phd in education career opportunities

8 Careers You Can Pursue with a Doctorate in Education

Industry Advice Education

By earning a Doctor of Education (EdD) degree, you’re preparing yourself for a career with lasting impact—on students, on the future of a college or university, on your community, or on the trajectory of a nonprofit trying to improve other communities locally and abroad.

You’re also positioning yourself for advancement. Professionals who earn an EdD are qualified for roles leading and operating schools at the elementary, high school, or college level. They learn to lead in a way that can be transferred to the front of a classroom or at the ground level of an organization.

An EdD signals to employers that you’re a thought leader; that you’re someone who’s demonstrated the capacity to identify a problem, examine issues from multiple perspectives, and offer relevant insights for practical solutions. With your doctorate in hand, you’re prepared to take on a leadership role across a variety of industries.

Here’s a look at the types of positions EdD graduates pursue and eight of the top careers available in the field. 

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What Type of Positions Do EdD Students Pursue?

Northeastern’s EdD students cultivate their leadership skills in the program by integrating practice and insights from experienced faculty and high-achieving peers . They come from diverse fields, including business, criminal justice, healthcare, military, human services, and the nonprofit sector. Their job titles and careers are just as diverse, with students working as policymakers, systems analysts, and administrative leaders within higher education institutions, nonprofit organizations, and governmental agencies.

Top Careers for Doctor of Education Graduates

1. college president.

Average Annual Salary: $272,203

Presidents are the top leaders of a college or university. They establish and execute on their school’s strategic vision, spearhead fundraising, attend student events, and deliver speeches to a variety of constituents, such as donors, lawmakers, government, and faculty, to raise the profile of the institution both locally and abroad. They also collaborate with senior administrators, faculty, and staff to devise new ways to support students and improve their learning environment while maintaining high academic standards. Depending on the type of public or private institution they lead, college presidents can earn impressive seven-figure salaries . 

2. Chief Learning Officer

Average Annual Salary: $152,225

In education, top executive roles include positions like “chief learning officer”—a senior-level professional who develops and drives strategies that help his or her college or university meet critical business goals. Chief learning officers (CLOs) focus on creating strategies for training, learning, and development, and typically oversee an institute’s latest technologies, such as its online learning platform.

Average Annual Salary: $148,783

A provost—or vice president, depending on the college or university—is a senior-level academic administrator who tends to be second in command after the president. Provosts work closely with deans and department heads, and help determine their institution’s academic goals and priorities, as well as how to allocate the resources necessary to support those initiatives. They often oversee daily operations and work to hire and retain a diverse faculty. 

4. School Superintendent

Average Annual Salary: $116,931

Superintendents are the top executives of a school district. They’re responsible for establishing and overseeing their district’s budget, staffing, infrastructure, and spending. Superintendents collaborate closely with a school board to develop and implement new policies and programs in line with the district’s short- and long-term goals, as well as allocate the financial and human resources necessary to achieve the district’s overarching vision.

5. Elementary, Middle, and High School Principal

Average Annual Salary: $95,310

Principals oversee the daily operations of an elementary, middle, or high school. They hire teachers and staff, manage the budget, and enforce disciplinary rules when necessary. Principals also develop and assess educational programming aimed at achieving student learning outcomes, all while striving to create and maintain a positive learning environment. More than 11,000 principal positions are expected to emerge by 2028, according to the Bureau of Labor Statistics .

A principal’s salary might differ depending on whether he or she works at an elementary, middle, or high school. The mean wages for principals at each level, according to PayScale are:

• Elementary School : $81,095
• Middle School : $87,989
• High School : $92,197

6. Academic Dean

Average Annual Salary: $90,339  

Deans work at the senior administrative level of a college or university. The role varies depending on the institution, but deans often manage faculty and staff, set academic goals, implement strategic planning, oversee their department’s budget, help fundraise, support research initiatives, and foster student development. Some departments you might find them in are:

• Admissions : Those working in admissions develop and lead recruitment initiatives for a college or university. They evaluate applications, decide the number of students who should be admitted to the school, who those students should be, and communicate with prospects and their families.
• Research : A dean of research often oversees faculty and collaborates with them to create a strategy for developing short- and long-term research initiatives. They also work to secure research funding, oversee the research budget, and establish key industry partnerships.
• Student Affairs : The student affairs office typically oversees a variety of different departments, such as residence life, athletics, student support services, and diversity and inclusion. A dean of student affairs typically establishes and evaluates nonacademic programs that foster and enrich the student experience, as well as handle disciplinary issues and communicate with students’ parents or legal guardians.
• Advancement : The advancement office—also known as “development” or “alumni relations” depending on the school—is responsible for securing funding for the college or university from potential donors, including alumni, government policymakers, corporations, and foundations. They nurture and maintain those relationships, ensuring all gifts received are being used as intended.

7. Professor

Average Annual Salary: $78,470

Postsecondary teachers, or professors, work at the college or university level, developing course curricula, instructing students in a specific area of study, and assessing their progress. When they’re not teaching, professors are often conducting research, writing scholarly papers, or attending conferences.

Professors’ salaries vary based on where they are on the tenure track and their area of expertise. The median salary for a professor based on rank, according to PayScale, is:

• Instructor : $49,510
• Lecturer: $51,101
• Assistant Professor : $67,021
• Associate Professor : $76,250
• Professor : $87,018

Salaries range further depending on the professor’s focus. According to the U.S. Bureau of Labor Statistics , the top 10 highest-paying subjects—and what those subjects offer in terms of average annual wage—are:

• Law : $111,140
• Engineering : $101,720
• Economics : $101,720
• Health Specialties : $97,370
• Atmospheric, Earth, Marine, and Space Science : $90,860
• Physics : $90,800
• Architecture : $86,980
• Forestry and Conservation Science : $86,900
• Agricultural Sciences : $84,640
• Business : $83,960

8. Executive Director of Education

Average Annual Salary: $73,640

Executive directors are often the senior leaders of a nonprofit organization or business. They work closely with a board of directors but are the ones who make the daily operational decisions. Executive directors hire and manage staff, handle external relations, engage volunteers, oversee the budget—including all fundraising initiatives—and develop policies, programs, and strategies that guide the organization’s mission and purpose. 

What Can You Do with a Doctorate in Education from Northeastern?

When you earn your EdD from Northeastern , you’re not only advancing your own work, you’re joining a top-tier university and pursuing a rigorous education with an entrepreneurial orientation toward making our world a better place. You’re joining a vast network of students and alumni in the EdD, which spans more than 2,000 professionals across many domains of education. You’re gaining access to engaging faculty who understand the importance of professional experiences in a growing leadership capacity, and who are prepared to offer you personal attention to support your professional development.

With your EdD, you can make a difference in the lives of children, communities, and organizations, as you transform your problem of practice into a plan for change and action.

Editor’s note: This article was originally published in September of 2017. It has since been updated for accuracy and relevance. 

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The median annual salary for professional degree holders is $97,000. (BLS, 2020)

Doctor of Education

The degree that connects advanced research to real-world problem solving.

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Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

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

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

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

Curriculum Information

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

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

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

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

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

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

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

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

Culture, Institutions, and Society (CIS) Concentration

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

Education Policy and Program Evaluation (EPPE) Concentration

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

Human Development, Learning and Teaching (HDLT) Concentration

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

Program Faculty

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

Jarvis R. Givens

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

Paul L. Harris

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

Meira Levinson

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

Luke W. Miratrix

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

Eric Taylor

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

Paola Uccelli

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

View Ph.D. Faculty

Dissertations.

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

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

Student Directory

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

Doctor of Philosophy in Education Student Directory

Introduce Yourself

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

Program Highlights

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

Reshaping Teacher Licensure: Lessons from the Pandemic

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

Lost in Translation

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

What Careers Are Possible With a Ph.D. in Education?

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Job Description of an Online Instructional Designer

Salary of a professor of astronomy, biology education jobs.

• What Jobs Do You Need an Educational Specialist Degree in Administration For?
• What Is the Role of Teachers in Education?

A Ph.D. in education will prepare you for an advanced teaching career or a career in education administration. Most people who pursue a doctorate in education have prior teaching experience and a master's degree. Brigham Young University's School of Education website states that its Ph.D. graduates find work with educational foundations, school districts, educational testing companies and curriculum development companies.

Post-Secondary Teacher

Many teachers who obtain a Ph.D. teach at the college or post-secondary level. College professors teach in public, private, community and vocational schools. Some professors advance to administrative positions, such as provost or dean. The U.S. Bureau of Labor Statistics reports that the number of post-secondary teaching jobs is expected to grow by 17 percent between 2010 and 2020. According to the BLS, the average salary for a post-secondary teacher was $62,050 as of May 2010. The BLS cautions that many institutions are expected to hire more adjunct and part-time faculty than tenure-track professors. More growth is expected at for-profit colleges and in specialty subjects, such as engineering.

Educational Psychology

Obtaining work as a school psychologist is an option for someone with a Ph.D. in school or educational psychology. Most states also require a school psychologist to obtain a license or professional certification. School psychologists help students with emotional, mental or behavioral issues. The average annual pay for clinical, counseling and school psychologists was $66,810 as of May 2010. According to the BLS, employment for clinical, counseling and school psychologists is expected to grow 22 percent between 2010 and 2020. Due to a limited candidate pool, the outlook is expected to remain strong for doctorate-holders who seek school psychologist positions.

School Principals

Some doctorate-holders go on to obtain administrative roles in elementary, middle, or high schools. Principal, assistant principal and dean of students are positions that exist in both public and private schools. Principals and assistant principals manage a school's staff and operations. While a master's degree is usually all that's required, some of these positions go to candidates who hold a Ph.D. They may eventually advance to a superintendent role. Superintendents often hold a Ph.D. in education. The average salary for elementary, middle, and high school principals was $86,970 as of May 2010. Future growth will be strongest in the southern and western regions of the country.

Curriculum Coordinators

Besides designing and deciding the curriculum that is taught in schools, some curriculum designers may create standardized testing materials. College and graduate school entrance exams are examples. In a school system, curriculum coordinators actively work with teachers and administrators. The job of the curriculum coordinator is to determine what learning materials and lessons need improvement. According to the BLS, the average annual salary of a curriculum coordinator was $58,830 as of May 2010. Employment of curriculum coordinators is expected to grow 20 percent between 2010 and 2020. The BLS says that state and local budget restraints could impact future growth.

• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Postsecondary Teachers
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Postsecondary Education Administrators - What They Do
• U.S. Bureau of Labor Statistics: Occupational Outlook Handbook Postsecondary Teachers: Job Outlook
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Elementary, Middle, and High School Principals
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Instructional Coordinators
• Brigham Young University: Career Opportunities for Education PhD Graduates
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Elementary, Middle, and High School Principals Job Outlook
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Instructional Coordinators Job Outlook
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Psychologists Outlook
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Psychologists Pay
• U.S. Bureau of Labor Statistics Occupational Outlook Handbook: Psychologists How to Become One

Helen Akers specializes in business and technology topics. She has professional experience in business-to-business sales, technical support, and management. Akers holds a Master of Business Administration with a marketing concentration from Devry University's Keller Graduate School of Management and a Master of Fine Arts in creative writing from Antioch University Los Angeles.

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Doctor of Philosophy (PhD) in Career & Technical Education

Graduate Programs

The graduate program in Career and Technical Education prepares leaders who are concerned with education and training that enables youth and adults to pursue their careers.

The program serves professionals from the Career and Technical Education curriculum disciplines, guidance and counseling, special education, academic content areas, adult education, training and development, as well as human resource development and management in the public and private sectors.

This residential program has rolling admission . Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” tab below.

July 1 is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Application Instructions for the residential Career and Technical Education PhD program from the Office of Graduate Studies :

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Resume/CV preferred
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Career and Technical Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

Foundations.

EDCI 54100: Contemporary Issues in Career and Technical Education EDCI 55000: Career Education EDCI 64500: Organization and Administration of Career and Technical Education

Curriculum and Instruction

EDCI 54300: Instruction in Career and Technical Education EDCI 54400: Career and Technical Education for Special Needs Learners EDCI 55200: Generalizable Skills Instruction in Career and Technical Education EDCI 64800: Curriculum in Career and Technical Education EDCI 65300: Seminar in Career and Technical Education EDCI 69500: Internship in (Career Education, Career Pathways, Generalizable Skills Instruction, Special Needs, Field Experience in Business and Industry, Shadowing and Mentoring)

Administration and Policy

EDCI 54500: Planning in Career and Technical Education EDCI 55300: Leadership Development in Career and Technical Education EDCI 64400: Legal Issues in Career and Technical Education EDCI 64600: Supervision in Career and Technical Education EDCI 69500: Internship in Career and Technical Education Administration

Disciplined Inquiry

EDCI 59000: Individual Research Problems EDCI 64700: Research in Career and Technical Education EDCI 64900: Assessment in Career and Technical Education EDCI 65000: Program Evaluation in Career and Technical Education EDCI 65300: Research Seminar EDCI 69800: Thesis Research EDCI 69900: Dissertation Research

Additional courses applicable to CTE Licenses:

Supplemental program information, graduate competencies.

Graduate students in the Career and Technical Education program will satisfy the six (6) graduate competency areas and components within each area. The competencies can be satisfied by successfully completing one or more of the activities listed within each competency area (see Guidelines below). A variety of venues such as courses, internships, and school-based activities can be used to satisfy the competencies. Diversity, access, and equity issues and practices are expected to be infused and pervasive within all competency areas and activities that satisfy student competency attainment. Each student’s approved graduate competency plan will be reviewed at least once each semester. All successfully completed competencies will have documentation in the form of products. After the student has satisfied all competencies and required activities, the advisor and committee members will conduct a final review and evaluation of the student’s portfolio. Upon final approval, a statement of certification of successful completion of the graduate competencies requirements will be forwarded by the advisor to the College of Education Graduate Studies Office for inclusion in the student’s file.

Monitoring and Assessment Procedures

• Student receives and reviews the Graduate Competencies Guidelines.
• Student meets with advisor to discuss his/her plan to satisfy the graduate competencies.
• Student develops his/her graduate competency plan.
• The advisor and committee review and approve the plan.
• The student implements the plan and develops the portfolio.
• The student and advisor meet at least once each semester to review the plan, monitor progress, and evaluate formatively the portfolio.
• All requirements in the graduate competency plan will be completed and satisfied no later than the middle of the last semester before expected graduation.
• The advisor and committee members review and evaluate summatively the student’s portfolio.
• The student delivers a presentation of his/her portfolio during or prior to the final oral examination.
• A statement of certification is forwarded to the College of Education Graduate Studies Office for inclusion in the student’s file when all of the graduate competencies have been satisfied.

Competencies

• Write a literature review
• Produce a proposal
• Literature review
• Conduct a research project
• Plan and implement a program
• Develop program or instructional materials
• Write a journal manuscript
• Prepare a thesis
• Research project
• Program improvement project report
• Instructional materials
• Journal manuscript
• Plan and deliver a workshop
• Present at a professional conference
• Present at a seminar
• Prepare a conference paper
• Write a project report
• Prepare and/ or publish a journal article
• Workshop presentation report
• Conference presentation report
• Seminar presentation report
• Conference paper
• Project report
• Journal manuscript/article
• Prepare a critical and reflective paper
• Write a critical analysis paper (critique)
• Develop a professional philosophy statement
• Critical analysis paper
• Philosophy statement
• Participate in workshops
• Attend professional conferences
• Maintain memberships in professional organizations
• Prepare a professional portfolio
• Workshop participation report
• Professional conference report
• Organization membership(s) log
• Prepare a report and critique of a conference or workshop
• Present at professional meetings
• Participate actively in professional associations
• Mentor colleagues
• Plan and deliver inservice workshops
• Provide technical assistance to colleagues
• Conference or workshop critique
• Professional meeting presentation report
• Professional association participation journal
• Mentoring log
• Inservice workshop report
• Technical assistance log

The competencies, activities, and products will use several venues that include courses, internships, independent studies, thesis research, seminars, comprehensive written examinations, oral examinations, school-based activities, professional organization activities, community activities, and others identified by the student, advisor, and/or committee members. The student will select one or more activities to satisfy the components of each competency area with the guidance of his/her advisor and committee members.

Graduate (General) Competencies

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

James Greenan

Application procedure.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

Alternatively, use our A–Z index

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PhD Education / Careers

Year of entry: 2024

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Career opportunities

As a postgraduate researcher, you will have access to a dedicated Researcher Development Team who will support your professional development throughout your PhD journey and beyond.

Our researcher development programme will enable you to become more aware of your developing researcher identity, equipping you with the skills you need during your PhD and prepare you to integrate into the researcher community.

At every stage of your career, you will receive relevant, effective and comprehensive professional development opportunities.

We offer training sessions to build your skills and confidence in writing and presenting, with specific sessions on viva preparation, thesis submission and preparing for your Review Panel. You'll also have access to a range of workshops, covering areas such as:

• increasing research impact through blog posts; 
• making the most of social media;  
• publishing in journals; 
• applying for fellowships; 
• designing academic posters; 
• improving time and self-management.

In addition, our Humanities training hub -  ProGRess@humanities  - gives you additional training opportunities within the University.

You can choose courses in public engagement, wellbeing, language training and teaching, alongside more specialist courses in tools and software such as Python, R and Nvivo.

methods@manchester , meanwhile, is an initiative that gives you the chance to learn from the very best in research methods expertise at Manchester and beyond.

Regular talks, workshops and other methods-related events are organised throughout the academic year, bringing in experts from across the University and externally.

Finally, taking a placement provides a great opportunity to engage in knowledge exchange and to develop professional networking opportunities for your future career development.

We have established Postgraduate Researcher Exchange programmes with a small number of institutions around the world, offering you the opportunity to visit another institution, access research resources and experience another academic culture as well as build professional networks.

Successful applicants will receive some funding towards travel expenses, accommodation, subsistence, education materials and/or other education-related costs for anything from two weeks to a three-month visit.

For more information, see Careers and employability .

Careers support

The University has its own dedicated  Careers Service  that you would have full access to as a student and for two years after you graduate.

At Manchester you will have access to a number of  opportunities to help boost your employability .

Top 3 Career Options with a PhD in Education

Obtaining a PhD in Education offers a wealth of opportunities and career options, from advanced research to high-level leadership and authority . What can you do with a PhD in Education? It depends on your interests and your goals. You have a variety of options that range from traditional work in a school to leadership roles in a corporate environment. By clarifying the top careers with a doctorate in education credentials, you have the opportunity to decide on a career path for your long-term goals, and take full advantage of the salary potential that comes along with an advanced degree.

Elementary, Middle, or Secondary School Principal

The obvious career path for a PhD in Education is the role of a principal. The principal of a school is a leader within the building. You can work at the elementary, middle or high school level, so you have a chance to work with students in all age groups. In some cases, you may work in a school that combines all levels of education and you take on more responsibilities.

A principal handles the operations of the school. That means you decide on the teachers you want to hire for your students. You also handle disciplinary actions when students act out and engage in inappropriate behaviors. Principals set the foundation for the education of students by developing goals and plans to help students become successful. The Doctorate in Education salary for principals is around $92,500 on average, though exact salary compensation may vary based on your location.

Superintendent of a School District

When you’re deciding what can you do with a PhD in Education, you will want to look into the possibility of a higher leadership role; careers with doctorate in education experience climb high on the ladder. A superintendent of a school district is a leader who has the skills to handle the needs of the entire district. You manage and lead the principals in your school district to ensure that schools are following a set of standards for student education. You also work closely with the local school board to develop policies and programs designed to help with student success.

Superintendents also handle the management of district finances. You decide where to focus the resources to ensure that the entire district has appropriate funding for the needs of the students. When you look at the Doctorate in Education salary for a superintendent, you can expect roughly $119,000 per year on average. Specific salary details will vary based on your state and district.

Chief Learning Officer

Careers with Doctorate in Education credentials do not necessarily mean you must take on a role in a school. The higher education also gives you corporate opportunities and career options. A corporation may higher a professional with a Doctorate in Education as a Chief Learning Officer, or CLO. A Chief Learning Officer is the professional who focuses on the education and training employees in a company need to advance in their career or improve the growth of the company.

The goal of a CLO is retaining the top talent and improving the talent of company employees with better training programs, coaching programs and mentorship programs. The salary associated with the senior level corporate position is around $147,000 per year, though you may see a wide range of variation between companies and locations.

What can you do with a PhD in Education? You can work in a corporate job or you can focus on the education of future generations (such as in special education ). You can work in a school, focus on the growth of a district or even develop training programs for a large company. The options depend on your interests and you have a variety of career opportunities available with your degree.

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• PhD positions in Science Education (4)
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Search results (8)

26 funded positions within doctoral pilots at Åbo Akademi University

Åbo Akademi University opens applications for a total of 26 funded doctoral researcher-positions for three years, starting on August 1 2024 (13 positions) and January 1 2025 (13 positions, will be opened for application in autumn 2024).Deadline fo...

2024 New Year Famous Universities and Enterprises PhDs Recruitment and Cooperation Video Matchmaking Meeting

1、 Event Introduction In the Chinese New Year of 2024, Juqi Consulting collaborated with the Famous universities and enterprises club to organize global PhDs visits to well-known Chinese enterprises and universities, coordinating job recruitment a...

PhD on Astronomy Education in a Planetarium

In the APER group (Astronomy & Physics Education Research) within the Department of Physics and Astronomy, we bring together theoretical and empirical research to gain a better understanding of lea...

PhD Candidate: Children’s Self-Assessment During Creative Problem Solving

Employment 1.0 FTEGross monthly salary € 2,770 - € 3,539Required background Research University DegreeOrganizational unit Faculty of Social SciencesApplication deadline 14 April 2024Do you have a passion for research in primary education? Are you ...

55 fully funded PhD positions

Faculty of Natural SciencesComenius University in Bratislava, Slovakiaoffers 55 fully funded PhD positionshttps://fns.uniba.sk/en/phd_positions/in Biology: Biology; Botany; Plant Physiology; Animal Physiology; Genetics; Microbiology and Virology; ...

Three Doctoral students in Subject-specific Education

Sapere Aude—dare to be wise—is our motto. Our students and employees develop knowledge and expertise that enrich both people and the world around them. Our academic environment is characterised by ...

Fully granted PhD positions in Digital Science / Digital Society at Université Côte d’Azur - France

Digital Systems for Humans (DS4H) is a Graduate School and a pluridisciplinary research coordination structure focused on scientific, technological and human issues of the digital world and the digital society. It is part of Université Côte d’Azur...

PhD position on automated and alternate assessment in undergraduate mathematics

Job descriptionThousands of students across many technical programmes are taught mathematics every year at the University of Twente, by teachers based in the Applied Mathematics Department. Assessm...

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Is a Doctorate Degree Worth It?

Know before you read At SNHU, we want to make sure you have the information you need to make decisions about your education and your future—no matter where you choose to go to school. That's why our informational articles may reference careers for which we do not offer academic programs, along with salary data for those careers. Cited projections do not guarantee actual salary or job growth.

Earning a doctorate takes time, money and discipline. Like many things worth doing, the process is challenging but also rewarding. Becoming an expert in your subject area and immersing yourself in your chosen area of study makes the process of earning a doctorate important to many people. Certain professions require or value a doctorate for promotion potential.

In fact, career advancement, love of the subject matter and personal satisfaction are three of the top reasons why Dr. Bridgitte Kiprop '23 , Dr. Jennifer Barry ’23 and Dr. Torialyn Draper Crook earned their doctorates.

• For Kiprop '23, part of her motivation for earning a doctorate in International Business was setting an example for her six children.
• For Barry, ’23, who earned a doctor of education degree in educational leadership, part of her motivation was to prepare for success in meeting her long-term career goal to become a university president.
• And for Crook, earning her doctorate in education was a commitment that she undertook to honor her family’s legacy of valuing education.

How Difficult is Earning a Doctorate?

For Kiprop, time management was her key to success. With six children, she had to make the most of any time in the day that she could find. “If I had … five minutes, I would use the five minutes,” she said. “Other times, I was luckier (and had) two hours.”

Despite the time-management  challenges of earning an advanced degree while raising her family, Kiprop feels that the process of earning that degree was a way to inspire her children to work hard to meet their own goals.

“I really hope that my children will ... know that whatever it is they feel called to do, whatever their ambitions, their goals are achievable,” she said.

To manage the challenge of advanced studies, having the right people around you as you work on your degree is essential, according to Crook. “Surround yourself with family, friends, colleagues and mentors who can provide encouragement during challenging times,” she said.

Crook stresses that everyone’s journey to earning their doctorate is unique. She recommends being prepared for the unexpected, and remaining flexible in adjusting your path as you work toward completing your degree.

How Long Does a Doctorate Take?

Students may have family commitments, health challenges or need to work full or part-time while attending school . Many students face all of these circumstances. Crook managed to complete her doctorate in 5 years, though it wasn't easy for her. She faced a significant personal health challenge and was raising two children while also attending school.

For Barry, earning her doctoral degree is part of an educational path that started with her bachelor’s degree at SNHU (formerly New Hampshire College) in 2000. She then continued her education to earn a master's degree throughout several jobs and geographic moves.

Barry views her entire educational journey as part of the process that led to meeting her ultimate goal of earning a doctorate.

What Skills Are Needed to Earn a Doctorate?

While every academic program is different, Crook finds certain skills and competencies necessary for success, regardless of field. These skills include:

• Building relationships
• Organizational skills
• Self-motivation
• Writing skills

Crook finds building relationships particularly important. While working on her degree, the strong relationship that she developed with her dissertation chairperson proved essential. She also built positive relationships with other doctoral students, which led to a strong peer support network throughout her program.

Kiprop echoes the importance of building relationships in her field as well. For her, building new relationships is a way to open your mind to new experiences and opportunities.

Find Your Program

What types of jobs can you get with a doctorate.

While a doctorate is helpful for working in leadership roles at colleges and universities, there are many opportunities for doctoral degree holders to work at the highest levels in their profession outside of higher education as well.

Some of the top professions that require a doctoral or professional degree and have a faster-than-average predicted growth rate, according to the BLS, are:

• Astronomers* (SNHU does not currently offer graduate degrees in astronomy or physics)
• Biochemists and biophysicists* (SNHU does not currently offer graduate degrees in biochemistry or biophysics)
• Clinical and counseling psychologists* (SNHU does not currently offer doctorates in psychology, but you could start with a bachelor's in psychology , followed by a master's in psychology )
• Higher education teachers and professors — particularly business, computer science and engineering teachers*

Two more examples of areas where a doctorate can help prepare you for advancement in your career are educational leadership and international business.

A doctorate in educational leadership can be a Doctor of Philosophy degree, known as a PhD, or a Doctor of Education degree, known as an EdD. The PhD in Education Leadership  typically leads to higher education roles in teaching and research. The EdD in Educational Leadership , which Barry earned, typically leads to leadership and strategy roles in an education setting that may be at the higher education or secondary school level.

A PhD in International Business  may include addressing a gap in an existing body of knowledge by conducting research. Kiprop, who earned her doctorate at SNHU, plans to use her degree to research entrepreneurship in small business finance.

Motivated by being from a developing country — Kenya — she has a personal interest in helping grow small businesses in similar developing areas. “I can also use that same knowledge at the New Hampshire level because the issues there perhaps are different but still … relevant,” she said.

Regardless of your program field, the process of earning a doctorate can help you explore ways of applying your newfound and existing knowledge that you may not have considered prior to starting your program.

Is it Better to Have a Master’s or Doctorate?

Both a master’s degree  and a doctorate offer opportunities for career advancement. Choosing which to earn, or whether to earn both, is a highly personal decision based on your personal and professional goals and aspirations, according to Crook.

Before deciding which degree is right for you, consider your goals. Speaking with a career counselor  or graduate admissions counselor to learn about career options and pathways toward earning the degree can be a helpful step toward making this decision.

In many fields, a master’s degree is enough  to move forward in your career. But, earning a doctorate is an opportunity to take your career a step further, according to Crook. That step “gives one the opportunity to direct their career trajectory specifically through research and other specialized skills and knowledge,” she said.

How Valuable is a Doctorate?

A doctorate isn’t for everyone, but it can be right for you depending on your chosen field and career path.

For many people, earning a doctorate is just as important as a personal accomplishment as it is a professional one. “I (always) understood the significance of progressing in my career and staying connected to my field of higher education,” Crook said. “My doctoral journey was worthwhile as it aligned with my career goals  and personal aspirations,” she said.

For Barry, the doctorate was worth it because she believes strongly in the power of education . “You see how (education) transforms people’s lives and … gives people opportunities that they didn’t see before,” she said.

She has seen many people earn degrees only for their family members to then continue in their footsteps. “I just think that generationally, (education) is creating pathways for people,” she said.

Deciding whether to pursue a doctorate is ultimately a very personal decision, but one that can lead you to build new relationships and a new knowledge base while helping you reach or exceed your career goals.

A degree can change your life. Find the SNHU doctorate degree  that can best help you meet your goals.

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill. 

A former higher education administrator, Dr. Marie Morganelli  is a career educator and writer. She has taught and tutored composition, literature, and writing at all levels from middle school through graduate school. With two graduate degrees in English language and literature, her focus — whether teaching or writing — is in helping to raise the voices of others through the power of storytelling. Connect with her on LinkedIn .

Explore more content like this article

Is a Bachelor's Degree Worth It?

Is a Master’s Degree Worth It?

Is an Associate Degree Worth It?

About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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• CAREER COLUMN
• 08 April 2024

How we landed job interviews for professorships straight out of our PhD programmes

• Violeta Rodriguez 0 &
• Qimin Liu 1

Violeta Rodriguez is an assistant professor in the Department of Psychology at the University of Illinois Urbana-Champaign.

You can also search for this author in PubMed   Google Scholar

Qimin Liu is an assistant professor in the Department of Psychological and Brain Sciences at Boston University in Massachusetts.

By staying organized in their job hunt, both authors received several job offers. Credit: Getty

We met during the last year of our PhD training, after securing placements at the University of Illinois Chicago’s Department of Psychiatry for our predoctoral internships — the final step of our clinical doctoral programmes. V. R. came from the University of Georgia in Athens and was pursuing a PhD in clinical psychology, and Q. L. came from Vanderbilt University in Nashville, Tennessee, and was working towards a PhD in clinical science and quantitative methods. It was amid the academic rigour and personal stress of the last year of our programmes that we became friends. We bonded over being immigrants and not speaking English as our first language while navigating the complexities of academia. We both wanted to forgo postdoctoral training and instead immediately become junior professors. Now, we’re assistant professors: V. R. is at the University of Illinois Urbana-Champaign, and Q. L. is at Boston University in Massachusetts.

The odds we faced in the academic job market had seemed insurmountable, particularly to immigrants, and we had been cautioned by mentors and even junior faculty members about the challenge ahead. But we succeeded: we received a combined total of 27 in-person interviews, leading to 15 tenure-track assistant-professor offers across departments of psychology, paediatrics or psychiatry, schools of education and academic medical centres. (You can check out our hints for nailing job interviews in our other article .)

How to move labs

Despite the positive outcome, the process was stressful, fast and unpredictable. Our friendship became a sanctuary: amid the daunting job market and our own self-doubt, we understood and encouraged each other. We want to offer what our friendship provided us — understanding, support and encouragement — to researchers hoping to stay in academia after earning a PhD, so we are sharing our reflections and insights.

We must first make clear: no amount of job-search tips and tricks can substitute for good science and a strong publication record. To gauge our readiness, we looked up the CV of the most recent hire in each department that we applied to. We also made sure we had backup offers of postdoctoral positions. While navigating this process, we learnt that institutions were interested in candidates who planned to pursue external funding.

Qimin Liu is now an assistant professor. Credit: Qimin Liu

We had both obtained federal and private funding before — making us more competitive. We urge aspiring professors to prioritize their research contributions, external fellowship and grant applications and academic achievements above all.

To readers who’ve successfully navigated this process, many of our reflections and insights could seem obvious. However, this kind of advice can be the hardest to follow during a fast-moving job hunt, with several moving pieces involved and new considerations and job offers or advertisements emerging unexpectedly. Treat this as a checklist before beginning to fill out job applications.

Tips and tricks

Start your search early. Allow ample time to prepare for the job hunt; research potential options, such as jobs in academic medical centres, standard department positions or tenure-track jobs in related fields; and submit applications. Plan to reply to job ads long before the first deadline. Starting early gives you time to collect and incorporate feedback from mentors and colleagues.

Training: Free course on peer review

Prepare your networks. The academic job market can be unpredictable, with opportunities emerging unexpectedly. It is important to think about who can write letters for you — sometimes at short notice. Most of our applications required three letters of recommendation from all applicants. Others requested letters from only shortlisted candidates.

Plan ahead. The final drafts of materials took, on average, one to two months in total to prepare and polish. The initial drafts took about 8 hours, and the research statement required a total of 16 hours. (The research statement summarizes your research programme, the work you’ve done so far and what you plan to pursue in future. It can also highlight why a particular institution is well-suited to support your work.) Preparing drafted statements in advance made it easier to adapt them to different positions later — tweaking materials for specific positions took 30–60 minutes per application.

Research potential job opportunities. Don’t just rely on word-of-mouth or googling specific positions to find things you’re interested in applying to. Use online job boards (such as HigherEdJobs or Nature Careers ), and tap into your professional network by sending e-mails or LinkedIn messages to your mentors and colleagues, letting them know you’re on the job market. Scour social media and department websites to find available positions. We both posted on X (formerly Twitter) that we were job hunting, and several people reached out with opportunities.

Develop job application ‘templates’. Create a set of well-crafted templates for your application materials, such as cover letters and statements, on which you can easily fill in your name, relevant details and where you’ve previously worked. Having adaptable documents allowed us to respond quickly to new postings.

Tailor your application materials. Templates can take you only so far. Take the time to customize your application materials, including your CV, cover letter (each of ours was one page long) and research statement, to highlight your relevant skills, experiences and research contributions. Tailoring your materials to each position demonstrates genuine interest and increases your chances of standing out to hiring committees. Generic applications are easy for hiring managers to reject. Mentioning centres or institutes that align with your research; available resources, such as early-career programmes, that you want to take advantage of; and the names of people whom you are interested in working with can help to personalize your application materials.

Stay organized. Maintain a well-organized system to track application deadlines, requirements and submission statuses. Be ready to remind your letter writers to submit their recommendations. Keep a calendar or spreadsheet to ensure that all required materials are submitted on time and to track when to follow up. An example spreadsheet is provided below.

Practise for interviews and job talks. Run mock interviews with your peers or mentors. Practise answering common interview questions and develop concise, compelling responses that highlight your expertise, teaching abilities and fit. Treat these seriously — you’re likely to be nervous in the real interview, so try to recreate that while rehearsing, perhaps by inviting a relatively unknown colleague or professor to join the practice runs. V. R. recorded her job talk on Zoom and sent it to others for feedback.

Practising your job talk — a presentation of your academic research that is often a spoken version of your research statement — until you know it backwards and forwards will prepare you for the unexpected. In addition, rehearsing how you plan to respond to different questions, and practising saying that you want people to hold their questions until the end, can be helpful.

Prepare a start-up budget to get your lab running. Many academic positions include a start-up fund for incoming faculty members. It is typically used for summer salary and staffing or research costs. You might be asked for an estimated budget before, during or after the interview stage — so you should have one ready in advance. When preparing your budget, keep in mind the spending norms at the institution and for your discipline. Ask for more than you think you need, because this amount will often be reduced during negotiations.

As we look back on our job-hunting experiences, we are reminded of how much we grew in this process, in ways that are not related to just our jobs — and this growth continued in our interviews .

doi: https://doi.org/10.1038/d41586-024-01044-1

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

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Assistant Director of Career Coaching and Education - PhDs & Postdocs

🔍 vice provost for student affairs, stanford, california, united states.

JOB PURPOSE:

In support of Stanford University’s over 9,000 PhD students and postdoctoral scholars, Stanford Career Education (CareerEd) seeks a talented and committed professional to serve as the Assistant Director of Career Coaching and Education for PhDs and Postdocs, whose experiences and strengths demonstrate the ability to engage on career-focused topics with PhD students and postdocs from all disciplinary backgrounds. 

A core commitment of the mission of Stanford Career Education is to empower students to cultivate personalized networks and engage in career education that shapes their professional journeys. Our center connects undergraduates, master’s students, PhD students, postdocs, and alumni to the communities, people, career education resources, and opportunities that strengthen their abilities to define and pursue purposeful careers and meaningful work.

Within Stanford Career Education, Career Coaching and Education (CCE) is a team of career coaches who engage purposefully to provide students, postdocs, and alumni with wide-ranging support and opportunities that allow them to advance their careers. CCE works to engage students, postdocs, and alumni in their path towards work that is meaningful and has purpose, and that is best explored and defined by students and postdocs in the context of their educational experiences.

Reporting to the Associate Director of Career Coaching and Education for PhDs & Postdocs, the Assistant Director of Career Coaching and Education is responsible for engaging Stanford PhD students and postdocs in career programs and resources, cultivating meaningful connections with campus partners to support the career and professional development of PhD students and postdocs, and providing career-focused coaching in one-on-one coaching sessions. The Assistant Director of Career Coaching and Education assists PhD students and postdocs in identifying and pursuing diverse professional pathways as they advance their career journeys at Stanford and beyond.

For full consideration, please submit your application by Tuesday, May 28, 2024   CORE DUTIES:

Career Coaching:

• Provide both in-person and virtual career coaching to PhD students, postdocs, and recent alumni of all disciplinary backgrounds in one-on-one and group settings; provide career coaching to students of all levels and programs to support the needs of the office.
• Coach PhD students, postdocs, and alums on career education topics, including but not limited to career exploration, networking and informational interviewing, the job/internship search beyond academia, the faculty job search, navigating uncertainty and transitions, assessments, job search documents (e.g., resumes, CVs, cover letters), interviewing, and negotiating offers.
• Integrate student development models, coaching models, and career and identity development theories into coaching PhD students, postdocs, and recent alumni.
• Integrate an approach to student engagement rooted in career coaching that cultivates the self-efficacy of PhD students, postdocs, and alumni to engage with their career development.
• Incorporate knowledge and understanding of intersecting personal, professional, and social identities within the context of career exploration and preparation into career coaching interactions.
• Effectively interface with and support PhD students and postdoctoral scholars from a range of backgrounds, including but not limited to international students/postdocs, first-generation/low-income students/postdocs, students and postdocs for whom English is not their first language, and more.
• Actively engage in research and learning to strengthen understanding of industry trends and career-related issues facing PhD students and postdocs.
• Pursue professional development to strengthen use of core theories and practices regarding diversity, equity, inclusion, and belonging and student/postdoc career development.
• Interpret and implement CareerEd and Stanford University policies as they relate to career education and coaching

Program and Resource Development and Delivery:

• Develop and deliver a range of inclusive programs, events, and classes of varying scales that address the career needs of PhD students and postdocs, both individually and in collaboration with CareerEd staff.
• Collaborate with CareerEd staff to develop and facilitate in-person and virtual programming for Stanford undergraduates, master’s students, and alumni, in addition to PhD students and postdocs.
• Contribute to existing and/or develop and lead major, highly-visible career development programs and events for PhD students and postdocs like PhD Pathways, Humanists at Large, and Navigating Career Uncertainty.
• Create relevant and accessible resources (e.g., presentations, videos, webinars, static and interactive learning materials) to effectively and efficiently meet the needs of PhD students and postdocs, increase engagement, and align with department and division priorities.
• Contribute to learning about, developing, scrutinizing, and publicizing digital resources, including the Stanford Alumni Mentoring (SAM) Program, Handshake, Interstride, and Forage.
• Analyze registration and participation data to make informed decisions about program changes and enhancements.
• Build affiliation with CareerEd among PhD students and postdocs through various communications and media, including drafting accessible communications and descriptions for programming and resources  

Teamwork and Collaboration:

• In collaboration with CareerEd colleagues, engage in strategic planning that is rooted in an analysis of coaching and program participation data, student and postdoc feedback and trends, economic trends, and other variables.
• Proactively collaborate and establish relationships with the wider community of graduate career and professional development at Stanford (including academic units, student services departments, other campus career offices, and key personnel) to support the career development of PhD students and postdocs .
• Actively develop and contribute thought leadership, especially in relation to effective career development for PhD students and postdocs and career education broadly defined, and contribute to team expertise through ongoing professional development.
• Participate in internal CareerEd committees, workgroups, and task forces to maintain the positive work environment of the of Stanford Career Education and to advance the center’s mission and vision.
• Collaborate on and contribute to CareerEd-wide initiatives and large-scale programming that advance diversity, equity, inclusion, and belonging; integrative learning; and the well-being of all Stanford undergraduates, graduate students, postdocs, and alumni.
• Actively participate in regular team and all-staff meetings.
• Train and supervise, either individually or in collaboration with PhD/Postdoc team, student assistants to support the team’s core functions.
• Interface with external stakeholders, including campus units, employers, and other parties, to ensure that they are knowledgeable of CareerEd and Stanford University policies
• Note: Not all unique aspects of this position are covered by his job description.

MINIMUM QUALIFICATIONS

Education and Experience:

• Bachelor’s degree and five years of relevant experience, or combination of education and relevant experience

Knowledge, Skills and Abilities:

• Demonstrated experience in providing coaching, advising, counseling, or teaching in educational settings to diverse communities.
• Ability to cultivate and maintain effective working relationships with various internal and external constituents in a large, complex organization.
• Experience developing and executing programs and facilitating group engagements and learning experiences.
• Strong organizational skills and attention to detail; ability to keep track of multiple projects and exhibit sound judgment independently.
• Entrepreneurial, creative, and innovative spirit; comfortable with change, ambiguity, and risk in fast-paced environment.
• Advanced communication skills, both written and oral, to clearly and effectively communicate information to diverse audiences.
• Multicultural awareness and competence; ability to work in a diverse environment and serve constituents from a wide range of backgrounds.
• Experience and comfort with technology, social media, online career platforms, and digital communication.
• Familiarity with student identity development theories, career development theories, and racial/cultural/gender identity development theories. Willingness to learn these skills.
• Knowledge of trends, issues, and opportunities in student development, career development, higher education, and the economy

Certification and Licenses:

PREFERRED QUALIFICATIONS

• Graduate degree (Doctorate, or Master’s/Professional) preferred
• Understanding of key career issues, trends, and opportunities that PhD students and postdocs of all disciplines face.
• Experience working with doctoral students and/or postdocs .
• Experience utilizing key career services software, including Handshake and PeopleGrove.
• Familiarity, experience, or certification in providing career assessment tools, such as CliftonStrengths, MBTI, and the Strong Interest Inventory

PHYSICAL REQUIREMENTS:

• Frequently sit, perform desk-based computer tasks.
• Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds

WORKING CONDITIONS:

• This is a hybrid position requiring 2 days of onsite work per week and more as needed to meet student and departmental need.
• Able to work on evenings and weekends, as needed

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

The expected pay range for this position is $43.26 per hour to $50.62 per hour.   Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

HOW TO APPLY

We invite you to apply for this position by clicking on the “Apply for Job” button. To be considered, please submit your resume and a cover letter with your online application.

Why Stanford is for You   Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

• Freedom to grow . We offer career development programs, tuition reimbursement, or course auditing. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
• A caring culture . We provide superb retirement plans, generous time-off, and family care resources.
• A healthier you . Climb our rock wall or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
• Discovery and fun . Stroll through historic sculptures, trails, and museums.
• Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts and more!

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned. Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected] . For all other inquiries, please submit a contact form . Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Part-time
• Job Code: 4149
• Employee Status: Regular
• Requisition ID: 102853
• Work Arrangement : Hybrid Eligible

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Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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• # 74 in Best Universities for Mechanical Engineering
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Take an IELTS test in or nearby Moscow

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Universities in Moscow that accept the IELTS test

Moscow state technical university of civil aviation, international banking institute, moscow state institute of international relations, russian presidential academy of national economy and public administration, rudn university, national research university - higher school of economics (hse), lomonosov moscow state university (msu), new economic school (nes), national university of science and technology (misis), moscow university touro - international school of business and management, 10 most popular study destinations for students in russia.

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