your dissertation is complete.

Not all programs require a dissertation. Instead, there may be an alternative doctoral project. Although both dissertations and capstone projects are rigorous, projects can sometimes be completed within a shorter time frame.

Average Time to Complete PhD by Field of Study

Students in some disciplines usually take a lot more time to finish their doctoral work than students in other fields.

If you’re studying in the following scientific fields, you may be more likely to earn your on-campus degree in seven years or less:

• Physics — average of five years
• Psychology — average of five to seven years

On the other hand, if your field of study relates more to the humanities, your on-campus degree program may take longer:

• History — average of eight years
• English — average of eight years
• Education — average of 13 years

These are the traditional figures. There are ways to finish faster.

Why Does It Take So Long to Finish a Traditional PhD?

Some schools require doctoral students to take around 40 classes, which, in a traditional on-campus setting, may take years. After completing the coursework, you must write your dissertation and defend it. The dissertation process alone might take multiple years.

Doctoral programs online may help shorten the PhD process to three or four years. Fewer credit hours may be required, and the classes may be delivered in an accelerated format.

Schools with an emphasis on quick doctoral programs may also offer dissertation advisors to efficiently guide students through that phase. Alternatively, some universities allow students to complete capstone projects that don’t take as long as dissertations.

Getting a PhD Online vs. Campus

Online education has changed students’ options for earning a PhD. These days, aspiring students may choose whether to attend classes on a college campus or online.

Traditional programs may require you to relocate to the university’s campus and attend school full-time. On average, it takes just over eight years to complete those programs. The benefits of choosing an online school instead may include:

Faster Progress

Accelerated eight-week courses may allow you to finish your course load sooner. You may complete your entire program in just three or four years.

Multiple Start Dates

Online programs often let you join throughout the year, so you don’t have to put your studies on hold until the fall semester.

Flexibility

Not being required to move to campus or come to class at set times may allow you to work your studies around your schedule.

Equal Status

Online programs are just as rigorous as on-campus ones. As long as your university is accredited, your degree will be just as valuable as one from a traditional university setting.

Cost-Savings

Finishing your doctoral studies faster may mean that you pay less tuition.

How to Finish Your PhD in Less Time

Although you can’t earn a doctoral degree overnight, you shouldn’t have to spend the majority of your working years striving toward PhD-completion. The following tips for accelerating the PhD process may help you finish your studies more quickly than the average doctoral student.

1. Use What You Already Know

Every school requires a minimum number of credit hours that you must earn in the pursuit of your degree. To help you meet this threshold, some schools will allow you to transfer in credits from other doctoral programs. Universities may also give you credit for your professional experience. Reducing your class load may save you both time and money.

2. Look for Short Classes

Accelerated course schedules are one of the best ways to speed through the degree process. Every eight weeks, you’ll begin a new set of classes. Over the course of a year, there may be five different sessions during which you can take classes.

3. Work on Your Dissertation Throughout the Program

Traditionally, dissertation work begins once the classroom portion of your studies is over. Quick doctoral programs may allow you to begin the dissertation process while you’re still taking other classes. This approach, known as an embedded dissertation, may reduce the likelihood that you’ll drop out before finishing your final project. It might also speed up your doctoral timeline.

4. Ask for Help

A lack of support can lead some doctoral students to drop out. On the other hand, having a good support system can help you push through and finish your program more quickly. Build a team of family, friends, and academic mentors who can encourage you, guide you, and lend practical help when you’re feeling overwhelmed by school.

Why Get a PhD?

You may need to earn a doctoral degree to achieve your career goals . For example, if you want to become a clinical psychologist, this level of study is essential. Many scientific and research positions require doctoral studies. University faculty typically need to hold terminal degrees as well.

Even if a doctorate is not a requirement for your desired line of work, it may help you achieve greater success. You might be granted higher levels of responsibility, and you may earn more money. In some fields, those who hold PhDs make around 20% more than those with master’s degrees, according to the Bureau of Labor Statistics .

Do You Have to Have a Master’s Degree to Get a PhD?

Many schools consider a master’s degree an essential prerequisite for PhD admission. If you don’t already have a master’s degree, a bachelor’s-to-doctorate program may allow you to earn a master’s and a PhD for less time and money than it would take to pursue them separately.

How Long Does It Take to Get a PhD After a Master’s?

You may be able to complete your doctoral program in three to four years if you opt for an accelerated online program. On average, traditional on-campus PhD programs take around eight years to complete.

How Hard Is It to Finish a PhD?

Doctoral studies are challenging. That shouldn’t come as a surprise; if doctorates were easy to acquire, nearly every college graduate would end up with a PhD behind his or her name.

Approximately 50% of students who begin a PhD program don’t end up finishing. Many quit within two years of starting. Another large portion gives up upon reaching the dissertation phase.

Although all PhD programs are challenging, the flexible nature of online programs may help you find success. Choosing a doctoral track that doesn’t require a dissertation may help as well.

What Is the Easiest PhD to Get?

All PhD programs are demanding, but you might have an easier time if you select a program that aligns with your interests and your career goals. The flexibility of online study may help your doctoral program seem less burdensome. In addition, capstone projects are sometimes easier than writing dissertations.

If earning a doctoral degree in a short time frame is important to you, then consider the many potential benefits that online programs have to offer. Within just a few years, you may be able to place the letters “PhD” at the end of your name.

RIT graduate pursues Ph.D. across time zones

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Author bonnie garmus shares her recipe for more gender equity in the sciences, at stanford gse event.

Bonnie Garmus, bestselling author of Lessons in Chemistry , says she wrote the first chapter of her novel on the heels of a presentation meeting gone awry because a man in the room claimed credit for her work and no one said anything in her defense.

As she stewed, Garmus — who was a copywriter in tech at the time — thought about the many other women who felt invisible or ignored. For her, writing the book was a way to use her talents to give voice to women experiencing inequity in male-dominated occupations and spur change by connecting people to a shared message.

“When I was writing this book, I was writing my own role model,” Garmus said to a crowd of about 500 on May 2, at the 86th annual Cubberley Lecture, a series hosted by Stanford Graduate School of Education (GSE) that tackles important topics in education. “We really have to change this idea that women are less.”

“I think over and over again, it starts with education,” Garmus said. ”My book, I'm very pleased to say, has been adopted into a lot of schools – high schools and colleges – and it's been adopted in London into a whole bunch of boys' schools.” She says she regularly hears from children and others about its impact. 

The fireside chat was moderated by GSE Associate Professor Christine Min Wotipka, AM ’99, PhD ’01, and touched on writing, parenting, and issues pertaining to gender, science and education, among other topics.

“Tonight's program is about exploring ways in which we can change the world to make it more inclusive and respectful for our teaching and learning environments,” GSE Dean Dan Schwartz said at the beginning of the event. Noting that authors are frequent guests at GSE events, he added, “We know books are means of scaling experiences and stories that help create change.”

This year’s lecture was co-sponsored by the Stanford Storytelling Project, the Clayman Institute for Gender Research, and the Program in Feminist, Gender, and Sexuality Studies at Stanford’s School of Humanities and Sciences.

It starts with a spark

The main character in Garmus’s novel, Elizabeth Zott, is a 1960s chemist turned cooking show host who, much like the author, channeled the anger she feels into a positive platform for solutions.

“If I could give one piece of advice to an aspiring writer or agent for change, it would be to use your bad mood,” Garmus said. “If you’re being discriminated against, anger is something that’s necessary to fight a good fight.… I wanted Elizabeth Zott to be credited for being mad and doing something about it.”

Covalent bonds

Garmus went on to share that passion and conflict aren’t only good for introducing characters in a story, it’s what galvanizes people around a shared goal.

Integral to any sort of societal change, whether small or systemic, is cooperation from people on all sides and of all different backgrounds, Garmus suggested. Cooperation is  something she believes women can bring into any room, and something that’s needed in order for societal norms around STEM (Science, Technology, Engineering, and Medicine) to move forward.

“It's important that we listen to everybody's voice, because we have a myriad of problems to solve and we need the best minds on all these problems,” Garmus said.

In the book Zott, like Garmus, rows for exercise. The sport, she says, highlights what can be done by a group of very different people moving toward a collective goal.

“Rowers know you may not like a single person in your boat, you might hate everybody's guts in your boat, but the minute you get in and you're in a race, you work together,” she said. “If you're a rower, you want to win, and winning requires cooperation.”

Testing a new hypothesis

Guests in the audience, which included Stanford students, local residents, parents, and educators, were invited to ask their own questions during a public Q&A. An eighth grader from Marin asked about the inspiration for a character’s name. A postdoc from Stanford wanted to know Garmus’ ideas for increasing the pipeline of women and girls going into STEM. 

In response to a question about how educators and parents can support students in becoming anything they want to be, she said simply getting out of the way will do a lot to remove limits on what they can accomplish.

“I know that there is a huge amount of pressure to make sure your kid gets a job,” said Garmus, who has two daughters. “And I know the job market right now is not fun for kids, but I'm kind of living proof that if you just keep at your passion, it will bear fruit.”

Garmus also shared the story of a young woman in Harlem, who wrote to her after reading Lessons in Chemistry .

“Her mother was a crack addict, she didn't have a father, and she never graduated from high school,” Garmus said. “She wrote to me saying that she always wanted to be a lawyer, and asked what Elizabeth Zott would tell her to do.

“I said, I want you to go down to community college and I want you to enroll,” Garmus said. “Long story short, this young woman went to the community college and she so impressed the faculty that within a year they got her a full ride at a four-year college, studying pre-law.

“This book has given me this huge gift of hearing from people all over the world, every single day, but her story is special because it shows that in the end, the only one who's not letting you achieve your dreams is you.”

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Master of Science in Global Health

The path to realizing your global vision

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The Duke Master of Science in Global Health (MS-GH) is offered jointly by the Graduate School and the Duke Global Health Institute, an interdisciplinary unit that leverages outstanding faculty from across Duke to take on the most complex health challenges facing the world today.

Our unique approach to global health offers:

• A small cohort of diverse students from around the world
• Individual attention from dedicated faculty and staff through small classes and one-on-one mentoring
• A strong culture of innovation and collaboration
• Duke’s commitment to knowledge in service of society
• Exceptional student services and resources
• A beautiful campus in a thriving city

As a student in the MS-GH, you will learn:

• How to identify and assess current and emerging global health challenges
• The influence of environmental, economic, social and political factors on health
• Culturally and ethically informed research methods and technologies that can aid health interventions
• The role of health policy and systems at local, national and international levels

The MS-GH program now carries the official STEM designation, giving international students whose jobs meet certain requirements 2 additional years to work in the United States.

The Duke Difference

Why there's no better place to study global health

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Join our mailing list for program and application updates

See It In Print

Download a copy of our program brochure

Looking to study global health in Asia? Check out our affiliated MS program offered by Duke Kunshan University in Kunshan, Jiangsu Province, China. 

Program Features

Flexible, interdisciplinary coursework.

MS-GH coursework is guided by the principle that complex global health challenges require a multidisciplinary, multisector approach that leverages diverse perspectives. Our faculty include experts in medicine, engineering, the environment, public policy, law, business, social sciences and the humanities.

Through a tailored, flexible curriculum, you will examine the larger context of global health. The 38-credit curriculum, requiring at least three full-time terms of study, focuses on:

• An understanding of key global health concepts and challenges
• A solid foundation in core methodologies used in global health research
• Ethics training and considerations applicable across cultures
• Core concepts to help students evaluate and understand health systems

See a list of courses

Accelerated MS-GH Program: For select Duke undergraduates interested in global health, we also offer an Accelerated MS program that allows you to earn both a bachelor’s and a master’s degree in five years. Read more on the Undergraduate Programs page. 

Guidance from Caring Experts

Our global health faculty are innovative thinkers and problem solvers. But most of all, they are invested in your learning and professional development. You’ll receive one-on-one mentoring from a faculty advisor, as well as opportunities to learn alongside experts from a range of disciplines.

Meet Our Faculty

Research News

DGHI Professor Wendy O’Meara Wins Tropical Medicine Award

Education News

Pointing the Way, Even When You’re Thousands of Miles Away

The Secret to Liz Turner's Captivating Biostats Course

Browse the faculty directory

Experience in the Field

Hands-on learning is a hallmark of our global health education. In the MS-GH program, you’ll work closely with a faculty mentor to develop an original research project that includes at least 10 weeks of field experience. Field research typically occurs between the first and second years of the program.

MS-GH students have done fieldwork in more than 30 countries. Your field experience will be fully funded, including travel and research expenses. We’ll also help you prepare, with workshops on ethical engagement and respect for local cultures and practices.

Fieldwork Basics

The nuts and bolts of DGHI field experiences

Where We Work

See the global locations where we have longstanding partnerships

Project Examples

Learn what current M.S. students are working on

DGHI students talk about their field...

Careers with Impact

By the end of our two-year program, you will have a unique combination of skills, knowledge and hands-on experience necessary to make an impact in improving the health and well-being of people around the world.  In addition to coursework, mentorship and field research, you will interact with visiting global health professionals and receive career advising, skills-based workshops and professional development support.

Our alumni have become researchers and leaders in NGOs, academia and private industry. Many pursue further education at top-rated institutions while others forge successful careers in healthcare. Among our graudates who have pursued careers,  82%  are working in global health. 

Meet Our Alumni

Pathways to Change

Our graduates share how the MS-GH program gave them the practical skills – and the inspiration – to pursue their goals.

Where can an MS-GH take your career?

Program Requirements

35 credits of academic coursework

Core courses (required)

• GLHLTH 701 – Global Health Challenges ( Fall ), 3 credits
• GLHLTH 702 – Global Health Research: Design and Practice ( Fall ), 3 credits
• GLHLTH 705 – Biostatistics and Epidemiology for Global Health I ( Fall ), 4 credits
• GLHLTH 700 – Global Health Field Research: Planning and Skill Development ( Spring ), 1 credit
• GLHLTH 707 – Biostatistics and Epidemiology for Global Health II ( Spring ), 4 credits
• GLHLTH 740 – Global Health Ethics in Research, Policy & Practice ( Spring ), 2 credits
• GLHLTH 750 – Health Systems in Low and Middle Income Countries ( Spring ), 3 credits

Electives (five courses, including two focused on research methods)

4 credits of research, 10-week field-based project, academic thesis, costs and financial aid.

DGHI provides financial support to 100% of students enrolled in the MS-GH through:

• Merit-based scholarships, awarded on the basis of your program application
• Paid graduate teaching and research assistant positions
• Guaranteed funding for field research
• Guaranteed funding for professional development
• A tuition-free fourth semester for regularly-enrolled students in good academic standing

Annual tuition and fee rates  are established by the Duke Graduate School.

If you would like to explore U.S. federal financial aid/student loan options, the Duke Graduate School Financial Aid Office can assist. 

Scholarships and Fellowships

We award merit-based scholarships ranging from 10-75% of program tuition. International and US students are eligible for these departmental awards, and you are automatically considered for scholarships based on your Graduate School application – no additional application materials are required.

Duke University Peace Corps Coverdell Fellowship in Global Health

DGHI partners with the Peace Corps to offer targeted scholarships to returned Peace Corps volunteers (RPCVs). Through the Paul D. Coverdell Fellowship, eligible RPCVs enrolled in the MS-GH receive a 50% tuition scholarship, as well as funding to pursue field-based research and professional development activities. As part of the Coverdell fellowship, you will undertake a research or service project of value to underserved populations in the United States. 

If you are eligible for and interested in this opportunity, please notify your DGHI coordinator when submitting your application. 

Foreign Language and Area Studies (FLAS) Fellowship

Funded by the US Department of Education, the Duke Center for Latin American and Caribbean Studies offers a competitive Foreign Language and Area Studies (FLAS) fellowship. These fellowships require language and area studies coursework in addition to global health requirements and are an excellent way to increase your preparedness to undertake a career in global health in that region of the world.

Application deadlines typically fall in January/February. If you are interested in applying, notify your DGHI coordinator before submitting your application.

Take the Next Step

Sign up for email updates about our program and application deadlines, ready to apply.

The application cycle for  Fall 2024 admission is now closed.  If you are interested in the program, please contact our admissions coordinator, Amanda Frederick , directly.

When applications open for next cycle, here’s what you’ll need to complete your application:

• Statement of purpose
• Three academic letters of recommendation
• Transcript(s) from each post-secondary institution attended
• Evidence of preparation in quantitative methods, research, and/or academic writing
• Official TOEFL, IELTS, or DuoLingo scores (international applicants only)
• Official GRE or MCAT scores are optional for the Fall 2024 admissions cycle

Application Fee Waiver 

** All departmental application fee waivers have been awarded for the 2024 admissions cycle.**

DGHI offers a fee waiver option to support prospective students who may be experiencing economic stresses. To be eligible to request an application fee waiver, you must be a citizen from an LMIC, be in good academic standing and demonstrate high financial need. Fee waiver applications are reviewed on a rolling basis, so prospective applicants are encouraged to apply early.

Questions? Contact:

Lysa MacKeen

Senior Associate Director for Experiential Learning and Graduate Admissions

Amanda Frederick

Senior Graduate Admissions Coordinator