phd education university of leicester

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• School of Education
• Postgraduate
• Education CPD+
• Distance learning

Research degrees

We are one of the leading Education departments in the UK, with an excellent reputation for research and teaching. We are active in a wide range of research projects across our research interests , and in recent years we have been successful in obtaining research funds from a variety of local, national and international funding bodies.

Our PhD is designed to equip professional educators with a wide range of research skills, knowledge, understanding and expertise in their chosen field of research. We offer:

• Doctor of Philosophy (PhD) in Education - full-time, part-time campus based and distance learning
• Doctor of Philosophy (PhD) in Applied Linguistics - full-time, part time campus based and distance learning

Browse our supervisors

We offer a campus-based or practice-based PhD in Education, and we also offer a PhD by distance learning, ideal for those based away from Leicester or those who wish to combine studying for a research degree with their professional and personal commitments.

The information on these pages applies both to our campus-based PhD and our distance learning PhD, except where specified.

Education PhD

Research training.

During each year of study as a full-time doctoral student, the University provides dedicated days of targeted training in general research and transferable skills. Training days run by the Student Learning Centre focus on areas such as:

• Effective writing and presentation skills
• Presenting research at conferences
• Preparing for interviews

The University bases such training closely on the recommendations and priorities of the Quality Assurance Agency (QAA), and the Postgraduate Training Guidelines of the Economic and Social Research Council (ESRC).

Full-time doctoral students attend termly day conferences on educational research, and are also expected to attend relevant training provided within the College of Social Sciences, Arts and Humanities. This taught provision is also available to locally-based part-time students. In addition, PhD students are also encouraged to attend the doctoral summer school.

Part-time doctoral students are provided with some of their training through online materials held on the Blackboard site run by the School of Education and by online courses provided by the University's Student Learning Centre. They are also entitled to attend any classes being offered to full-time students when visiting the University.

PhD students based overseas are encouraged to come to Leicester for face-to-face tutorials with their supervisor and, if possible, to arrange their visits to coincide with the doctoral summer school or other events at the School of Education.

Student support

Every research student has a main and second supervisor. Your progress will be carefully monitored by a Thesis Committee made up of the main and second supervisor, and the School’s Postgraduate Research Tutor or nominee. Your main and second supervisor also work out an appropriate research training plan in negotiation with you, taking into account your particular needs and priorities.

The University’s David Wilson Library provides an excellent and ever-expanding range of both on-site and electronically-accessible resources for all research students, whether full-time or part-time. It also houses a dedicated area for postgraduates and research students. The School of Education provides well-equipped workrooms for doctoral students, open-access computer rooms, and a Doctoral Studies Blackboard site for online support. This is complemented by online resources provided by the University's Student Learning Centre.

Probation review

PhD research students are registered on probation for the first 12 months (full-time students) or 24 months (part-time and distance learning students) of study after initial registration. Over this period you will complete your research skills training and your overall suitability for a PhD programme will be monitored.

At the end of this period your progress will be assessed and, subject to this being satisfactory, you can then continue with your degree.

You will be required to visit Leicester both for your probation review and for your viva exam at the end of your degree.

Practice-based PhD

Our practice-based PhD allows you to carry out workplace-based research and to submit a practice component along with a shorter thesis, in place of the traditional 80,000 word PhD thesis.

The practice component can take a variety of forms, e.g. a creative artefact, model, digital resources, programme, etc.

The details will be agreed with supervisors within six months of registration for full-time students or twelve months for part-time students.

Examples of practice-based doctoral study inquiries

Below are a few examples of the sort of inquiries that lend themselves to practice-based doctoral study:

• Developing classroom pedagogies in your subject area
• Devising programmes for Continuing Professional Development
• Implementing a training programme for student teachers or early career teachers
• Developing researcher capacity in schools
• Devising a course/textbook

Please note that this is not an exhaustive list.

Application

If you are interested in a practice-based PhD, please take a look at our supervisors' areas of expertise  and make contact with us to discuss your ideas.

In the first instance, please contact Education's Doctoral Studies Office ( [email protected] ).

Why Leicester?

As a research degree student at Leicester you are a part of a vibrant research community. Campus-based doctoral students run their own thriving research methods discussion group. Our annual summer school brings together doctoral students from all over the world, and students present and discuss their work at our annual postgraduate research conference. The conference is a highlight of the year, buzzing with ideas and animated discussion.

In addition to events tailored to doctoral students, postgraduate students are welcomed at discussion and research events led by academic staff, including our 'Food for Thought' research seminars, our Special Interest Group meetings and our annual School of Education conference.

HEA Social Sciences developing pedagogies project

As supervisors and tutors, we also undertake research into our own practice. We are particularly proud that for the last two years we have been funded by HEA Social Sciences to undertake two key projects to develop effective pedagogies for supporting doctoral students. Our focus has been on developing doctoral students’ understanding of criticality through peer assessment. 

In the first phase of the project, students developed research posters, which they displayed in an online gallery. All participants engaged in providing formative feedback to other students, and then developed and improved their own posters on the basis of the feedback received. The improved versions were then presented in person at the postgraduate research conference.

Personalised academic support

Each doctoral student is allocated a main and a secondary supervisor, with expertise and scholarship in an area relevant to the student's research focus. Students and supervisors work closely together to identify the research issue to be investigated and to develop the project and the thesis. Before applying, you are advised to familiarise yourself with the areas of expertise offered by our team of supervisors , and to ensure that the topic you are proposing is consistent with the specialist areas we offer.

University facilities

The University Library  provides an excellent range of on-site and electronically-accessible resources for all research students, and includes a dedicated area for postgraduates. The School of Education also provides workrooms for doctoral students.

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Ph.d. in education.

The Ph.D. Program in the School of Education seeks to prepare scholars whose research will address critical problems in education, develop our understanding of teaching and learning in diverse contexts, and lead to improved outcomes for all learners. There is no more important goal, nationally and globally, than educating all children and youth so that they may develop to their fullest potential. However, much remains to be discovered about how best to achieve this goal, given variation in learners, contexts, and opportunities.

Our mission, to prepare the educational researchers of tomorrow, is accomplished through the implementation of a rigorous doctoral program that emphasizes high quality educational research utilizing varied methodological approaches. The program is grounded in interdisciplinary perspectives, including those from anthropological, sociological, psychological, and cognitive science traditions.

The Ph.D. program prepares students to assume leadership roles in both academic and non-academic settings. The program requires a shared first year core that provides the foundation needed to frame and begin investigating important research questions. Specializations within the program build on this foundation and offer students the opportunity to pursue individualized programs of study that capitalize on faculty expertise both within the School of Education and across the University. By engaging in ongoing research and producing evidence of their accomplishments through apprenticeship activities, graduates are well positioned to contribute to solving significant educational problems throughout their careers.

Program Coordinator: Dr. Teomara Rutherford

Areas of Specialization

The Learning Sciences is an interdisciplinary specialization area that focuses on the systematic study of learning and teaching, human development, and educational technology as well as the application of research to design educational innovations and interventions.

The focus of the Literacy specialization is on literacy development and instruction with particular attention to students with learning problems, including problems due to disability and to background.

The specialization area of Mathematics Education focuses on examining issues of teaching and learning mathematics. A distinctive feature of this specialization area is the integration of research experiences, including teaching mathematics content and methods courses for prospective K-8 teachers.

Grounded in the scientist/practitioner model, the school psychology program provides students with a strong foundation in psychological theory and research.

The Sociocultural and Community-Based Approaches (SCA) specialization emphasizes the development of expertise in conducting high-quality research on significant issues in sociocultural and community-centered approaches to education.

Ph.D. in Education Program Requirements

Students generally complete the degree in 4-5 years of full-time study. A minimum of 55 credit hours is required to complete the Ph.D. program. Most students will take far more than this minimum in order to complete apprenticeship and specialization requirements or maintain full time status. While some courses may be offered online, this program in general is not offered in an online-only format.

• Core Content Courses: Doctoral Core coursework includes two proseminars (EDUC 805, EDUC 806) that students take in the first two semesters of their program.
• Research Methods Core Courses: Students take two core research methods courses (EDUC 850 and 856) while taking their core content courses. They also choose primarily a qualitative (EDUC 852, 858, 859) or quantitative (EDUC 812, 865, 874) set of three courses to fulfill the methodology core requirement. In some cases, and with the approval of their advisor, students may fulfill the methodology core by choosing courses from both tracks.
• Specialization Area Courses: All students are accepted into one of 4 specialization areas. These areas vary in how specialized knowledge and skills are acquired, but each requires between two and four specialization courses. All students will take at least two additional specialization core courses from one or more areas outside of their primary area. Students must choose courses carefully to ensure that this requirement is met, recognizing that most courses are offered every other year (some may be offered less frequently depending on enrollments). Students may draw courses from Learning Sciences , Literacy , Mathematics Education , Sociocultural and Community-Based Approaches or from our degree programs in Educational Statistics and Research Methods or School Psychology . (Students admitted in Fall 2019 or earlier to the Ph.D. in Education program may view the School Psychology specialization page .)
• Colloquium Series: Research colloquia expose students to some of the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas. A one-credit course (EDUC 840) is offered each semester in conjunction with the colloquium series and students must complete a minimum of 4 credits of colloquium.

Students may view the schedule of courses online.

First Year Assessment

All students in the program are required to successfully pass the First Year Assessment, which serves as the qualifying exam for the program. This assessment occurs during finals week of the spring semester of the first year. Students are provided a research article and write a critique of the article using skills learned during their first-year coursework.

Scholarly Apprenticeship

Scholarly Apprenticeship Requirements consist of the following activities and requirements: participation in an annual College of Education and Human Development Research Forum; submission of a publication to a peer-reviewed journal; presentation at a national conference in the student’s area of expertise; and supervised university teaching experience.

Individual Program Plan

By the beginning of the third semester of enrollment, students will write an Individual Program Plan (IPP) that must be approved by the student’s advisor. The IPP will include a listing of the courses the student plans to take to fulfill research methods core and specialization area requirements, and it will outline a timeline of research the student intends to undertake. (Current students can find the Individual Program Plan form on Graduate Resources and Forms .)

University policy requires Ph.D. students to complete one year in residence (one continuous academic year—9 credit hours per semester). Students in this cohort-based program are encouraged to complete the residency requirement during their first year in the program.

Dissertation Proposal

A written proposal that is defended before one’s advisory committee.

Dissertation and Defense

An original work of scholarship, meeting School, University and professional requirements, plus an oral defense of the work. Nine hours of dissertation credit (EDUC 969) are required of all Ph.D. students.

Program Policy Document

Students may download the program policy document for complete information about this degree and the Student Handbook .

Advisor and Assistantship Assignment FAQ

Students may download the Advisor and Assistantship FAQ document for more information about PhD student advising and funding.

Admission Information

Application Process Update

Due to COVID-19, the Ph.D. in Education is waiving the GRE requirement for our graduate program for Fall 2024 admission. If you wish to apply without a GRE score, please enter a future GRE exam date into the application when prompted. This need not be an actual exam date. Entering any future date will allow your application to be sent on to our review committee where it will receive full consideration. Reporting your scores is entirely optional. If you chose to not submit a GRE score, this will have no bearing on the competitiveness of your application. If you have any questions regarding this process, email Teomara Rutherford ( [email protected] ).

To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process. Additional information about the graduate application process can be found on our “How to Apply” page. For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Application Requirements

Some application items specific to the Ph.D. in Education program include:

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Please note that the Mathematics Education Ph.D. specialization requires the applicant to hold a master’s degree in mathematics or a related field. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Office of Graduate and Professional Education. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2024 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the Ph.D. in Education program and how this program is a good match for their interests. Applicants should identify their area of specialization and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test -iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications to the Ph.D. in Education program is December 15 for study beginning the following fall term. In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our 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 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the SOE and the UD Graduate College.

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the Office of Graduate and Professional Education. To apply to the Ph.D. in Education program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

“Working closely with professors in the program and being actively involved in ongoing research has allowed me to make substantial progress toward my career goals. I have received awards recognizing my effort… Not only do the faculty provide me a nurturing and supportive environment for research, but they also encourage my own personal growth. The amount of support and flexibility I have received as a Ph.D. student within CEHD has been invaluable.”

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Applying To Graduate School: Tips For Getting Started

Applying for Ph.D. programs is exciting but can also be overwhelming and stressful. How do you even begin the process? From narrowing down different programs to working on application materials, deciding which doctoral program is right for you takes some time. Some of our Ph.D. students share their best advice on applying to graduate school.

Student Outcomes

Jessica Rodrigues

Jessica pursued her Ph.D. in Education (specializing in Learning Sciences and Education, Measurement & Statistics) because of the opportunity to learn from and work with leaders in the field: “I knew I would receive the training required to advance my research skills and to be competitive on the job market.”

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Doctor of Philosophy (PhD)

A PhD is an internationally-recognised research qualification.

Studying for a PhD in Education will allow you to become an expert in a specialist area and gain high-quality research training, which will equip you to undertake further educational research projects.

PhD in Education

As a PhD candidate, you will carry out original research work under the guidance of one or more supervisors.

An initial priority for a doctorate degree is refining your research plan and establishing a feasible timescale for the project. During the early part of the PhD programme, you will embark on various research methods modules to support your research activities.

We award the Doctor of Philosophy degree on the basis of a PhD thesis in which you present the rationale, methods and findings from your original study.

A PhD can be taken full-time (three years) or part-time (five years).

Areas of supervision

Postgraduate researchers are at the centre of the School of Education’s work.

We undertake impactful research in key areas of educational policy and practice, placing particular emphasis on the relevance of our work for practitioners and policymakers.

Our PhD supervision offers a wide breadth of research activity across our research centres and groups:

• Collective for Curriculum, Pedagogy and Policy
• Digital Education
• Inclusion, Childhood and Youth
• Language Education

Many of our academic staff are also involved in the Leeds Social Science Institute which fosters interdisciplinary research collaborations and provides training for our postgraduate researchers.

Split-site PhD

Our split-site PhD allows international candidates to study for a PhD part-time.

You can find more details and an application form for the split-site PhD via the Student Education Service . 

The difference between a PhD and an EdD

The PhD and EdD are both supervised research degrees involving the submission of a thesis and a viva voce (oral) examination.

The PhD is awarded entirely on the basis of research, leading to a thesis of up to 100,000 words. 

The EdD combines taught modules and research, leading to a thesis of up to 55,000 words, and is also called a professional doctorate.

The taught component of the EdD means that this route is suitable for people without a Masters degree.

The EdD programme forms part of our Continuing Professional Development provision.

University of Leicester

The Times Higher Education World University Rankings is the only global university performance table to judge research-intensive universities across all of their core missions: teaching, research, knowledge transfer and international outlook.

Photos of university / #uniofleicester

Description.

Our distance programmes offer a more flexible way to study for a research degree - allowing you to undertake a University of Leicester PhD wherever you are based in the world. As with the campus based PhD programme, you will undertake a substantial research project that is written up as a thesis of 80,000 words and defended in an oral examination (the "viva voce" examination). Supervisory Support All distance learning PhD research students are allocated a personal supervisor who will help you plan and manage your research and develop your understanding of relevant research methodology. You'll keep in touch with your supervisor through regular supervisory meetings provided online or by telephone. University Resources Alongside this core training, distance learners have access to a range of online resources and materials to help you: * develop an effective working relationship with your supervisor * develop your broader academic writing skills including related concepts such as referencing and avoiding plagiarism * plan and manage the writing of your thesis and prepare for the viva exam You'll also have access to the University Library's online resources for distance learning researchers including remote access to some 18,000 electronic journals, books, and databases. Visiting Leicester Distance learning PhD research students are registered on probation for the first twenty-four months of their degree. Over this period you will complete your research skills training and your overall suitability for a PhD programme will be monitored. At the end of this period your progress will be assessed and, subject to this being satisfactory, you can then continue with your degree. You will be required to visit Leicester both for your probation review and for your viva exam at the end of your degree. You are not required to visit Leicester at any other time, but distance learners are welcome to do so should they wish to: * meet their supervisor or fellow researchers * use facilities such as the University Library * attend training sessions or other University events for researchers

Research Skills Training We have nearly twenty years' experience in supporting distance learning postgraduates. Distance learning PhD research students undertake a structured programme of research training, delivered entirely through a combination of module books and interactive tasks, readings, and discussion through the University's online virtual learning environment. The training covers core skills including: * Requirements of the PhD degree and expectations for the thesis * Finding and reviewing academic literature * Formulating and refining research questions * Research ethics * Academic writing * Quantitative research and analysis * Qualitative research and analysis

Requirements

* Read the course description and make sure that we offer supervision in the area in which you want to work. * Follow the advice in the course description and check whether you need to provide a research proposal or a personal statement. If you need to provide a research proposal, please read the research proposal guidance. * Prepare your supporting documents - with your application you need to include proof that you meet the academic and English language entry requirements. * The application form includes separate forms that can be used by your referees. Applicants must provide two academic (not personal) references from people who can comment on your suitability for the research degree programme; please follow the advice in the application form on how to submit your references.

English Language Requirements

IMPORTANT NOTE: Since April 2014 the ETS tests (including TOEFL and TOEIC) are no longer accepted for Tier 4 visa applications to the United Kingdom. The university might still accept these tests to admit you to the university, but if you require a Tier 4 visa to enter the UK and begin your degree programme, these tests will not be sufficient to obtain your Visa.

The IELTS test is most widely accepted by universities and is also accepted for Tier 4 visas to the UK- learn more.

Employer sponsorship Studying by distance learning gives a clear signal to employers that you are committed to developing your skills and knowledge. Your employer may be willing to fund all or part of your course if you are able to show the key benefits to their business. Some of these benefits are detailed below: Distance learning allows you to develop your skills without taking time out of the workplace You will be able to apply your new skills into your roles immediately The skills you develop will include; complex problem solving; communication skills; creative and strategic thinking; time management; and decision making. There are many different ways that your employer may provide support, from fully or partially paying your tuition fees to offering you study time or additional leave days. The form your sponsor will need to complete, together with further information can be found on our Finance Office website. If you are seeking, or have gained, sponsorship from your employer please mention this when you make your application. ELCAS funding for members of the Armed Forces We are an approved provider for the Ministry of Defence Enhanced Learning Credit Scheme (ELCAS) for armed forces personnel and all of our distance learning courses are available under this scheme. If you are a current or former member of the UK armed forces then you may be eligible for ELCAS funding. Please check their website for full details or contact your Education Officer. If you are seeking, or have gained ELCAS funding, please mention this when you make your application. Professional and Career Development Loans Professional and Career Development Loans (CDLs) are offered by a consortium of major banks for students on vocational courses only. You can borrow between £300 and £10,000 towards tuition and/or living expenses for a course over a period of up to two years study (three years if the course includes work experience). The bank will usually take between six weeks and three months to process your application - so make sure you apply well in advance. The Skills Funding Agency will pay the interest on your Professional and Career Development Loan while youre studying - and for one month after youve left your course. For an application pack or for any enquiries relating to Professional and Career Development Loans, please call Next Step on 0800 100 900. Further information can be found on the Directgov website. If you are seeking, or have gained CDL funding, please mention this when you make your application. Research Councils Research Councils are public bodies which provide awards for postgraduate research study for students from the UK and fees only support for EU students. Each is responsible for a particular group of subject areas. Only the Arts and Humanities Research Council (AHRC) and the Economic and Social Research Council (ESRC) currently consider applications from individual students. International (non-EU) funding If you live outside the EU, try contacting your government's Ministry of Education for details of scholarships or loans. The British Council, the UK's international organisation for educational and cultural matters, has offices in 110 countries and can advise on sources of funding. You may want to visit Education UKs section on scholarships for more information. There also a number of charities and foundations you may want to consider contacting regarding funding. A few notable foundations are the Aga Khan Foundation, the African Educational Trust and the Said Foundation. A list of organisations can be found on the Postgraduate Studentships website. USA In the case of students from the USA, overseas distance learning programmes are no longer eligible for Federal loans or VA (Veterans Association) funding. Students may apply for loans from a private provider. One of the largest is SallieMae, and several of our former and existing students have used this route. There are, of course, many other providers of private loans for the purposes of education. Private loan companies usually require the education provider to have a 'Federal School Code': the University of Leicesters code is G22291.

Accreditation

We think a university should be about empowering people to explore; through passionate, dedicated teaching and innovative, world-changing research. By embracing the fact that every journey is personal, the University has achieved some remarkable results. At Leicester we think that high quality research and excellent teaching are not only complementary, theyre inseparable. We are constantly finding new ways of being a leading university, and have done so since we were founded as a University College in 1921. Find out about some of our greatest discoveries. We are the only university to win seven consecutive Times Higher Awards. In awarding us 'University of the Year', Times Higher Education applauded Leicesters very different approach, describing us as elite without being elitist. We were proud to be described as elite. But we were equally as proud to be described as a university that is inclusive and accessible in its academic culture. We've achieved success through our distinctive work which is characterised by the following approach: An inclusive and accessible culture Our commitment to an inclusive and accessible culture not only opens the doors to the very best, no matter their background, it even shapes the very way we look at and discover the world around us. Leicester is the most inclusive of Britain's top 20 leading universities with the greatest proportions of students from under-represented groups. A personal, supportive experience for those who use our services The University of Leicester was founded as a memorial to the fallen of the Great War and our motto means So that they may have life. We seek to do this by providing a supportive and personal environment for those who use our services and an experience that our students tell us is second to none. A commitment to high quality, innovation and rigorous academic standards We are dedicated to finding new ways of doing old things and bringing new perspectives to established ideas, without compromising on quality and while maintaining our high rankings. A belief that teaching and research are synergistic We believe that teaching is inspirational when delivered by passionate scholars engaged in world changing research - and that our research is stronger when delivered in an academic community that includes students - students who question and probe us every day.

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PhD Education

Year of entry: 2024

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• Bachelor's (Honours) degree at 2:1 or above (or overseas equivalent); and
• Master's degree in a relevant subject - with an overall average of 60% or above, a minimum mark of 60% in your dissertation (or overseas equivalent)

Full entry requirements

Apply online

Please ensure you include all required supporting documents at the time of submission, as incomplete applications may not be considered.

Application Deadlines

For consideration in internal funding competitions, you must submit your completed application by 19 January 2024.

If you are applying for or have secured external funding (for example, from an employer or government) or are self-funding, you must submit your application before the below deadline to be considered. You will not be able to apply after this date has passed.

• For September 2024 entry: 30 June 2024

Programme options

Programme overview.

• We're ranked in the top ten universities in the UK for Education (QS World University Rankings by Subject 2022).
• Learn with research-active experts in the field of education and work with highly diverse cohorts of students and staff.
• Contribute to improvements in the overall wellbeing of students, their families and communities throughout the world through research.

The University holds regular open days, where you will have the opportunity to tour the campus and find out more about our facilities and programmes. On this day, you will find out more about the School of Environment, Education and Development (SEED) and meet academic and admissions staff who will be able to answer any questions you have.

For more information, see Open days.

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): £6,000 International, including EU, students (per annum): £21,500
• PhD (part-time) UK students (per annum): £3,000 International, including EU, students (per annum): £10,750

Further information for EU students can be found on our dedicated EU page.

Your fees will cover the cost of your study at the University, as well as charges for registration, tuition, supervision, examinations and graduation (excluding graduation robe hire).

Payment of tuition fees will also entitle you to membership of The University of Manchester library, the Students' Union and the Athletic Union.

Scholarships/sponsorships

There are a range of scholarships, studentships and awards to support both UK and overseas postgraduate researchers, details of which can be found via the links below.

To apply University of Manchester funding, you must indicate in your application the competitions for which you wish to be considered. The deadline for most internal competitions, including School of Environment, Education and Development studentships is 19 January 2024.

All external funding competitions have a specified deadline for submitting the funding application form and a separate (earlier) deadline for submitting the online programme application form, both of which will be stated in the funding competition details below.

For more information about funding, visit our funding page to browse for scholarships, studentships and awards you may be eligible for.

• ESRC North West Social Science Doctoral Training Partnership (NWSSDTP) PhD Studentships - Competition Closed for 2024 Entry
• School of Environment, Education and Development Postgraduate Research Studentships 2024 Entry - Competition Closed for 2024 Entry
• China Scholarship Council - The University of Manchester (CSC-UoM) Joint Scholarship Programme - Competition Closed for 2024 Entry
• Trudeau Doctoral Scholarships 2024 Entry
• Commonwealth PhD Scholarships (High Income Countries)
• Humanities Doctoral Academy Humanitarian Scholarship 2024 Entry
• Commonwealth PhD Scholarships (Least Developed Countries and Fragile States)
• President's Doctoral Scholar (PDS) Awards - Competition Closed for 2024 Entry
• School of Environment, Education and Development Enhancing Racial Equality (SERE) Studentship - Competition Closed for 2024 Entry

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Entry requirements

Academic entry qualification overview, english language.

• IELTS test minimum score - 7.0 overall, 7.0 in writing, 6.0 in other sections.
• TOEFL (internet based) test minimum score - 100 overall, 25 in all sections.
• Pearson Test of English (PTE) UKVI/SELT or PTE Academic minimum score - 76 overall, 76 in writing, 70 in other sections.
• To demonstrate that you have taken an undergraduate or postgraduate degree in a majority English speaking nation within the last 5 years.
• Other tests may be considered.

English language test validity

Some English Language test results are only valid for two years. Your English Language test report must be valid on the start date of the programme.

Other international entry requirements

We accept a range of qualifications from different countries. For these and general requirements including English language see entry requirements from your country.

The University requires you to reside within a commutable distance from Manchester during your time as a registered student, unless you are on approved fieldwork/a formal placement or are on a period of Submission pending. This is to ensure that you are able to meet attendance expectations and participate in wider research activities within your discipline area and/or School.

Application and selection

How to apply, advice to applicants.

• Develop your own research proposal and project title.
• Find a supervisor by browsing our academics' profiles, and reach out directly to discuss if they are interested in supporting your research.
• Consider how you plan on funding your research and discuss this with your supervisor.

When you submit your application, you must include each of the below required documents:

• A 1,500 word  PhD research proposal. Please state the word count on page 1 of the document.
• Copies of the academic transcript and certificate from both your Bachelor's and Master's degrees. If your Master's degree is pending, please provide an interim transcript;
• An up to date academic CV, detailing your education and qualifications; employment history; publications; and any other relevant information.
• You must nominate two academic referees (including one from your most recent institution). Your referees will be contacted directly via the Referee Portal following submission of your application form. You may wish to contact your referees to request they submit your reference in a reasonable timeframe as this forms part of the review process;
• International applicants must additionally provide English Language evidence (e.g IELTS).

Interview requirements

As part of the offer making process applicants will be required to undertake an interview assessment. This may be in the form of an in-person interview, or video call.

The interview is designed to assess your knowledge and understanding of the broad topic area, the viability of your proposed research and its intellectual contribution, alongside the fit of your project with the supervisory team. You also may be asked to identify and address any potential ethical considerations in relation to your proposed research, and discuss how best to progress your ideas in line with University of Manchester ethics guidance.

The interview panel will consist at minimum of your primary supervisor and an independent interviewer.

Re-applications

If you applied in the previous year and your application was not successful, you may apply again. Your application will be considered against the standard programme entry criteria for that year of entry.

In your new application you should demonstrate how your application has improved. We may draw upon all information from your previous applications or any previous registrations at the University as a student when assessing your suitability for your chosen programme.

Programme details

Programme description.

Research in education must and should make a difference.

A PhD in Education will allow you to conduct world-changing research that addresses key issues in social justice and enables evidence-informed educational change.

The Manchester Institute of Education (MIE) builds upon a long-standing reputation for excellence in educational research and teaching with a tradition stretching back to 1890, when education was first established as a focus for study within The University of Manchester.

We are one of the largest graduate educational research communities in the UK, with a rich diversity of opportunity for our postgraduate research students.

The MIE approach to research is distinctive; through a focus on equity and practice, we make a significant contribution to the University's goal of social responsibility.

Our aim is to ensure that our educational and allied research is at the cutting-edge of theory and practice, and that it contributes to improvements in the overall wellbeing of students, their families and communities throughout the world.

Ongoing productive partnerships with policymakers and practitioners enable the interplay of ideas, evidence and strategy. Manchester Institute of Education research themes include:

• Critical Education Policy and Leadership (CEPaL) 
• Critical Pedagogies
• Disadvantage and Poverty (DP)  
• Education and Psychology (EP)

As a PhD student, you will join a vibrant and dynamic group of people with diverse backgrounds, interests and world views, and gain the opportunity to work with leading experts who have a broad range of experience and knowledge in the respective fields.

There will also be many opportunities for you to become involved in ongoing research projects.

Special features

Education has been a discipline of study at Manchester since 1890. 

We are one of the largest educational research communities in the UK, conducting field-leading research across a wide range of areas, including educational leadership and policy, mental health, teacher training, maths education, disadvantage and poverty, and educational equity. 

Our research improves the quality of education across the world, with 78% of our activity defined as `world-leading' or `internationally excellent' (Research Excellence Framework 2014). 

The School of Environment, Education and Development (SEED) is a unique interdisciplinary collaboration between the disciplines of Architecture, Education, Geography, International Development and Planning, Property and Environmental Management.  

What unites us is a shared commitment to highlight and address the uneven relationships between societies, economies and the environment.  

We want to understand better the world in which we live, and to offer solutions to the problems within it. 

We acknowledge that a complex and interconnected world presents many challenges for analysts, but researchers in SEED are pioneering new evidence, measures, concepts and theories in order to address these challenges in practice. 

SEED's world-leading research is rooted in everyday life but international in relevance and scope, addressing social, economic and environmental concerns across the globe.  

Our PhD and professional doctorate research community, grouped around a range of dynamic centres and themes, is central to the SEED research agenda across all our disciplines.  

In order to further this agenda, we need fresh input and clear thinking from a fully engaged, curious, critical, socially aware PGR community.

Additional programme information

Equality, diversity and inclusion is fundamental to the success of The University of Manchester, and is at the heart of all of our activities.

We know that diversity strengthens our research community, leading to enhanced research creativity, productivity and quality, and societal and economic impact.

We actively encourage applicants from diverse career paths and backgrounds and from all sections of the community, regardless of age, disability, ethnicity, gender, gender expression, sexual orientation and transgender status.

All appointments are made on merit.

The University of Manchester and our external partners are fully committed to equality, diversity and inclusion.

Teaching and learning

We know the importance of transition and community; all our incoming PhD students are assigned a buddy, a senior student who offers advice and support to help connect you quickly into the community.

The Postgraduate Research Support Network is run by students for students and provides regular opportunities for debate.

Similarly, Research Matters is a lively seminar series for all staff and research students in MIE.

Our research students are vital to our research community and are welcomed as such.

When you become a postgraduate researcher in the School of Environment, Education and Development (SEED), you'll join a postgraduate community of more than 1,000 doctoral students from more than 100 different countries, all studying within the Faculty of Humanities.

You'll be assigned to specific research grouping that complements your research interests and have access to a variety of interdisciplinary research institutes.

Our working environments are often spacious and open plan, giving you plenty of opportunities to communicate with colleagues and staff within the School, and you will have your own desk space as well as access to our fantastic range of libraries on campus.

All our academic supervisors are research active and will support you to work on challenging research problems and develop rigorous, creative and original research.

You can expect to meet with your supervisor at least once a month to discuss progress on your project.

As a postgraduate researcher, you'll have access to a large and diverse community of internationally recognised academic experts offering an environment that will stimulate intellectual debate and development. We provide additional financial support for several activities related to your PhD, including:

• presenting at international conferences; 
• attending workshops that provide relevant professional opportunities; 
• conducting fieldwork in the UK and overseas.

Weekly departmental trainings in skills, education-specific topics, and key research issues in education are run by MIE staff during the semester. In your first year, you will also attend SEED-level research training every week. Further Methods Masterclasses are also available.

What our students say

Discover what it's really like to conduct postgraduate research at The University of Manchester on our student spotlights page.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service.

For more information, email  [email protected]

Career opportunities

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

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

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

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

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

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

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

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

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

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

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

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

For more information, see Careers and employability .

Careers support

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

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

Lynn University’s graduate education program ranked by U.S. News & World Report

Lynn University’s graduate education program has been recognized as one of the top programs in the nation by U.S. News & World Report in their 2024  Best Graduate Schools rankings.

Lynn’s  Donald E. and Helen L. Ross College of Education  offers two distinguished graduate degree tracks:  educational leadership  and  exceptional student education  (ESE). The master’s in educational leadership is a one-year online program, whereas the Florida Department of Education-certified ESE specialization is available for completion on campus, online or via a hybrid format—ideal for working professionals who aspire to leadership positions in education. 

“The College of Education faculty is extremely pleased and proud to be recognized among some of the nation’s best colleges and universities,” said Kathleen Weigel, dean of the College of Education. “Our graduate students continue to utilize their educational experiences and knowledge to positively impact and improve their respective environments for the good of the children and communities they serve.”

This recognition underscores Lynn’s commitment to providing accelerated, convenient, and affordable education while preparing future education leaders to excel in their careers and contribute meaningfully to society. U.S. News also ranked Lynn in its  Best Online Programs lists for bachelor’s programs, graduate education and MBA programs earlier this year.

For more information about Lynn’s graduate education programs, visit lynn.edu/graduate .

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School of Education

High rankings reflect strong graduate programs at the iu school of education.

By Catherine Winkler

Tuesday, April 09, 2024

The IU School of Education has been recognized again as one of the best graduate schools in education across the country by U.S. News and World Report’s 2024-2025 “Best Graduate Schools .”

Overall, the IU School of Education is ranked #34, two spots higher than last year, with eight graduate specialty programs ranked in the top 20. All specialty programs rose in rankings compared to last year.

“Our graduate programs contribute groundbreaking research and work that advances education around the world, and these rankings are evidence of both that hard work and our dedication to these programs,” said IU School of Education Dean Anastasia Morrone .

“Graduate programs across the School of Education are held in very high regard, which is a reflection of the stellar research, education, and outreach done by our faculty and alumni around the globe,” said Thomas Nelson Laird , Associate Dean for Graduate Studies.

• Student Counseling and Personal Service - #3
• Elementary Education - #5
• Higher Education Administration #9
• Secondary Education - #8
• Curriculum and Instruction - #14
• Educational Psychology - #18
• Educational Administration and Supervision - #14
• Education Policy - #18

Graduate programs at the School of Education prepare students for careers that make a difference through education fields or other professions. From working in schools and public institutions to jobs in government, corporate environments and technology companies, our graduates affect change and make the world a better place through their work. Many of these programs are also offered online, making them a flexible option for professionals looking to further their education.

Start your life-changing journey

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These are the best graduate school programs in Wisconsin, according to U.S. News & World

Top graduate schools in Wisconsin landed on the latest U.S. News & World Report list ranking more than 2,000 programs across the country. U.S. News & World Report published its 2024-'25 report in April, ranking graduate programs in business, education, law and nursing, among other fields.

University of Wisconsin-Madison's the School of Education tied for first overall with Teacher's College, Columbia University, according the report. That's up from third overall and second among public universities last year.

Several of Marquette University's graduate programs moved up on the list, including the master's program in the College of Nursing, which moved up from 66 to 58.

Schools were evaluated based on expert opinion and statistical data measuring the quality of the school's faculty, research and post-graduate outcomes. You can find the full list on the U.S. News website for graduate rankings on their website www.usnews.com/best-graduate-schools .

Top business graduate programs in Wisconsin:

• University of Wisconsin-Madison: #43

Top law graduate programs in Wisconsin:

• University of Wisconsin-Madison: #36 (tie)
• Marquette University: #68 (tie)

Top nursing graduate programs in Wisconsin:

• Marquette University: #58 (tie)
• University of Wisconsin-Milwaukee: #82 (tie)
• University of Wisconsin-Eau Claire: #107 (tie)
• University of Wisconsin- Oshkosh: #118
• Alverno College: #119 (tie)
• Milwaukee School of Engineering: #153-169

Top medical graduate programs in Wisconsin:

• University of Wisconsin-Madison: #35 (tie)

Top education graduate programs in Wisconsin:

• University of Wisconsin-Madison: #1 (tie)
• University of Wisconsin-Milwaukee: #169 (tie)
• Marquette University: #192

Top Engineering graduate programs in Wisconsin:

• University of Wisconsin-Madison: #27 (tie)
• Marquette University: #142 (tie)
• University of Wisconsin-Milwaukee: #177 (tie)

RELATED: Here's how Wisconsin universities ranked in the 2024 Best Colleges list

How the University of Tennessee's graduate programs fared in 2024 national rankings

Graduate programs and schools at the University of Tennessee at Knoxville ranked highly in new rankings from U.S. News and World Report.

The organization released its " 2024-2025 Best Graduate Schools " report April 9, which ranks graduate programs and schools across public and private universities nationally. The report covers programs and schools in business, education and law. The rankings for engineering, medical and psychology will be updated later this year.

The top graduate program at UT is supply chain, which ranked fourth nationally. The Haslam College of Business tied for 47th for its full-time graduate programs.

The College of Social Work tied for 24th nationally, and the College of Law tied for 52nd nationally.

The College of Nursing doctoral program tied for 34th.

UT graduate programs ranked high among public universities

Narrowing down to just public universities, several programs and schools jumped in rankings.

Among public universities, the Haslam College of Business ranked 22nd for full-time graduate school programs and supply chain programs ranked third.

Additionally, the College of Social Work ranked 13th, the College of Nursing doctoral program ranked 24th and the College of Law ranked 26th among public universities.

Under the College of Law, legal clinical programs ranked eighth, business-corporate law ranked 13th, health care law ranked 21st and legal writing ranked 21st.

“The rankings this year provide evidence that UT has exceptional graduate programs across a wide range of disciplines,” dean of the Graduate School Dixie Thompson said in a press release. “These rankings are a reflection of the commitment to excellence made by our faculty, staff and students.”

Previous rankings for University of Tennessee graduate programs

UT has several programs ranked highly from previous years.

Printmaking programs are tied for UT's highest overall program ranking at fourth nationally.

Nuclear engineering at seventh. UT occupies the 10th spot for "Best Library and Information Studies Programs," along with school library media tied at 13th and digital librarianship tied at 14th. Under the law school, clinical training tied for 19th.

A few of UT's graduate schools are still ranked from previous years:

• College of Veterinary Medicine tied for 21st
• Physics (in the College of Arts and Sciences) tied for 55th
• Tickle College of Engineering tied for 55th

What is the U.S. News and World Report?

U.S. News and World Report is a media company well known for its "Best" rankings, including university rankings for prospective students. For the "Best Graduate Schools" rankings, the organization evaluates programs and schools in disciplines including business, education, engineering, law and nursing based on expert opinion and statistical data.

Research for these rankings began in fall 2023 through early 2024. The organization used surveys of 2,225 programs sent to approximately 5,766 academics and 10,941 professionals to rank the programs within the six main disciplines.

Correction: A previous version misstated which graduate programs and schools received new rankings at the University of Tennessee. UT's business, law and social work colleges and the nursing doctoral program had new rankings.

Keenan Thomas is a higher education reporter. Email  [email protected] . X, formerly known as Twitter  @specialk2real .

Support strong local journalism by subscribing to  knoxnews.com/subscribe .

Nine Faculty Honored for Excellence in Graduate Education

Nine faculty members received the student-driven award, which acknowledges faculty who have had a significant impact and positive influence on graduate education because of their superior graduate-level teaching, dedication to departmental and community presence and excellence in research and creative activities.

Each year, the Graduate School honors outstanding professors with the Excellence in Graduate Education Faculty Recognition Award. The student-driven award acknowledges faculty who have had a significant impact and positive influence on graduate education because of their superior graduate-level teaching, dedication to departmental and community presence and excellence in research and creative activities.  

Nine faculty members, whose nominations were reviewed by an interdisciplinary committee of graduate students, are this year’s honorees. They are:    

• Kenneth Baynes , professor of philosophy and political science, College of Arts and Sciences (A&S);
• Kevin Adonis Browne , associate professor of rhetoric and writing, A&S;
• Christopher Green , associate professor of linguistics, A&S;
• Soo Yeon Hong , associate teaching professor, Newhouse School of Public Communications;
• Gabriel (“Joey”) Merrin , assistant professor of human development and family science, David B. Falk College of Sport and Human Dynamics;
• Jian Qin , professor of information studies, School of Information Studies;
• Patricia Roylance , associate professor of English, A&S;
• Lixin Shen , professor of mathematics, A&S; and 
• Saba Siddiki , associate professor of public administration and international affairs, Maxwell School of Citizenship and Public Affairs.  

Baynes , who is also an associate in the Campbell Public Affairs Institute at the Maxwell School, studies social and political philosophy, critical theory and modern and contemporary German philosophy. He is currently examining the characteristics of rules and practices, the grounding of moral principles within practical reason and the relationship between democracy and basic rights.   

Browne ’s interests intersect in the visual arts, vernacular philosophy and the rhetoric and literature of the Caribbean. His research and creative activities encompass digital projects, poetry and essay publications, original fine art, documentary photography, contemporary art and local and international exhibitions. He also researches the theory and practice of rhetoric and poetics that shape the African diaspora.  

Green ’s linguistics research focuses on African languages, including those in the Mande, Cushitic, Dogon, Jarawan and Bantu families. He recently completed a Somali reference grammar. He has published articles on syllable structure, the construction and structure of poetry and prose and the use of tone and word choice in speech.   

Hong serves as the Newhouse School’s public relations graduate program director and teaches introductory courses in graphic design, social media, visual communications theory and multimedia storytelling for undergraduate, graduate and military visual journalism students. She has worked as a marketer, graphic designer for national magazines and editorial assistant for a communications research journal.    

Merrin teaches courses in child and adolescent development and advanced statistical methods. Trained in developmental psychology and applied methodology, he researches developmental processes that contribute to problem behaviors in adolescents. He looks at how experiences with families, peers, teachers and communities, particularly those involving identity-based harassment, may influence behavior.   

Qin teaches and researches the topics of metadata, knowledge and data modeling, scientific communication, research collaboration networks and research data management. She directs a lab using big metadata analytics and metadata modeling and linking, plus manages a team that studies biomedical collaboration networks framed by the theory of collaboration capacity.  

Roylance ’s work examines early American literature and culture; nationalism, transnationalism and comparative colonialisms; geography; the organization and perception of time and history; and print culture and the history of the book. She is the author of “ Eclipse of Empires: World History in Nineteenth-Century U.S. Literature and Culture,” and is now writing a book that tracks the shifting meanings of cultural literary artifacts.   

Shen ’s work focuses on the applied and computational aspects of harmonic analysis, a branch of mathematics that investigates connections between a function and its representation frequency. He also studies how to optimize those applications in imaging science and information processing, including in wavelet analysis and image and signal processing. He holds a patent for a wavelet-enhanced automated fingerprint identification system with four other researchers.  

Siddiki is the Chapple Family Professor of Citizenship and Democracy and director of the Master of Public Administration (MPA) program in the Maxwell School. She also directs the Center for Policy Design and Governance and is a senior research associate for the Center for Policy Research, Center for Environmental Policy and Administration, Program for the Advancement of Research on Conflict and Collaboration and Autonomous Systems Policy Institute. She focuses on policy design, collaborative policymaking, institutional theory and analysis and regulatory implementation and compliance.

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UT’s Excellence and Impact On Display in Latest Graduate School Rankings

AUSTIN, Texas — The University of Texas at Austin continues to be one of the premier schools for graduate studies, according to U.S. News & World Report’s partial release of its most recent “Best Graduate Schools.” UT made gains in several disciplines, including the College of Education’s jump into the top 10.

U.S. News has delayed release of its engineering, medicine and clinical psychology rankings, areas in which the University has historically achieved No. 1 and top 10 rankings.

Even with the partial release of the graduate rankings, UT maintained its top 10 spot for five colleges and schools: the College of Education (No. 8); the School of Information (No. 5); the Steve Hicks School of Social Work (No. 8); the College of Pharmacy (No. 6); and the Jackson School of Geosciences (No. 7), ranked under Earth Sciences. Three specialties ranked No. 1 in the country: Accounting, Latin American History and Sociology of Population. Overall, the University has 42 graduate schools and specialty programs ranked in the top 10 when combined with previous years.

“These rankings are striking and reflect our ability to continue to attract exceptional faculty and students. Our excellence is evident in our set of more than 40 schools, programs and specialties ranked in the top-10 in this partial release alone, including several that are the best in the country, if not the world,” said President Jay Hartzell. “Our talent is what puts UT at the leading edge of discovery in AI and robotics, life sciences, population research, and many other disciplines that are at the forefront of solving many of the world’s most pressing problems and bettering society.”

Among the highlights in this year’s rankings:

• The College of Education is now ranked in the top 10, moving up eight spots to No. 8.
• The McCombs School of Business moved up four ranks to No. 16 overall.
• The Information Systems MBA program in the McCombs School of Business is ranked No. 4 this year, marking 31 years that it has ranked in the top 5. Accounting has been ranked No. 1 for 18 years.
• The College of Pharmacy moved up one spot to No. 6. Computer Science moved up one rank to No. 7.
• The Nursing master’s program rose six spots to No. 14.

U.S. News & World Report’s graduate rankings, which are published separately from the yearly ranking of undergraduate programs, are considered the gold standard of graduate and professional rankings. They are based on surveys of academic leaders and, for select programs, additional quantitative measures including placement test scores, student/faculty ratios, research expenditures, salary by profession and job placement success.

The publication updates some of its specialty rankings each year and republishes the most recent rankings in other areas. The rankings for engineering, medicine and psychology will be released at a later date, according to U.S. News.

Graduate schools, programs and specialties that U.S. News ranked in the top 25 are listed below.

Business – 16

• Accounting – 1
• Business Analytics – 8
• Entrepreneurship – 10
• Finance – 13
• Information Systems – 4
• Management – 11
• Marketing – 11
• Production/Operations – 15
• Project Management – 4
• Real Estate – 8
• Supply Chain/Logistics – 16
• Executive MBA – 15
• Part-Time MBA – 7

Education – 8

• Counseling – 15
• Curriculum/Instruction – 12
• Education Policy – 9
• Educational Administration/Supervision – 5
• Educational Psychology – 6
• Elementary Teacher Education – 10
• Higher Education Administration – 14
• Secondary Teacher Education – 10
• Special Education – 7

Health Disciplines (other than Nursing)

• Audiology – 12
• Pharmacy (College of Pharmacy) – 6
• Social Work (Steve Hicks School of Social Work) – 8
• Speech-Language Pathology – 14
• Business/Corporate Law – 17
• Constitutional Law – 11
• Contracts/Commercial Law – 15
• Criminal Law – 20
• Intellectual Property Law – 15
• International Law – 25
• Tax Law – 13

Library and Information Studies Schools (School of Information) – 5*

• Archives and Preservation – 4*
• Digital Librarianship – 7*
• Information Systems – 8*
• Master’s – 14

Public Affairs – 13

• Public Policy Analysis – 15

The Sciences

Biological Sciences – 25*

• Ecology/Evolutionary Biology – 8*

Chemistry – 16*

• Analytical – 4*
• Inorganic – 14*
• Organic – 20*
• Physical – 14*

Computer Science – 7

• Artificial Intelligence – 9
• Programming Language – 7
• Systems – 10

Earth Sciences (Jackson School of Geosciences) – 7*

• Geochemistry – 13*
• Geology – 2*
• Geophysics and Seismology – 5*
• Paleontology – 3*

Mathematics – 13*

• Algebra – 19*
• Analysis – 8*
• Applied Math – 7*
• Topology – 8*

Physics – 13*

• Cosmology/Relativity/Gravity – 10*
• Condensed Matter – 22*

Statistics – 27* 

Social Sciences and Humanities

Economics – 22*

English – 17*

• American Literature After 1865 – 18*

History – 11*

• African American History – 10*
• Latin American History – 1*
• Modern U.S. History – 16*

Political Science – 19*

• American Politics – 20*
• Comparative Politics – 18*

Psychology – 23*

• Behavioral Neuroscience – 8*
• Social Psychology – 9*

Sociology – 11*

• Sociology of Population – 1*
• Sex and Gender – 6*
• Social Stratification – 13*

Fine Arts – 23*

• Sculpture – 6*

*Ranking not revised for 2024-25. Based on latest available ranking.

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