university of sussex phd education

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Education PhD

Key information.

“ There’s no point sitting in a university just being critical – it’s about what I can do to get out there and change things .” Professor Janet Boddy  Professor of Child, Youth and Family Studies

The PhD in Education gives you the opportunity to develop specialist knowledge in an area of interest and to hone advanced research skills. You’ll work with faculty who are global in their outlook and experts in their fields.

Our doctoral researchers come from all over the world. For many, the PhD is an important step in advancing a professional career.

Areas of study

We host four research centres. Doctoral researchers become members of one or more of these depending on their area of interest, with supervisors generally coming from the research centre:

• Centre for Higher Education and Equity Research
• Centre for Innovation and Research in Childhood and Youth (jointly hosted by the Department of Education and the Department of Social Work and Social Care)
• Centre for Teaching and Learning Research
• Centre for International Education .

We understand that deciding where and what to study is a very important decision. We’ll make all reasonable efforts to provide you with the courses, services and facilities described in this prospectus. However, if we need to make material changes, for example due to government or regulatory requirements, or unanticipated staff changes, we’ll let you know as soon as possible.

Masters and P h D events

Meet us on campus or online

Book your place

Entry requirements

• UK requirements
• International requirements

Please select your country from the list.

Philippines

Saudi arabia, south africa, south korea, switzerland, united arab emirates, my country is not listed.

If your country is not listed, you need to contact us and find out the qualification level you should have for this course. Contact us

English language requirements

Ielts (academic).

Advanced level (7.0 overall, including at least 6.5 in each component).

IELTS scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course.  Find out more about IELTS

We accept IELTS One Skills Retake.

We do not accept IELTS Online.

Check full details of our English Language requirements and find out more about some of the alternative English language qualifications listed below

Alternative English language qualifications

Proficiency tests, cambridge advanced certificate in english (cae).

176 overall, including at least 169 in each skill.

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced

Cambridge Certificate of Proficiency in English (CPE)

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency

LanguageCert International ESOL SELT

Advanced level (International ESOL SELT C1 with a minimum of 33 in each component)

LanguageCert International ESOL scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. Find out more about LanguageCert SELT

We only accept LanguageCert when taken at SELT Test Centres. We do not accept the online version.

Pearson PTE Academic

Advanced level (67 overall, including at least 62 in all four skills)

PTE (Academic) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about Pearson (PTE Academic)

We do not accept the PTE Academic Online test.

TOEFL (iBT)

Advanced level 95 overall, including at least 22 in Listening, 23 in Reading, 23 in Speaking, 24 in Writing. 

TOEFL (iBT) scores are valid for two years from the test date. You cannot combine scores from more than one sitting of the test. Your score must be valid when you begin your Sussex course. Find out more about TOEFL (iBT)

We do not accept TOEFL (iBT) Home Edition.

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

As/a-level (gce).

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language (Grade 4 or above in GCSE from 2017).

Grade B or above in English as a Second Language.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language

Hong Kong Diploma of Secondary Education (HKDSE)

Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only:  70%

Council for Indian School Certificate Examinations (CISCE) - English:  70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Kenya Certificate of Secondary Education

Grades A - C in English language

Malaysian Certificate of Education (SPM) 1119/GCE O-level

If taken before the end of 2008: grades 1-6 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades A1-C6 (1-6) in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt english-speaking countries.

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirement. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this, we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries: 

• Antigua and Barbuda
• New Zealand
• St Kitts and Nevis
• St Vincent and the Grenadines
• The British Overseas Territories
• Trinidad and Tobago
• United Kingdom

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

English language support

If you don’t meet the English language requirements for your degree, you may be able to take a pre-sessional course

• Visas and immigration

Admissions information for applicants

If your qualifications aren’t listed or you have a question about entry requirements, contact us

• How to apply

If you’d like to join us as a research student, there are two main routes:

• browse funded projects in this subject area
• browse our potential supervisors and propose your own research project.

Find out how to apply for a PhD at Sussex

Full-time and part-time study

Choose to work on your research full time or part time (part-time study on this course is only available to UK and EU students), to fit around your work and personal life. For details about part-time study, contact us at [email protected]

Our supervisors

Dr Liam Berriman

Senior Lecturer in Childhood and Youth S

[email protected]

View profile of Liam Berriman

Prof Janet Boddy

Professor of Child, Youth and Family Studies

[email protected]

View profile of Janet Boddy

Dr Rachel Burr

Senior Lecturer in Education

[email protected]

View profile of Rachel Burr

Prof Barbara Crossouard

Professor of Theory in Education

[email protected]

View profile of Barbara Crossouard

Dr Emily Danvers

Senior Lecturer in Higher Education Peda

[email protected]

View profile of Emily Danvers

Dr Marcos Delprato

Senior Lecturer

[email protected]

View profile of Marcos Delprato

Prof Mairead Dunne

Professor of Sociology of Education

[email protected]

View profile of Mairead Dunne

Prof Louise Gazeley

Professor of Educational and Social Disadvantage

[email protected]

View profile of Louise Gazeley

Dr Christina Hancock

Lecturer in Primary Education

[email protected]

View profile of Christina Hancock

Dr Sean Higgins

Lecturer in International Education and Development

[email protected]

View profile of Sean Higgins

Dr Tamsin Hinton-Smith

Senior Lecturer In Higher Education

[email protected]

View profile of Tamsin Hinton-Smith

Dr Nimi Hoffmann

[email protected]

View profile of Nimi Hoffmann

Prof Lisa Holmes

Professor in Applied Social Science

[email protected]

View profile of Lisa Holmes

Dr Perpetua Kirby

Lecturer in Childhood and Youth

[email protected]

View profile of Perpetua Kirby

Dr Nigel Marshall

Reader in Education

[email protected]

View profile of Nigel Marshall

Prof Linda Morrice

Professor of Education and Migration

[email protected]

View profile of Linda Morrice

Prof Mario Novelli

Professor Of The Political Economy Of Education

[email protected]

View profile of Mario Novelli

Dr Keith Perera

Lecturer in Education

[email protected]

View profile of Keith Perera

Dr Marcelo Staricoff

[email protected]

View profile of Marcelo Staricoff

Dr Julia Sutherland

[email protected]

View profile of Julia Sutherland

Prof Simon Thompson

Head of School ESW

[email protected]

View profile of Simon Thompson

Dr Gunjan Wadhwa

Lecturer in International Education

[email protected]

View profile of Gunjan Wadhwa

Dr Rebecca Webb

Senior Lecturer in Early Years and Primary Education

[email protected]

View profile of Rebecca Webb

Prof Jo Westbrook

Professor of International Educationand Pedagogy

[email protected]

View profile of Jo Westbrook

Dr James Williams

[email protected]

View profile of James Williams

Funding and fees

How can i fund my course, funded projects and scholarships.

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals. Don’t miss out on scholarships – check the specific application deadlines for funding opportunities. Note that funded projects aren’t available for all our PhDs.

£3,000 scholarships available to environmental influencers bringing about real-world behaviour change

Find out more

£800 scholarship available to reward talented organ player studying on any course at Sussex.

5 scholarships of £800 are available to reward talented musicians studying on any course at Sussex

Cash scholarships available for students who have demonstrated sporting excellence

University of Sussex Stuart Hall Doctoral Scholarship

Up to 10 scholarships for outstanding PhD students holding China Scholarship Council awards

Applying for USA Federal Student Aid?

If any part of your funding, at any time, is through USA federal Direct Loan funds, you will be registered on a separate version of this degree which does not include the possibility of distance learning which is prohibited under USA federal regulations. Find out more about American Student Loans and Federal Student Aid .

Part-time work

We advertise around 2,500 part-time jobs a year so you can make money and gain work experience. We have a special scheme to employ students on campus, wherever possible.

Find out more about careers and employability

How much does it cost?

Fees for self-funding students.

Home students: £4,786 per year for full-time students

Channel Islands and Isle of Man students: £4,786 per year for full-time students

International students: £21,500 per year for full-time students

Home PhD student fees are set at the level recommended by United Kingdom Research and Innovation (UKRI) annually, rising in line with inflation. Overseas fees are subject to an annual increase - see details on our tuition fees page

Additional costs

Note about additional costs.

Please note that all costs are best estimates based on current market values. Activities may be subject to unavoidable change in response to Government advice. We’ll let you know at the earliest opportunity. We review estimates every year and they may vary with inflation. Find out how to budget for student life .

Empirical research costs

On top of your PhD fees and living costs, you may also need to cover some research and training costs, relevant to your research project. These costs will depend on your research topic and training needs, but may include: - travel (to archives, collections or scientific facilities) - a laptop - overseas fieldwork costs (travel and accommodation, and language training) - conference costs (travel, registration fees and accommodation) - laboratory consumables and workshop materials - participant costs - transcription or translation costs - open-access publication costs. If you have a scholarship from one of the UK Research Councils, your scholarship should cover these types of costs. You'll receive details of how to claim this additional funding. If you're self funded, or if your scholarship doesn’t cover these costs, check with the Research and Enterprise Co-ordinator in your School for details of School or Doctoral School funding that may be available.

• Living costs

Find out typical living costs for studying at Sussex

Find out about our terms and conditions

Explore our campus

Experience Sussex life in our virtual tour.

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PhD Information Sessions

Visit campus and chat to staff and students. Book your place

Online PhD Sessions

Join a live webchat. Book your place

International

Meet us in your country

Course enquiries

+44 (0)1273 876787

Send us a message

Admissions enquiries

If you haven’t applied yet:

+44 (0)1273 678464 eswpgradmin@​sussex.ac.uk

Find out about the School of Education and Social Work

After you’ve applied:

+44 (0)1273 877773 [email protected]

Find out how to apply

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Education PhD University of Sussex

Course options

Qualification.

PhD/DPhil - Doctor of Philosophy

University of Sussex

SEP-24, JAN-25

• TUITION FEES
• ENTRY REQUIREMENT
• UNIVERSITY INFO

Course summary

The PhD in Education gives you the opportunity to develop specialist knowledge in an area of interest and to hone advanced research skills. You will work with faculty who are global in their outlook and experts in their fields.

Our doctoral researchers come from all over the world. For many, the PhD is an important step in advancing a professional career.

Areas of Study

We host four research centres. Doctoral researchers become members of one or more of these depending on their area of interest, with supervisors generally coming from the research centre:

• Centre for Higher Education and Equity Research
• Centre for Innovation and Research in Childhood and Youth (jointly hosted by the Department of Education and the Department of Social Work and Social Care)
• Centre for Teaching and Learning Research
• Centre for International Education.

Tuition fees

• Afghanistan
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• Central African Republic
• Congo (Democratic Republic)
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• Dominican Republic
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• Equatorial Guinea
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• Korea DPR (North Korea)
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• United Kingdom
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• Western Samoa

£ 21,500 per year

Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.

University information

University League Table

Campus address.

University of Sussex, Sussex House, Brighton, Brighton & Hove, BN1 9RH, England

Subject rankings

Subject ranking.

18th out of 89 3

Entry standards

Graduate prospects

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Education PhD

The School of Education offers two routes for those wanting to pursue doctoral level study in education, the Education PhD and the Professional Doctorate in Education (EdD). 

Both doctoral routes aim to enable students to develop advanced research skills and to generate new knowledge:

• the  Education PhD  enables students to develop advanced research skills and build new knowledge with an emphasis on providing a pathway for those interested in a career in education research.
• for the  Professional Doctorate in Education (EdD) , a structured taught component is integral to the first stages of study and the emphasis is on the generation and application of advanced knowledge and skills pertinent to the issues within professional contexts.

We welcome applications through research proposals to study for an Education PhD at the University of Brighton, particularly across the broad themes that are supported through our Research and Enterprise Groups:

• Voice and Participation in Childhood and Education
• Narrative and Biographical Methodologies in Education
• Teaching, Learning and Professional Lives

As an Education PhD student, you will undertake applied research, combining theoretical analysis with fieldwork data collection to produce leading edge studies.

The research of our supervisory staff generates knowledge that advances social justice and fosters critical understanding of learning and teaching in diverse cultures and complex worlds.

Staff and PhD student research spans broad areas of education, including for example: investigating children and young people’s rights in UK and international contexts; researching the learning, development and working lives of educators in different educational settings; mentoring and coaching in education settings; and examining pedagogical practices in higher education.

We carry out innovative, creative and participatory research involving children, young people, adults and those who work with them. We also specialise in narrative and biographical methodologies and approaches and, as part of this, listen to educators’ and learners' stories and examine their life histories, to better understand their experiences and world views.

Our PhD students have gone on to a variety of different roles following the successful completion of their research. These include academic posts as lecturers and postdoctoral research assistants at Brighton and elsewhere. Many have gone on to management positions in related areas such as business consultancy.

ApplY to 'Education' in the portal

Key information

Education PhD study is available on a full-time or part-time basis. As one of our postgraduate research students, you will:

• benefit from a supervisory team comprising two members of academic staff with expertise in your area of interest. Depending on your research specialism you may also have an additional external supervisor from another school or another research institution, or an external partner from government or industry
• benefit from access to a range of electronic resources via the University’s Online Library, as well as to the physical book and journal collections housed within the Aldrich Library and other campus libraries.

Full-time Education PhD students also have access to desk space and a desktop PC.

Academic environment

Staff and doctoral student research spans broad areas of education, including for example: investigating children and young people’s rights in UK and international contexts; researching the learning, development and working lives of educators in different educational settings; mentoring and coaching in education settings; and examining pedagogical practices in higher education. 

Based at the university’s Falmer campus, the School of Education has over 90 academic and research staff. Staff expertise within the School of Education spans a range of disciplines covering policy, pedagogy, practice and professional development within early years, primary, secondary, further and higher education, as well as within youth work and other non-formal educational contexts.

PhD students take an active role in a range of intellectual and social activities within the School. Postgraduate students working in Education are encouraged to integrate into one or more of our three Research and Enterprise Groups (REGs) listed above. These groups provide students with opportunities to present ‘work in progress’ and network with other researchers.

The Brighton Doctoral College offer a training programme for postgraduate researchers, covering research skills and transferable (including employability) skills. Attendance at appropriate workshops within this programme is encouraged, as is contribution to the School's various seminar series. Academic and technical staff also provide more subject-specific training.

Research themes

Researchers within the School of Education are engaged in work across a broad range of areas; we are, therefore, able to accommodate a wide range of doctoral research interests. Our particular areas of expertise currently include:

• children and young people’s learning and education
• children and young people’s rights and voice
• educators’ initial, early and continuing professional learning and development
• the role of video technology in facilitating professional learning and development
• educators’ use of digital tools
• professional identities
• educator wellbeing
• educator retention
• mentoring and coaching
• professional migration and boundary crossing
• pedagogy in formal and informal contexts
• higher education pedagogy, policy and practice.

Some of our supervisors

Dr nancy barclay.

My supervisory interests encompass a range of topics within primary mathematics pedagogy and the application of policy in the primary classroom. I have a particular interest in social factors influencing the learning of mathematics and issues of equity in mathematics learning particularly relating to the learning experiences of those identified as lower attaining. I am also interested in reserach focusing on school governance and school improvement and research from a critical realist perspective. I am interested in supervision of research which utilises  qualitative and mixed methods approaches as well as that utilisting large quantitative data sets.

Current and recent supervision at Masters and Doctoral level includes collaborative teacher learning in primary schools, the development of fluency in calculation in primary school mathematics, mathematics anxiety in high school students, primary school leadership in response to inspection, values in secondary mathematics education.

Dr Alison Barnes

Alison’s supervisory interests include learning, teaching and professional development in schools and higher education, mathematics education pedagogy and learning, including the role of affect and emotions, and intervention approaches to research. She is interested in supervising students with interests related to these areas.

Alison is Co-Leader of the Professional Doctorate in Education. She supervises students on the PhD, EdD and MA programmes in the UK and the Mauritius Institute of Education.

Doctoral completions:

Stefanie Edwards: Promoting and sustaining Lesson Study as a form of effective professional learning: an investigation of the practices enacted by teacher, school and system leaders

Dr Andy Chandler-Grevatt

My research interests and supervisory interests include: Science education, formative assessment, classroom assessment, teacher assessment literacy. Science teaching and learning: including the nervous system, learning about the brain, microscopes in the classroom and moss.  organisms. Science teachers, teacher well-being, teacher recruitment and retention, emotional needs of teachers.

Prof Peter Clough

Amongst others, I have supervised studies dealing with:

• Issues of Race and Ethnicity
• Students (of all ages) designated with Learning and/or Disability 'Difficulties'
• Imprisoned and otherwise institutionally alienated learners
• The situation of Early Childhood difficulties
• The experiences of gay learners and teachers
• Dysfunctional Leaders/Institutions 
• The Life Study of Professional Educators
• Leadership in 'Faith' Schools
• Arts-Based Enquiry in the Social Sciences

I have examined in excess of sixty full doctoral theses within my specialist area and I welcome enquires from prospective candidates wishing to study with me for a doctorate in the field of Education. 

Prof Andrew Hobson

Andy is interested to work with applicants seeking to conduct research relating to the professional learning, development and/or well-being of teachers, leaders and other professionals. Specific foci may include but are not restricted to studies of:

• Mentoring and/or coaching for early career teachers / professionals
• Mentoring and/or coaching across professions
• Judgementoring
• ONSIDE Mentoring
• Co-mentoring (collaborative, compassionate mentoring and coaching)

Prof Michael Jopling

I would like to hear from prospective students who are interested in undertaking research in areas such as addressing disadvantage in education, leadership and school improvement, vulnerability and wellbeing, and (post)digital technologies in education. Other areas in which I have supervised include:

• Theory and mythology in teaching and learning
• Digital ethnography and pedagogy
• Pupil voice and classroom talk in secondary schools
• The self-improving school system
• Challenging school readiness
• Inclusive practice

Dr Jools Page

I am working with PhD and EdD students within the field of Early Years and I welcome enquiries from prospective candidates who are interested in my specific areas of specialism which include:

• 'Professional Love'
• Infants, toddlers & children under 3 years of age
• Attachment based relationships -  Love, Care and Intimacy
• Theory, policy and practices with infants and toddlers
• Quality and learning/ policy, practice and pedagogy
• The Rights of babies and young children
• Professional adult roles – e.g primary caregiving/key person approach
• Parent roles

I have supervised nine students to successful completion of their doctorates and examined 17 full doctoral theses.

Dr Soo Sturrock

Soo is registered to supervise doctoral students and welcomes enquiries. She regularly supervise students on the Doctorate and MA programmes, both in the UK and in partnership with the Mauritius Institute of Education. She is involved in progression panels on the PhD. She also works with PG and UG students on extended projects at both level 6 and 7. 

Her particular interests are in critical policy research, primary and secondary education, insider research and primary English education.

Dr Keith Turvey

Keith is interested in supervising doctoral students in various aspects relating to teacher education and development, pedagogy and innovation, digital technologies in higher education and technology supported pedagogy.

Keith is co-leader of the Professional Doctorate in Education (EdD) and an experienced doctoral supervisor and examiner. He has conducted doctoral examinations both nationally and internationally and has supervised students to successful completion.

For further supervisory staff including cross-disciplinary options, please visit  research staff on our research website.

Making an  application

You will apply to the University of Brighton through our online application portal. When you do, you will require a research proposal, references, a personal statement and a record of your education.

You will be asked whether you have discussed your research proposal and your suitability for doctoral study with a member of the University of Brighton staff. We recommend that all applications are made with the collaboration of at least one potential supervisor. Approaches to potential supervisors can be made directly through the details available online. If you are unsure, please do contact the Doctoral College for advice.

Please visit our How to apply for a PhD page for detailed information.

Sign in to our online application portal to begin.

Fees and funding

 Funding

Undertaking research study will require university fees as well as support for your research activities and plans for subsistence during full or part-time study.

Funding sources include self-funding, funding by an employer or industrial partners; there are competitive funding opportunities available in most disciplines through, for example, our own university studentships or national (UK) research councils. International students may have options from either their home-based research funding organisations or may be eligible for some UK funds.

Learn more about the funding opportunities available to you.

Tuition fees academic year 2023–24

Standard fees are listed below, but may vary depending on subject area. Some subject areas may charge bench fees/consumables; this will be decided as part of any offer made. Fees for UK and international/EU students on full-time and part-time courses are likely to incur a small inflation rise each year of a research programme.

Contact Brighton Doctoral College

To contact the Doctoral College at the University of Brighton we request an email in the first instance. Please visit our contact the Brighton Doctoral College page .

For supervisory contact, please see individual profile pages.

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The University of Sussex has appointed Professor Rosie Cox as Executive Dean of the new Faculty of Social Sciences from 1 August 2024

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Theses and dissertation: Finding a Sussex thesis

• Finding a Sussex thesis
• Finding a UK thesis
• Finding an international thesis
• Help and Support

University of Sussex Theses Collection

Sussex Theses Collection

What does the collection contain?

The Library holds in print all doctoral theses written by Sussex research students submitted before October 2009. You can use Library Search to search for these.

Can I borrow a thesis and take it out of the library?

All theses are reference-only and can only be read in the library.

How do I request a thesis?

To request a thesis, please sign-in to Library Search and click the blue Request option on the Locations tab. Collections are at 11am and 3pm daily.

Can I view a digitized version rather than a reference-only copy?

Many Sussex theses are also now available online via EThOS to download immediately, and this is indicated on Library Search. All doctoral theses submitted after October 2009 are available electronically through Sussex Research Online (SRO) .

Search Sussex Theses

Search our online and print collections of Sussex theses

• Next: Finding a UK thesis >>
• Last Updated: Feb 9, 2022 1:24 PM
• URL: https://guides.lib.sussex.ac.uk/theses

College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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The Honors Program at Barry is designed to challenge, enrich, and prepare especially motivated students to pursue their fullest potential. By participating in a rigorous curriculum rounded out by an array of edifying and interactive events, students explore crucial issues that we face in our daily lives. Students are given the space for discussion and debate and the opportunity to learn from experts in their fields. The Office of Financial Aid can assist with determining eligibility for the Honors Program.

The Monsignor William Barry Memorial Library is located in the center of the beautiful Miami Shores campus of Barry University. The Library is named in loving memory of Monsignor William Barry, one of the founders of Barry University and an inspirational figure in the Catholic Church within the Archdiocese of Miami. The extensive Library research collections include more than 950,000 physical items, over 40,000 print and on-line journal subscriptions, and several thousand on-line books and streaming video resources.

At Barry University, you will experience a small community atmosphere where you can always rely on our administrators and faculty for advice, encouragement and personal attention. We take great pride in giving individual attention from the very beginning. You can start building a personal relationship with one of our admissions counselors who will help answer any questions, and guide you through the entire admissions and enrollment process.

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• Doctorate of Social Work

Doctor of Social Work (DSW)

12:00 PM - 1:00 PM (EST)

Graduate International Info Session

International - Graduate Admissions

Virtual Open House Week

Graduate and Adult Learner

About the Program Trauma-Informed Leadership and Practice

Our Doctor of Social Work (DSW) program is founded on a trauma-informed approach that acknowledges the widespread impact of trauma on individuals and their behaviors. Our goal is to create a safe and supportive environment that fosters healing and empowerment.

The DSW degree is specifically designed for MSW practitioners seeking a practice-focused doctoral degree in Trauma-Informed Leadership and Practice. This unique approach emphasizes the importance of understanding the unique needs and experiences of individuals who have experienced trauma. Our program prioritizes safety, trust, choice, and collaboration in all aspects of service delivery.

Our graduates are equipped with the skills and knowledge needed to become experts in trauma-informed clinical practice, program and organizational management. They are also prepared to disseminate practice-based knowledge to both the professional practice community and Schools of Social Work.

Our gold-standard curriculum immerses students in trauma-informed leadership and practice. Our distinguished faculty members conduct cutting-edge practice research, present at international conferences, and even hold elected office. Our student-centered approach ensures that you will be treated as a human being, not just a number, with caring professors and advisors who are dedicated to your success.

Our program offers a variety of opportunities to connect with peers and network with professionals in the field. This includes participation in our DSW Student Association, virtual holiday reception, peer networking group, and in-person DSW Symposium.

Upon completion of our program, you will be well-prepared to become a doctoral-level scholar-practitioner. You will be equipped to transform workplaces and shape practice in a meaningful way.

DSW Program Goals

The DSW Program’s is guided by five program goals. Graduates are expected to:

•  Demonstrate expertise in advanced trauma-informed and trauma responsive social work practice.
• Utilize empirical knowledge to guide practice, service delivery, and social work education.
• Demonstrate advance competence in social justice advocacy.
• Demonstrate leadership in human service organizations, social work practice, and policymaking.
• Develop and disseminate practice relevant knowledge through a variety of channels (scholarship, peer-reviewed conferences, and teaching).

The objective is to build a cadre of advanced social work leaders, practitioners, and educators who are exceptionally educated and skilled in advanced trauma-informed social work leadership and practice.

Mitch Rosenwald, PhD, LCSW Director and Professor

Welcome to our Doctorate in Social Work Program

“We are pleased you have chosen to broaden your career possibilities by deciding to advance your knowledge and skills in clinical practice, leadership, and higher education. We want to be a part of your exciting journey.”

Doctoral Symposium

The DSW students have drawn on three years of knowledge and skill development through the Trauma-Informed Leadership and Practice focus of the curriculum. The result is this compendium of Practice Advances that reflect practice enhancements from clinical protocols to national service delivery. They are submitting their Capstones as formal manuscripts to peer-reviewed journals for publication and dissemination. The students could not do this without the support of their Capstone Review Panels that include their Chairs and Second Readers.

Top Stories

Barry Grad to Serve as State Representative February 15, 2022

Barry University School of Social Work graduate Daryl Campbell (MSW ’17) will be spending a lot more time in Tallahassee!

The Center for Human Rights and Social Justice: Annual Report 2020 August 04, 2021

The Center for Human Rights and Social Justice (CHRSJ), as part of the School of Social Work, has released its Annual Report for 2020.

How Dr. Mitch Rosenwald Is Using His Social Work Skills To Impact Local Policy June 22, 2021

As a clinical social worker and veteran professor in Barry’s School of Social Work, Dr. Mitch Rosenwald has long championed the benefits of bringing social work perspectives to government policy.

With New Research Social Work Students And Professor Advocate For Gender-Affirming Care March 15, 2021

A new paper published in the peer-reviewed journal Psychology of Sexual Orientation and Gender Diversity is giving voice to members of the trans community who suffer from gender dysphoria.

Doctor of Social Work Student Association

The DSW Student Association, also known as the Doctor of Social Work Student Association, serves as a vital platform at Barry University. With a primary objective of offering governance, programming, and assistance, the organization caters to the specific needs of DSW students. Its mission is to ensure that graduates are equipped to become proficient in trauma-informed clinical practice, program and organizational management. Furthermore, they are encouraged to share their expertise and disseminate practice-based knowledge among the professional practice community and other Schools of Social Work. By providing essential support and fostering a collaborative environment, the DSW Student Association plays a pivotal role in the academic and professional journey of Barry University DSW students.

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Graduate International Info Session International - Graduate Admissions

Virtual open house week graduate and adult learner, admissions overview getting started.

Congratulations on taking the first step to pursue your passion, advance your career, and make a difference in your community. We are committed to assist each student through the admission process.

Whether you transition straight from undergraduate studies to a graduate program or have been out of school for some time, we offer a welcoming and professional environment for graduate study.

With small class sizes, there is a considerable amount of personalized attention from your faculty and opportunities to build strong relationships with fellow classmates.

Virtual Graduate and Adult Learner Open House Week

Attend virtual sessions to get your questions answered from April 22-25.

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At BarryU, our tuition is competitive, affordable and still promises all the perks of a private school education. Our cost per credit is in-line with other institutions, but we offer a mission-driven educational experience and provide our students with small class sizes, personalized attention, and academic excellence. Scholarships, graduate assistantships, and financial aid can also be explored to help offset overall costs.

Barry University participates in the full array of federal and state financial aid programs. At Barry, we are committed to doing all we can to help you finance your education.

Barry University's Financial Aid staff will assist you through the financial aid application process.

Tuition for the online DSW program is $700 per credit.

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Vanderbilt to establish a college dedicated to computing, AI and data science

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• Vanderbilt University Statement – March 28, 2024

Mar 25, 2024, 11:20 AM

Vanderbilt has begun work to establish a transformative college dedicated to computer science, AI, data science and related fields, university leaders announced today. In addition to meeting the growing demand for degrees in technological fields and advancing research in rapidly evolving, computing-related disciplines, the new, interdisciplinary college will collaborate with all of Vanderbilt’s schools and colleges to advance breakthrough discoveries and strengthen computing education through a “computing for all” approach.

The College of Connected Computing will be led by a new dean, who will report to Provost and Vice Chancellor for Academic Affairs C. Cybele Raver and to School of Engineering Dean Krishnendu “Krish” Roy. The search for the college’s dean is scheduled to begin in late August, and recruiting of faculty will begin in the coming months. It will be the first new college at Vanderbilt since the university and the Blair School of Music merged in 1981.

“Of all the factors shaping society, few are more influential than the rapid emergence of advanced computing, AI and data science,” Chancellor Daniel Diermeier said. “To continue to carry out our mission, prepare all our students for their careers and advance research across the university, Vanderbilt must contribute even more to the study, understanding and innovative application of these fast-changing disciplines. Our aim is to make Vanderbilt a global leader in these fields, ensuring our continued academic excellence and capacity for world-changing innovation.”

“Our new college will enable us to build upon our strong programs and catapult Vanderbilt to the forefront of breakthrough discovery and innovation—in key areas of computer science and also in a wide range of other disciplines that capitalize on advanced computational methods. In launching this new college, we will provide students with highest-caliber educational opportunities at the intersection of these pathbreaking fields,” Raver said. “The creation of this college represents a tremendous win and will be transformative for our entire university community.”

Raver noted the ways that Vanderbilt is forging a bold and distinct strategic path to address burgeoning research and educational opportunities, including increasing demand for expertise in computing-related fields. Moreover, she said, the global interest in AI “aligns perfectly” with Vanderbilt’s leading work in that field. She said a dedicated college will enable Vanderbilt to keep making groundbreaking discoveries at the intersections of computing and other disciplines and will more effectively leverage advanced computing to address some of society’s most pressing challenges.

“The establishment of this interdisciplinary, ‘cross-cutting’ college is a watershed moment—not only for the School of Engineering, but also for the entire university,” Roy said. “The future of education, research and thinking in all disciplines is now inherently tied to, and will be greatly influenced by, the knowledge and power of computing. The idea of ‘computing for all’ is fundamental to the future of learning.”  

Many of the specific details about the college—including its departments, degree programs and research infrastructure—will be informed by the recommendations of a task force on connected computing composed of faculty from across the university. In addition, Vice Provost for Research and Innovation Padma Raghavan will launch a Computing Catalyst working group that will engage faculty and staff leaders in computing from across campus and solicit their input on strategically expanding the university’s computing resources. “The decision to establish this new college is rooted in conversations with faculty,” Raver said. “We are continuing that faculty engagement with this working group, and we’re fortunate to have the advice of some of the best minds in these fields as we embark on this exciting journey.”   

The members of the Connected Computing Task Force include:

Krishnendu Roy , Chair   Bruce and Bridgitt Evans Dean of Engineering  University Distinguished Professor of Biomedical Engineering; Pathology, Microbiology and Immunology; and Chemical and Biomolecular Engineering        

Douglas Adams   Vice Dean of the School of Engineering   Daniel F. Flowers Chair Distinguished Professor of Civil and Environmental Engineering  Professor of Mechanical Engineering  Faculty Affiliate, VINSE        

Hiba Baroud   Associate Chair and Associate Professor of Civil and Environmental Engineering James and Alice B. Clark Foundation Faculty Fellow Associate Professor of Computer Science  Faculty Affiliate, VECTOR , Data Science Institute         

Gautam Biswas   Cornelius Vanderbilt Professor of Computer Science and Computer Engineering Professor of Engineering Management  Senior Research Scientist, ISIS   Faculty Affiliate, Data Science Institute        

Erin Calipari   Associate Professor of Pharmacology  Associate Professor of  Molecular Physiology & Biophysics Associate Professor of  Psychiatry & Behavioral Sciences Director, Vanderbilt Center for Addiction Research  Faculty Affiliate, Vanderbilt Brain Institute        

Laurie Cutting   Patricia and Rodes Hart Professor and Professor of Special Education  Professor of Psychology Professor of Pediatrics Professor of Electrical and Computer Engineering Professor of Radiology & Radiological Sciences Associate Provost in the Office of the Vice Provost of Research and Innovation Associate Director of the Vanderbilt Kennedy Center  Faculty Affiliate, Vanderbilt Brain Institute        

Benoit Dawant   Cornelius Vanderbilt Professor of Electrical Engineering Incoming Chair of the Department of Electrical and Computer Engineering  Director and Steering Committee Chair, Vanderbilt Institute for Surgery & Engineering  Professor of Biomedical Engineering Professor of Computer Science      

Abhishek Dubey   Associate Professor of Computer Science  Associate Professor of Electrical and Computer Engineering  Director, SCOPE lab at ISIS   Faculty Affiliate, Institute for Software Integrated Systems and Data Science Institute         

Bennett Landman   Stevenson Professor of Electrical and Computer Engineering and Chair of the Department of Electrical and Computer Engineering  Professor of Biomedical Engineering Professor of Computer Science Professor of Neurology Associate Professor of Biomedical Informatics Associate Professor of Psychiatry and Behavioral Sciences Associate Professor of Radiology and Radiological Sciences Faculty Affiliate, Vanderbilt Institute for Surgery and Engineering (VISE) , Vanderbilt Brain Institute , Vanderbilt Kennedy Center , Vanderbilt University Institute of Image Science (VUIIS) , Data Science Institute         

Michael Matheny   Professor of Biomedical Informatics  Professor of Biostatistics Professor of Medicine Director, Center for Improving the Public’s Health Through Informatics        

Sandeep Neema   Professor of Computer Science  Professor of Electrical and Computer Engineering  Chair of the Executive Council, Institute for Software Integrated Systems         

Ipek Oguz   Assistant Professor of Computer Science  Assistant Professor of Biomedical Engineering Assistant Professor of Electrical & Computer Engineering  Faculty Affiliate, Vanderbilt Institute for Surgery and Engineering (VISE)         

J.B. Ruhl   David Daniels Allen Distinguished Chair of Law  Director, Program in Law and Innovation   Co-Director, Energy, Environment and Land Use Program   Faculty Affiliate, Data Science Institute         

Jesse Spencer-Smith     Professor of the Practice of Computer Science  Adjunct Professor of Psychology Interim Director and Chief Data Scientist, Data Science Institute         

Jonathan Sprinkle   Professor of Computer Science  Professor of Electrical & Computer Engineering  Professor of Civil & Environmental Engineering  Faculty Affiliate, Institute for Software Integrated Systems         

Yuankai “Kenny” Tao   Associate Professor of Biomedical Engineering  Associate Professor of Ophthalmology & Visual Sciences  SPIE Faculty Fellow in Engineering Faculty Affiliate, Vanderbilt Institute for Surgery & Engineering        

Holly Tucker   Mellon Foundation Chair in the Humanities Professor of French  Director, Robert Penn Warren Center for the Humanities         

Kalman Varga   Vice Chair of the Department of Physics & Astronomy Professor of Physics  Director, Minor in Scientific Computing  Faculty Affiliate, VINSE        

Steven Wernke   Chair of the Department of Anthropology Associate Professor of Anthropology  Director, Vanderbilt Institute for Spatial Research (VISR) Faculty Affiliate, Data Science Institute    

Jules White Professor of Computer Science  Associate Professor of Biomedical Informatics  Senior Advisor to the Chancellor for Generative AI in Education and Enterprise Solutions  Faculty Affiliate, Institute for Software Integrated Systems , Data Science Institute         

Dan Work   Director of Graduate Studies in Civil Engineering Professor of Civil & Environmental Engineering  Professor of Computer Science  Faculty Affiliate, VECTOR , Institute for Software Integrated Systems , Data Science Institute           

Tracey George   ex officio   Vice Provost for Faculty Affairs and Professional Education  Charles B. Cox III and Lucy D. Cox Family Chair in Law and Liberty  Professor of Law       

Tiffiny Tung   Ex officio   Vice Provost for Undergraduate Education  Gertrude Conaway Vanderbilt Chair in the Social and Natural Sciences Professor of Anthropology   

  Members of the Vanderbilt community can learn more about this initiative and share feedback with the faculty working group by visiting vanderbilt.edu/about/computingtaskforce .  

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NET scores to be used for PhD admissions in universities from 2024-25 : UGC

The net is conducted twice a year june and december. its scores are currently used to award junior research fellowship (jrf) and as eligibility for appointment as an assistant professor.

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First Published: Mar 28 2024 | 6:13 PM IST

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USF Health College of Nursing Launches New Hospice and Palliative Care Graduate Certificate Program for Nurses

• March 25, 2024

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In response to the increasing need for skilled professionals in end-of-life care, USF Health College of Nursing has launched a graduate certificate program in Hospice and Palliative Care. This program will equip registered nurses with the education, training, and clinical hours required to take the Certified Hospice and Palliative Nurse (CHPN®) exam. 

The USF Health College of Nursing Hospice and Palliative Care Certificate is an online training program consisting of six courses taken over three semesters. Upon completion of the program, students will demonstrate proficiency in pain management, symptom assessment, interdisciplinary teamwork, and effective communication with patients and families in hospice and palliative care settings. 

“End-of-life care is a critical part of our practice as nurses,” said Usha Menon, PhD, RN, FAAN, FSBM, senior associate vice president of USF Health and dean of the College of Nursing. “We are dedicated to teaching nursing students how to provide compassionate and comprehensive care. This program enables us to equip both registered nurses and advanced practice nurses, with the skills to address an urgent growing healthcare need."

Florida has a growing population of older adults, leading to an increase in chronic illnesses that require nurses with specialized training to meet their unique needs. 

“We are pleased to announce that applications will be accepted until August 1, 2024,” said associate professor and program director, Janet Roman, DNP, APRN, ACNP-BC, CHFN, ACHPN. “Patients have better outcomes when cared for by certified nurses, which is paramount.”

Certified hospice and palliative care nurses have increased competence and confidence in practice with sharpened skills and knowledge as well as personal pride in accomplishment. For more information on this certificate, click here. 

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USF Health College of Nursing News highlights the great work of our trailblazing faculty, staff, and students! The College of Nursing is an integral part of USF Health and the University of South Florida. USF Health College of Nursing -- Where Nursing Trailblazers Belong!