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Professional Doctorate in Education

Entry requirements.

• a first or upper second class honours degree, or, a Master’s degree from a relevant subject area (Computer Science, Linguistics) • or relevant professional experience • IELTS 7.0

Months of entry

Course content.

Combining traditional PhD-style research elements with support for researchers in professional practice, this course embodies dual philosophies which appeal to both academic student researchers and experienced educational practitioners. It has been designed to develop the individual’s capacity to work and progress in a professional context, supporting the growth of a research culture in the workplace. Opportunities for strategic thinking are maximised, your path through the curriculum being flexible and responsive, guided by the University of Wolverhampton’s diverse, professionally experienced teaching team whose expertise is employed throughout the course. Areas such as secondary school improvement, educational leadership, early years education and policy & practice in further & higher education are covered with first-hand understanding.

Fees and funding

Financial support for research study:

Before applying, you should consider carefully how you will finance your studies for the duration of your programme, including tuition fees, research support fees and living costs.

Government loans (Home Fee Status):

Government loans are available for postgraduate research students of up to £27,265, to cover fees and living expenses. More information can be found at Doctoral-loans website.

Studying in the UK: Guidance for EU students

For 2021/22 new entrants, EU, other EEA and Swiss nationals will no longer be eligible for home fee status and financial support from Student Finance England.

Self-funded:

We are able to take payments in instalments, to spread out the cost of your studies, and it is possible to switch between full-time and part-time modes of study. For more information go to How to pay.

Postgraduate Research Loyalty Discount:

To students progressing from an undergraduate programme and/or a taught postgraduate programme to a postgraduate research programme, where both courses are University of Wolverhampton Awards.

There is no time limit on how long ago you completed your degree and/or Masters level qualification, as long as the new award is at a higher level.

For full terms and conditions please see: Loyalty Discount for Postgraduate Research Students

Qualification, course duration and attendance options

• Campus-based learning is available for this qualification
• Distance learning is available for this qualification

Course contact details

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

Q&A with 2024 spring graduate, Pauline Ho

On May 10-11, UW–Madison and the School of Education will celebrate its latest cohort of talented graduates with 2024 Spring Commencement celebrations. Ahead of this big weekend, we reached out to a few of our graduating students to learn more about their accomplishments, time at UW–Madison, and future plans.

Pauline Ho, who is graduating with a PhD in Educational Psychology, is one student who agreed to share their thoughts with us. Ho’s path to earning her doctorate has not always been easy: 

“When I started this program, I had just $3,000 in my bank account, no background in psychology, and English was my fourth language,” she says. “As a first-generation college student, neither of my parents had finished elementary school.”

Though she has encountered numerous challenges, Ho has shown a remarkable ability to turn those challenges into opportunities and mentor first-generation college students like herself.

Her research focuses on identity development, and she notes that this interest stems from her own quest to answer the questions: “Who am I?” and “Who do I want to be?”

Read on to learn more about Ho:

Where are you from, and what brought you to UW–Madison? I grew up in a rural area in Vietnam and immigrated to the United States, settling in Los Angeles when I was 12, with no knowledge of English. I completed my undergraduate degree in education sciences and social policy and public services at the University of California, Irvine. My involvement in educational research dates back to my freshman year at UC Irvine when I focused on instructional practices within classrooms and their impact on the educational experiences of underrepresented students.

I applied to UW–Madison’s Ed Psych program primarily due to its top-ranked status and my interest in understanding how individual development influences educational experiences. Another significant factor in my decision to come here was its full funding package; I was fortunate to receive support for my PhD studies from both the WCER Fellowship and the School of Education’s Graduate Research Scholars (Ed-GRS) program.

Your research focuses on identity development. Can you share a bit more about this work, how it came about, and why it’s important to you? When I started this program, I had just $3,000 in my bank account, no background in psychology, and English was my fourth language. As a first-generation college student, neither of my parents had finished elementary school. Additionally, this was my first experience at a predominantly white institution, and I was grappling with the challenges of being a survivor of depression — struggling with self-doubt, low self-esteem, and constant worries about others’ perceptions of me. The identity crisis hit me hard during my first two years at UW–Madison, leading me to take a break from school in my second year due to depression again.

My interest in identity development stems from my quest to answer the questions, “Who am I?” and “Who do I want to be?” Determined to find answers, I returned in my third year. I chose to focus on ethnic-racial identity for my master’s thesis and professional identity for my dissertation, as both have been personally significant to me in recent years.

Born in Vietnam, raised in Chinese culture, and now a naturalized U.S. citizen, I often feel like I don’t fully belong to any one group; I am unable to completely relate to any culture. Existing theories fail to fully explain my situation, motivating me to explore how people come to understand their ethnic-racial identity and its diversity.

I also struggled with defining who I wanted to be and what I wanted to do, prompting further exploration of this topic when considering my dissertation. For my dissertation, I’m focusing on professional identity development, specifically in nursing. The pandemic has provided a unique opportunity to study how nursing students develop their professional identities within a shared context that affects everyone.

My work in identity development emphasizes the diversity and uniqueness of people’s experiences and stresses that individuals are the active agents of their own development. I not only live this belief, but it is also my mentoring philosophy when I work with others. For example, when I have worked with undergraduates (20 so far), I always provided the opportunity and encouraged them to reflect on their experiences and find their passions. Some of my current undergrads will be attending graduate schools next fall at Harvard, UPenn, Vanderbilt, and Columbia. I recently received the Award for Mentoring Undergraduates in Research, Scholarly and Creative Activities , and am the first graduate student to receive this award in the School of Education.

Can you share some challenges you’ve encountered during your path, and how you’ve worked to overcome them? Given my starting point, this journey has been undoubtedly challenging. Over the past few years, I’ve faced 15 rejections across various domains including grants, awards, scholarships, fellowships, and journal submissions. However, in most cases, I persisted by reapplying and ultimately succeeded. During my time at UW–Madison, I have been awarded approximately $25,000 for research grants, awards, and scholarships, totaling 12 in number. Both my work and the work of my undergraduates have been honored with Best Research Awards at international conferences.  

One notable example is my experience with my master’s thesis in 2018. Initially lacking a strong understanding of theories, the project did not yield the desired results. Upon returning, I reworked my proposal and relaunched the research. After two years, I successfully defended my master’s thesis and submitted it to a journal, only to face a desk rejection due to sample-size constraints. But I opted to redo the study, which consumed another 1.5 years. Finally, it is set to be published in Developmental Psychology, a top-tier journal in my field that rarely publishes qualitative work. Although the project demanded 4.5 years of dedication, it documented my growth as a scholar — being grant-funded, recognized with conference accolades, and on the verge of publication.

What have been some meaningful experiences at UW–Madison? My advisor, Brad Brown, the WCER program, and my research collaboration during the pandemic have been especially impactful.

• Advisor: I vividly recall a moment during my first year when we were hanging out at Brad’s house, and everyone was playing ping-pong. I was scared to join in because I was afraid of messing up and revealing that I wasn’t good enough. Then, Brad approached me and said, “You can’t learn if you don’t try.” This message has stayed with me until today, influencing every facet of my life. Brad is known to be a very challenging professor with an incredible understanding of theory. I, on the other hand, used to dislike theories. In his theory class, I received the lowest grade on the exam. In the past seven years, he has always challenged me with difficult questions, but he’s also always there for me when I need support and encouragement, especially when applying for opportunities.
• The WCER Fellows program holds a seminar every Friday, bringing together all fellows to discuss research, graduate school, and life. During my first two years, this served as a valuable safety net or safe space for me to openly address my imposter syndrome and seek answers to questions about graduate school and research. I also recall presenting our research ideas during these seminars and having the opportunity to receive supportive feedback from each other.
• COVID-19 Communication Task Force : In the spring of 2020, I joined a group of interdisciplinary researchers, outreach specialists, and practitioners who came together to encourage Wisconsin residents to adhere to physical or social distancing guidelines using evidence-based public health recommendations and communication and behavior change best practices. It was amazing to see how diverse the team was and how willing everyone was to work together to tackle this challenge. This was also my first experience witnessing the Wisconsin Idea in action from beginning to end. Our collaborative efforts not only resulted in practical recommendations being implemented but also led to my first authored publication. This experience truly underscored the value of interdisciplinary work and the importance of addressing real-life problems through research.

What’s next for you? What are your plans for the future? I will be a visiting assistant professor in developmental psychology at Reed College. One major aspect of my responsibilities at Reed will be to mentor undergraduates in conducting their senior thesis research. My ultimate career goal is to secure a tenure-track faculty position at a research-intensive university like UW–Madison.

Thinking about the principle of the Wisconsin Idea , how will you use what you have learned at UW–Madison to influence other people’s lives or positively impact our world? Looking ahead, I aim to continue leveraging what I’ve learned at UW–Madison to positively influence others’ lives and contribute to our world. I intend to apply the principles of the Wisconsin Idea by engaging in collaborative research and outreach initiatives that address pressing societal issues and promote healthy identity development.

Whether through mentoring, teaching, or conducting research, I strive to empower individuals to recognize their potential, find their unique identities, and effect positive change in their communities.

As a scholar, my long-term goals are: 1) to conduct meaningful research that positions individuals as active agents in their development, 2) to advance our understanding of the complex relationship between human development and educational experiences, and 3) to generate recommendations aimed at fostering healthy development and creating equitable, inclusive learning environments.

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Howard Gardner ’65 Named Harvard Graduate School of Education’s 2024 Convocation Speaker

Developmental psychologist Howard E. Gardner ’65 will give the keynote address at the Harvard Graduate School of Education’s 2024 Convocation, HGSE Dean Bridget Terry Long announced on April 15.

Gardner, a longtime professor at HGSE, will address graduates during the May 22 convocation ceremony, one day before the University-wide Commencement in Harvard Yard.

While Gardner retired from teaching a few years ago, he remains actively involved in research at Harvard.

“I used to joke that I have the largest medical record of the university because I’ve been going to the health services for 60 some years,” Gardner said.

Gardner is renowned globally for decades of pioneering work in the field of cognitive psychology.

He is best known for his theory of multiple intelligences, which theorizes that individuals have multiple forms of intelligence beyond intellectual capacity, including linguistic, interpersonal, spatial-visual, and others.

According to Gardner, the overarching theme of his convocation speech is that to make lasting change in the field of education, students and leaders must balance long-standing continuities and a rapidly changing landscape.

Gardner described HGSE students as generally “idealistic.”

“They want to try to improve education and, as the slogan for the school says, ‘Learn to save the world,’” he added. “We have to have two eyes, one eye focused on the continuities, the human needs which have always been present as long as we’ve had young people who we want to help grow up — but also the many, many changes, intellectual, political, technological and so on.”

As one of the founding members of Project Zero, a significant HGSE research center dedicated to enhancing learning in the arts and other disciplines, Gardner served as co-director for 28 years and now acts as the head of the steering committee.

Long said in a press release announcing Gardner as the keynote speaker that he “has been an insightful voice in the field of education and a proud member of the HGSE community.”

“His scholarly contributions are immense — from the theory of multiple intelligences to the Good Project and his long service as co-director of Project Zero,” Long added. “But it is his unending curiosity and generosity that stand out for me, and I cannot think of a better person to instill a message of hope, good work, and civic participation to our next generation of educators and leaders.”

In 1996, Gardner co-founded “The Good Project” alongside psychologists Mihaly Csikszentmihalyi and William Damon ’67, which aims to design tools for confronting everyday ethical decisions, with an emphasis on effective collaboration, digital citizenship, and civic participation.

Gardner explained that he and his colleagues define good citizenship as “having 3 E’s.”

“It has to be excellent, it has to be engaging, and it has to be carried out in an ethical way,” he said.

According to Gardner, given that today’s researchers and leaders have access to unprecedented levels of knowledge, as well as increasingly powerful computational instruments, it is necessary to rethink education “from the cradle to the grave.”

“The Ed School is uniquely poised to consider education from the very first life until the time when people can no longer function anymore,” Gardner said.

“Any good education school should try to do it,” he added. “But as a Harvard man for my life, I’d like us to take the lead in that.”

—Staff writer Katie B. Tian can be reached at [email protected] .

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MA Graduate Silvia Ortiz is a passionate advocate for rural, bilingual learners

As a proud bilingual teacher in her school, Silvia Ortiz exemplifies excellence in teaching, leadership and advocacy for bilingual learners at her school and in her small rural district. Ortiz is a passionate advocate for her mostly Latinx bilingual students as an English Language Development Teacher at Hudson Elementary School in Weld RE-3 School District. 

As a member of the BUENO Center for Multicultural Education’s Northeast Teacher Cohort, Otriz was able to earn her Master’s Equity Bilingualism and Biliteracy from the CU Boulder School of Education by attending courses close to home in Brighton and alongside 20 peer educators across three districts in the rural northeast region of Colorado.

Respected by her colleagues and revered in her community, Ortiz is also a strong bilingual writer and thinker. She completed her Teacher Inquiry Project, the culminating project and report for her master’s program, bilingually written in Spanish and English where she explored bilingual identities of her young Latinx students through linguistically and culturally responsive children’s literature. 

For her work as an exemplary educator and graduate student, Ortiz has been selected the 2024 Outstanding Graduate of the Master’s in Equity, Bilingualism and Biliteracy Program by the faculty in the BUENO Center. However, she has been a member of BUENO Center community since she participated first in the BUENO Career Ladder program in 2005, a partnership between CU Boulder and Aims Community College, on her pathway to becoming a teacher. Engaging in the master’s program helped bring Ortiz’s career, education, and connections with CU Boulder full circle.

Please tell us a bit about yourself

My journey to CU Boulder is a unique one. I reside in the Brighton area and teach in a small town in Northeastern Colorado. During my undergraduate program, I had the privilege of participating in the BUENO program through the Career Ladder Program. This experience not only deepened my passion for educational equity but also paved the way for my decision to pursue my master’s degree through the BUENO program at CU Boulder. The opportunity to return to BUENO now as a graduate student was a clear sign that this was the right path for me."

What is one of the most significant lessons from your time at CU Boulder that you’ll carry with you into the next chapter ?

[icon shape="fa-quote-left" size="fa-3x" pull="left" color="gray" /I have always considered myself a lifelong learner, and my time at CU Boulder has satiated my desire to explore new learning and revive my passion for equity for bilingual learners. The most profound and significant lesson I take away from my time at CU Boulder is this: all of our students come to us with various gifts and talents. It is up to us, educators, to explore such gifts and talents and leverage them to inspire and nurture independent learners and thinkers. By disrupting injustices created by systemic oppression we give our students the opportunities to thrive."

What does graduating from CU Boulder represent for you and/or your community?

Graduating from CU Boulder as a BUENO Center master’s student is a momentous achievement. CU Boulder has always been at the forefront of educational equity and advocacy for bilingual students and communities. As a Latina, this accomplishment holds a special place in my heart. It is a testament to my dedication and the support I have received from my community. This honor will undoubtedly enrich my work with my brilliant bilingual students."

What is your best piece of advice for incoming students?

I believe that one’s most remarkable ability is the ability to use metacognition. The ability to evaluate, monitor, and apply new teachings to our understanding is essential. A student with the caliber of being a critical thinker and having metacognitive awareness will find success in their endeavors."

What are your next steps after graduation?

As a lifelong learner, I have enjoyed my time as a student. Now is the time to apply all of what I've learned. My graduate program was robust and rich, with mastery in the field of educational equity. Now is my time to discern how best to apply my newfound knowledge in my specific role. Furthermore, I would like to inspire other educators through my example and leadership."

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Professional Doctorate Professional Doctorate in Health and Wellbeing

Why choose this course.

This course is designed to develop your capacity to work within a professional context, introducing competent research into the nature of professional practice. Its robust approach to education, a curriculum employing traditional research-based purposes in line with the PhD model while focusing on experienced professional practitioners, imbues values of innovation, managing change and pursuing ideas to fruition into the framework of an expert practitioner. The advanced learning imparted through experiential and IT-based activities, balancing integration in existing work with thinking towards major organisational change, enhances the expertise of graduates to the level of attaining leading roles in clinical practice, management, entrepreneurship and teaching.

Course Modules

In this module students will negotiate an extended piece of research in consultation with a designated supervisor. Students will draw on knowledge of academic literature and research design, philosophies and techniques to identify an appropriate research methodology, and carry out an extended research project relevant to their area of study. Students will produce either a piece of empirical research, or professionally related, applied practice depending on their area of study.

In this module, students will have the opportunity to build on their professional and research knowledge, negotiate extended academic skills necessary to write a proposal, apply for funding, engage with theoretical and methodological literature associated with research and professional development and carry out a piece of independent empirical or theoretical research or an applied practice project. The module prepares students for independent work including the relevant intellectual and practical skills.

In this module, students will have the opportunity to build on their research knowledge and negotiate Level 8 research skills necessary to complete their doctoral studies. The module prepares students for independent work in the domains of research design, methodology, and methods covering relevant intellectual and practical skills. Students will produce a poster and a presentation demonstrating their knowledge of research.

This module aims to assist students to develop their knowledge and understanding of a range of methodological, epistemological and ontological perspectives in order to position themselves within their research endeavours.

In this module students will have the opportunity to gain advanced skills in searching the literature and provides them with a foundation of knowledge on a specified subject pertaining to professional practice. The module prepares them to identify: areas of prior scholarship to prevent duplication and give credit to other researchers inconstancies: gaps in research, conflicts in previous studies and the open questions left from research investigation the need for additional research (justifying their future research) the relationship of literature in the context of its contribution to their chosen topic and to other works The module is designed to assist them in the process of writing a literature review that places their intended research within the context of existing literature, making a case for why further study is needed.

This module aims to build on the rationale developed throughout the programme that forms the basis of the thesis. The purpose is to demonstrate knowledge, understanding and application in relation to the literature focused in the area of the research, the research design and the professional application of the conceptual framework presented. The module will demonstrate the rigour of the study process to enable you to produce work of publishable quality and make an original contribution to the knowledge in the field. The module enables the preparation for construction of the dissertation and viva examination.

Additional Information

Everything you need to know about this course!

Course Fees and Finance

The University is committed to a transparent fee structure , with no hidden costs, to help you make an informed decision. This includes information on what is included in the fee and how fees are calculated and reviewed

Financial support for research study:

Before applying, you should consider carefully how you will finance your studies for the duration of your programme, including tuition fees, research support fees and living costs.

Government loans (Home Fee Status):

Government loans are available for postgraduate research students of up to £28,673, to cover fees and living expenses. More information can be found at Doctoral-loans website.

Studying in the UK: Guidance for EU students

For 2021/22 new entrants, EU, other EEA and Swiss nationals will no longer be eligible for home fee status and financial support from Student Finance England.

Self-funded:

We are able to take payments in instalments, to spread out the cost of your studies, and it is possible to switch between full-time and part-time modes of study. For more information go to How to pay.

Postgraduate Research Loyalty Discount:

To students progressing from an undergraduate programme and/or a taught postgraduate programme to a postgraduate research programme, where both courses are University of Wolverhampton Awards.

There is no time limit on how long ago you completed your degree and/or Masters level qualification, as long as the new award is at a higher level.

Research councils:

The UK Research and Innovation funds postgraduate study in all subject areas on a discretionary basis.

University Research Studentships:

Other sources:

Dennis Turner Opportunity Fund.

You can find more information on the University’s Funding, cost, fee and support pages.

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PhD Postgraduate research in Sports and Recreation

University of wolverhampton, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, university information, similar courses at this uni, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Sports Studies

Course type

Why choose this course?

We offer supervision for PhD research in a range of areas relating to Sport.

The Faculty of Education, Health and Wellbeing (FEHW) supports the research ambitions of over 240 doctoral students across Education, Health, Social Work and Social Care, Sport and Psychology. Our research community is diverse and dynamic. We work with local, regional and international students from across the world on a very diverse range of research fields.

Many of our research supervisors have internationally recognised expertise in a range of research methodologies and frequently work across subject areas so, for example, research supervision can take place around the intersections of Education and Health and Sport and Psychology. We support students with a vibrant seminar and workshop calendar of events and sits within a and broader university research community where a very wide range of activity and support takes place.

PhD studies are typically conducted by completing a research thesis full-time (usually in three years) or part-time (usually six years). PhDs are theoretical research projects seeking to advance knowledge or understanding of a subject to inform further research, education and policy.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants for a research degree shall normally hold either: a first or upper second class honours degree, or a master’s degree, or evidence of prior practice or learning that is accepted by the Dean of Research.

The University of Wolverhampton is a fantastic place for postgraduate study, putting students firmly first, and encouraging them to “Be who you want to be.” To discover what that means for each student, the university provides the guidance, facilities and expertise needed, including: High-quality education and training World-leading research (REF2021) Excellent student support Opportunities for social mobility (Higher Education... more

PGCE Secondary Education: Physical Education

Full time | 1 year | 02-SEP-24

PGCE Secondary Education: Physical Education with Chemistry

Pgce secondary education: physical education with computer science, pgce secondary education: physical education with mathematics, pgce secondary education: physical education with biology.

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John Lithgow takes on the role of the new kid in school for a PBS special celebrating arts education

This image released by PBS shows actor John Lithgow, right, with Yoli, as they work on a screen print drawing during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

This image released by PBS shows actor John Lithgow, right, with Estrella at the Debbie Allen Dance Academy during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

FILE - John Lithgow poses for a portrait to promote during the Sundance Film Festival in Park City, Utah, on Jan. 28, 2019. Lithgow stars in the new PBS series “Art Happens Here With John Lithgow,” premiering April 26. (Photo by Taylor Jewell/Invision/AP, File)

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At 78, John Lithgow’s acting career is not slowing down. He appeared in the best picture nominee “Killers of the Flower Moon” and starred with Jeff Bridges in the FX series “The Old Man.” Recently, the two-time Academy Award nominee and multiple Emmy, Tony and Golden Globes-winning actor played the new kid in school. He learned dance, ceramics, silk-screen printing and vocal jazz ensemble with Los Angeles-area high school students. It was filmed for “Art Happens Here with John Lithgow,” airing Friday on PBS with the goal of promoting arts education.

Lithgow, who has an undergraduate degree from Harvard and was a Fulbright Scholar at the London School of the Arts, spoke with The Associated Press about going back to school.

Answers have been edited for clarity and brevity.

AP: One argument about education is students need to prioritize math and science and learn to code. Arts education is a bonus but not a priority. What do you say to that?

LITHGOW: You’ve got to get kids excited about learning and eager to get to school. If there is something at school which is entirely theirs, something that is a creative project where they are really and truly expressing themselves...they’re going to want to get to school. I think arts education is a huge part of that. I also think sports is a big part of that.

AP: You act. You’ve performed in comic operas and conducted music. You’ve written books and paint. For “Art Happens Here,” you lean into being a novice, what’s the takeaway message?

LITHGOW: Creating a show like this is to try to persuade people just to wake up. I mean, you’ve got to think about the children, especially after the children have endured two years of a pandemic. Two years of pandemic has been hard on all of this, all of us, but they’ve been catastrophic for kids. Kids are not used to going to school. They lost two years, and two years in the life of a child is an eternity.

AP: How did you decide which classes to take?

LITHGOW: I wanted it to be things that I’m not good at or had very little experience with, if any. I didn’t want to do any theater. I wanted to do things that were technically difficult. I wanted to insert myself into a situation where I still had a lot to learn or a lot to remember. I wanted to be with a bunch of bright kids who were having a lot of fun with the new kid in class and trying to bring him up to speed.

AP: What kind of reaction did you get from the students?

LITHGOW: They weren’t particularly dazzled by my presence. Not a lot of them, to my dismay, really knew who I was, until somebody mentioned “Shrek,” you know? And that was only my voice. But they were very game, and they were such superb kids. Look, these were kids who had decided to go to ceramics class. They had decided to go to dance class. They had decided to go to the LA County High School of the Arts to study voice. They were serious about what they did, and they knew this was well-intentioned.

AP: What did you think of the experience?

LITHGOW: It was incredible fun. It was very hard work because these were rigorous things. It’s not easy showing up to do a documentary every morning for two months, but it’s fun. It’s a very good thing that we captured my own insecurity. I knew it was important for me to look like the fool and for the kids to look like the experts and...watch me fail and fail until I had a tiny measure of success — and to try to capture that joy. Because joy is what it was all about.

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2024 Creating Equitable Pathways to STEM Graduate Education

Research category, funding type, internal deadline.

Institutionally Coordinated // Limit: 1 //   Contact RDS for more information

The Higher Education Program at the Alfred P. Sloan Foundation is pleased to announce its third   Call for Letters of Inquiry  for the  Creating Equitable Pathways to STEM Graduate Education  initiative, continuing its investment in Minority Serving Institutions (MSIs) and in the establishment of partnerships between MSIs and graduate programs nationwide.

Grantees awarded via this initiative 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.

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 a 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)
• 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)  

In addition to establishing seamless pathways, successful projects will 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, Sloan 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.

Program URL

External deadline, solicitation type.

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Apply for a PhD

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CADRE: Apply for a PhD

Wolverhampton School of Art / Centre for Art, Design, Research and Experimentation /  Apply for a PhD

Studying the effect of art, craft and design on society is the focus for CADRE, the University’s Centre for Art, Design, Research and Experimentation.

From the social interaction inherent in new media technologies, the theory and practice of cultural agency, experiments in dialogic collaborations for curation, to exploratory material processes for performative objects – the Research Centre investigates a broad range of artistic practices that influence the way we think, feel and behave.

Recent PhDs

Recent research investigations, both practice-led and theoretical have included:

• Art, Landscape and Material, Subject into Media: A theoretical and practical investigation into the European genre of landscape art, the Plein-Air methodology and the involvement of actual land materials in the development of Post War creative practice.
• Dualism and the Critical Languages of Portraiture
• The Cyborg Subject: parallax realities, functions of consciousness and the void of subjectivity
• Instances of the Emergence of the Documentary Real in Relational and Post-Relational Art Practice
• The investigation into the development of glass as an expressive medium in China through direct contact with Western methods of making, decorating and forming

Choosing the right course of study

A research degree – MPhil (Master of Philosophy) or PhD (Doctor of Philosophy) – is an individual academic investigation carried out under the supervision of a small team of specialists who offer high-level advice, support and training. Typically, for both degrees you are required to:

• develop and articulate a clear aim or research question
• review the relevant literature in the field
• apply an appropriate methodology or theoretical framework to your investigation.

Apply for a research degree

There are two ways to apply to study for a research degree:

• Expression of interest:  If you are a prospective research student and would like to receive more information about undertaking a research programme at the University of Wolverhampton please visit  Apply to be a Research Student.
• Apply for a funded studentship:  opportunities will be promoted via our  CADRE  webpage when available. 

CADRE Research Clusters

Art, Philosophy and Social Practice

Digital Technology Theory and Practice

Material and Theoretical Practice

More information.

Learn more about the Centre for Art, Design, Research & Experimentation (CADRE)