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The PhD in Education is a research degree. The main purpose of this degree is to prepare a substantial piece of original research.

Our doctoral students, from all over the world, make an important contribution to their respective fields and to the vitality of the Faculty's research culture. 

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. All doctoral students in the Faculty conduct their research with the guidance of a Supervisor.

All doctoral students are invited to participate in a guided programme that introduces them to the key questions and concerns of contemporary, world-leading educational research. Students are also encouraged to play an active role in research seminars and engage in opportunities to acquire transferable skills.

The UK's Research Excellence Framework exercise assesses the quality of research produced by UK Higher Education Institutions.  The Faculty of Education at the University of Cambridge, based on Power Ranking scores, placed 4th overall in the UK in the most recent results. The research environment score for the Faculty (UoA23) as part of REF 2021 attained the maximum score of 100%, with the profile of  'world leading' outputs and impact case studies among the strongest in the UK.

Full UoA23 Results

Continuation to the PhD from Masters programmes within the Faculty of Education is not automatic, and students interested in doing so should submit a PhD application by the advertised deadline. 

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.

Postgraduate Virtual Open Days - taking place in November each year, the Open Days focus on subject and course information.

For more information about upcoming events visit our events pages .

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, faculty of education, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2025.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2025, Lent 2026 and Easter 2026.

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Doctor of Philosophy in Education

The Johns Hopkins School of Education’s full-time PhD program offers an individually tailored learning experience based on a student’s interest in finding solutions to pressing education problems. Select applicants receive full tuition and a stipend.

The School of Education will pause admission to the Doctor of Philosophy in Education (PhD) program for the 2025-26 academic year while we add several programmatic improvements. The next intake for admission to the PhD program will be for students who want to matriculate in the Fall 2026 semester. The online application will open in August 2025 to begin accepting submissions, and the application completion deadline will be December 16, 2025. Please complete our Request for Information Form to receive updates and announcements for the next admission period.

The program provides rigorous interdisciplinary training that develops students’ abilities to conduct evidence-based research on real-world educational challenges. Instruction and mentorship emphasizes the development and evaluation of policies and practices that address real-world educational problems.

Students benefit from a one-to-one apprenticeship model that pairs exceptional interdisciplinary candidates with nationally acclaimed faculty mentors, along with engaging coursework, sophisticated methodological training, and cohort-based learning.

Questions? Please reach out and we’ll be in touch soon.

Learn about our PhD students.

Upcoming Admissions Events

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

Education Policy Info Session

Doctor of Education Info Session

MEd for Teaching Professionals (TeachingWell) Info Session

Core Faculty

Jennifer adams, phd.

Associate Professor Director, International Teaching and Global Leadership

Affiliation

Innovative Teaching & Leadership

International Teaching & Global Leadership

Robert Balfanz, PhD

Professor Co-Director, Center for Social Organization of Schools

Center for Social Organization of Schools, SOE Leadership

Education Policy & Politics, Research, Evaluation & Assessment, Social Context of Education

Ashley Rogers Berner, PhD

Associate Professor Director, Johns Hopkins Institute for Education Policy

Institute for Education Policy, SOE Leadership

Curriculum Studies, Education Policy & Politics, Research, Evaluation & Assessment

Rebecca Cruz, PhD

Assistant Professor

Center for Safe and Healthy Schools, Innovative Teaching & Leadership

Education Policy & Politics, Social Context of Education, Special Education

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Learning & Instruction, Research, Evaluation & Assessment

Norma L. Day-Vines, PhD

Professor Associate Dean for Diversity and Faculty Development

SOE Leadership

Counseling & Human Development

Hunter Gehlbach, PhD

Professor Faculty Lead, PhD Program

Advanced Studies in Education

Learning & Instruction, Measurement & Research Methodologies

Odis Johnson, Jr., PhD

Bloomberg Distinguished Professor Executive Director, Johns Hopkins Center for Safe and Healthy Schools Director, Institute in Critical Quantitative, Computational, and Mixed Methodologies

Center for Safe and Healthy Schools, SOE Leadership

Education Policy & Politics, Measurement & Research Methodologies, Social Context of Education

Richard Lofton, PhD

Center for Safe and Healthy Schools

Education Policy & Politics, Social Context of Education

Douglas J. Mac Iver, PhD

Center for Social Organization of Schools

Curriculum Studies, Research, Evaluation & Assessment

Martha Abele Mac Iver, PhD

Associate Professor Associate Dean of Research

Research, Evaluation & Assessment

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

Ebony McGee, PhD

Counseling & Human Development, Postsecondary Education, Social Context of Education, Urban Education

Stephen Morgan, PhD

Bloomberg Distinguished Professor

Measurement & Research Methodologies, Social Context of Education

Jonathan Plucker, PhD

Research Professor Faculty Lead, Master of Science in Education Policy

Counseling & Educational Studies

Education Policy & Politics, Gifted Education, Learning & Instruction

Eric Rice, PhD

Social Context of Education, Urban Education

Joshua C. Schuschke, PhD

Educational Technology

Alexandra Shelton, PhD

Learning & Instruction, Special Education

Angela R. Watson, PhD

Assistant Research Professor

Institute for Education Policy

Education Policy & Politics

Program Overview

With its goal of pursuing big ideas and sharing knowledge to address real-world challenges, Johns Hopkins University takes pride in its founding mission as the U.S.’s first research university. The full-time Doctor of Philosophy (PhD) in Education at the Johns Hopkins School of Education embraces that tradition. We offer a world-class, research-focused program that prepares exceptional scholars to investigate and develop policies and practices that improve educational outcomes from pre-K through secondary school and beyond.

Students draw insights from different disciplines (e.g., educational psychology, learning sciences, sociology of education), synthesizing their knowledge to craft multidisciplinary, evidence-based approaches to address educational policies and practices — particularly those that can improve outcomes for historically underserved populations. Immersion in modern research methods — advanced statistical techniques, open science approaches, and data science — facilitates students’ capacities to argue for research-based educational reforms.

Students benefit from the mentorship of nationally acclaimed researchers in an apprenticeship model as well as collaborative learning opportunities from courses, research groups, and their cohort. Our graduates go on to careers in higher education as professors, policymakers, and influential scholars at research-intensive universities, institutes, and centers.

All PhD students at the School of Education are eligible for a fellowship for up to four years. The fellowship includes a yearly stipend and will cover tuition and fees. The fellowship also covers individual health, dental, and vision insurance. All PhD students must be registered full time and be in good academic standing every semester to continue to be eligible for their fellowship.

Through our PhD program, students acquire cutting-edge research skills that position them for tenure-track faculty positions in higher education, policymaking roles with state agencies or school systems, and leadership positions in educational research organizations.

• Research and Post Secondary Teaching
• University Professor
• University Researcher
• Policy Analyst

“ What set my experience apart was the chance to work with remarkable mentors who are not only impactful researchers in the field, but also genuinely care about me as a person.

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Higher Education: Ph.D. - Doctor of Philosophy in Education

The Ph.D. in education with a concentration in higher education develops scholars who are able to conduct original research and interpret and communicate the results of such research through writing, teaching, practice, and other means.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

–Higher Education

Career Objective

This program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities.

Best Suited To

Highly qualified scholar-researchers who are interested in working in fields where the emphasis is on the production and communication of scholarship.

Program Type

Estimated length.

2-3 full years for coursework, plus dissertation research.

Application Deadline

The Ph.D. in education with a concentration in higher education is not accepting applications for fall 2025 but will accept applications for fall 2026.

About This Program

The School of Education and Human Development's Ph.D. in education with a concentration higher education program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities. This is a research-based, full-time program that is offered in Charlottesville only.

Ph.D. students complete a program of study that includes at least 60 hours of coursework (excluding dissertation credit). Acceptance of up to 24 hours of transfer credit from a student’s master’s degree program or from post-master’s work completed at another institution is determined on an individual basis by the student’s advisor and the program head. The program coordinator may exempt students from required courses that they have already taken.

In addition to a required set of core courses in higher education (12 credits) and a minor in research methods (18 credits), the Ph.D. student is also required to complete elective coursework in higher education (12 credits). A content minor (12 credits), chosen with the advice and consent of the student’s advisor and organized around a theme or set of questions, is also required for the Ph.D. Courses for the content minor may be taken outside of the program and the School of Education and Human Development. Typical content minor concentrations include (but are not limited to) higher education policy, economics of higher education, politics of higher education, student affairs in higher education, organization and governance of higher education, and social foundations of higher education.

Ph.D. students are required to complete ten hours of mentored research per week each semester they are enrolled. Internship placements (paid, ten to twenty hours per week) can be arranged within the University of Virginia and at cooperating colleges and universities, other postsecondary agencies, or institutes. Research assistantships may also be available.

• Request Information

Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• Statement of purpose (3-5 pages, speaks to reasons for pursuing the degree, including academic and professional goals)
• Writing sample (typically a paper written during Master’s program)
• Applicants are welcome but are not required to come to the School of Education and Human Development for an interview. To schedule an interview or campus visit, please reach out to the contact at the bottom of this page.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. A link to these publications can be found in the Curriculum Information section at the bottom of this page.

Total hours required 72 Course credit hours required 60

Core (12 credits)

• EDLF 8665 Contemporary Issues in Higher Education
• EDLF 8654 Organization and Governance in Higher Education
• EDLF 8640 Inequality in Higher Education
• EDLF 8662 Politics and Education

Higher Education Electives (12 credits minimum) Coursework should be distributed between three categories (minimum 1 course per category)

• Student Experience/Student Development
• History, Philosophy, and Contexts
• Governance and Policy 

Research Courses (18 credits required)

Content Minor (minimum 12 credits) Students may take their content minor courses outside the program and the School of Education and Human Development, or they may choose courses from other School of Education and Human Development programs. The minor is meant to supply the student with substantive knowledge of and a theoretical grounding in an area that might be the topic of the dissertation. Courses to be taken for minor credit must be negotiated with and approved by the student’s advisor.

Dissertation (minimum 12 credits) EDLF 9999 Doctoral Dissertation (may be repeated for credit)

Course Descriptions

Information on courses that are part of the Ph.D. in Education-Higher Education curriculum can be found on the UVA graduate record website.

Interdisciplinary Doctoral Fellowship

There is a pressing need to address and eradicate racial injustice from institutions of higher education across the country. The most effective responses to this complex situation are informed by collaboration among scientists, social scientists and humanists. Mutual insights from psychology, sociology, public policy, and higher education are further enriched and deepened through their intersection with the study of anthropology, culture, economics, history, politics and spatial planning. Training researchers across these areas will advance the development of meaningful interventions in the higher education environment, refine our ability to assess these interventions quantitatively and qualitatively, and enhance our opportunity to engage public audiences on this topic. Doctoral students with this background will be better positioned to pursue research careers in academe and a variety of employment sectors.

Race and Inequality in Higher Education Fellowship Website

Although students will apply to the Ph.D. in Education-Higher Education program, more information regarding the fellowship can be found on The Graduate School of Arts & Sciences website.

Additional Program Details

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

In 2024, the UVA School of Education & Human Development is ranked #8 for best graduate schools of education in the country by U.S. News and World Report.

The school is ranked #18 in higher education for graduate schools of education.

Higher Education News

Higher Education Alumni Reunion Celebrates Legacy and Community

Six decades of Higher Education alumni gathered to celebrate the program’s five founders and launch a fund supporting new community-building initiatives.

Program Faculty

Juan C. Garibay

• Associate Professor

Karen Kurotsuchi Inkelas

• Professor of Education

Brian Pusser

Christian L. Steinmetz

• Assistant Professor

Current Ph.D. Students

Below are some current students in this program. Prospective students are encouraged to reach out to current students via email to inquire about the program experience.

Jesse McCain

• Ph.D. Student

Danielle A. Moore-Lewis

Christian P.L. West

The following faculty proposed the theme for an interdisciplinary doctoral fellowship program and are committed to co-mentoring students. Please contact them with questions about the research cluster or to discuss your research interests.

• 434-924-3180
• [email protected]

Ridley Hall 286 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903

Josipa Roksa

• 434-924-6528

PO Box 400766 445 Rugby Rd Charlottesville, VA 22903

• 434-243-6461

Ridley Hall 288 PO Box 400265 405 Emmet Street S Charlottesville, VA 22903

Admission & Enrollment

Engaging with prospective students and families on the process of applying to our school.

• 434-924-0742
• Ridley Hall 102
• Monday-Friday: 8:30 am - 5:00 pm

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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit our  Admissions & Financial Aid – PhD Program  page. You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Wednesday, September 18, 2024 3:00-4:00pm (PST) ( Registration Link )

  Thursday, October 17, 2024, 5:00-6:00pm (PST) ( Registration Link )

Monday, November 4, 2024 3:00-4:00pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

Learn about how College Opportunity Programs help students

Doctorate (PhD)

Program overview, research profile.

As of May 1, 2021, interested candidates will be able to choose one of the following two options to complete their program leading to the Doctorate in Philosophy in Education :

• Doctorate in Philosophy Education
• Doctorate in  Health Professions Education

Specialization

Specializations in the Faculty of Education are available in the Master’s of Art (M.A.) or Doctor of Philosophy (PhD) research programs. Specializations involve collaborations with other faculties, providing the study and research of a topic from multidisciplinary and interdisciplinary perspectives.

• The Collaborative program in Feminist and Gender Studies at the master's level is designed for students from selected disciplines in arts, education, health sciences, law, social sciences, and counselling and spirituality (Saint Paul University), who have an interest in feminist and gender studies. The degree awarded is a master's degree in the primary program with a " specialization in Feminist and Gender Studies ".

Discover more of our professors' research

Career paths.

Some of our doctorate graduates continue to become  professors  in universities, while others pursue their career in  industries or in a government setting , based on research and innovation. Other employment opportunities are:

• Researcher in national and international institutions
• Educational policy developer
• Program or Curriculum developer

A recent report from CIBC World Markets says  a graduate degree in education is one of the highest paying degrees in Canada.

Testimonial

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Graduate Programs

Explore information.

The mission of the graduate Social Foundations of Education program at The University of Toledo is to educate knowledgeable, skilled leaders who create effective change and build a more just, peaceful world. 

UToledo has the only doctoral program in Foundations of Education in the region. Our graduate students think deeply about how social, cultural and ideological forces shape education. Our program is distinctive in its emphasis on community and culture, social justice and peace education. 

If you have an interest in education, in all its forms across society, this is the program for you. UToledo mentors and nurtures local educators and other professionals striving to improve the world. We actively recruit graduate students from underrepresented populations in the Toledo area.  

The Social Foundations of Education program offers: 

• Online  certificate in Foundations of Peace Education  
• A  master of education degree  in Educational Theory and Social Foundations.    
• A  Foundations of Education Ph.D. degree 

Our graduate students bring extensive experience from working in schools and other community institutions. They also come with a strong desire to address the pressing issues they see in their communities. They want to understand the historical, social and institutional forces that lead to these issues. 

Alumni become positive leaders and role models, many in the central city of Toledo.   

Top Reasons to Study foundations of education at UToledo

• Flexibility. Our program caters to working professionals. Courses are offered in a variety of formats: on-campus (evening classes), asynchronous online (courses can be accessed any time) and blended (online and on-campus). 
• Add a certificate. Graduate students pursuing a doctoral degree in Social Foundations of Education can enhance their career opportunities by completing a certificate in foundations of peace education . 

Our students have opportunities to learn and participate in these popular, community-based programs: 

• Community Conversations for School Success — This education series attracts citizens, students and educators to discuss how to help all students succeed. 
• Padua Alliance Participatory Action Research —  UToledo graduate students and community members team up to investigate how the history and culture of the community inform current social justice issues. Students present their research at regional and national events. 

No one has made more of an impact on peace education than internationally renowned peace scholar and Nobel Peace Prize nominee Betty Reardon. UToledo is proud to house the Reardon Collection in our Ward M. Canaday Center for Special Collections in UToledo’s Carlson Library. Students have access to her extensive body of scholarship.  

We also are home to the   Betty Reardon Peace Education Resource Center   in Gillham Hall Room 5260. This center is home to a variety of materials for faculty, student and public use. 

• Work on a peace education journal. UToledo faculty member Dr. Dale Snauwaert founded  In Factis Pax , a peer-reviewed, online journal of peace education and social justice. Students participate as article submission reviewers. 
• Studies nonviolence and democratic education in an interdisciplinary fashion 
• Develops curriculum 
• Organizes seminars, symposia, discussion groups and more 
• Houses a unique, extensive, peace education library open to students 

Graduate students in the program conduct research, present their work at national conferences and co-author articles with faculty. 

Faculty and students strive to address issues such as: 

• Raising the academic performance of underserved students
• Equity and access for all in a multicultural society
• Social justice issues such as funding
• Recruitment of a diverse teacher workforce
• Our acclaimed, award-winning faculty members have diverse research interests, including:
• Theories of democracy and social justice
• Philosophy of peace education
• The relationships between social policy and education in the U.S. and other countries
• Urban education issues
• The role of educational institutions in human development
• The use of folkloristic theories, methods and materials in promoting democratic and social reconstructionist education
• The relationship of race, class and gender to the education of historically marginalized populations in the U.S.
• The impact of politics and institutions on the lives of educators and citizens in history
• Human rights and human rights education

What jobs can I get with a foundations of education degree?

Social Foundations of Education graduate degree prepares students for careers as: 

• Professionals in nonprofits and governmental organizations, community agencies and businesses valuing diversity
• Scholars and researchers
• Teachers and educational reformers
• University administrators, faculty and staff
• Urban developers and planners

Graduates of our doctoral program have been hired as:

• Assistant professor, Wayne State College, Wayne, Neb.
• Co-director of The Truth Telling Project and visiting assistant director, Juniata College, Huntingdon, Pa.
• Dean, College of General Studies, Indiana Tech University, Fort Wayne, Ind.
• Director of research and operations, Intermedia, Nairobi, Kenya
• Educational consultant, Coimbatore, India
• Faculty, American Language Institute, The University of Toledo, Toledo, Ohio
• Professor, Al-Quds University, Palestine, Israel
• Professor of English, Ningbo University, Zhejiang, China
• Program and training specialist, Advocacy Learning Center, Minneapolis, Minn.
• Toledo EXCEL coordinator, The University of Toledo, Toledo, Ohio

How to Apply to Graduate School

Find your next steps whether you are a new student, readmit student or guest student.

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The Ph.D. in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies.

The program offers seven concentrations:

• Comparative and International Education 
• Higher Education Leadership
• Mathematics Education
• Science Education

The educational objectives for the PhD in Education are the following:

• To advance research on inequity issues within the full P-20 educational pipeline.
• To prepare students to use original and existing research to transform educational practice.
• To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market.
• To prepare candidates to create a collaborative learning community that integrates all the various educational contexts.
• To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice.

Candidates for the PhD in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation. All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. The concentration courses are presented on the the relevant pages and in the PhD Program Handbook .

The Core 27 credits consist of the following:

Academic Core (9 Credits):

• ASLP 600 Introduction to Doctoral Studies and Academic Writing (3)
• ASLP 640 Race and Public Policy in Education (3)
• ASLP 642 Equity and Social Justice in Education (3)

Research (15 Credits)

• ASLP 620 Introduction to Educational Research (3)
• ASLP 700 Methods of Inquiry (3)
• ASLP 710 Quantitative Research Methods (3)
• ASLP 712 Qualitative Research Methods (3)
• *Students will complete an additional 3 credits of advanced research electives related to their chosen methodology.

Dissertation (3 credits)

• ASLP 997/998 (3)

The department offers different delivery options for each concentration. For a full listing please click here .

Students in concentration areas that offer both the High and Low Residency option will be required to select their delivery mode upon admission into the program. Students who wish to switch their delivery option will need to make a formal request to the program direction with an acceptable reason.

Prospective students should complete this brief interest form to be connected to a faculty member for more information.

Admissions Deadlines:

• Priority deadline for those seeking graduate student funding : January 15
• Assessment, Evaluation, and Research: March 1
• Community College Leadership: July 1
• Comparative and International Education: March 1
• Higher Education Leadership: March 1
• Mathematics Education: July 1
• Science Education: July 1
• Urban Educational Leadership: March 1

The School of Graduate Studies coordinates the application process. 

Our program offers three types of funding:

• Graduate Research Assistantships
• Graduate Teaching Assistantships
• Tuition Awards

Many of our students also leverage their Tuition Remission benefits from local institutions like the   USM schools ,   JHU , or   Morgan State . Tuition Remission is determined and coordinated by your institution. We encourage you to speak with your HR representative about how to use these benefits. 

Contact Information

Dr. Frimpomaa Ampaw Chair Department of Advanced Studies, Leadership and Policy Banneker Building #315J

P: (443) 885-1908 E: [email protected]

Interested in Our Programs? Please contact us: https://forms.gle/YU6U6CcEDYyhSraj8

Search type

University Wide

Faculty / School Portals

Doctor of Philosophy in Education (PhD)

Join our inclusive research community of education experts. Our PhD program works on a mentorship model where new scholars work closely with established experts and collaborative research groups. Coursework is completed under the supervision of leading experts across the education spectrum. Our PhD graduates contribute innovative work transforming theory, policy and practice. We offer competitive funding packages and opportunities for our PhD students to be teaching or research fellows, as well as research or teaching assistants.

Research Expertise

Our faculty brings together diverse perspectives on education and foster multidisciplinary expertise in the following areas:

• Arts Education
• Assessment and Evaluation
• Curriculum Studies
• Early Childhood Education
• Exceptionalities
• History and Philosophy of Education
• Indigenous Education and Land-Based Learning 
• International Education
• Language and Literacy
• Leadership and Policy Studies
• Math, Science and Technology in Education
• Outdoor Education
• Social Justice and Inclusion
• Our program structure:  Our full-time, four-year, on-campus program has three terms per year. You will take courses for the first year, then complete two comprehensive examinations before beginning your dissertation.
• Funding: All of our PhD students are provided with a minimum funding package of $20,000 per year, with average funding of $25,000 per year including teaching opportunities and research assistantships.
• Quality supervision and support: Before you apply, you will contact a supervisor who supports your studies and research throughout the program.
• Small classes: Our courses are seminar style, small, and consist of 36 instructional hours. To view our courses, visit the School of Graduate Studies and Postdoctoral Affairs calendar .
• Gain teaching and research experience: Many of our graduate students have the opportunity to teach within our Bachelor of Education programs and gain experience and funding in the process.
• Join an active research community: As part of your PhD, you will be immersed in an active research community with opportunities to work in research groups and attend academic conferences. 

Learn about our current students and recent alum

Join us for a Webinar

Want to learn more about our programs? 

• Wednesday, September 25, noon - 1 pm EST

Webinar Registration

Applications to all graduate programs are made through the  School of Graduate Studies and Postdoctoral Affairs website  starting in September for admission the following year. 

In addition to the online application and application fee, PhD applicants are required to submit the following documentation via email to  [email protected] :

• Fill out the PhD in Education Research Proposal form.
• an electronic PDF copy of resumé/curriculum vitae 

If you have questions, please contact the  Graduate Studies & Research Office .

Admission Requirements

• Successful completion of a Master's degree in Education or equivalent advanced-level credential with first-class standing (A- or 80% or higher) at a recognized university
• Professional experience in education or a related field is an asset
• Applicants are required to submit a brief research proposal (one to two pages maximum)
• Applicants must identify and contact a potential supervisor who has expressed a willingness to supervise their work if they apply for admission and receive an offer of admission. 

Application Deadline and Start Dates

Completed applications (including submission of transcripts, references, CV and research proposal form) are due by January 15 . Late applications are not considered.  Our program begins in September of each year.

Prospective PhD Students: Need Help Finding a Supervisor?

Use the checklist below to assist you in your search for a supervisor in our graduate studies program.

• Get to know our Research Faculty – Review our researcher profiles. Understanding who might be a good fit for you is a key first step in the process!
• Once you have identified potential fits from our researcher profiles page, examine some of their recent research to identify their areas of interest and expertise. This will help you to determine how they might support your own program of growth. Read through prospective supervisors’ research and professional publications before deciding if they would be a good fit for your research. You may be expected to explain to your potential supervisor how they are best suited to supervise your project with specific reference to the research faculty’s scholarly work.
• Express your interest in our program and in having them supervise you for a specific program start date.
• Briefly summarize your aims and research purpose.
• Identify links between their research and your own, particularly using some of the published work.
• An invitation to connect for a conversation.
• A 1–2-page proposal that provides more detail than your description in your email. Your proposal should articulate your research questions, your reasons for pursuing these questions, the purpose and aims of your prospective project, your research methodology, and the significance/impact of this research.
• An up-to-date curriculum vitae (CV) to provide the potential supervisor with some of your background information, including past studies and professional experience.
• Review your email to ensure you have said everything you need, and attached everything you want, and send it out! Ensure you have adequate time to order transcripts, complete your IELTS examination (for international applicants), request 2 academic references, etc.
• Be patient – Given that the potential supervisor is reviewing your work, understand that it may take at least ten business days to hear back.

Financing your studies

Funding packages.

Funding packages are awarded to students based on academic merit and they may consist of any or a combination of the following: scholarships, fellowships, external awards the student may bring with them, internal awards, research assistantships, teaching assistantships or graduate teaching fellowships.

The minimum guaranteed funding package for eligible full-time PhD students is $20,000 per year  (first 12 terms), with most students receiving additional funded opportunities.

It is important to note that you must apply for all major external and internal scholarships (where appropriate) for which you are eligible in order to qualify for the minimum guarantee. Any external awards received will be applied to funding offers (i.e., the external award is not on top of the original $20,000 minimum guarantee); however, funding offers overall for students with external awards are likely to be higher than those who do not receive them.

Normally, if students apply for and successfully obtain a Graduate Teaching Fellowship, Teaching and/or Research Assistantship the average funding for eligible PhD students is approximately $25,000 per year.

Exact funding package details are communicated to students normally in early summer.

For more information on sources of funding, please see the Funding page.  

Tuition, Fees and Costs

Information on tuition, fees and costs as well as the financial support offered to graduate students from the University and external agencies is provided by the School of Graduate Studies and Postdoctoral Affairs:

• Tuition, Fees and Cost of Living
• Funding for Queen's Graduate Students  

There are a number of internal awards available to our PhD students including travel fellowships and awards. 

Teaching Assistant or Graduate Teaching Fellow

Graduate students who want to be considered for a teaching assistant or graduate teaching fellow position as part of their funding package are required to apply for one or more of the postings listed under  Work at Queen's .

Graduate Studies and Research Office  

Fully Funded PhD Programs in Education

Last updated July 15, 2022

Next in my series on  How To Fully Fund Your PhD , I provide a list below of universities that offer full funding to all students admitted to their PhD programs in education, international education, and educational leadership.

You can find several competitive, external fellowships in the ProFellow database for graduate and doctoral study, but it is useful to seek out PhD programs that offer full funding to all admitted students. When a doctoral program indicates that they provide full funding to their PhD students, in most cases this means they provide each admitted student full tuition and a stipend for living expenses for the four to the six-year duration of the student’s doctoral studies. Not all universities provide full funding to their doctoral students, which is why I recommend researching the financial aid offerings of all the potential PhD programs in your academic field, including small and lesser-known schools both in the U.S. and abroad.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines? Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

Universities offering Fully Funded PhD Programs in Education

Boston university, phd in educational studies.

(Boston, MA): Students admitted to the program will be fully funded for five years. Students work closely with BU Wheelock faculty as assistants in research and teaching.

Drexel University, PhD in Education & Educational Leadership

(Philadelphia, PA): Drexel University provides tuition remission, a living stipend, and health insurance subsidies through research and teaching assistantships.

Harvard University, PhD in Education

(Cambridge, MA): Harvard guarantees full financial support to PhD students—including tuition, health fees, and basic living expenses—for a minimum of five years. This multi-year funding package includes a combination of tuition grants, stipends, traineeships, teaching fellowships, research assistantships, and other academic appointments.

New York University, PhD in Education

(New York, NY): NYU Steinhardt awards all students (including international students) who are offered full-time admission to our Ph.D. programs a full funding and mentoring package.

Queen’s University, PhD in Education

(Ontario, Canada): Queen’s guarantees a minimum funding package currently valued at $18,000 [CAD] per year for four years for full-time doctoral students; in most cases, funding packages are higher (2011-12 Average: $25,800). In addition, Queen’s guarantees an international tuition award (or equivalent award) valued at $5,000 per year for four years for eligible international doctoral students.

University of California Irvine, PhD in Education

(Irvine, CA): Effective 2015, all incoming UC Irvine PhD in Education students, including California residents, non-residents, and international students, are offered five years of financial support. Funding includes an academic year stipend or salary, tuition and Student Services Fee waiver, and student health insurance.

University of California San Diego PhD in Education

All PhD students at UC San Diego are guaranteed funding for five years which is equivalent to the amount allocated for a 50% TA position. Funding packages can consist of instructional assistantships, Graduate Student Researcher (GSR) positions, university or outside fellowships, and/or stipends. A minimum financial support package of $20,000 for the first year.

University of Colorado, PhD in Education

(Boulder, CO): Admitted doctoral students received four-year funding packages including a stipend and a tuition grant equal to the cost of tuition (in-state and out-of-state).

University of Michigan, PhD in Education

(Ann Arbor, MI): Funding for students admitted into our doctoral programs includes tuition, health and dental benefits for students and their families, and a stipend for living expenses. Each of the programs also provides additional support for conference travel, research projects, and writing. 

Michigan State University PhD in Education

(East Lansing, MI): For most students in the doctoral program, international and domestic, the primary source of on-campus support is graduate assistantships. Assistantship stipends depend on the level of assistantship. In addition to the stipend, all graduate assistants receive a waiver of nine (9) credits of tuition per semester. They offer a variety of multi-year recruiting fellowships for incoming doctoral students.

University of Virginia, PhD in Education

(Charlottesville, VA): Financial support packages, which may include a combination of fellowship funding, bi-weekly pay, tuition remission/adjustment, and health insurance, are decided at various administrative levels.

Vanderbilt University, PhD in Educational Leadership and Policy

(Nashville, TN): All Peabody graduate (Ph.D.) students receive full tuition funding through a combination of University Tuition Scholarships and/or merit awards.

Stanford University Fully Funded PhD in Education

(Stanford, CA): Stanford GSE offers all admitted Ph.D. students a five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance. Click here for more funding information.

University of Arkansas, PhD in Education Policy

(Fayetteville, AR): Graduate assistantships offer qualified applicants a full tuition waiver, a health insurance benefit plus an attractive annual stipend. Distinguished Doctoral Fellowships are combined with graduate assistantships to provide a package of stipends totaling $40,000 per year a tuition waiver, and further benefits.

University of Washington, PhD in Education

(Seattle, WA): The UW College of Education Faculty Council distributes a number of scholarships annually. The College of Education supports 120+ graduate students each academic year through teaching, research, and staff assistantship positions. Primary consideration is usually given to doctoral students.

Washington University in St. Louis, PhD in Education

(Saint Louis, MO): Ph.D. students receive full tuition remission, a health fee subsidy, and a monthly stipend to defray living expenses. The stipend is paid over 12 months (August-July), which includes summer funding. Washington University guarantees funding for Ph.D. students for up to six years as long as satisfactory progress is made in their program. Competitive fellowships are also available.

Concordia University, PhD in Education

(Quebec, Canada): Competitive funding packages in the form of awards, teaching, and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria.

Indiana University, PhD in Education

They offer a variety of funding opportunities for Ph.D. students, including fellowships, research, and teaching assistantships which include a stipend, tuition remission, and student health insurance. All admitted graduate students who meet departmental deadlines are automatically considered for available fellowships.

University of Pennsylvania, PhD in Education Policy

(Philadelphia, PA ): All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and they offer generous scholarships, fellowships, and assistantships.

University of Delaware, PhD in Education

(Newark, DE): Full-time Ph.D. in Education students receive financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive a 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available.

For application tips on applying to a PhD program, see  How To Get Into a Fully Funded PhD Program: Contacting Potential PhD Advisors .

Find more graduate fellowships for doctoral study and dissertation research in ProFellow’s fellowships database .

© Victoria Johnson 2020, all rights reserved.

Related Posts:

• Fully Funded PhD Programs in School Psychology
• Fully Funded PhD Programs in Psychology
• Fully Funded PhD Programs in English
• Fully Funded PhD Programs in Mathematics
• Fully Funded MD-PhD Programs

Education Fellowships , Fully Funded PhD Programs , PhD in Education

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Peace corps perks: post-service graduate school fellowships, 62 thoughts on “fully funded phd programs in education”.

Thank you so much for compiling this useful information. Finally a resource that cuts out the fat and leans right into the meat of the information!

Now I am doing Master in Marketing & Management from India Pune University. So I have dream that I want do PhD in Retail which is in the abroad and I am unable do that due to fund so I need guidance of fully funded PhD program.

I am Binod k.c from Nepal. I have a masters degree in management. I have an education of 17 years, can I apply for Phd or not. To apply for Phd I need the education of 18 years or I can study by 17 years. What percentage is needed in masters to apply for the Phd. I hope for the reply.

I am a professional teacher and need to do my PhD on scholarship as i cannot foot the the fees

Hi I have interest in obtaining a phD in education how do I apply for a scholarship?

PLS I AM INTERESTEDIN PHD IN BUSINESS MANAGEMENT. I HAVE M.SC IN BUSINESS ADMINISTRATION WITH MAJOR ININTERNATIONAL BUSINESS

I am Lekha Erandi,Lecturer in Mass communication ,Open University of Sri Lanka. I’m interested in the field of development communication, women and media and Environmental communication. For my post graduate studies, I did the research based on religious communication. Now I already submitted my MA thesis, it is based on communication for community development. Through study,I strongly believe that communication is the bridge to empower grass root people. My basic degree and post graduate programs were done locally. But as an academic I hope to explore my knowledge widely. and I hope to start my PHD studies in a foreign university as believe that explore would be more important to develop academic credentials.i would like to get some information about fully funded phd in mass communitarian.

I hold Masters in Mathematics Education. Is it possible for me to get fully funding PhD in Mathematics Education to offer. Thank you.

Now I am on the way o finishing M.A in educational leadership and management in Addis Ababa (Ethiopia) university. I wish to continue PhD as soon as possible in abroad country…….Could you please help me?

I have Masters in Educational management and I would like to do a PhD in the same field but I have no money.Help me get a scholarship.I will be grateful.Thank u.

i want to do my phd in education.i have completed my master in education. But i need full funded scholarship.How is it possible?

How can I get funding as a Ugandan who has MA Education and worked for six years as adjunct a lecturer in Education.

Thank you very much… The information was useful.

This is really good information.

OK, BUT what is their application based acceptance rates? That is, how many valid applications do they get and how many applicants are then offered acceptance letters?

My Directory of Fully Funded PhD Programs in Education, available at the link above, includes acceptance rates of the programs.

I just applied to a PhD program at Drexel’s School of Education. Fully Funded co-horts are not available. It is $1100 per credit, plus fees…

Hi Meg, thanks for this update! I will look into this and remove Drexel from this list.

Yikes, that price is literally insane.

Very useful information you’ve presented here after scouring the internet for weeks. This term fully funded was the buzzword I was missing. Now to find fully funded PhD programs that can be done online with minimal residency so I don’t have to uproot my family and my current teaching load. Are there any online programs that are fully funded?

Tracy, I have not been able to find any so far. Online programs are typically offered by for-profit universities. However, if you can find a 3-year PhD position that does not require the normal 2 years of course (typically you need to have a Master’s/postgraduate degree already to be eligible for these), you may not need to be in-resident. These programs are more common in Europe, Asia and Oceania. Thus you might spend some time abroad to get started, and then could complete your PhD dissertation remotely. This would require negotiation with your supervisors.

Vicki Johnson, do you have any specific ideas for programs? I have a Master’s degree in English but looking into a doctoral program in International Education or similar. My background is teaching ESL and English.

Try Colorado State University, their program is fairly new (10) but they have some online portion and a short residency program.

Do you have any information about fully funded Ed.D programs?

Same question!

Thank you for the information. I will be finished with my MAT (Biology ) in 2018 and am looking for a PhD program in Education. The program must be fully funded and in Maryland because I am a new Mom and my husband’s job is here in MD. I hope to find something so that we don’t have to move.

Hi Taj, I would suggest looking into the university programs that are nearby you. You can call the admissions office to find out if they offer full funding packages to incoming doctoral students.

Thank you so much and I will do that asap.

Johns Hopkins

Thank you so much Ms. Love.

Really? Do they fully fund?

Hello Johns Hopkins university has a fully funded Phd program in Education.

Did you find something? Same here!

Have you looked at the Universities at Shady Grove?

Hello I am looking now after reading your suggestion!! Thank you.

Is there any Ph.d course after graduation of 4 years in elementary education?

I am looking for the right fellowship for an Ed.D. with a focus on training of teachers in developing countries. I am looking for the university already doing research in African countries. Can you give me any recommendations?

Most of these fellowships sound like assistantships that waive tuition and provide a stipend in exchange for work. NSF gives out fellowships that amount to more than $100,000 for 3 years of study, plus you can work an assistantship. Stanford is making three fellowships each year with a total value of $160,000 for business students. Compared to Fellowships in Science and Technology, Education majors get almost nothing. Education is just not a national priority and is certainly not on an equal footing with STEM fields.

Hi there. I’m looking for a fully-funded PhD degree in education in Australia or Canada. Is there any available? Your kind advice is highly appreciated.

Hi, my Directory available at the link above includes 2 fully funded programs in Canada.

Vicky, fully funded only in Public Health or Education too?! Thanks!

Good day. Any ideas about scholarship opportunity for Africans I to study in the UK apart form the Common wealth. I need a fully opportunity to carry out a PHD in a UK based uni in a Public health related topic that focuses on indigenous women reproductive health

i will appreciate a fully funded on-line course Ed.D in early years/early childhood education.

I have not been able to identify any fully funded online PhD programs in any subject.

Good day. I like to have a PhD fully funded scholarship in Educational Technology and I will appreciate this if I could be directed to the right University. Thank you.

Please see my comment above!

Greetings. I am an experienced minority teacher with strong science and computer technology background. I look forward to a fully funded PhD program in “Educational Technology for the future” research studies. I believe I possess all the tools and an exceptional will to pursue my research in this direction. Any assistance in this direction will be greatly appreciated.

Hi. I wanted to share that you do not need to enter a PhD program specifically in the subject of Educational Technology to do a PhD dissertation in this subject. You can do a dissertation in this subject in a general PhD in Education program. The key is to identify universities with professors who have done research in this subject who are availble serve as your advisor. You might also do a dissertation in this subject in Business PhD program.

Hi: Thank you very much for your response regarding my request. I am a believer of STEAM not just STEM, and an interdisciplinary approach to develop a comprehensive immersive educational programs. I look forward to some kind of an educational foundation or an agency to hear about my proposal to develop a pilot program to implement a “comprehensive immersive educational system” with a strong technology foundation where Science, Technology, Engineering, Mathematics and Arts (including Philosophy) to achieve the maximum learning experience of young minds.

Greetings. I appreciate your work here. I am interested in a fully funded PhD programme in Special Education. I shall be very appreciative of your anticipated kind gesture. Thanks

I wish to study fully funded PhD program in Special Education ( especially in the field of autism). Is there any university is conducting this program.

I’m from Asia And fully funded doctoral / PhD courses you know of?

Hi, Looking for a fully funded Ph.D.in education in the Philadelphia area. Are there any? Seems like most listed are out of my state. Thank you.

Try University of Pennsylvania.

I am a Chemical Engineer (BS – Chemical Engineering) with an MBA in Project Leadership & Management, I have applied to George Washington University’s Distance & Online Doctorate Program – Doctor of Engineering (D.Eng) in Engineering Management. I am looking for scholarships & fellowships to enable foot the tuition fees. I am based in Nigeria

My name is Katura Fennell and I am looking into any schools that will fully fund a doctoral program in the area of education. I am currently a teacher in Nashville TN and enrolled at Lipscomb University receiving my Ed.S in leadership, but really want to continue my education and help make a difference in the world of education. Any guidance or list of recent schools that will supply funding? I can be emailed at [email protected] with any information. Thanks in advance.

Hi Katura, the list of fully funded Phd programs in Education above is current as of May 1, 2017. We also sell the exclusive Directory of Fully Funded PhD Programs in Education, which is a detailed directory of 22 universities in the U.S. and Canada offering full funding to all incoming students. You can purchase the Directory here: https://www.fullyfundedcourse.com/free-directory . Best of luck!

Hello, Can I get some information on fully funded Ph.D program in IT and Computer science in US for an international student(Graduate in Information Assurance)? I can be emailed at [email protected] for extra information. Thank you.

Hi Nikhitha, please see our article Fully Funded PhD Programs in Computer Science: https://www.profellow.com/fellowships/fully-funded-phd-programs-in-computer-science/

Hi, thanks for the wonderful info. I’m interested in a few different areas for a PHD that I don’t see listed: Buddhism, Comparative Religions, Psychology, Mythology or Stories (lit, film, poetry, all forms). Given that these subject are not exactly the cats’ meow in terms of financial opportunities afterwords, the study is a labor of love and philanthropy. Could there possibly be a school for me somewhere? I would do a part-time online program with an international university if needed too – I’m in Southern California.

I’m a nurse educator in Singapore. Have been teaching in academic school and hospital for more than 10yrs. I have master of education from university of Sydney. How can I do a part time PhD in education which is fully funded? Please assist.

I have a JD, a few credits short of a LLM (in Comparative Law), and a MA (in African-American World Studies). I have been working as a lawyer for a non-profit Public Interest firm for 12 years, but I want to get a PhD. I have a small family now (3,8 year old girls), so I need a PhD program that is fully funded. I am interested in “Justice” so I can pursue a PhD in either Law, African American Studies, or Education. I have been out of the scholarly environment for so long, I really don’t know where to start. Any help would be appreciated.

Comments are closed.

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Building and Leading New Academic Programs in Higher Education

A practical guide for faculty, jackie clark and gretchen oltman.

Designing, creating, and leading new degree programs can be an arduous and unpredictable task for any college or university faculty member. Faculty, typically trained within a specific discipline and who are charged with creating new degree programs, are rarely prepared for the process. In addition to being ill-prepared, faculty and academic leaders often face administrative hurdles such as understanding complex approval processes, conducting market research and preparing “selling points” to gain peer and administrative approval, and ensuring new degrees and programs are seamlessly built into campus structures. Building and Leading New Academic Programs in Higher Education: A Practical Guide for Faculty is a practical handbook and necessary companion for any faculty member tasked with starting a new major or degree program at the college level, from bachelors to doctoral. Based on the practical, lived experiences of the authors who have both proposed, built, and led new, successful degree programs, this book provides the structural insights and often unspoken list of chores faculty must consider when beginning a new college or university academic program.

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University of Dayton to shed faculty, weigh program cuts

The private institution has avoided deficits and steep enrollment declines, but wants to maintain ‘relative institutional strength.’

Dive Brief:

• The University of Dayton won’t renew some faculty contracts for the 2025-26 academic year as the private Catholic institution seeks to ensure its financial sustainability. 
• The Ohio university is still determining how many roles will not be renewed, officials said in a message to faculty and staff on Friday. Affected faculty will be notified by March 15, the date the university typically issues new contracts for the next academic year. 
• Officials are also weighing academic cuts following a recommendation from the university's graduate academic affairs department. Up to 20 master’s programs and three doctoral programs could be eliminated or consolidated as the university shifts its focus to undergraduate education.

Dive Insight:

In their message to campus, Dayton officials framed the coming cuts as necessary steps to keep the university healthy and operating “ from a position of relative institutional strength ” over the long term.

They invoked a litany of woes facing colleges around the country, particularly private institutions in regions including the Midwest . 

“ Today, there are fewer high school graduates; we face fierce price competition from flagship public universities; fewer people believe in the value of higher ed; international enrollment is down; and inflation, higher interest rates and other economic challenges negatively impact many families’ ability or willingness to pay private tuition ,” they wrote.

But the officials — President Eric Spina , Provost Darlene Weaver and Andy Horner,  executive vice president for business and administrative services — also noted that the university isn’t operating at a deficit , in contrast to the situation at many institutions cutting programs and employees this year.

For the fiscal year ending June 2023, Dayton ran a $35.9 million total operating surplus, down from $44.8 million the year before, according to its latest financials .

Also unlike many colleges paring back their faculty, programs and cost structures, including other religious institutions , Dayton’s enrollment grew in recent years, with fall headcount rising by nearly 800 to 11,674 students during the five years between 2017 and 2022. 

Nonetheless, Dayton officials pointed to an “ uncomfortably thin ” operating margin and pressures on the university’s annual budget. “ We must bring our expenses in line with the realities of the current market ,” they said. 

They noted that the institution has already reduced employee headcount through attrition and incentives, but said more action was necessary. “ Deferring these decisions puts our mission at risk and only results in larger reductions later, impacting more faculty and staff ,” they said. As of 2022, the institution had 674 faculty total, according to federal data. 

The program review and consolidation is also part of the ongoing effort to manage costs. Regarding the 23 programs flagged for discontinuation or consolidation, officials said , “ Ultimately, we hope that the various faculties will choose to bring these and other graduate programs forward for suspension .”

Each of the master’s programs, they noted, averaged just four or fewer students and the doctoral programs had one or no students.

Facing disruptions to demand for college, the university is also looking to proactively shrink its undergraduate student body by 10% to 15% — i.e., back to 2012 levels. 

“ This is partly in response to demographic changes, but it’s also a move to foster the rich connections between faculty and students, strengthen our already-high graduation rate of 82%, and continue to prioritize access for middle-class and lower-income families ,” Spina said in a June op-ed .

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Back to School for Graduate Studies in Clinical Research: A Snapshot of U.S. Programs

Blog September 12, 2024

As students and faculty began settling into the routines of a new academic year at universities across the U.S., ACRP reached out to experts from graduate programs in clinical research for a snapshot of how education in this field, especially at the master’s degree level, is holding up amidst rapidly evolving changes in the research enterprise itself. Presented below is the feedback we received from academicians at the University of Arizona, Rutgers, and University of Southern California who were generous with their responses at this busy time of year for their programs.  

Helping to keep us up to date on trends among clinical research graduate students are:  

ACRP: How well prepared are incoming students in clinical research master’s degree programs for their studies in the face of ongoing, rapid advances in the profession?  

Celaya: Many students are coming to our clinical research programs with diverse backgrounds and preparedness. Some are recent undergraduates and others mid-career professionals or clinicians. Even though these students come to us with strong scientific backgrounds, many of them need a deeper understanding of regulatory fundamentals, data management skills, and the knowledge of ethical considerations when designing clinical research projects. We are starting to integrate clinical research coursework in each level of student and trainee engagement to better position students for success in their graduate studies.  

Lechner: The incoming students to our master-level clinical research degree are from many different backgrounds and come from varying levels of preparedness. However, our master program has rigorous entry requirements including written and oral communications, which allow the best students to be brought into our program, ready to hit the ground running with their studies. Most of the students adapt rapidly after completing the foundational courses.  

Succar: The exciting world of clinical trials and research has seen tremendous advances in the profession, and while our incoming students often have strong medical, health, science, and clinical backgrounds, many are underprepared in terms of specific competencies, skills, and knowledge needed to conduct and manage modern clinical trials and research teams.  

Many incoming students in our programs come from varied professional backgrounds, including physicians, pharmaceutical industry employees, and PhD and postdoctoral students. This diversity suggests varying levels of prior research experience and knowledge. To address gaps in preparation, we have developed more accessible curricula integrating Good Clinical Practice, research processes, and regulatory requirements.  

Furthermore, the rapid advances mean even experienced professionals may need additional training since clinical researchers need to be competent in areas such as following complex regulatory requirements; ensuring compliance, ethical study conduct, and participant safety; communicating effectively with research participants; leading diverse research teams; and understanding study design, statistics, and data management. [These competencies are covered in more detail in a forthcoming article coauthored by Succar for ACRP’s Clinical Researcher journal.]  

The responsibilities and skills required of clinical research professionals have expanded over time. Many students interested in becoming clinical researchers struggle to find formalized training that prepares them to conduct safe, well-designed clinical research. Thus, our programs continue to evolve and adapt to provide more accessible options to help students gain these competencies. Ongoing evaluation and curriculum development are conducted to ensure our programs adequately prepare incoming students for the evolving demands of clinical research careers.  

ACRP: Are the kinds of undergraduate programs the younger students are coming from giving them a good leg up on tackling graduate studies in the field?  

Celaya: Traditional students coming from undergraduate training in health sciences or clinical disciplines often have a solid foundation. But since clinical research is a field that is constantly changing, these students still need a foundation that their traditional science backgrounds don’t necessarily give them in a scholastic setting.  

Succar: Unfortunately, there is limited education and training specific to clinical trials and research in undergraduate programs. We have a diverse cohort of incoming students with a range of experiences from years of extensive clinical research experience to no experience at all. Thus, we offer programs designed to help undergraduates prepare for graduate school, providing research experience and mentorship to undergraduates. For students coming from non-science backgrounds, we also offer science enrichment courses to help them prepare for our programs.  

On the flip side, students coming directly from undergraduate programs may have some advantages, as they are likely more accustomed to the academic environment and study habits required for graduate work. Recent exposure to foundational coursework may be fresher in their minds. They may have more flexibility and fewer outside commitments compared to older students who are balancing work and family responsibilities.  

Ultimately, success in graduate studies depends on individual preparation, motivation, and the specific skills and experiences gained during undergraduate education, regardless of age. Both younger and older students can excel in graduate programs if they have adequately prepared themselves and chosen a program that aligns with their goals and background.  

ACRP: Are the older students coming in for advanced studies as ways to change careers or climb their existing clinical research career ladder able to prepare themselves well for graduate studies based on resources from the graduate programs or elsewhere?  

Celaya: Non-traditional students, many of whom come from established careers in healthcare or related fields, bring practical experience to the table, often in areas like nursing, clinical areas, data management, or regulatory affairs. Many of them come to us from entry-level clinical research jobs. Their real-world experience is invaluable, but transitioning into academic study can present a different set of challenges, particularly for those who have been out of formal education for several years. In these cases, we’ve found that graduate programs need to offer additional support, such as modules or refreshers on academic writing, research methodologies, and current industry standards. Many programs, including ours, have started providing resources like boot camps or online primers to help these students bridge any knowledge gaps and ease back into academic life.  

Lechner: The master programs built for today’s working students are rigorous and allow application of what they have learned in their career and the classroom. Their professional experience allows them to build on their solid foundation, and our program fine tunes the gaps as they continue in their course journey.  

Succar: Adult learners often have different needs compared to traditional students coming directly from undergraduate studies, and the Master of Science in Clinical Trial Management is perfect for those learners seeking a career change or promotions within their existing clinical research careers and institutes.  

In addition, our institution offers career planning and development resources and courses specifically designed for older graduate and postdoctoral trainees in clinical research. These courses increase career readiness and awareness of career options for graduate and older students, which helps to expand their awareness of careers that align with their advanced skill sets.  

Many older students are employees with families who study as part-time rather than full-time students, so taking advantage of these career planning courses and resources offered is beneficial for them. We also offer mentoring opportunities, as mentoring relationships can be valuable for career development, as well as flexible scheduling and delivery options to accommodate work/life balance.  

Adult learners can leverage their work experience and transferable skills from previous careers and develop new career adaptability skills to navigate transitions. We accommodate the needs of adult learners and offer opportunities for both career changers and those advancing in their existing clinical research careers.  

ACRP: Can these academic programs really keep up with ever-changing developments in the field these days?  

Celaya: The landscape of clinical research education has rapidly evolved. Many changes have come about due to the need to keep pace with advances in technology, regulations, and research methodology. This can definitely be an issue for master’s programs that are stagnant within the same curriculum year to year when so many changes are happening in the regulatory arena, artificial intelligence, industry connection, and dissemination of scholarly activity. We take a more agile approach by examining the curriculum on an annual basis to make sure we adapt to those changes. We also have content experts as guest lecturers who are currently working and developing clinical research projects in real time. This allows our students to hear from faculty who know about current trends and include any anticipated changes. We also partner with our university clinical research office to ensure we are giving the most current information. A close relationship between academia and industry is essential for ensuring that graduates are well-equipped to thrive in this dynamic field.  

Lechner: Academic programs such as ours have advisory boards, core faculty, and adjunct faculty who are deeply rooted in clinical research management and who collaborate to assure our program is current with today’s environment. Our program allows faculty time to update their course content on an evolving basis to keep current with the ever-changing developments in clinical research as well as to include recent case studies. In addition to the more basic courses which lay out the foundation of the regulations and guidance, the program includes coursework to allow “hot topics” in the clinical research enterprise to be presented to the students.  

Succar: The dynamic nature of clinical trials and research means that formal education and continuous learning are necessary for professionals to remain up to date with the ever-changing developments in the field. Our department embraces these innovative changes and has established strong collaborations and relationships with pharmaceutical, biotech, and academic institutions to provide students with opportunities to pursue current clinical research projects and remain abreast of ongoing developments.  

Some of our adaptations include bringing in industry experts as guest lecturers or adjunct faculty; offering internships and co-op programs for real-world experience; and developing joint research initiatives on cutting-edge topics. These partnerships help our programs to stay more closely aligned with industry needs.  

We frequently update our curricula to incorporate emerging technologies and industry trends, by adding new courses on topics like artificial intelligence, machine learning, and data science; integrating project-based learning to give students hands-on experience with current tools and practices; and offering specialized tracks or concentrations in high-demand areas.  

I believe that a combination of formal education and continuous self-directed learning is necessary to truly keep pace with industry developments.  

Edited by Gary Cramer  

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What Inspires and Sustains Long-Term Principal Investigators?

Jobs in the acrp career center.

• Experienced CRC
• Clinical Research Coordinator – Interventional Endoscopy
• Clinical Research Coordinator (CRC) I
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• Faculty, Staff and Students
• Hope Barkoukis

Hope Barkoukis, PhD, RDN, LD, FAND

Chair of the Department of Nutrition, and the curriculum creator/faculty co-lead for the Jack, Joseph and Morton Mandel Wellness and Preventive Care Pathway for medical students. The Mandel Pathway introduces medical students to stress reduction techniques, social well-being habits, nutrition, lifestyle and culinary medicine. In 2018 the Mandel Pathway received national recognition and an award for Innovation in Teaching future health care professionals from the Alliance for a Healthier Generation. Teaching awards include the 2019 Outstanding Dietetic Educator from Nutrition Dietetics Education Professionals and the Ohio Academy of Nutrition and Dietetics, Top Prof, and the John S. Diekhoff Graduate Award for teaching excellence from CWRU. Advanced training includes Culinary Coaching from Harvard University and the Institute for Lifestyle Medicine and advanced training in culinary arts. Countless culinary & nutrition educational sessions for students, consumers and professional audiences have been presented, including recently for ≥ 300 attendees at the Academy’s national Food, Nutrition and Exhibition.

Research experience ranges from the design of nutrition, food and culinary intervention studies; nutrition counseling of culturally diverse populations; competency in body composition techniques, respiratory calorimetry, energy balance determinations, nutritional status and dietary assessments, protein analyses, use of mass spec and stable isotopes for metabolic research. Several funded NIH research interventions have focused on manipulating the types of dietary carbohydrates and dietary glycemic index to achieve greater control of glucose response and substrate utilization using the dietary intervention I have created. I have significant expertise in collaborating with investigators across several disciplines.

Teaching Information

Teaching interests.

Nutrition for the aging and aged, culinary medicine, vitamins, nutrition for healthcare professionals, sports nutrition

Courses Taught

Office hours.

By appointment

Research Information

Research projects.

• In planning stages: Culinary medicine in dietetic education curriculum requirements and undergraduate education;
• This study will determine the effects of abnormal glucose utilization and flux through the hexosamine biosynthetic pathway on cell proliferation and nitric oxide deficiency in idiopathic PAH.
• Role: Co-Investigator
• This study investigates the impact of lifestyle interventions on maternal and infant outcomes. Nutrition students were/(continue to be) trained to be ‘lifestyle coaches’.
• This study is creating a consumer useful tool to assess contamination in over the counter dietary supplements and investigating the accuracy of this tool.

Awards and Honors

External appointments, publications.

View Publications

Selected Publications

• Eddie Hill, Hima Sapa, PhD, Lavinia Negrea, MD, Kristin Bame, MS, RDN, CSR, LD, Thomas Hostetter, MD, Hope Barkoukis, PhD, RDN, LD, FAND, Adriana Dusso, PhD, Mirela Dobre, MD. (2020). Effect of Oat B Glucan Supplementation: A feasibility Study. J Renal Nutrition, 30(3);208-215.
• ML Erickson, J Mey, CL Axelrod, D Paul, R Russell, H Barkoukis, G OTierney, JP Kirwan. (2020). Rationale and Study Design for Lifestyle Intervention on Preparation for Pregnancy (LIPP): A Randomized Clinical Trial. Contemporary Clinical Trials 94:106:624
• Sahera Dirajlal-Fargo, Jiao Yu, Majusha Kulkarni, Abdes Sattar, Nicholas Funderburg, Hope Barkoukis, Grace McComsey. (2019). Brief Report: Zinc Supplementation and Inflammation in Treated HIV. J Acquired Immune Def Syndrome, November 1:82(3);275-280.
• Barkoukis H, Swain J, Rogers K, Harris S. (2019). Culinary Medicine and the RDN: Time for a leadership role.https://doi.org/10.1016/j.jand.2019.01.012.
• Ritzenthaler, D., Chan, C., Papp, K. K., & Barkoukis, H. (2018). Zip, zap, zop: Improving medical student wellness. Journal of General Internal Medicine, 33 (2 Supplement 1), 755-756.
• Hari A, Fealy C, Solomon T, Haus J, Kelly K, Barkoukis H, Kirwan, J. Exercise induced improvements in glucose effectiveness are blunted by high glycemic diet in pre-diabetics. Acta Diabetologicia, Jan 5, 2019. https://doi.org/10/.1007/s00592-018-1272-2