phd in education at oxford university

DPhil in Education

• Entry Requirements
• Funding and Costs

College preference

• How to Apply

About the course

The DPhil in Education is intended to provide graduates with a wide range of research skills, as well as in-depth knowledge, understanding and expertise in their chosen field of research.

There are full-time and part-time routes available. Currently the overall expected contact time for the part-time route is thirty days at Oxford per year, but the majority of this will take place across the three eight week terms, and will include supervision meetings and core research training. Part-time students will normally be expected to be in the department every Thursday during term time in the first year and every Wednesday during term time in the second year. In later years there is greater flexibility and contact time will be agreed between the student and their supervisor.  

The department's doctoral students develop their skills through a range of research methods and skills training courses in their first year (for full-time students) and in their first two years (for part-time students). At the heart of the skills provision is the Research Training Seminar, where students present and develop their research ideas and proposals with the benefit of feedback and support from their peers. 

You will work closely with supervisors on literature review and study design for your thesis, and you are encouraged to make the most of the doctoral training and research methods provision available across the Social Sciences Division. 

You are also encouraged to join one or more of the department's research groups, becoming part of a vibrant educational research community with an active set of doctoral student-led events, seminars and conferences. All DPhil students are given opportunities to present their work at a variety of seminars and sessions in the department.

Supervision

The allocation of graduate supervision is the responsibility of the Department of Education and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a second or co-supervisor may be found outside the Department of Education. 

A full-time student will typically have three supervisions per term, with some variance according to stage or if they are on fieldwork.

All students will be initially admitted to the status of Probationer Research Student (PRS). Within a maximum of four terms as a full-time PRS student or eight terms as a part-time PRS student, you will be expected to apply for and achieve transfer of status from Probationer Research Student to DPhil status. This application is normally made by the third term for full-time students and by the sixth term for part-time students.

A successful transfer of status from PRS to DPhil status will require submission of a research proposal. Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status to show that your work continues to be on track. This will include submission of two chapters from your thesis (methodology and a findings chapter) and a framing document, and will need to be achieved within nine terms of admission for full-time students and eighteen terms of admission for part-time students.

Both milestones involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

Full-time students will be expected to submit a substantial thesis of at most 100,000 words after three or, at most, four years from the date of admission. If you are studying part-time, you will be required to submit your thesis after six or, at most, eight years from the date of admission. To be successfully awarded a DPhil in Education you will need to defend your thesis orally (viva voce) in front of two appointed examiners.

Graduate destinations

The most recent Oxford University Destination of Leavers from Higher Education Survey made contact with 635 master's course students who graduated from the Department of Education between 2012 and 2014. 90.2% of alumni were in work and 5.8% in further study with only 2.0% looking for work, ranking the department in the best 3 of the 15 departments in Oxford's Social Sciences Division.

Past DPhil students from the Department of Education have gone on to academic and research careers at universities in the UK (eg Oxford, Edinburgh, Warwick, UCL, King's College, St. Mary's, Liverpool) and across the world (eg Stanford, Princeton, MIT, Hong Kong, Chile, Norway), or are employed across a wide range of other sectors such as policy for government departments or NGOs, international organisations such as OECD, think tanks and administration at local and national levels. The department’s ‘Conversations with Alumni’ feature includes interviews with two DPhil alumni on their career paths after Oxford.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a master's degree , normally with a mark of at least 68 and at least 68 in your dissertation, in a relevant subject;  and
• a first-class or strong upper second-class undergraduate degree with honours in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• Part-time applicants will also be expected to show evidence of the ability to commit time to study and, if applicable, an employer's commitment to make time available to study, to complete coursework, and attend course and University events and modules. Where appropriate, evidence should also be provided of permission to use employers’ data in the proposed research project.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are held as part of the admissions process.  

Interviews are normally held with two interviewers using Teams videoconferencing. The interview will normally cover issues related to your research proposal, your fit with departmental research groups, and your career plan. Interviews normally take place in February.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Initiatives to improve access to graduate study

This course is taking part in  the 'Close the Gap' project  which aims to improve access to doctoral study.

For this course, socio-economic data (where it has been provided in the application form) will be used to contextualise applications at the different stages of the selection process.  Further information about how we use your socio-economic data  can be found in our page about initiatives to improve access to graduate study.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

The Department of Education has been making a major contribution to the field of education for over 100 years and the department has a world class reputation for research, for teacher education and for its master's and doctoral programmes. We combine international standing as a research-intensive department with the highest quality teaching.

In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (i.e. world-leading in terms of originality, significance and rigour) in Education in the UK. The department has ESRC recognition for its graduate training, and its teacher training was rated ‘outstanding’ by the Office for Standards in Education (OfSTED) in its most recent inspection in 2019.

Research in the department is organised around three major themes:

• Language, Cognition and Development
• Policy, Economy and Society
• Learning: Pedagogy, Learning and Knowledge.

Within each of these themes there are several research groups and centres. All staff and doctoral students belong to one or more of these research groups; each has its own seminar programme to which postgraduate students often contribute. In addition, the department as a whole sponsors regular seminars and public lectures which attract distinguished national and international speakers.

The Bodleian Education Library, located at the centre of the Department of Education, specialises in material on education and related fields. As well as a print collection of books, journals and statistics, the library provides access to a wide range of electronic resources. The library also houses a collection of teaching resources, primarily in support of subjects covered by the department's secondary PGCE course. The Social Sciences Library provides valuable additional resource to students pursuing programmes in the Department of Education.

Oxford has been a major contributor to the field of education for over 100 years and today the University’s Department of Education has a world class reputation for research, for teacher education and for its graduate courses.

The department offers one of the strongest graduate studies programmes in the UK with a range of full- and part-time MSc courses and a lively doctoral programme (DPhil) which is recognised for national funding by the ESRC.

The department's masters' courses are delivered by academics and research experts, the majority of whom are permanent staff engaged in their fields of research. The department's DPhil in Education has excellent facilities for the large number of full-time research students who are well integrated into the research of the department.

The department has an outstanding research profile. In the 2021 evaluation of research quality in UK universities, the Research Excellence Framework (REF), Oxford University Department of Education had the highest overall percentage of research judged to be 4* (ie world-leading in terms of originality, significance and rigour) in Education in the UK. A wide range of funded research projects are based in the department and many of these projects have had a major impact on national policy.

Oxford’s PGCE course has an international reputation for the quality of its work, undertaken in close collaboration with local Oxfordshire secondary schools. Over many years, it has consistently received the highest possible designation (Outstanding) from Ofsted in inspections.

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The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Full-time study.

Further details about fee status eligibility can be found on the fee status webpage.

Part-time study

Information about course fees.

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Continuation charges

Following the period of fee liability , you may also be required to pay a University continuation charge and a college continuation charge. The University and college continuation charges are shown on the Continuation charges page.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees (or, after fee liability ends, continuation charges) and living costs. However, please note that, depending on your choice of research topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Please note that you are required to attend in Oxford for a minimum of 30 days each year, and you may incur additional travel and accommodation expenses for this. Also, depending on your choice of research topic and the research required to complete it, you may incur further additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students for full-time study on this course:

• Blackfriars
• Brasenose College
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Hertford College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Mansfield College
• New College
• Regent's Park College
• Reuben College
• St Anne's College
• St Antony's College
• St Catherine's College
• St Cross College
• St Edmund Hall
• St Hilda's College
• St Hugh's College
• Wolfson College
• Worcester College
• Wycliffe Hall

The following colleges accept students for part-time study on this course:

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Readmission for current Oxford graduate taught students

If you're currently studying for an Oxford graduate taught course and apply to this course with no break in your studies, you may be eligible to apply to this course as a readmission applicant. The application fee will be waived for an eligible application of this type. Check whether you're eligible to apply for readmission .

Do I need to contact anyone before I apply?

You do not have to contact anyone before you apply. You are encouraged, however, to approach academics whose research interests overlap with yours to informally solicit their capacity and interest in supervising you. You may also ask them to share with you specific publications that they have authored that you can’t access otherwise and that may help inform your research proposal. Details of academic staff, including their research interests and contact details, can be found on the departmental website.  

In making this informal contact, you may wish to also provide some information about yourself. Please note that potential supervisors receive large numbers of informal requests each year, as such the department recommends getting in contact with a potential supervisor as early as possible. Please also note that final decisions about admission are not made by individual academics but by an appointed panel at the department level - supervisors will also be ultimately be allocated by the department.

General queries should be directed to the course administrator via the contact details provided on this page.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

Under 'Proposed supervisor name' enter the name of the academic(s) who you would like to supervise your research. 

You are strongly encouraged to enter the names of two proposed supervisors.

Referees: Three overall, academic and/or professional

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

One of your references should be from your most recent academic tutor. If you are currently in employment, you would be expected to provide a reference from your employer alongside academic references which comment on your academic suitability for the course.

Your references will support intellectual ability, academic achievement, motivation and ability to work in a group.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement and research proposal: Statement of a maximum of 1,000 words and proposal of a maximum of 2,500 words 

Your statement of purpose/personal statement and research proposal should be submitted as a single, combined document with clear subheadings. Please ensure that the word counts for each section are clearly visible in the document.

Personal statement

You should submit a convincing personal statement (statement of purpose) explaining your reasons for applying to the programme and highlighting your relevant academic and professional experience. The final part of your personal statement should indicate your future plans after a doctorate.

Your personal statement should be written in English and should be a maximum of 1,000 words.

If possible, please ensure that the word count is clearly displayed on the document.

Research proposal

You should also submit a research proposal that should focus on your proposed research topic, rather than your personal achievements, interests and aspirations. Your proposal should include:

• an indicative title;
• a short introduction that introduces the topic and explains its importance;
• a discussion of the most relevant scholarly literature; 
• research questions or hypotheses, and a description of the methods you plan to use to address them; and
• an indicative bibliography.

The issue or question should emerge from your review of the literature. Please also provide a rationale for the importance of this research topic.

Your research proposal should also indicate your proposed methodological approach. This will depend on the kind of research you envisage. If empirical research is planned, then please discuss the likely ‘data’ to be collected. At this stage these ideas are exploratory, and likely to develop and change once you are admitted to the course and start working with your supervisor.

Your research proposal should be written in English and should be a maximum of  2,500 words (not including the indicative bibliography).

Your research proposal will be assessed for your potential to carry out doctoral research, the quality and coherence of the proposal, the rigor of the proposed research design, and the originality of the project.

It will be normal for your ideas to subsequently change in some ways as you develop your project. You should nevertheless make the best effort you can to demonstrate the extent of your research question, sources and method at this moment.

Written work: Two essays, a maximum of 2,000 words each

The written work should be related to the DPhil in Education and should be on separate topics. If you do not have any existing material that fits this requirement, you may wish to critique an article or write a book review based on the course subject.

You may submit written work completed for a prior course of study if the topic is relevant, eg an assignment or chapter of a dissertation etc, provided it meets the requirements. If your work is longer than the guide length it should be edited to meet the requirements.

A list of relevant references is required for your written work and should be included in your word count.

This will be assessed for understanding of the subject area, an ability to construct and defend an argument, and proficiency in academic English.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply - Full time Apply - Part time

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 5 January 2024 Latest deadline for most Oxford scholarships Final application deadline for part-time study

Friday 1 March 2024 - Full-time study only Full-time applications reopened 7 February 2024 Final application deadline for full-time study

*Three-year average (applications for entry in 2021-22 to 2023-24)

Further information and enquiries

This course is offered by the Department of Education

• Course page on the department's website
• Funding information from the department
• Academic and research staff
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 274183

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

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Fully Funded PhD in Education at University of Oxford, England

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The DPhil in Education is intended to provide graduates with a wide range of research skills, as well as in-depth knowledge, understanding and expertise in their chosen field of research.

PhD Program Requirements

A master’s degree, normally with a mark of at least 68 and at least 68 in your dissertation, in a relevant subject; and

A first-class or strong upper second-class undergraduate degree with honours in a relevant subject, preferably in the social sciences.

For applicants with a degree from the USA, the minimum GPA sought is 3.6 out of 4.0.

PhD Funding Coverage

The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25.

You will be automatically considered for the majority of Oxford scholarships, if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline.

Most scholarships are awarded on the basis of academic merit and/or potential.

Application Requirement

1. Online Application

2. Official transcript(s): Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

3. Personal statement: You should submit a convincing personal statement (statement of purpose) explaining your reasons for applying to the programme and highlighting your relevant academic and professional experience. The final part of your personal statement should indicate your future plans after a doctorate.

4. Written work: The written work should be related to the DPhil in Education and should be on separate topics. If you do not have any existing material that fits this requirement, you may wish to critique an article or write a book review based on the course subject.

5. GRE General Test scores: No Graduate Record Examination (GRE) or GMAT scores are sought.

6. English language proficiency: This course requires proficiency in English at the University’s higher level. If your first language is not English, you may need to provide evidence that you meet this requirement.

Application Deadline

5 January 2025

Application Fee

An application fee of £75 is payable per course application.

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Theses outside Oxford

Searchable abstracts of theses & dissertations from around the world are available via   ProQuest Dissertations & Theses Global  - many are available for full text download.

The  EThoS  service from the British Library contains information about UK doctoral theses and there is increasing availability of full-text downloads, which are available once a library or individual has paid for digitisation.

Oxford University theses are not available in full online format via EThos but some are available in ORA  (the Oxford Research Archive) - these will show in your SOLO search results, you do not need to search ORA separately.

Copyright and dissertations & theses

When consulting an Oxford thesis or dissertation recognise that the copyright of the thesis rests with the author and that no quotation from it or information derived from it may be published without the prior consent of the author.

A thesis or dissertation is an unpublished work therefore no copyright exceptions apply which let you copy. However, for the MSc dissertations held in the Education Library, the authors have agreed to permit limited copying of their thesis by individuals (no more than 5% or one chapter) for personal research use. 

Obtaining copies of or from Oxford dissertations & theses

Dphil theses.

Copying from an Oxford thesis, even of a single page, may require the author's written permission. For more information about the copyright of Oxford theses and how to obtain copies of or from an Oxford thesis please follow the links or  ask us .

MSc dissertations

Limited copying is possible (no more than 5% or one chapter) for personal research use. No quotation or information derived from an MSc dissertation may be published without the written consent of the author of the dissertation. The Higher Degrees office may be able to help you wish to contact an author, but usually you can find possible contact details via an internet search.

Theses & dissertations

To find theses and dissertations in oxford.

On SOLO - just add the word thesis  to your searches. For instance, if you search for oxford thesis education  and then use the Resource Type filter to choose Theses (Oxford) , you will get a large selection of theses & dissertations on educational topics. The results will include both Masters dissertations and Doctoral theses and come from various departments including the Department of Education.

If you add "department of education*"  then the search will bring back theses & dissertations produced in the Department of Education prior to 2020. The asterisk at the end of 'education*' ensures the results will include older theses dissertations from when the Department was called Educational Studies. NB. More recent dissertations are not tagged with information about the Department

You could try adding particular research methods, but be aware that most older dissertations have not been catalogued with any information about research methods used. 

A growing number of Oxford theses & dissertations are available online. These will be included in the results of your SOLO searches once the thesis or dissertation has been deposited into ORA . You can also search ORA directly using course codes, e.g. ALSLA, CIE2021 etc.

• Theses submitted recently may take a while to be processed and to appear on SOLO - you may need to check back periodically to see new additions.

MSc Dissertations in the Education Library

On the open shelves in the Education Library you will find older printed copies of MSc Education, ALSLA and ALLT dissertations. Some years we were able to indicate which dissertations which received distinctions by marking these with a red dot on the spine. Please note that very few dissertations are available from 2020 as the restrictions of the Covid-19 pandemic meant the requirement for students to submit a hard copy was waived (and only a few students chose to submit online copies to the library). Since 2021 dissertations are primarily submitted online with optional donation of a hard copy to the library shelves. Submission is voluntary so the library does not have every dissertation submitted each year.

MSc dissertations are shelved on the far wall of the Front Reading Room. These are for consultation in the library only and cannot be borrowed.

MSc dissertations are grouped first by course, e.g. ALSLA, Higher Education, and within each course are arranged alphabetically by author’s surname.

To search for MSc dissertations on SOLO type:   "department  of education*"  thesis M.Sc.  using the  Oxford Collections  search filter. Most of the results will be our dissertations.

You could also include author surnames or keywords in your search.

A list of the titles, authors and supervisors of the more recent Department of Education MSc Education and ALSLA dissertations is available from this page. A printed list is also available within the library.

Older MSc dissertations are stored offsite in the Collections Storage Facility. They can be requested to the Education Library (or any other Bodleian Library) and consulted there (not borrowed). 

MSc dissertations from other courses

MSc Learning & Teaching (MLT), MSc Teacher Education (MTed), MSc Educational Assessment (MEA) and MSc Medical Education (MedEd)  students are asked to submit an online copy of their dissertation. Exemplar dissertations are chosen to be made available online via  ORA  - simply type the course code, e.g.  MLT

Lists of recent theses & dissertations

• List of departmental DPhil theses Updated Dec 2023
• Departmental MSc Education & ALSLA dissertations in print A list of which dissertations from our full time courses are available in the library. Updated Dec 2021
• MSc dissertations on ORA A list of MSc Education, ALSLA and ALLT dissertations available online. Updated Feb 2024.
• List of recommended MSc dissertations and DPhil theses Recommended by supervisors across the Departent of Education. Updated Oct 2021

Please note that very few dissertations are available from 2020.

DPhil Theses

DPhil theses are stored offsite in the Collections Storage Facility. They can be requested to the Weston Library and consulted there (not borrowed).

To search for departmental DPhil theses on SOLO  type:  "department  of education*" thesis D Phil  using the  Oxford Collections  search filter.

Note that it is important to include a space between the 'D' and the 'Phil'. You could also include author surnames or keywords in your search.

In recent years DPhil candidates have been required to deposit an online copy of their thesis with ORA. These can be found via SOLO . Occasionally a thesis may be embargoed so that the full text is not available for a few years.

A list of the titles, authors and supervisors of the more recent Department of Education DPhil theses is available from this page. A printed list is also available within the library.

Supervisors in the Department have also made a short list of ‘recommended theses’ that students can draw on for inspiration about layout, format and more substantive issues. The list includes some DPhil and MSc theses with the reason for recommendation, e.g. substantive, methodological, well written etc.

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• Graduate School of Education scholars to share research at 2024 AERA conference

Published April 2, 2024

BY NICOLE MEHLMAN-DAVIDOW AND SARA DEMBSKI

Graduate school of education scholars to share research at aera conference.

More than 70 faculty, staff, alumni and student scholars from across the University at Buffalo Graduate School of Education will present 89 unique sessions at the annual meeting of the American Educational Research Association (AERA), being held in person in Philadelphia, Pennsylvania, from April 11–14.

“ Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action ,” is the theme of this year’s conference.

“I look forward to participating in the upcoming conference. AERA is the preeminent gathering of education researchers and a wonderful place to showcase scholarly research,” said Suzanne Rosenblith, PhD , Graduate School of Education dean.

Rosenblith will be the chair of a presentation titled, “Answerability, Urgency, and Joy: Revitalizing and Reinvigorating Teacher Education Through Residency,” which explores various facets of teacher residency, making the case that is possible to create a university-based, student, school and community-focused teacher preparation program that is clinically intensive, academically rigorous, responsive to the economic concerns of students and justice and equity-oriented.

Other GSE scholars participating in the conference include:

• Jasmine Alvarado, PhD , will present a symposium called “Imagining Futurities in Bi/multilingual Education through Counterstories from Racialized and Minoritized Parents.”
• Stephen Santa-Ramirez, PhD , will bring his expertise to a paper session titled “College Journeys of Unique Student Populations” with his work, “What Happens Post-College? Narratives of Recently Graduated Undocumented Student.”
• Paris Wicker, PhD , will be a panelist during the fireside chat session titled, “Let No Job Market Put Asunder: The Inter/Intrapersonal Journeys of Scholars Navigating the Academy.”
• During the paper session titled “Responding to Crises: Education in the Wake of COVID-19,” GSE professors Jaekyung Lee, PhD , Young S. Seo, PhD and Myles Faith, PhD , will bring their research “Whole-Child Development Losses and Inequalities during the Pandemic: Cross-state Analyses of Achievement and Well-being Trends.”

In addition to giving presentations, participating in poster sessions and contributing to roundtable discussions, GSE scholar Jasmine Alvarado was also be honored for her contributions to the field of education.

Alvarado was awarded second place for the AERA Bilingual Research Issues Outstanding Dissertation Award. This is her third AERA award, along with 2023’s AERA dissertation awards from the Family, School and Community Partnerships SIG and from the Latinx Research Issues SIG. 

A host of GSE students are also scheduled to participate. Among them are:

• Leah Bartlo who will co-present research titled, “Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education.”
• Samantha R. Didrichsen will co-present a poster “The Role of Racial Congruence in Early Educator-Child Linguistic Interactions: Implications for African American Learners.”
• Nicholas A. Emmanuele will co-present, “Reader and Disability Perceptions of Adolescents with Specific Learning Disabilities in Reading: A Mixed Study.”

AERA, a national research society founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and promoting the dissemination and practical application of research results.

The annual conference is one of the largest nationwide for education researchers. See a complete list of GSE presenters and presentations at ed.buffalo.edu/aera-2024 . 

Tuesday News Briefs feature the stories of the Graduate School of Education faculty, students and alumni who are engaged in their communities and making an impact through their hard work, dedication and research initiatives. If you have a story to share, please email us with the details for consideration as a future news feature.

How to Choose a Graduate School: 7 Tips for Success

So you’ve made the decision to go to grad school. You’ve weighed your options , researched the benefits of a graduate education , and discovered the value of having an advanced degree . Now it’s time to choose which program to pursue—a task that can seem overwhelming given the number of options available.

But the process doesn’t have to be so daunting. There are actions you can take to make choosing a graduate degree program more manageable—exciting, even. As you take the next step toward your personal and professional goals, take note of the following tips to help you choose a graduate school and degree program best suited for you.

Difference Between Grad School and Undergrad Programs

Before you start searching for the right graduate school for you, it’s essential to know what to expect for this new career trajectory you’ll be embarking on. Unlike an undergraduate program, grad programs are highly specialized and much more advanced in your field of study.

Prospective graduate students can expect a far more individualized experience as they work closely with students and professors. Due to this specialization, entering a graduate program will be an investment of time that’ll ultimately help elevate your expertise and career choices.

Tips for Choosing a Graduate School

1. Take inventory of your passions and motivations.

Pursuing a graduate education is a big investment, so it’s critical to understand the unique “ why ” behind your decision. What do you hope to achieve by going back to school? Whether you’d like to gain more specialized knowledge, change careers, earn a promotion, increase your salary potential, or achieve a lifelong personal goal, make sure the program you choose will help get you there.

Examine the curricula and course descriptions of various degree programs, and assess how each offering aligns with your passions and interests. Graduate school is challenging, but it will feel more manageable if you’re working toward something that matters to you. Understanding your expectations and what you want to get out of the program is the first step in choosing a degree that will be a good fit.

2. Do your research and explore your options.

Once you’ve determined your motivations for returning to school, leave yourself time to research the types of degree programs available in your preferred area of study and the opportunities each can create.

Resources like the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook can give you a sense of typical career paths by industry, along with the educational degree requirements for each. The handbook also provides market growth forecasts and earning potential to help inform your decision.

It’s also important to note the structure and focus of each program. Even in the same discipline, a program’s focus can vary among institutions. Does the curriculum emphasize theory, original research, or a more practical application of knowledge? Whatever your goals may be, make sure the program’s focus aligns with the educational experience that will provide you with the most value. Career changers, for example, who likely don’t have industry experience, might prefer a program with access to hands-on learning opportunities or a path for completing prerequisites like Northeastern’s Align and Bridge programs.

While conducting your research, don’t be afraid to utilize your professional network. Speak with colleagues who have pursued an advanced degree in your industry and reach out to alumni of the institutions you’re considering. Listening to their experiences as a graduate student and in the job market post-degree can help you gauge if the program is in line with your goals.

3. Keep your career goals in mind.

After exploring your range of program options, consider your career goals and how each specific graduate program can help you get there.

If you’re seeking a specialized area of focus, be sure to examine the program concentrations offered at each institution. One graduate program in education might prepare you to specialize in higher education administration or elementary instruction, while other institutions may offer concentrations in special education or classroom technology. Make sure the program you choose reflects your career interests.

Alternatively, if you’re unsure of exactly where your career path may take you, you may want to consider a broader degree that can give you flexibility in its application. Some degree programs, such as a Master of Business Administration , teach skills that can be applied across multiple professions. If this is the path you’d prefer to pursue, pick a degree that will remain relevant as you move around in your career.

Examine the types of credentials professionals in the industry possess and research the types of skills potential employers are looking for. Check to see that the degree program offers opportunities to learn and develop those same skills. You’ll want to make sure the program you’re investing your time in will arm you with the knowledge you can actually apply in the real world.

Some professions also require board certification and/or state licensure. For example, someone interested in becoming a ​​project manager must complete 35 hours of relevant training before gaining eligibility to sit for the certification exam. You’ll want to ensure that the graduate program you ultimately decide on is fully accredited and will help you meet any certification or licensure requirements.

Location is also an important factor to consider when thinking about potential employment opportunities after graduation. Individuals interested in financial services may consider schools in a major banking center, such as Charlotte , while those pursuing a technology career might look for programs in Silicon Valley .

Further, if your goal is to work for a specific company, do your research to determine where graduates of the programs you’re looking at are working. Universities often have corporate partnerships in which employers recruit graduates to work at their organization. Check to see if your dream company partners with any nearby universities.

4. Make sure the program fits your lifestyle.

While aligning your career goals, make sure the degree program you choose will realistically fit within your lifestyle, and determine what level of flexibility you need. There are many options available that will allow you to earn an advanced degree at the right pace and in the right format for you.

Some degrees can be earned in as little as 12 months, while others can take years. Determine how much time you’re willing to invest, considering your personal values, work and family commitments, and the type of graduate experience you’d like to have.

Full-time graduate studies are not for everyone. If you’re a working professional, you may benefit from the increased flexibility provided by a part-time degree program. You might also consider the benefits of online or hybrid graduate programs that provide access to worldwide institutions that may have otherwise not been an option.

5. Consider your finances.

Decide what you can afford for graduate school, and don’t forget to factor in both the up-front costs, such as tuition and textbooks, and hidden fees, like transportation and student activity costs. While your education is an investment, make sure you can cover the costs associated with earning your graduate degree.

Paying for graduate school can seem intimidating, but there are many different options available to you. While you narrow down your list of schools, be sure to check out the financial aid options at each institution. Along with scholarships , loans, and grants, some schools may offer assistantships or fellowships for graduate students.

For those who may already be working in their industry, your employer may offer tuition reimbursement , which pays for a predetermined amount of continuing education credits or college coursework to be applied toward a degree. Contact your company’s human resources department to determine whether tuition reimbursement is available to you and if your program of interest meets the eligibility requirements.

All of these options will help ease the costs associated with your education and could help you earn valuable experience to enhance your resumé. You may also want to consider your future earning potential and job opportunities when weighing your options—you want your degree to be worth the money, time, and energy you put into earning it.

6. Talk to admissions advisors, students, and alumni.

When determining your graduate school options, it’s important to talk to current students and alumni. Begin by creating a list of questions to ask, such as:

• Do you have enough academic and career guidance?
• What do you like and dislike about your program?
• Are you happy with your professors?
• Are there co-op and internship opportunities available to you?
• How do you feel about the student community?
• What do you wish you knew before enrolling?

What students and alumni tell you might surprise you and could be extremely valuable in determining the right graduate school for you.

Speak With a Student Ambassador

 Talk to an ambassador who’s been there and done that.

You can also speak with graduate admissions advisors to help you narrow your options. They have experience guiding students to make this type of decision and can provide you with the outcomes of past students whose goals were similar to yours. In speaking with the institution’s alumni and mentor network, you also have the opportunity to assess the type of connections you can make there and how they may help you get ahead after graduation.

7. Network with faculty.

Faculty can make or break your graduate school experience. Take the time to reach out to your potential professors and get to know them. Don’t be afraid to ask specific questions about their background to see if it aligns with what you want to learn.

Apply to universities that have one or more professors who focus on your area of interest and with whom you can imagine collaborating while earning your degree. Determine if they can help facilitate your growth, and go with a program where you’re comfortable with the faculty.

Applying to Graduate School

After narrowing down your options and determining which graduate programs align most closely with your career goals, lifestyle, and personal interests, you’re ready to begin the application process. It might seem intimidating, but applying to graduate school is simple so long as you remain organized and are well-prepared.

While the application requirements may look different depending on the institution and type of degree program you’re applying to, there are certain materials that you’ll likely be asked for as part of your grad school application. These include:

• An application form
• Undergraduate transcripts
• A well-optimized professional resumé
• A statement of purpose or personal statement
• Letters of recommendation
• GRE, GMAT, or LSAT test scores (if required)
• An application fee

Do your research to determine what the application requirements are for your program of choice, and remain conscious of deadlines. 

Remember that Graduate School Is a Stepping Stone

When deciding which program to pursue, it’s important to remember that graduate school is a stepping stone toward your personal and professional goals—not the final destination. That said, the clearer you are on what you want to do following graduation, the easier it will be to find a program that aligns with your goals.

Start early, keep your search organized , and reach out for support. In the end, only you can decide which program will be best for you. No matter what program you choose to pursue, with commitment, resilience, and hard work, you can find success.

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Advanced degree holders earn a salary an average 25% higher than bachelor's degree holders. (Economic Policy Institute, 2021)

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Two IHSE faculty members win 2024 AFMC awards

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Two faculty members of McGill’s Institute of Health Sciences Education (IHSE) have been announced as recipients of awards from the Association of Faculties of Medicine of Canada (AFMC).

Donald Boudreau, MD, and Jeffrey Wiseman, MD, MEd, were recognized by the AFMC for their leadership, excellence and achievements in academic medicine. They were nominated for their respective awards by Lesley Fellows, MDCM, DPhil, Vice-President (Health Affairs) and Dean of the Faculty of Medicine and Health Sciences, as well as their colleagues at the IHSE.

Dr. Boudreau and Dr. Wiseman will be presented with the awards at the International Congress on Academic Medicine (ICAM) in April 2024.

Elizabeth Anne Kinsella, PhD, Director of the IHSE, says Dr. Boudreau and Dr. Wiseman are, “inspiring forces in the education of future physicians and the mentorship of leaders in medical and health sciences education.”

“Their scholarship and educational innovations have been highly impactful in preparing generations of students to approach medical practice with humanistic values and ethical reflection,” she adds. “At the IHSE and across the Faculty, they are known as thoughtful scholars and innovators, generous and responsive to students and colleagues, and kind and caring human beings.”

Donald Boudreau

Dr. Boudreau is an Associate Professor at the IHSE and a former member of the Department of Medicine in the Faculty of Medicine & Health Sciences. He is a physician-educator and a recently retired respirologist. He has previously served in numerous leadership roles at McGill, including that of Associate Dean, Medical Education and Student Affairs, and Interim Director of the IHSE. Dr. Boudreau’s research career has focused on undergraduate medical education, notably on professionalism and the humanities in medicine. He has published approximately 70 peer-reviewed articles or book chapters. He is also senior author of Physicianship and the Rebirth of Medical Education , published by Oxford University Press and released in 2018.

The 2024 AFMC-Gold Humanism Award will be presented to Dr. Boudreau at the annual ICAM meeting, where he has also been invited to present the Gold Humanism Lecture. The award and lecture were created by the AFMC and the Gold Foundation for Humanistic Healthcare, Canada to emphasize, reinforce and enhance the importance of humanistic qualities among medical school students and faculty. The accolade celebrates individuals who demonstrate the qualities of a compassionate teacher, mentor and healthcare provider, and who may exemplify these by teaching ethics, empathy and service by example.

In their nomination of Dr. Boudreau, Dean Fellows and Beth-Ann Cummings, MD, MSc (HPE), Associate Professor of Medicine and Associate Member of the IHSE, wrote: “Dr. Boudreau’s career is truly exceptional. As a physician, leader, educator and scholar, he has not only promoted humanism but role-modelled how it must guide us in our work.”

Dr. Boudreau says: “I am deeply humbled by the peer recognition implicit in this award. It is both a product of and a testament to the stimulating and supportive environment provided by McGill and the Faculty. I am profoundly grateful to my colleagues and friends within that community as well as to the extended family of physicians.”

“In their philosophy regarding the nature of personhood, the early Confucians emphasized that: ‘There can be no me in isolation, to be considered abstractly: I am the totality of roles I live in relation to specific others.’ I believe they got it right,” he adds. “This award cannot be conceived or received without a bow of respect to this interconnectedness. Thank you all.”

Jeffrey Wiseman

Dr. Wiseman is an Assistant Professor of Medicine and Health Sciences Education, a specialist in General Internal Medicine and a health professions educational scholar. He has served in multiple medical educational leadership roles at McGill as well as nationally and internationally with the Royal College of Physicians of Canada. He has been awarded multiple local and national awards for his clinical teaching skills for undergraduate and postgraduate learners. He is currently Director of Education at the Steinberg Centre for Simulation and Interactive Learning and Director of Faculty Development for McGill’s undergraduate medical education program.

Dr. Wiseman has also created highly sought-after local and national conflict management and teamwork educational leadership education modules. In addition, he developed a popular McGill course component that uses the “deteriorating patient” teaching method to prepare fourth-year medical students for their first on-call experiences as residents.

His current research interests include serious games in health sciences education, technology-rich learning environments, and the roles of emotions and adaptive expertise in clinical reasoning.

Dr. Wiseman will be presented with the AFMC Clinical Teacher Award, which recognizes excellence in clinical teaching by an individual faculty member in a Faculty of Medicine in Canada.

In their nomination of Dr. Wiseman, Dean Fellows and Linda Snell, MD, MHPE, Professor of Medicine and Health Sciences Education, noted: “Jeff is a truly extraordinary teacher, a favorite of both students and residents and highly recognized by his peers.”

“He has created numerous clinical teaching innovations, and translated many of these into education scholarship,” they added. “The impact of his outstanding clinical teaching has crossed multiple disciplines, many countries, and has impacted generations of teachers and learners.”

Reflecting on receiving the award, Dr. Wiseman quotes “The Road to Wisdom”, a short poem by the Danish polymath, Piet Hein:

“The road to wisdom?—Well, it’s plain and simple to express: Err and err and err again, but less and less and less.”

Congratulations to the recipients!

Department and University Information

Institute of health sciences education.

Department of

Department of Education

Part-time study (dphil).

Doctoral research training programmes in the department, as across the University of Oxford more generally, are set up and structured around the needs of full time (FT) students.

This department admits twenty doctoral students to start a full-time DPhil each year, and it is not possible to offer training courses outside the working day or through distance/online provision.

However the department does have the University’s permission to offer a part-time (PT) DPhil option for students who reside and are employed locally.  In the recent past we have admitted one and occasionally two PT students most years. Our ‘Special Regulations’ stipulate that:

Part-time research students are required to attend for a minimum of thirty days of university-based work each year, to be arranged with the agreement of their supervisor.

Studying part-time for a DPhil is demanding and students should normally expect to devote on average at least 20 hours per week to their research. The research training provided for our first year doctoral students is timetabled on Wednesdays and Thursdays during two eight week terms (Michaelmas and Hilary). Part-time students normally spread this training over two years, allocating every Thursday in their first year, and every Wednesday in their second year.

Progression on and ‘transfer’ to doctoral status is predicated on successful completion of assignments for these courses. We also encourage students to benefit from relevant research training and skills-training opportunities available across the Social Science division.

In subsequent years, students are encouraged to actively participate in, and contribute to, the academic life in the department throughout their doctoral studies. Many attend and present at regular student:run weekly ‘Work in Progress’ sessions, and the annual Student conference held in March.

PT DPhil study is only suited to exceptional candidates. Applicants need to have a strong and coherent research proposal, an outstanding academic track-record, and to ensure their employer understands the importance of full participation in the life of the department. An important part of the doctoral experience comes from being in a cohort, of sharing ideas, and being supported by peers. The department’s research centres and groups also play a vital role. Staying engaged helps students stay motivated, meet ‘milestone’ deadlines and progress to timely completion. Applicants to PT study would need to demonstrate how they would continue to be part of this doctoral community over the course of their studies.

For part-time research applications admission is initially dependent on evidence of the following requirements:

• the applicant normally has a minimum of three years’ professional experience and is currently employed (and will continue to be employed) in some capacity in the field of education
• the applicant can meet the attendance requirements relating to part-time study (In practice this means living in or very near Oxford)
• the applicant has the written support of their present employer for their proposed course of study and its obligations
• the applicant’s proposed topic of research is related to their present or intended professional work

A student’s perspective

It was very interesting reading through your document and made me realise how much I have learned in the relatively short period since I began the DPhil.

I think the summary you have produced is absolutely fair and balances the responsibilities of part-time students to stay engaged with the Department and University activities (not easy but makes the whole experience much more rewarding), with the flexibility a part-time programme gives you to combine work and study. It is very important potential part-timers realise the extent of their commitment well in advance of registering, and your document tells them what they need to know.

I found it quite hard in the first year to be away from home two days per week (and anyone with a young family would find this even harder) but as a result hardly missed any of the Qualitative Methods and PPRS sessions, and this was essential, especially as I was completely new to social sciences research. I would soon have fallen behind with reading, assignments etc. had I not come to Oxford for two days a week. This year it has been easier (although I found the Quantitative methods course content harder, not having done any formal maths for 30 years or so) only being in Oxford one day a week, although then you do miss out on social stuff in the evenings and at weekends.

Finally, both full- and part-time DPhil students find it difficult to maintain the cohort identity after the first year I think. This is partly because of field work but the inevitably less structured nature of the programme after year 1 means there are fewer reasons to get together. In future am going to try to come in on Wednesdays more often and go to the Department coffee (or perhaps the Social Sciences coffee morning also on a Wed.) which might help me to stay in touch. Also, being a member of the Student Assessment Network is another reason for coming to Oxford. Having said all this, my supervisor is keen to see me quite often so I’m in Oxford almost every week anyway.

Gillian Clarke, part-time DPhil student

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Vanderbilt University may submit one Letter of Inquiry as lead institution to the 2024 Creating Equitable Pathways to STEM Graduate Education program from the Alfred P. Sloan Foundation.

The Higher Education Program at the Alfred P. Sloan Foundation is continuing its investment in Minority Serving Institutions (MSIs) and in the establishment of partnerships between MSIs and graduate programs at other colleges and universities. Sloan’s Creating Equitable Pathways to STEM Graduate Education grants will engage the expertise of MSIs—and the unique experiences of their faculty and students—to model effective systems and practices that remove barriers and create opportunities for equitable learning environments in STEM graduate education so all students can thrive. Grant awards will support sharing MSIs’ institutional know-how on equitable undergraduate and graduate education, as well as modeling that know-how to create systemic changes that enhance pathways from MSIs to master’s and doctoral degree programs in astronomy, biology, chemistry, computer science, data science, Earth sciences, economics, engineering, marine science, mathematics, physics and statistics at partner institutions.

Awards will also open pathways to students and faculty at partnering institutions to learn at and from MSIs and collaborate on systemic changes that have the potential for even broader impacts. While Equitable Pathways grants will directly fund activities that eliminate barriers to pathways between MSIs and their partnering institutions, Sloan is particularly interested in supporting partners that are committed to widening pathways to master’s and doctoral degree programs in the covered fields for students from MSIs and from other colleges and universities that currently have weak, if any, pathways to STEM graduate education.

The foundation thus invites letters of inquiry (LOIs) for both new and the continuation of previously Sloan-funded projects that seek to dismantle systemic barriers and create sustainable MSI pathways to graduate education in the stated disciplines. Compelling LOIs will result in the invitation of a full proposal. 

Proposed projects may take multiple forms, including, for example, planning activities on MSI campuses that set the stage for new pathways between MSIs and graduate programs at partner institutions, which may be other MSIs or institutions with graduate programs in the covered STEM fields. Another example could be projects that establish or scale existing, mutually beneficial partnerships between undergraduate and graduate programs at two or more institutions.

In addition to establishing seamless pathways, projects need to address policies, processes, and practices that reinforce existing systems that are barriers to student access and success in graduate education. These projects could include efforts to examine or redesign graduate recruitment, admission policies and processes, mentoring practices, departmental climate, or other gatekeeping (or gateway) structures to and through STEM graduate education. Since the barriers to equitable pathways do not end once students are admitted to graduate programs, the Foundation is looking for evidence that projects will promote and enhance existing efforts to reduce and eliminate policies, procedures, and institutional climates and cultures that prevent students from successfully attaining a graduate degree.

All projects must have at least one MSI partner . When two or more institutions are the proposed grantees, it is preferred that the primary PI be housed at the MSI to create a direct connection between MSI expertise and project leadership.

Three types of grants will be funded:

• Planning grants to support two or more institutions to conduct internal reviews of existing barriers to student success and for analysis and planning for future partnership(s) (up to $75,000 for up to 1 year);
• Seed grants to two or more institutions that seek to formalize an existing partnership(s) and launch one or more pilot initiatives (up to $250,000 over 1-2 years); and
• Implementation grants to two or more institutions that allow for the augmentation or scaling of existing partnerships/collaborations (up to $500,000 over 2-3 years).

Eligibility

Lead investigators from submitting and partner institutions should be at the full, associate, or assistant professor level, a department chair, or in an administrative role with high connectivity to academic positions. Such individuals should come from nonprofit two- or four-year institutions, or organizations that serve higher education professionals or institutions.

The selected nominee will submit the LOI to the sponsor by July 1, 2024 . If invited by the Sloan Foundation to submit a full proposal, the due date will be October 4, 2024.

See the full program page for more information.

Internal Application Instructions

Interested faculty should visit https://vanderbilt.infoready4.com/#competitionDetail/1935697 to submit an application for the internal LSO competition and to find additional information about the opportunity.  The deadline for the internal competition is April 18, 2024 .

Any questions about this opportunity or the LSO process may be directed to [email protected] .

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Statistics PhD Program

Fall 2024 courses, important dates.

        First day of classes: Monday, August 26, 2024

        No classes (Labor Day): Monday, September 2, 2024

        No BST classes (Thanksgiving): Wednesday, November 27 - Friday, November 29, 2024

        Last day of classes : Monday, December 9, 2024

        Final exam period : Friday, December 13 - Wednesday, December 18, 2024

**Please check back later for course meeting times and locations.**

Course Offerings

For students matriculated in the Department of Biostatistics and Computational Biology      BST 590 - Supervised Teaching      BST 591 - Reading Course at the PhD Level*      BST 592 - Supervised Statistical Consulting         BST 595 - Research at the PhD Level       BST 999 - Doctoral Dissertation * maximum of 6 credits per BST 591 course

Please direct questions to: [email protected]

Last updated: April 4, 2024

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Northwestern MSLOC’s John McGonigle Named Finalist in SIOP Consulting Case Competition

John summarized the experience, sharing, “This is five days to experience life as a consultant and work with incredibly smart people. For five days, your team is a consultancy. My group had two Doctoral students in I/O Psychology and a Master’s student in Organizational Development. And the group of judges was as impressive as the contestants.” This year’s judges, and clients, were from John Deere and included company executives and partners from firms, like Korn Ferry, who are current consultants to John Deere.

The competition, and the work of finalist teams, will be showcased at the 2024 SIOP Annual Conference , coming up April 17-20, 2024 in Chicago and online. MSLOC will also be represented at the event via a session entitled, “Research Incubator: Achieving Social Justice in Organizational Change,” presented by Northwestern MSLOC faculty members Kimberly Scott, Dorie Ellzey Blesoff, and Sonya Kaleel, alongside Yabome Gilpin-Jackson, Susan C. Guest, and Ranjani Iyengar. Their session will present highlights from four papers that “identify the demands, challenges, and potential opportunities in the study and practice of organizational change when I-O scholars and practitioners commit to the goal of achieving social justice through their work.”