phd in education cambridge university

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Doctor of Philosophy (PhD)

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The degree of Doctor of Philosophy (PhD) is the University's principal research degree for graduate students and is available in all faculties and departments.

A Cambridge PhD is intellectually demanding and you will need to have a high level of attainment and motivation to pursue this programme of advanced study and research.

In most faculties, a candidate is expected to have completed one year of postgraduate study, normally on a research preparation master's course, prior to starting a PhD.

Completion normally requires three or four years of full-time study, or at least five years of part-time study, including a probationary period.

Terms of research are normally consecutive and, for full-time students, require residency in Cambridge. Not all departments offer part-time research degrees.

Various routes to the PhD are possible and, if you are made an offer of admission, it will be made clear whether you are required to study for a master's degree or certificate in the first instance, or will be admitted directly to the probationary year for the PhD. You are registered for the PhD only after a satisfactory progress assessment at the end of the probationary year (five terms for part-time degrees). The assessment is designed also to focus your mind on the stages necessary for the completion of your research within the normal time limit and to address any structural problems that have arisen during the first year. Students must pass the first year assessment in order to continue their PhD study.

During your PhD, your effort will be focused on writing a dissertation. The word count of the dissertation is dependent on the department and the Student Registry or Educational Student Policy will be able to tell you the maximum word limit. This must represent a significant contribution to learning, for example through the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory, or the revision of older views, and must take account of previously published work on the subject. Some Cambridge dissertations go on to form the basis of significant publications.

Although you will spend long hours working independently, your department and College will both support you throughout your PhD. You are also able to attend regular seminars in your subject area and could be involved in teaching, perhaps giving seminars or supervising, or in the social life of your department and College.

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PhD in Education

University of cambridge, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Education Studies

Course type

The PhD is a research degree, the main purpose of which is to prepare a substantial piece of original research.

Our postgraduate students, from all over the world, make an important contribution to their respective fields and to the vitality of the Faculty's research culture. The Faculty has long-established relationships with both national and international agencies and institutions.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. The Faculty assigns all doctoral students a supervisor to guide them through their course. All doctoral students also participate in a guided programme that introduces them to the key questions and concerns of contemporary, world-leading educational research. Students are encouraged to play an active role in research seminars and engage in opportunities for acquiring transferable skills.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants for this course should have achieved a UK Masters (Merit).

Doctorate of Education EdD

University of gloucestershire, primary education 3-7 (pgce), inclusive education ma, education ma, national award for special educational needs coordination (nasenco award) pgcert.

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PhD in Development Studies

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Description

Most of our PhD students spend their second year away from Cambridge, conducting their fieldwork for which some limited financial assistance is available.

A part-time PhD route is available and proceeds in a similar sequence but over a longer duration, with a maximum allowed length of seven years. Candidates who intend to carry out fieldwork as part of their doctoral research cannot be considered for the part-time route.

In the first year of the PhD programme there is a focus on training in research methods and transferable skills. Students will take a Research Methods course and it is compulsory for all first year PhD students to attend, including part-time students. Students are also encouraged to attend seminars and other events that are organised by the Centre of Development Studies and departments throughout the University, such as the Social Sciences Research Methods Centre .  All candidates for the PhD programme are not at first registered for the degree, as they have to pass a  registration exercise  towards the end of the first academic year of study. The registration exercise aims to ensure that the candidate’s project is viable, that an appropriate methodology has been developed, and that the candidate is capable of carrying the project through successfully. Failure to pass the registration (which may be repeated only once) will result in removal from the course. Details of First Year Assessment for current First Year students are found on Moodle.

Transferable Skills Training  is available through the University and further information can be found  here . 

PhD students are invited to give a presentation on their own research at seminars run by the Centre. This is a great opportunity to develop presentation skills and receive valuable feedback from both senior academics and peers relating to their thesis. Presentation of a paper at one of these seminars is a requirement of the PhD programme.

The essence of the Cambridge experience , however, is that the PhD candidate works closely with the PhD supervisor. He or she will help the candidate develop the thesis project through discussion and the review of draft materials presented by the candidate. 

The process of working on the thesis will differ from candidate to candidate, depending on their project, their preferences and the style of supervision adopted. However, in general, it is expected that the first year will be devoted not only to completing the Research Methods modules, but also to the development of a detailed and well thought-through thesis outline and methodology. In particular, at the outset, the student should devote some time to considering how they will be making an original contribution to the field through their work.

As members of a research-oriented institution, Cambridge University academic staff are entitled to sabbatical leave . As a result, it is possible that in any particular term or year one of the members of the academic staff may be away. The University always endeavours to make appropriate arrangements for substitute teaching, but occasionally one or another option may be suspended during a staff member's leave.

By the end of the programme , candidates will have acquired excellent skills, experience and knowledge to undertake postdoctoral work (research, teaching or both) or another profession related to the field of development studies. 

For details of the virtual Postgraduate Open Day, held in November each year: Postgraduate Open Day

The  application and deadlines   page contains details of the entry requirements and all the key dates to be aware of for funding opportunities., the  fees and funding  page contains details of schemes specific to this course., the  frequently asked questions page should cover anything else that the other pages have missed.

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PhD in the Faculty of Divinity

• Undergraduate Degree

PhD in Theology and Religious Studies

The PhD is normally a three-year course of full-time study, culminating in a thesis of no more than 80,000 words, based on original research on a focused topic. It is also possible to pursue the degree part-time over five years.

The Faculty of Divinity is one of the largest centres for theological research in the UK. There are 22 University Teaching Officers, covering six core areas: Christian Theology, History of Christianity, New Testament, Old Testament, Philosophy of Religion and Religious Studies. Information about academics and subject areas can be found under ' People ' and ' Subjects ' on the main site menu.

The Faculty's research environment is internationally respected and admired, supporting a balance of individual research initiatives and larger-scale collaborations. It provides an ideal setting, rigorous and supportive, for research to flourish. It has close links with external research institutions, including the Centre for Research in the Arts, Social Sciences and Humanities ( CRASSH ), Tyndale House , the  Von Hügel Institute , and members of the Cambridge Theological Federation , including research centres such as the Cambridge Centre for Christianity Worldwide , the Faraday Institute , and the Woolf Institute .

The faculty’s research culture is focused around a range of senior seminars , which meet regularly during term time. Here, academics from Cambridge and elsewhere read and discuss papers. There are nine senior seminars, covering the six subject areas listed above, plus Hebrew, Jewish and Early Christian Studies, Patristics and World Christianity.

Alongside these seminars there is also a wide range of informal reading groups. A  list of reading groups  can be found under the 'Research' section of the main menu. The faculty also has a number of endowed lectures which see leading academics visiting the faculty. Again a  list of endowed lectures  can be found in the Research pages. 

The University has exceptional research collections. The nearby  University Library  (UL) has more than eight million print items and numerous unique archives. The colleges each have their own collections and archives, often housing manuscripts of national and international importance. The library of  Tyndale House  contains a collection of relating to contemporary Biblical Studies of international renown.

Study for a PhD involves working closely with an individual supervisor. Prospective students should consult the list of University Teaching Officers . Some members of the wider academic community in theology at Cambridge also supervise PhDs.

Information about all postgraduate degrees of the University of Cambridge can be found via the postgraduate admissions page  of the Graduate Admissions Office, the central body which deals with all graduate applications for the whole University. The set of pages on the PhD in Theology and Religious Studies is here .

In advance of your application, you must contact a potential supervisor regarding your potential dissertation.

You should submit your application to the Postgraduate Admissions Office following the guidance on that admissions page.

All applicants must submit a  research proposal  of around 1,000 words and a  sample of written work . Written work should total no more than 12,000 words.  Click here for advice on writing a research proposal.

Applicants for the PhD will usually have completed a master's degree in theology or religious studies (such as the Faculty's own MPhil ), or one with a substantial theological component. Where a candidate is transferring into theology or religious studies from a different discipline, the Advanced Diploma and/or the MPhil, may be a necessary preparation for further postgraduate work.  You should raise the question of whether you are adequately prepared for the research you wish to undertake with a Faculty member in your chosen area of study.

Minimum entry requirements

A Master's degree with marks of  at least  67 per cent; where appropriate a GPA of at least 3.7.  Applicants who are currently taking the Faculty of Divinity's M.Phil. degree must achieve an overall average of at least 71 per cent and at least 71 per cent for their thesis.

There is information about sources of funding  here .

Further Questions

If you have any questions about the application process and the course contents then please contact the  Graduate Studies Co-ordinator.

Postal Address: Faculty of Divinity West Road Cambridge CB3 9BS

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Topic description and stories

Testing the water

Industry placements for PhD students can be hugely beneficial for all concerned. We hear from two former students and the companies they worked for.

The unschooled anthropologist working with Q'eqchi' weavers

Living for ten months with Q’eqchi’ weavers in the Alta Verapaz of Guatemala, PhD student Callie Vandewiele watched and listened as the women crafted...

Cambridge receives new funding to support PhD students in science and engineering

The University of Cambridge has received new government and industrial funding to support at least 350 PhD students over the next eight years, via...

Postgraduate Open Day 2017 - meet our postgrads

Nearly 10,000 postgraduate students from more than 250 countries, working in countless different subject areas, contribute to Cambridge’s thriving...

Step inside the mind of the young Stephen Hawking as his PhD thesis goes online for first time

Stephen Hawking’s PhD thesis, ‘ Properties of expanding universes’ , has been made freely available to anyone, anywhere in the world, after being...

Astrazeneca and Cambridge announce new joint PhD and clinical research scholarships

AstraZeneca and the University of Cambridge today announced three new joint schemes to support more than 80 PhD scholarships and eight clinical...

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Doctor of Philosophy in Education

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

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

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

Curriculum Information

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

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

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

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

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

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

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

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

Culture, Institutions, and Society (CIS) Concentration

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

Education Policy and Program Evaluation (EPPE) Concentration

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

Human Development, Learning and Teaching (HDLT) Concentration

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

Program Faculty

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

Jarvis R. Givens

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

Paul L. Harris

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

Meira Levinson

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

Luke W. Miratrix

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

Eric Taylor

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

Paola Uccelli

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

View Ph.D. Faculty

Dissertations.

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

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

Student Directory

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

Doctor of Philosophy in Education Student Directory

Introduce Yourself

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

Program Highlights

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

The Human Element of Data and AI

Gahyun Callie Sung's journey to HGSE and the LIT Lab is reflected in her research into data and using AI to improve student outcomes

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

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Education, BA (Hons)

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Education at Cambridge

Education at the University of Cambridge is the study of human development and transformation in all its forms and contexts. 

Explore what it means to be educated in childhood and beyond. Discover how learning relates to social, political and economic contexts, to the arts and development of humankind.  

Education affects everything. It has an impact on the individual mind. It also influences the social and political processes taking place within communities, institutions and global networks. Education is at the centre of cultural encounters that shape ideas, beliefs and imaginations. 

This course allows you to explore all these themes, or develop specialist knowledge in areas such as: 

• psychology (this pathway is accredited by the British Psychological Society) 
• international development 
• literature and theatre 

This course will also prepare you to go into: 

• a wide range of Masters’ and doctoral research programmes 
• teacher training in primary education

Teaching and facilities

Active research forms the foundation of our teaching so you're taught by academics at the forefront of their fields, who specialise in cutting-edge research.

The Faculty of Education has excellent resources and facilities within a purpose-built building, designed to support teaching, learning and research.  

Our facilities include:  

• the Faculty of Education library that houses an extensive collection of material on education and related fields 

You'll also have access to the impressive Cambridge University Library, one of the world’s oldest university libraries. 

Course costs

When you go to university, you’ll need to consider two main costs – your tuition fees and your living costs (sometimes referred to as maintenance costs).

Your living costs will include costs related to your studies that are not covered by your tuition fees. There are some general study costs that will apply for all students – you can find details of these costs here .

Other additional course costs for Education are detailed below. If you have any queries about resources/materials, please contact the Faculty.

Field trips

• Years 2 and 3: Compulsory theatre trips - the Faculty pay for travel and tickets, with students asked to cover a small amount of up to £10.
• Cost per 20 sheets, black and white, £1.
• Estimated printing cost per year £5.

Other costs

• If you choose to carry out research in a school, you may have to pay for an Enhanced Disclosure and Barring Service (DBS) check. Estimated cost £55.

Your future career

Career options for graduates are extremely varied. You will be able to find employment in a wide range of occupations in the UK and abroad.  

As well as further study and teaching, our students have gone into: 

• educational psychology and neuroscience 
• publishing 
• the Civil Service 

Other graduates now work in: 

• government policy and administration 
• heritage and museum education 
• human resources 
• business and consultancy 
• charities and non-government organisations 
• international development

Teaching is provided through lectures, seminars and small-group supervisions.  

You will usually have 4 to 6 lectures and seminars, and one or two hours of small-group supervisions each week. 

You’ll be assessed at the end of each year. Depending on the papers studied, this will be through practical work, coursework, written examination, or a combination of these.  

In the third year, you will also be assessed through your dissertation. 

You won't usually be able to resit any of your exams. 

Year 1 (Part I) 

You take 4 compulsory papers: 

• Introduction to Education Systems and Disciplines 
• Learning and Human Development 
• Education, Creativity and Culture 
• Education and Social Justice 

These papers will provide you with a strong foundation to support you in a range of more specialist options in your second and third years. 

Year 2 (Part IIA) 

 You take 2 compulsory papers: 

• Designing Educational Research 
• Dissertation: Literature Review 

These papers will provide you with the foundations of Education research, in preparation for your dissertation in the third year. 

You also choose 2 more papers which will build on what you studied in your first year. You can choose your own pathway through these papers which will continue into your third year.  

You may choose to specialise in: 

• psychology (accredited by the British Psychological Society) 
• literature 
• international development  

If you don’t want to specialise, you can choose a range of papers that interest you.

Examples of papers that may be offered include:

• Children’s Literature 
• Modernity, Globalisation and Education 
• Theatre: Text and Production 
• Education, Neuroscience and Society 
• Formal and Informal Contexts of Learning 
• Changing Landscapes of Childhood and Youth: History, Experience and Culture 
• Case Studies in Education, Policy and International Development 
• Play, Creativities and Imagination 
• Postcolonial Literatures and Cultures 
• Performance, Education and Society 

Year 3 (Part IIB) 

You take 4 papers:  

• a compulsory dissertation of 8,000 to 10,000 words which will allow you to pursue a research project into a relevant area of particular interest to you 
• 3 more papers from a list of options, so you can study what interests you the most 

Examples of papers that may be offered include: 

For further information about this course and the papers you can take see the Faculty of Education website .

Changing course

It’s really important to think carefully about which course you want to study before you apply. 

In rare cases, it may be possible to change course once you’ve joined the University. You will usually have to get agreement from your College and the relevant departments. It’s not guaranteed that your course change will be approved.

You might also have to:

• take part in an interview
• complete an admissions test
• produce some written work
• achieve a particular grade in your current studies
• do some catch-up work
• start your new course from the beginning 

For more information visit the Faculty website .

You can also apply to change to:

• Management Studies at the Judge Business School

You can't apply to this course until you're at Cambridge. You would usually apply when you have completed 1 year or more of your original Cambridge course.

You should contact your College’s Admissions Office if you’re thinking of changing your course. They will be able to give you advice and explain how changing courses works.

Minimum offer level

A level: A*AA IB: 41-42 points, with 776 at Higher Level Other qualifications : Check which other qualifications we accept .

Subject requirements

While we don't ask for any specific subjects to apply to Education, we recommend certain subjects for a strong application:   

• English (language or literature) 
• Languages (ancient or modern) 
• Social science subjects     

You can find more information about the subjects our typical entrants have studied below.

What Education students have studied

Most Education students (who had studied A levels and started at Cambridge in 2017-19) achieved at least A*A*A (54%).

Most had usually studied at least one of the subjects recommended above.

The rest had usually taken at least one of:

• Mathematics
• Ancient History, Classical Civilisation, Economics, Further Mathematics, Geography, Politics, History of Art, Law, Music, Philosophy, Psychology, Religious Studies, sciences (Biology, Chemistry or Physics) or Sociology.

The majority of students who studied IB achieved at least 43 points overall.

Check our advice on choosing your high school subjects . You should also check if there are any required subjects for your course when you apply.

Admission assessment

There is no admission assessment for this course.

Submitted work

Applicants to all Colleges are required to submit 2 pieces of written work prior to interview.

Offers above the minimum requirement

The minimum offer level and subject requirements outline the minimum you'll usually need to achieve to get an offer from Cambridge.

In some cases, you'll get a higher or more challenging offer. Colleges set higher offer requirements for a range of reasons. If you'd like to find out more about why we do this,  check the information about offers above the minimum requirement  on the entry requirements page.

Some Colleges usually make offers above the minimum offer level. Find out more on our qualifications page .

All undergraduate admissions decisions are the responsibility of the Cambridge Colleges. Please contact the relevant  College admissions office  if you have any queries.

Discover your department or faculty

• Visit the Faculty of Education website - The Faculty of Education website has more information about this course, facilities, people and research.

Explore our Colleges

• Find out how Colleges work - A College is where you’ll live, eat and socialise. It’s also where you’ll have teaching in a small group, known as supervisions.
• How to choose a Cambridge College that's right for you - If you think you know which course you’d like to study, it’s time to choose a College.

Visit us on an open day

• Book an open day - Get a feel for the city and the University.
• Find an event - We offer a range of events where you can find out more about Cambridge, Colleges, and your course. Many of our events have hybrid options so you can join us virtually.

Find out how to apply

• Find out how to apply and how our admissions processes work - Our admissions process is slightly different to other universities. We’ve put together a handy guide to tell you everything you need to know about applying to study at Cambridge.
• Improve your application - Supercurricular activities are a great way to engage with your chosen subject outside of school or college.

Discover Uni data

Contextual information.

Discover Uni allows you to compare information about individual courses at different higher education institutions.  This can be a useful method of considering your options and what course may suit you best.

However, please note that superficially similar courses often have very different structures and objectives, and that the teaching, support and learning environment that best suits you can only be determined by identifying your own interests, needs, expectations and goals, and comparing them with detailed institution- and course-specific information.

We recommend that you look thoroughly at the course and University information contained on these webpages and consider coming to visit us on an Open Day , rather than relying solely on statistical comparison.

You may find the following notes helpful when considering information presented by Discover Uni.

• Discover Uni relies on superficially similar courses being coded in the same way. Whilst this works on one level, it may lead to some anomalies. For example, Music courses and Music Technology courses can have exactly the same code despite being very different programmes with quite distinct educational and career outcomes. Any course which combines several disciplines (as many courses at Cambridge do) tends to be compared nationally with courses in just one of those disciplines, and in such cases the Discover Uni comparison may not be an accurate or fair reflection of the reality of either. For example, you may find that when considering a degree which embraces a range of disciplines such as biology, physics, chemistry and geology (for instance, Natural Sciences at Cambridge), the comparison provided is with courses at other institutions that primarily focus on just one (or a smaller combination) of those subjects.You may therefore find that not all elements of the Cambridge degree are represented in the Discover Uni data.
• Some contextual data linked from other surveys, such as the National Student Survey (NSS) or the Destination of Leavers in Higher Education (DLHE), may not be available or may be aggregated across several courses or several years due to small sample sizes.  When using the data to inform your course choice, it is important to ensure you understand how it has been processed prior to its presentation. Discover Uni offers some explanatory information about how the contextual data is collated, and how it may be used, which you can view here: https://discoveruni.gov.uk/about-our-data/ .
• Discover Uni draws on national data to provide average salaries and employment/continuation data.  Whilst starting salaries can be a useful measure, they do not give any sense of career trajectory or take account of the voluntary/low paid work that many graduates undertake initially in order to gain valuable experience necessary/advantageous for later career progression. Discover Uni is currently piloting use of the Longitudinal Education Outcomes (LEO) data to demonstrate possible career progression; it is important to note that this is experimental and its use may be modified as it embeds.

The above list is not exhaustive and there may be other important factors that are relevant to the choices that you are making, but we hope that this will be a useful starting point to help you delve deeper than the face value of the Discover Uni data.

Key information

Most Colleges, except Corpus Christi, Girton, King’s, Murray Edwards, Peterhouse, St Catharine’s, Sidney Sussex, Trinity and Trinity Hall

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PhD in Pure Mathematics and Mathematical Statistics

• Prospective Students
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This is a three year research programme culminating in submission and examination of a single research thesis.  Students joining the course will often have completed prior study at a level comparable to our Part III (MMath/MASt) course and many have postgraduate experience.  Our students therefore begin their PhD research with a good understanding of advanced material, which they build on in various ways throughout the course of their PhD studies. Our PhD students might have written several papers before they submit their dissertation, and can go on to win academic positions at leading institutions around the world.

Structure of the PhD

Students are required to undertake a minimum of nine terms of research (i.e. three years). Students are not registered for the PhD in the first instance but are instead admitted on a probationary basis. All students are assessed for registration towards the end of their first year of full-time study (usually June). This assessment is based on a short written report submitted by the candidate for review by two assessors. In the fifth term there might also be a further assessment of progress, for which students submit a longer piece of written work and receive an oral assessment.

Research areas

The topic of the research thesis may be chosen from the wide range of subjects studied within the Department. It is expected that applicants to the PhD course will investigate the research interests and expertise of academic staff within DPMMS prior to making a formal application. This should be done by consulting the dedicated page on finding a supervisor , as well as  research pages of our website , and  individual profiles of our academic staff .

Additional training and opportunities

Whilst there are no mandatory taught components to the PhD degree, students may wish to undertake specific courses or further training to expand their knowledge, either for personal interest or to directly assist with their PhD research. All students are encouraged to participate and attend the wide range of lectures, seminars and events on offer within DPMMS and the Centre for Mathematical Sciences.

Many students submit a prize essay at the beginning of their fifth term. The best essays each year are of a scale and quality already adequate for a PhD dissertation, incorporating work already, or about to be, published. We intend that our students publish their work in leading journals. Our PhD students might have written several papers before they submit their dissertation, and can go on to win academic positions at leading institutions around the world.

DPMMS also promotes and encourages researcher development and transferable skills training. This can take the form of assisting with Part III catch-up lectures, attendance at skills based training sessions, or presenting their work at seminars and conferences. The University also offers training via the Researcher Development Programme .

There is no requirement for PhD students to teach but there are plenty of opportunities to do so, such as offering supervisions for third year undergraduates (this involves the supervisor sitting with a pair of students for an hour, discussing their work). PhD students might help too with running examples classes for Part III students.

Academic entry requirements

The usual minimum entry requirement is a first class honours degree, awarded after a four-year course in mathematics or mathematics/statistics, or a three-year degree together with a one-year postgraduate course in those areas. Part III (MMath/MASt) of the Mathemtical Tripos provides such a course and most of the PhD students in DPMMS have come through this route. The others have usually completed at least a comparable four-year undergraduate course, and many have postgraduate experience. Entry is competitive and a higher level of preparation may be required.

Funding opportunities

Applicants will be considered for Department funding. This may include a Research Council or  Heilbronn Doctoral Partnership  award. Receipt of this funding is not guaranteed and all applicants, irrespective of fee-status, are expected to apply to other funding schemes for which they are eligible. Applicants are advised to investigate potential sources of funding as early as possible.

Students should consult the Postgraduate Admissions website for details of the University Postgraduate Funding Competition. Other University wide funding opportunities can be found via the Funding Search Tool .

All applications for postgraduate study must be made via the University’s Postgraduate Admissions Office and details on the process for application and the supporting documentation required is provided on their website . It is important that applicants read all the relevant information and collate the necessary supporting documents prior to starting the application process. If you are an MMath student (i.e., Cambridge Part III student) you should include one reference from your College Director of Studies.

The University values diversity and is committed to equality of opportunity. The Department would particularly welcome applications from women, since women are, and have historically been, underrepresented in our student cohorts.

Please ensure that you use the correct course code when making your application: MAPM21

Finding a supervisor 

The topic of the research thesis may be chosen from the wide range of subjects studied within the Department. It is expected that applicants to the PhD course will investigate the research interests and expertise of academic staff within DPMMS prior to making a formal application. This should be done by consulting the  dedicated page on finding a supervisor , as well as  research pages of our website , and  individual profiles of our academic staff .

Applicants are encouraged to make informal contact with  potential supervisors  prior to making an application. Applicants should clearly state in the 'Proposed supervisor' field of the application form the name(s) of those member(s) of academic staff with whom they wish to work, and provide a clear indication of the areas or topics in which they intend to undertake research in the 'Research Summary' field. We do not currently require submission of a separate detailed research proposal.

Application and funding deadlines

We strongly encourage all applicants to apply by  12:00am (midnight) UK time on 4 January 2024.   Anyone wishing to apply after this date should contact the  DPMMS Course Administrator  before submitting an application. Students wishing to be considered for Departmental funding, or as part of the University  Postgraduate Funding Competition  must apply by this deadline. If you are a USA citizen, resident in the USA, and wish to be considered for  Gates funding,  please note the deadline for applications is in October.

Selection process

After the January closing date, we will review all the applications received and contact those who have been shortlisted to invite them for an interview. Space limitations may mean that late applications cannot be considered.

Interviews take place either in Cambridge or online. During the interview, the panel will try to ascertain the extent of the applicant's mathematical knowledge and experience. We aim to contact all interviewees within a week or two of the interview with a provisional outcome. It is important to note, however, that formal offers of admission can only be made by the University’s Postgraduate Admissions Office.

Applicants should expect to receive a decision within twelve weeks following the submission of their completed application and required supporting documents.  Applicants should check the Applicant Portal for formal notification of the outcome of their application.

Postgraduate open day

Click here for further information on the Postgraduate Open Day .

Please read our PhD applicant Frequently Asked Questions . For any enquiries not covered by the FAQs, you can email us on [email protected] .

Forthcoming Seminars

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• Isaac Newton Institute Seminars

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Two people fell approximately 20 feet after leaning on a railing that gave way outside the Harvard Graduate School of Education’s Larsen Hall, according to Cambridge Police Department spokesperson Robert Goulston.

A crowd of more than 300 was gathered on Appian Way, in the center of the Ed School’s campus, for a block party that followed HGSE’s Class Day ceremonies in Radcliffe Yard. The incident prompted an ambulance, four Cambridge fire trucks, and several Harvard University Police Department and Cambridge Police Department cars to respond to the scene.

HUPD spokesperson Steven G. Catalano wrote in a statement that first responders were “dealing with a medical situation resulting from injuries.”

The extent of the injuries were not immediately clear, but Goulston wrote in an email that both individuals were conscious when they were taken from the scene.

Goulston wrote that CPD “helped with a medical assist report” but that HUPD was handling the situation, which took place on Harvard property.

Following the incident, Securitas and HGSE staff directed the crowds toward Gutman Hall, away from the DJ booth and food stations initially set up outside Larsen Hall.

Two people at the HGSE celebrations said they heard screams and a commotion, though there was no formal announcement about the incident and the festivities continued largely undisturbed after the crowd shifted away from Larsen Hall.

The railing that gave way was lying on the ground level of the building along with shards of glass from a broken window panel on the side of the building.

—Staff writer Asher J. Montgomery contributed reporting.

—Staff writer Azusa M. Lippit can be reached at [email protected] . Follow her on X @azusalippit or on Threads @azusalippit .

—Staff writer Cam N. Srivastava can be reached at [email protected] . Follow him on X @camsrivastava .

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Overview of the course

Is this programme for me.

Are you interested in the psychological processes involved in learning and development? Would you like to explore your ideas through an innovative Masters programme that is informed by cutting-edge, cross-disciplinary research? Would you like to develop new knowledge and skills in critical analysis and learn more about the research processes used in psychological sciences as applied to education, learning and human development? Are you planning for further study through a PhD, or hoping to apply your knowledge and skills in an educational, NGO, or public policy context?

We offer a full-time one-year MPhil programme that will allow you to explore topics in psychology and education that are close to your heart.

Academic staff in the Psychology and Education group comprise an international team. We share expertise across a wide range of ages, subject areas and research methods in psychology and education and we invite you to read more about the research we are doing.

We are also very excited about our laboratory offering state-of-the-art research facilities for our staff and students to conduct observations and experiments.

Why choose us?

• Engage with the latest issues and debates in psychology and education on our unique course covering a wide range of ages and developmental stages from infancy to adulthood
• Become a valued member of active research teams in the Faculty of Education at the University of Cambridge
• Complete an in-depth research dissertation under the supervision of experts in the field
• Join a research & teaching environment committed to promoting open science and scholarship
• Benefit from teaching by internationally renowned Faculty who are actively involved in cutting edge research and policy advice
• Closely engage with the work of the Centre for Research on Play in Education, Development and Learning and the Faculty's Psychology, Education, and Learning Sciences Research Group
• Join a select group of around 30 students per year
• Experience a teaching approach that promotes active, participatory, inclusive and research-orientated pedagogy
• Enjoy personalised support and mentoring through one to one supervision
• Connect with a friendly and vibrant community of students from across the world
• Benefit from access to research groups and networks across the University of Cambridge
• Develop skills for employability across a range of organisations

What does this course offer?

• Engage with contemporary issues in psychology and education in order to interrogate the latest theoretically-grounded and evidence-based literature
• Critically investigate dominant paradigms in psychology and education, and engage with topical issues of relevance to educational policy and practice
• Develop research and career paths within the wider research culture of both the Faculty and the broader university

How is the course organised?

You will have 64 hours of course sessions in Psychology and Education.

These sessions will be:

• workshop-style discussions (12 hours)
• journal clubs (8+ hours)
• seminars & presentations (8+ hours)
• traditional lecture formats (44 hours) 

The course content draws on the expertise of the team to include topics related to key issues and questions in the psychology of education, namely:

• Thinking & Reasoning Skills for Learning
• Psychology of Play
• The Social Learner
• Educational, Family and Community Interventions
• Advanced Topics in Data & Analysis (with a focus on open, reproducible & transparent methods)
• Ethical Principles and Practices
• Anti-racism and Decolonisation
• Open Science & Reproducibility
• Preparing Data & Materials for Open Access
• Careers in Psychology & Education
• Writing for Publication

Research Method Strand

Alongside these modules, you will benefit from 32 hours of Research Methods teaching.

This is taught across all thematic Masters within the Faculty of Education, allowing you to interact with others on different courses.

It covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally.

Through this strand you will acquire the skills necessary for designing, conducting, analysing, interpreting and reporting a research study for your Dissertation.

Detailed Research Methods information . 

Who are the course team?

Dr. Jillian Lauer (coordinator) is happy to be contacted with questions specific to the course, which are not answered in our FAQs page.

Administrative queries should be addressed to the HD office . Other team members are:

• Prof Sara Baker
• Prof Jenny Gibson
• Prof Michelle Ellefson
• Asst Prof Jillian Lauer
• Dr Laura Oxley 
• Prof Paul Ramchandani

Please note that not all team members are always available as supervisors each term, and this list is subject to change.

Supervisor allocations are made by the course co-ordinator after your matriculation into the MPhil programme. Potential students do not need to contact particular supervisors before applying to the programme but are encouraged to list potential supervisors with whom they would like to work in their applications.

Where do our students go?

Our graduates are the future leaders in their field. They have a wide choice of career options, including:

• further PhD study
• doctoral training in educational or developmental psychology
• work in schools
• charities and government departments
• think tanks and universities

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