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

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The University of Aberdeen is Scotland’s third oldest university and the fifth   oldest in the UK. Founded by Bishop William Elphinstone in 1495 , the beautiful campus attracts a diverse international community of over 14,000 students   from over   130 countries. The University of Aberdeen is ranked as a Top 20 UK university by the Guardian University Guide 2024 and Times and Sunday Times Good University Guide 2024, and ranks among the best 200 universities in the world (Times Higher Education World University Rankings 2023). It also ranks second across Scotland, Wales and Northern Ireland for student satisfaction in The National Student Survey 2023.

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University of Aberdeen

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Scholarships/bursaries, postgraduate student body breakdown source: hesa , 2021.

  • Study mode: This university 35% Part Time 65% Full Time
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  • Student nationality 57% UK 43% International
  • Study level 10,105 Undergraduate 4,950 Postgraduate
  • New students 33% School leavers 67% Mature students

The University of Aberdeen is an internationally rated public university located in Scotland’s third largest city. It was rated 26th in the UK according to the 2022 Whatuni Student Choice Awards and placed 35th in the Complete University Guide 2024 league table. 

Originally founded in 1495, the university is the fifth oldest university across the UK and the third oldest in Scotland. Aberdeen continues to build on this extensive academic history, offering over 180 postgraduate programmes and a research-intensive study environment. 

The university’s activities are mainly based around Old Aberdeen and Foresterhill. Together, these campuses offer an impressive blend of historic architecture and academic tradition, combined with modern amenities and cutting-edge research facilities. Postgraduate students will find themselves near the centre of Aberdeen, with easy access to other university buildings and everything the city has to offer. 

Aberdeen is a coastal city in the east of Scotland, known for its distinctive granite architecture, high quality of regional produce and innovative cuisine. Students at the university will be able to explore the city between their studies, whether it’s an impressive range of museums and galleries or the bustling city harbour. The surrounding regions offer plenty to do during downtime, including various castles, royal residences, stunning coastlines and the famous Cairngorms National Park. 

Graduates of Aberdeen will join an extensive network of alumni stretching back hundreds of years, including figures such as Ali Smith, Iain Glen, Nick Campbell and Alistair Darling. 

Course and Lecturers

The University of Aberdeen is a distinguished institution offering a wide range of postgraduate programmes to suit every level of study and objective. 

The university offers more than 120 taught master’s courses across many different subjects, including qualifications such as MA, MSc, MLitt, MBA and more. Aberdeen is notable for its flexible approach to taught study options, as it places a focus on cross-disciplinary study opportunities, professional placements and overseas study options. 

The university also offers a range of online degrees and remote learning options, allowing students to gain a qualification around their existing lifestyle. Online short courses allow students to take the next step in their careers, while online degrees mean postgraduates can get the same degree as on-site students on a part-time basis. 

Aberdeen is a research-focused university and invests heavily in facilities and partnerships, which help its students and academics make real impacts to their respective fields. Postgraduate research students can pursue MPhil, PhD or professional doctorate degrees with the support of expert staff and modern facilities. Students can choose to design their own project, find an existing project or enter into a doctoral training programme through an associated doctoral training centre. 

Entry Requirements

Students applying for a postgraduate course at the University of Aberdeen will need to meet the entry requirements of their chosen programme before they will receive an offer of study. The criteria for entry may vary according to the level of study and subject area chosen by the applicant. 

For example, applicants applying to the MSc in Medical Physics will need to achieve a second-class grade or higher in an undergraduate honours degree in a physical science or engineering discipline. International equivalents are also considered. 

Applicants for the LLM in Criminal Justice will need a 2:1 or higher graded degree in law, or a related discipline. International equivalents also considered. 

Students applying to the MLitt in English Language and Literature will need to show evidence of a 2:1 or higher graded degree in English literature, or a related area such across the arts, humanities or social science disciplines. 

Entry requirements for postgraduate courses at Aberdeen may change over time, so applicants should check the university’s website for up-to-date information. 

Job Prospects

Postgraduate students at the University of Aberdeen benefit from strong graduate prospects, with employers valuing the university’s effective approach to education and focus on practical experience and research output. This is reflected in the 96% employment or further study rate for Aberdeen graduates within six months of completing their studies. 

The university supports graduate employability through contemporary curricula that equip students with the knowledge and skills they need to succeed in modern professional and academic environments. Teachers and faculty at Aberdeen are prominent academics and active researchers, and often bring professional expertise and industry connections to the classroom. 

Aberdeen has a Careers and Employability Service that enhances student employability through various means. Students benefit from ongoing advice and guidance throughout their studies and beyond, delivered online or in-person by career professionals. 

Postgraduate students at the university will have access to a range of careers fairs, employer events and networking opportunities. As a result, many are able to form valuable connections and arrange graduate employment, internships or industrial experience before or shortly after their graduation. 

Additional programmes such as the Leadership Academy, Career Mentoring and professional skills courses further prepare students for career success. 

Accommodation

Postgraduate students at the University of Aberdeen can choose from a wide variety of accommodation options, whatever their lifestyle or budget. 

There are several residences available to postgraduate learners, including: 

  • Fyfe House, offering single rooms at £92 per week. These are self-catered rooms with shared bathroom and kitchen facilities. 
  • Wavell House, offering single rooms at £92 per week. They are self-catered with shared bathroom and kitchen facilities. 
  • Elphinstone Road Flats, offering shared bathroom single rooms from £108 per week and en-suite rooms for £156 per week. They are self-catered with shared kitchen facilities. 
  • South House, offering shared bathroom options from £119 per week and en-suite options for £156 per week. 
  • Kings Hall, offering single rooms at £156 per week. These are en-suite rooms with shared kitchen facilities. 

Rental prices at Aberdeen are inclusive of bills, covering utilities, Wi-Fi and contents insurance. 

Some students may prefer to rent privately and will have a wide choice of student lets across the city of Aberdeen. The city offers a great student lifestyle due to its low cost of living, wide range of food and leisure options, and coastal location.  

Postgraduate students at the University of Aberdeen will be able to benefit from a wide range of scholarships and bursaries, which are designed to reduce the barriers to entry for higher education and support ongoing academic achievement. 

Students may be eligible for different awards depending on their subject area, level of study or country of origin. Other characteristics or course features may also influence a student’s eligibility. 

Some of the available funding options include: 

  • The University of Aberdeen Alumni Discount Scheme, which offers postgraduate students a 20% fee waiver if they have already completed a degree at the university. 
  • Various scholarships which are specific to certain disciplines. These may be offered through the university, one of its departments or an external organisation. Students can find details of these events on the university’s funding database. 
  • Bursaries are available to some students depending on their financial situation or background. Further details can be found on the university’s funding database. 
  • Studentships and scholarships are available to postgraduate research students through a variety of organisations, including research councils and doctoral training centres. Details can be found on the university’s funding database. 

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  • CORRESPONDENCE
  • 02 April 2024

How can we make PhD training fit for the modern world? Broaden its philosophical foundations

  • Ganesh Alagarasan 0

Indian Institute of Science Education and Research, Tirupati, India.

You can also search for this author in PubMed   Google Scholar

You have highlighted how PhD training assessment has stagnated, despite evolving educational methodologies (see Nature 613 , 414 (2023) and Nature 627 , 244; 2024 ). In particular, you note the mismatch between the current PhD journey and the multifaceted demands of modern research and societal challenges.

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Nature 628 , 36 (2024)

doi: https://doi.org/10.1038/d41586-024-00969-x

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Iranian refugee couple graduate with DCU masters’ degrees on the same day

‘education creates justice. if you just send rich people to university, and others have no access to education, it creates huge inequalities’.

university of aberdeen phd education

Elham Mohammadi and Mehrdad Lashgari during the Spring graduation ceremony at DCU. Photograph: Kyran O’Brien/DCU

Five years ago, husband and wife Merhdad Lashgari and Elham Mohammadi were separated from one another when Lashgari fled his home in Iran and sought asylum in Ireland.

“That period of separation was so difficult,” recalls Mohammadi. “I was living with my family but being apart from my husband was tough. We didn’t know what would happen to us and it took two years to get back together. It was very stressful.”

The Iranian couple, who were reunited in 2021 when Mohammadi came to Ireland through family reunification, were speaking with The Irish Times on the day of their graduation as masters students from DCU.

Mohammadi, who came second in her class at DCU , was celebrating a first-class honours in her MSc in Bioprocess Engineering, while Lashgari graduated with a MSc in Climate Change: Policy, Media and Society.

Iranian refugee couple graduate with DCU masters’ degrees on the same day

Number of homeless asylum seekers in State rises to 1,620

Number of homeless asylum seekers in State rises to 1,620

Strategy to resolve divisive asylum seeker problem shy of joined-up Coalition thinking

Strategy to resolve divisive asylum seeker problem shy of joined-up Coalition thinking

Government has quietly shelved its plan to end direct provision

Government has quietly shelved its plan to end direct provision

The opportunity to study at third level in Ireland, which was made possible through a Universities of Sanctuary scholarship scheme for refugees and asylum seekers, changed their lives, says the couple. Seven Irish universities are part of this initiative to increase engagement with people seeking international protection.

Both university graduates before coming to Ireland – Mohammadi in chemical engineering and Lashgari in art and design – they struggled to find work here and decided returning to full-time education would help them build a career in this country.

“The day I arrived here I started looking for opportunities to study,” says Lashgari. “The people in Ireland were very nice, the system was nice, but I also found out that if you’re a refugee with no background in this country, no education or job here, then you are nothing.”

“I’ve learned the word for this; people become marginalised. Education creates justice, it creates equal opportunities for everyone. If you just send rich people to university, and others have no access to education, it creates huge inequalities. And that’s dangerous.”

Attending university in Ireland also enabled the couple to speak freely and voice opinions without fear of repercussions. Lashgari, who was president of the students union at his university in Iran, recalls how students were treated as “terrorists” for criticising the status quo. “I know very well what it means to have freedom of speech. In Iran, if you’re in the student union, they follow you everywhere. In Ireland you can question everything and speak out in the classroom.”

Mohammadi, who has secured a job with a pharmaceutical company, says her studies in Ireland “opened doors”. “It’s very fulfilling after only two years here that I’m graduating. Women don’t have many rights in Iran but here I had the chance to study and now start my first job. My life has totally changed and that would have been impossible without the Universities of Sanctuary scheme.”

Lashgari also feels a huge sense of accomplishment at having completed a master’s degree through his fourth language – English. “We learn English in school in Iran but you never learn to a proper level. So my English wasn’t great when I arrived. But I’m bilingual in Farsi and Turkish and I studied German before so that helped a bit.” He often struggled with the terminology used in climate discussions at DCU, including the use of terms such as turf. “I knew the word bog but I’d never heard of turf,” he says with a chuckle. “That happened a lot.”

Lashgari, who wrote his thesis on attitudes to solar farms in rural Ireland, has been offered the opportunity to study for a PhD but wants to enter the job market “because it makes more sense financially”. He’s also part of a group that visits schools around the country speaking about global citizenship, human rights and climate issues.

“It’s been like a dream for me,” he says. “Many immigrants don’t get these opportunities and I hope speaking out will create motivation for others. Irish people are nice but no one will chase after you to help you. People have to want to improve their lives, and I want to help them do that.”

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Sorcha Pollak

Sorcha Pollak

Sorcha Pollak is an Irish Times reporter and cohost of the In the News podcast

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FinTech Student and Professor at a table

WPI Launches First-in-the-Nation Financial Technology PhD; Only University in the U.S. to Offer All Degree Levels in FinTech

Colleen Wamback Director of Public Relations Marketing Communications +1 (508) 8316775 [email protected]

Building on its established master’s and bachelor’s degree programs and aiming to meet industry trends and demands, Worcester Polytechnic Institute (WPI) has introduced the nation’s first PhD program in Financial Technology (FinTech). The new program underscores WPI’s dedication to advanced education and research in this rapidly expanding sector, making it the only university in the country to offer all degree levels in the field.

With the rise of functions such as online payments services, mobile banking, and cryptocurrencies, the landscape of financial services has seen exponential changes in the last decade. FinTech is one of the  fastest-growing industries in the global economy with industry forecasts predicting 1.5 million new roles and some of the highest salaries in the tech industry. FinTech has become an essential area of study, creating a need for PhD graduates with the skills to lead industry and teach in financial technology programs. There are also industry research opportunities, as firms in the financial industry seek to create innovative operations and products based on emerging financial technologies.

“Introducing a doctoral degree program in FinTech exemplifies how WPI is a global innovator at the intersection of business and technology,” said WPI President Grace Wang. “Graduates of this program will emerge as academic and industry leaders who will shape the future of financial technology education and the financial services sector.”

  • WPI President Grace Wang

WPI’s FinTech PhD program is uniquely positioned to offer a comprehensive, multidisciplinary education that bridges finance, mathematics, computer science, and ethics. Leveraging the expertise of WPI’s distinguished faculty, students will learn a complex blend of skills, ranging from finance and mathematics to  AI and blockchain, analytics, data science, applied statistics, and develop a keen understanding of regulatory and compliance landscapes. They will also engage in cutting-edge research and practical applications of their studies at WPI’s state-of-the-art FinTech Innovation Hub and through external partnerships.

"We are witnessing an unprecedented convergence of academic advancements and industry needs in the FinTech sector," said  Debora Jackson , Harry G. Stoddard Professor of Management and Dean of The Business School at WPI. "Our PhD program will provide students with the interdisciplinary skills and knowledge necessary to drive innovation and address the complex challenges facing the FinTech industry."

  • Debora Jackson, Harry G. Stoddard Professor of Management and Dean of The Business School

WPI’s expansion of its FinTech educational offerings also aligns with the continued growth of the sector in the region.  Massachusetts has emerged as a key hub within this sector, boasting over 357 FinTech companies and 69 incubators/accelerators, making it the third-largest innovation center in the United States. This thriving ecosystem supports over 30,000 jobs within the state, with demand for skilled professionals continuing to rise.

"The PhD program in FinTech not only continues WPI's longstanding tradition of innovative, interdisciplinary education but also positions our Business School as a leader in the emerging field of interdisciplinary financial education and research,” said  Kwamie Dunbar, associate professor of finance.

For more information about WPI's PhD program in Financial Technology,  visit WPI’s website .

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  • Jessica Logan: a meta-scientist on a mission

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Apr 5, 2024, 2:56 PM

By Jenna Somers

Jessica Logan

Associate Professor of Special Education Jessica Logan has always been interested in child development, specifically the growth of academic skills in young children at risk for learning disabilities. She seeks to understand how children learn and the contexts in which they learn, exploring questions such as, “Why do some kids struggle with learning to read?”

But for Logan, it’s not enough to ask a research question and then develop a methodology. The methodology itself must be studied to understand whether it is best for answering the question. As new questions arise, new statistical methods may need to be designed and implemented. Likewise, new designs may generate new questions that otherwise could not be answered.

In graduate school, Logan’s passion for developmental science spurred her passion for quantitative methodology. Now she uses her skills not only to improve her own work but to study the statistical methodologies used in her field, and to support her colleagues in developing and refining their research designs. In short, Logan is a meta-scientist on a mission.

“Metascience is really at the heart of everything I do. I study what methods researchers are using to understand questions about child development and how we can innovate and improve methods to better align with those questions. If we want to ensure the best outcomes for children, we should study problems using the methods that best address each question,” Logan said.

To support her colleagues, Logan leads workshops on best practices for data management and data sharing , and how to implement novel statistical methods to rescue research projects marred by missing data .

In a recent project supported by a $837,860 grant from the National Institutes of Health, Logan and her colleague Sara Hart , professor of psychology at Florida State University, are developing intensive short courses in data management and data sharing for researchers in children’s learning and development. Data management concerns processes for collecting, organizing, validating, and securing data. Data sharing refers to the practice of sharing research data for use by other investigators.

Logan says that roughly 80 percent of researchers in the field of children’s learning and development do not share their data, but interest in developing best practices for data sharing is growing. As part of this grant, Logan will host 20 investigators in the field of developmental science for a five-day course in data management and data sharing at Vanderbilt Peabody College of education and human development in August. Courses supported by this grant have the potential to improve data management and sharing practices in the field of children’s learning and development, which ultimately could improve the work of practitioners and outcomes for the children they serve.

Logan and Hart don’t just educate colleagues through workshops. In the early days of the COVID-19 pandemic in 2020, when physical isolation was hindering the professional growth of many early-career researchers, Logan and Hart began cohosting the podcast Within and Between . They wanted to reach a wide audience of young developmental scientists, many of whom peppered them with questions about the methods and metascience of developmental science and professional development concerns. As the tagline for the inaugural episode states, “When one person asks for advice, you give it to them. When five people ask you for advice, you start a podcast.” Through four seasons, Logan and Hart have offered advice on topics such as the open science practice of preregistering research plans publicly, developing research questions, deciding on which conferences to attend and why, preparing for annual faculty reviews, and of course, all things data management.

And when Logan, Hart, and several of their colleagues asked each other for advice on navigating systemic inequities in their field, they started POWER (Providing Opportunities for Women in Educational Research), a non-profit organization to connect, support, and advocate for researchers who identify as women or non-binary in the fields of education and child development.

“Women have held the majority of Ph.D.’s in education for a very long time—it’s a unique field in that way—but they hold fewer positions of power, so they are less likely to remain in the field. Early in their careers, researchers are postdocs and assistant professors, and female researchers who have children during this time are often held back. The tenure clock gets pushed back, but that pushes back raises and promotions, which affects their perception within their departments and their ability to contribute to science. They might get entry-level academic positions, but they occupy fewer leadership roles, are less likely to achieve tenure, and are less likely to receive federal funding than their male peers,” Logan said.

To help close the gap, POWER has a database to connect women and non-binary researchers in education and child development. The database can help users find potential research collaborators, mentors, colleagues who can write letters of support, and more.

Additionally, POWER provides a list of resources and hubs to connect researchers based on geographic locations and research specializations. The organization also hosts online and in-person networking events and has an active email listserv. Membership is free and open to any researcher in the field of education or child development.

As a researcher, podcaster, and leader of a non-profit, Logan wears many different hats, but no matter which one she wears at any given time, her mission is the same: to help improve the scholarship of education and developmental science researchers, so that their work can lead to better outcomes for children.

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  17. Iranian refugee couple graduate with DCU masters' degrees on the same

    Iranian refugee couple graduate with DCU masters' degrees on the same day 'Education creates justice. If you just send rich people to university, and others have no access to education, it ...

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    WPI's expansion of its FinTech educational offerings also aligns with the continued growth of the sector in the region. Massachusetts has emerged as a key hub within this sector, boasting over 357 FinTech companies and 69 incubators/accelerators, making it the third-largest innovation center in the United States. This thriving ecosystem supports over 30,000 jobs within the state, with demand ...

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