doctorate in education university of glasgow

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Education (Doctorate)

Entry requirements.

Awarded or expected 1st class or high upper 2nd class BSc degree.

Research proposal

Candidates are required to provide a single page outline of the research subject proposed (approximately 1000 words). This need not be a final thesis proposal but should include:

• a straightforward, descriptive, and informative title
• the question that your research will address
• an account of why this question is important and worth investigating
• an assessment of how your own research will engage with recent study in the subject
• a brief account of the methodology and approach you will take
• a discussion of the primary sources that your research will draw upon, including printed books, manuscripts, archives, libraries, or museums
• an indicative bibliography of secondary sources that you have already consulted and/or are planning to consult

Months of entry

Course content.

The School of Education is a thriving and dynamic school. Our School is ranked 1st in the UK on the Complete University Guide (2020),(2019) and is in the top 50 in the world in the QS World University Rankings (2020),(2019). Our staff engage in world class research that advances knowledge and practice and we are respected for contributions to policy and practice having established strong partnerships with education communities.

The research of the School is organised through four research and teaching groups (RTGs) with our staff and your potential supervisor, allocated to these groups on the basis of their research:

• Pedagogy, Praxis and Faith
• Education Leadership and Policy
• People, Place and Social Change
• Culture, Literacies, Inclusion and Pedagogy

Information for international students

International English Language Testing System (IELTS) Academic module (not General Training)

• 7.0 with no sub-test under 6.5.
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Qualification, course duration and attendance options

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

Course contact details

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Doctorate in Education EdD University of Glasgow

Course options

Qualification.

EdD - Doctor of Education

University of Glasgow

Distance / Online

• TUITION FEES
• ENTRY REQUIREMENT
• UNIVERSITY INFO

Course summary

This online distance learning programme offers a professionally relevant and academically rigorous opportunity for advanced study in education. The programme is designed for professionals at all levels in education, training and development, and in education-related fields.

The Doctorate is comparable to a PhD in terms of scale and rigour. It differs in that it provides a structured programme of advanced study in the first three years that is relevant to your profession as an educator and focused on the inter-relationship of research, policy and practice.

There’s a focus on collaborative learning, drawing on your own experiences and those of your academic colleagues.

This programme will give you the skills and confidence to further advance your career – to the highest levels in education and education-related fields.

Module Options

Tuition fees.

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• Solomon Islands
• South Africa
• South Korea
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• St. Kitts & Nevis
• Switzerland
• Trinidad & Tobago
• Turkmenistan
• United Kingdom
• Vatican City
• Western Samoa

£ 8,670 per year

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

University information

University League Table

Campus address.

University of Glasgow, The Fraser Building, 65 Hillhead Street, Glasgow, Glasgow, City Of, G12 8QQ, Scotland

Subject rankings

Subject ranking.

8th out of 89 2

Entry standards

Graduate prospects

Student satisfaction

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Education PhD

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PhD/DPhil - Doctor of Philosophy

University of Glasgow

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Course info

Entry requirements, tuition fees, latest reviews.

Our students are supervised supervised by two or more academics from one of our five research and teaching groups: Creativity, Culture & Faith; Interdisciplinary Learning Education Technology & Society; Professional Learning & Leadership; Social Justice, Place & Lifelong Education; Curriculum, Assessment & Pedagogy.

Our staff engage in world class research that advances knowledge and practice and we are respected for contributions to policy and practice having established strong partnerships with education communities.

The research of the School is organised through four research and teaching groups (RTGs) with our staff and your potential supervisor, allocated to these groups on the basis of their research:

• Pedagogy, Praxis and Faith
• Education Leadership and Policy
• People, Place and Social Change
• Culture, Literacies, Inclusion and Pedagogy

What students say

The university is one of the most beautiful buildings within Glasgow. It has been bettered by the addition of other buildings providing necessary facilities for the students daily.. Read more

The fabulous campus is a wonderland, but it should increase the standard to hire.. Read more

Awarded or expected 1st class or high upper 2nd class BSc degree.

Students living in

£4,712 per year

Students from Domestic

Prices are based on the annual fee for full-time study. Additional fees applicable. The mentioned fee is for 2023/24 year entry. There might be a slight increase in 2024/25 year entry.

£25,290 per year

Students from EU

Prices are based on the annual fee for full-time study. Additional fees applicable.

Students from International

Latest Education Studies reviews

Review breakdown, how all students rated:, university of glasgow , glasgow.

The University of Glasgow is one of four ancient universities in Scotland, founded back in 1451....

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The Fraser Building 65 Hillhead Street Glasgow Glasgow, City Of G12 8QQ

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• Postgraduate study
• Taught degree programmes A‑Z
• Educational Studies (MSc)

Postgraduate taught  

Educational Studies MSc

The Masters in Educational Studies is designed to deepen your understanding of education so that you can critically analyse education practice, provisions and policy in your own current or future professional context. It supports you in interrogating research literature and in undertaking educational research in your own areas of study.

• Academic contact: [email protected]
• Teaching start: January or September
• MSc: 12 months full-time; 24 months part‑time

Why this programme

• You will explore different perspectives and aspects of education through a variety of optional courses.
• The Educational Studies MSc is for people who are interested in entering the academic field of education. You will study alongside people from a range of backgrounds and stages of educationally focused careers.
• The programme offers an opportunity for the advanced study of education within a broad framework of courses. The scope is broad, representing important and influential educational ideas from a range of disciplines.
• If you are a qualified teacher looking to expand or extend your professional career, you should apply for the Educational Studies MEd programme.

Programme structure

You will take:

• 5 core courses (5 x 20 credits)
• 1 optional course (1 x 20 credits)
• 1 dissertation (60 credits)

Courses contribute to your development of research understanding and skills that then support you in conducting your own research based dissertation. You can select areas for professional development from optional courses.

Core courses

• CONTEMPORARY THEMES IN EDUCATION POLICY
• INTRODUCTION TO EDUCATIONAL AND SOCIAL RESEARCH
• MODERN EDUCATIONAL THOUGHT
• SEMINARS IN CONTEMPORARY ISSUES
• FUNDAMENTALS OF FORMAL EDUCATION

Optional courses may include

• ADVANCED EDUCATIONAL RESEARCH
• THE IMPACT OF DRUG AND ALCOHOL MISUSE ON CHILDREN AND FAMILIES
• EDUCATIONAL LEADERSHIP AND MANAGEMENT AT SYSTEM LEVEL
• SUSTAINABLE DEVELOPMENT AND EDUCATION
• INTERNATIONAL ISSUES IN ADULT AND CONTINUING EDUCATION
• GREAT THINKERS ON EDUCATION
• COMPARATIVE EDUCATION  
• RACE, RACISM AND SOCIAL JUSTICE IN A GLOBAL SOCIETY
• VOCATIONAL EDUCATION AND TRAINING FOR DEVELOPMENT
• LANGUAGE AND INTERCULTURAL EDUCATION FOR A GLOBALISED WORLD
• KEY THEMES IN EARLY CHILDHOOD EDUCATION AND CARE
• EQUITY, DIVERSITY AND INCLUSION (ES)
• WORKING WITH YOUNG PEOPLE: EDUCATION AND LEARNING FOR CHANGE (ES)
• PERSPECTIVES ON YOUTH AND YOUNG ADULTHOOD (ES)

Dissertation

• MAJOR DISSERTATION (EDUCATION)

Programme alteration or discontinuation The University of Glasgow endeavours to run all programmes as advertised. In exceptional circumstances, however, the University may withdraw or alter a programme. For more information, please see: Student contract .

Career prospects

The programme will support your career development as a class teacher, lecturer, policy developer, special education professional, head teacher, education administrator or researcher.

Fees & funding

Tuition fees for 2024-25

• Full-time fee: £10650
• Part-time fee: £1184 per 20 credits

International & EU

• Full-time fee: £28260

International and EU applicants are required to pay a deposit of  £2000 within four weeks  of an offer being made.

Deposits: terms & conditions

This programme requires some students to pay a deposit to secure their place.

If you are an international student, we will only issue a Confirmation of Acceptance for Studies (CAS) once the deposit has been paid.

Your offer letter will state:

• how to pay the deposit payment
• the deadline for paying the deposit

The following guidelines will apply in determining whether a deposit will be refunded. Where the deposit is refunded, a 25% handling fee will be deducted.

Deposits will be refunded to applicants under the following circumstances:

• Where the University is unable to offer you a place.
• Where the applicant has personal circumstances such as illness, bereavement or other family situations that has prevented them coming to the UK. Medical or other proof may be requested.
• Applicant can prove that they have applied for a visa to attend the University of Glasgow, but the VISA has been refused. The applicant must have shown 'real intent' to study at the University of Glasgow but has been unable to obtain their visa.
• Applicant does not meet his / her conditions of offer: this may be academic or language test requirements. Satisfactory evidence must be uploaded to the student’s applicant self-service to prove that they have not met the conditions of their offer (note that applicants who do not meet the language condition of their offer must show reasonable attempt to meet this, i.e. they must provide a language test which was taken after the date that the deposit was paid).

Deposits will not be refunded to applicants under the following circumstances:

• Applicant has decided to defer – in this situation the University will retain the deposit and credit it against the applicant’s account for securing their place for the following year of entry.

Refund requests must be made within 30 days of the programme start date stated on your offer letter.

Requests made after this date will be subject to discretion.

• Find out more about Deposits

Additional fees

• Fee for re-assessment of a dissertation (PGT programme): £370
• Submission of thesis after deadline lapsed: £350
• Registration/exam only fee: £170

Funding opportunities

• Global Glasgow Scholarship

The University of Glasgow has several Global Glasgow Scholarships available to international students starting a eligible postgraduate taught Masters programme for January 2024 . The scholarship is awarded as a tuition fee discount.  

• Beit-Glasgow Scholarship

One year Scholarship for an MSc in developmental subjects only. The Beit-UoG Scholarship does not cover MBA, PG Diploma, PG Certificate or CPD Online distance learning programmes. 

Please see  Beit Trust Postgraduate Scholarships  for more details. 

• Southeast Asia Distinction Award

The University of Glasgow is excited to announce the new Southeast Asia Distinction Award for highly qualified students from this region. This scholarship is available to students starting a postgraduate taught Masters programme on any eligible degree programme for Academic Session 2024-25. The scholarship is awarded as a tuition fee discount.

• GREAT Scholarships 2024- Greece, Nigeria, Egypt and Turkey

In partnership with the British Council and the GREAT Britain Campaign, University of Glasgow is offering 4 scholarships to students in Greece, Nigeria, Egypt and Turkey applying for postgraduate courses in any subject (excluding MBA and MSc by Research courses). All eligible courses can be viewed under the 'eligible programmes' tab on this webpage. 

The scholarship offers financial support of £10,000 to students pursuing one-year postgraduate study in the UK. This discount cannot be combined with another University scholarship.

• The Snowdon Trust Master’s Scholarship

The Snowdon Trust Master’s Scholarship is accelerating exceptional Disabled Students through masters’ programmes into leadership positions to create change.

Do you have ambitions to change the world? Are you pioneering in your field? Are you creating change for Disabled People? Let us open some doors.

We are searching for individuals who choose to use their lived experience of disabling barriers to make a difference. To create change.

Applications open 2pm 15 January 2024.

Please see  Snowdon Trust, Investing in Disabled Students  website for more details.

• Banco de Mexico

The Mexican National Bank (Banco de Mexico) provides special loans for students who wish to undertake a programme of postgraduate study. The University of Glasgow in partnership with Bank of Mexico FIDERH is offering a fee discount to holders of a Bank of Mexico FIDERH loan. See the FIDERH website for further information.

• Erasmus+ Master Degree Loans

Erasmus+ Master Degree Loans are EU-guaranteed loans with favourable pay-back terms. They’re designed to help prospective students finance their Master’s courses in an Erasmus+ Programme country while leaving as little of a lasting economic footprint as possible.

The scheme is designed to provide postgraduate students with the means to pay their tuition and living expenses – thereby allowing individuals to focus on their degree instead of managing their bank balance. The programme aims to be as inclusive as possible, working under the following guidelines:

• No need for collateral from students or parents - ensuring equality of access
• Favourable, better-than-market interest rates
• Pay-back terms that allow graduates up to two years to find work before beginning repayment.

Please visit the  Erasmus+ Master Degree Loans website  for more information.

• PGT Excellence Scholarship

The University of Glasgow has a total of 20 PGT Excellence Scholarships available to UK students entering any of the University’s Colleges.

• Climate Leadership Scholarships

Cop26 was held in Glasgow from 31 st October – 12 th November 2021 and the University of Glasgow recognises the importance of universities in tackling the climate emergency. Glasgow is part of the newly formed  Cop26 Universities Network , a growing group of over 80 universities working together to promote a zero-carbon future. Alongside vital research being carried out by our academics, Glasgow recognises that urgent action is needed on our campuses, and we aim to be carbon neutral by 2030.  We believe that the climate emergency can only be addressed by implementing long-term sustainability policies and our Green Glasgow strategy details our action plan for the next decade.

In recognition of the vital need for action to combat the climate emergency the University of Glasgow is excited to launch our Climate Leadership Scholarships. We have 20 scholarships available to UK students entering any of our Colleges on a PGT programme which engages with the climate emergency.

As a world-changing research-led University we are committed to supporting the next generation of researchers working across disciplines to address the climate emergency.

• DAAD-University of Glasgow 1-year Master’s grant

The University of Glasgow will offer a full tuition waiver to those students that successfully apply and are nominated by DAAD to the University. DAAD offers a monthly stipend of EUR 1,100 (for the academic year 2024/2025) and travel bursary of EUR 250.00 as well as health, accident, and personal liability insurance coverage in addition to the full tuition fee waiver from the University of Glasgow.

Wichtige Hinweise zu DAAD-Stipendien - DAAD (general info on DAAD tuition fee reimbursement)

Current list of tuition reduction / waiving offers (not including U Glasgow yet) : Stipendien für ein Masterstudium im Ausland - DAAD - Deutscher Akademischer Austauschdienst

• Chevening Scholarship

Chevening Scholarships are the UK government's global scholarship programme, funded by the Foreign, Commonwealth and Development Office (FCDO) and partner organisations. The scholarships are awarded to outstanding scholars with leadership potential. Awards are typically for a one year Master’s degree at universities across the UK. There are over 50,000 Chevening Alumni around the world who together comprise an influential and highly regarded global network.

For further information, please refer to the  Chevening website .

• Colfuturo Fundacion para el Futuro de Colombia

The University of Glasgow offer discounts to all successful Fundacion para el Futuro de Colombia (Colfuturo) scholars who enrol at the University of Glasgow to complete a postgraduate programme.

• Commonwealth Scholarship Commission Schemes

Commonwealth Scholarships enable talented and motivated individuals to gain the knowledge and skills required for sustainable development, and are offered to citizens from low and middle income Commonwealth countries. The majority of Scholarships are funded by the UK  Foreign, Commonwealth & Development Office (FCDO ),  with the aim of contributing to the UK’s international development aims and wider overseas interests, supporting excellence in UK higher education, and sustaining the principles of the Commonwealth.

• Vice Chancellor EU Award

The University of Glasgow continues to be committed to ensuring a strong relationship with our existing and future EU students, and supporting EU talent to make their home at the University of Glasgow.  

We appreciate the challenging financial implications that have arisen for our European applicants, and are therefore delighted to offer the Vice Chancellor EU Award to highly qualified new incoming EU students starting a postgraduate taught Masters programme in any discipline for Academic Session 2024-25. The scholarship is awarded as a tuition fee discount.  This discount cannot be combined with another University scholarship.

Applicants that graduated from the University of Glasgow or completed a Study Abroad year, Exchange programme or International Summer School at the University of Glasgow, are eligible for the Alumni discount and this can be combined with the Vice Chancellor EU Award.

• EU Welcome Award

We appreciate the challenging financial implications that have arisen for our European applicants, and are therefore delighted to offer the EU Welcome Award to new incoming EU students starting a postgraduate taught Masters programme for Academic Session 2024-25. The scholarship is awarded as a £5,000 tuition fee discount.  This discount cannot be combined with another University scholarship.

Applicants that graduated from the University of Glasgow or completed a Study Abroad year, Exchange programme or International Summer School at the University of Glasgow, are eligible for the Alumni discount and this can be combined with the EU Welcome Award.

• University of Glasgow African Excellence Award

The University of Glasgow African Excellence Award aims to support high achieving students from across Africa in their journey to become Future World Changers.  We are looking for students who wish to undertake Masters level study, to further develop their knowledge and skills, in order to positively contribute to their community in the future.  

The University is offering up to 15 scholarships for International students from Africa, starting a 1 year postgraduate taught Masters programme, in any discipline for academic session 2024/25.  The scholarship is a full tuition fee waiver.  

• University of Glasgow African Partners Award

The University of Glasgow African Partners Awards aims to support high achieving students from across Africa in their journey to become Future World Changers.  We are looking for students who wish to undertake Masters level study, to further develop their knowledge and skills, in order to positively contribute to their community in the future.  The scholarship is exclusively for students, alumni and staff of the University partners across Africa:  African Partners List 2024 .

The University is offering up to 5 scholarships for International students from Africa, starting a 1 year postgraduate taught Masters programme, in any discipline for academic session 2023/24.  The scholarship is a full tuition fee waiver.  

Applicants much hold an offer of a place for a postgraduate taught one year Masters programme for September 2024 intake (offer is not needed to apply but applicants will require an offer to be considered for interview, and should take programme application timelines into consideration as detailed on programme webpages)

• Emerging Asia Award

The University of Glasgow is proud to introduce an exciting new award designed to support students from a selection of underrepresented 'frontier and developing' Asian countries . 

The University of Glasgow is offering 8 scholarships for highly qualified international students from Bangladesh, Cambodia, Lao People's Democratic Republic, Myanmar, Nepal and Sri Lanka.

Students must be starting a one-year postgraduate taught masters programme, in any discipline, for the academic session 2024/25. The scholarship is a full tuition fee waiver with stipend for one year that can not be combined with any other scholarships. 

• University of Glasgow Caribbean Partners Award

The University of Glasgow Caribbean Partners Awards aims to support high achieving students from our partner The University of the West Indies in their journey to become Future World Changers.  We are looking for students who wish to undertake Masters level study, to further develop their knowledge and skills, in order to positively contribute to their community in the future.  The scholarship is exclusively for students, alumni and staff of The University of the West Indies.  

The University is offering up to 5 scholarships for students, starting a 1 year postgraduate taught Masters programme, in any discipline for academic session 2024/25.  The scholarship is a full tuition fee waiver.  

Those who apply must hold an offer of a place for a postgraduate taught one year Masters programme for September 2024 intake (offer is not needed to apply but applicants will require an offer to be considered for interview, and should take programme application timelines into consideration as detailed on programme webpages);

• University of Glasgow International Leadership Scholarship

The University of Glasgow has several International Leadership Scholarships available to International students starting a postgraduate taught Masters programme in any discipline for Academic Session 2024-25. The scholarship is awarded as a tuition fees discount.

• University of Glasgow Caribbean Excellence Award

The University of Glasgow Caribbean Excellence Award aims to support high achieving students from across the Caribbean in their journey to become Future World Changers.  We are looking for students who wish to undertake Masters level study, to further develop their knowledge and skills, in order to positively contribute to their community in the future.  

The University is offering up to 5 scholarships for International students from the Caribbean, starting a 1 year postgraduate taught Masters programme, in any discipline for academic session 2024/25.  The scholarship is a full tuition fee waiver.  

• CONICyT (La Comsion Nacional de Investigacion Cientifica y Tecnologica de Chile)

The University of Glasgow offers a 25% discount to all successful CONICyT scholars who enrol at the University of Glasgow to complete a postgraduate programme.

• University of Glasgow Chancellor's Award

The University of Glasgow has 40 Chancellors Award Scholarships available to students from low and middle income countries, starting a 1 year postgraduate taught Masters programme in any discipline, in academic session 2024-25. The scholarship is awarded as a tuition fee discount.

• India Merit Award

The University of Glasgow is proud to announce a new India Merit award for 2024 entry to acknowledge highly qualified Indian postgraduate taught offer holders. The scholarship is awarded as a £5,000 tuition fee discount. This discount cannot be combined with another University scholarship.

• University of Glasgow Chancellor's Award (Nigeria)

The University of Glasgow has 10 Chancellors Award Scholarships available to Nigerian students starting a postgraduate taught Masters programme in any discipline in academic session 2024-25. The scholarship is awarded as a tuition fee discount.

• CONACyT (Consejo Nacional de Ciencia y Tecnologia) / FUNED Agreement

CONACYT offers a non-refundable scholarship, a monthly stipend and medical insurance of an approximate total of $20,000 USD (in the case of the UK, no medical insurance grant is given since students are already covered by the National Health System) The University of Glasgow offer a 30% discount to all successful CONACyT scholars who enrol at the University of Glasgow to complete a postgraduate programme.

• Postgraduate Student Loan (Scotland and EU)

Eligible full-time and part-time students, undertaking an eligible postgraduate course, can apply for a tuition fee loan up to a maximum of £7,000 towards their course. Eligible full-time postgraduate students can apply for a living-cost loan of up to £4,500.  

This support extends to online Masters or Postgraduate Diplomas, and not to the online Postgraduate Certificate courses.

For more information visit the SAAS website .

• Postgraduate Tuition Fee Loans England only (PTFL)

If you’re an English student looking to study a taught Masters programme in Glasgow then you can apply for a student loan. Students from England are able to apply for a non-means tested   Postgraduate Master’s Loan  of up to £11,570   to help with course fees and living costs. You have to  repay your Postgraduate Master’s Loan  at the same time as any other student loans you have. You’ll be charged interest from the day you get the first payment.

If you’re studying by distance learning, you can also apply.

• Alumni Discount

In response to the current unprecedented economic climate, the University is offering a 20% discount on all Postgraduate Research and full Postgraduate Taught Masters programmes to its alumni, commencing study in Academic session 2024/25. This includes University of Glasgow graduates and those who have completed a Study Abroad programme, International Summer School programme or the Erasmus Programme at the University of Glasgow. The discount applies to all full-time, part-time and online programmes. This discount can be awarded alongside most University scholarships.

• Postgraduate Loans for Welsh Students

If you are a Welsh student looking to study a postgraduate programme* in Glasgow then you can apply for a student loan in exactly the same way as you would for a Welsh University.

* does not apply to Erasmus Mundus programmes

Postgraduate Master's Finance

If you’re starting a full-time or part-time Postgraduate Master’s course (taught or research based) from 1 August 2019, you can apply for Postgraduate Master's Finance and receive up to £17,000 as a combination of grant and loan:

• a maximum grant of £6,885 and loan of £10,115 if your household income is £18,370 and below
• a grant of £1,000 and loan of £16,000 if your household income is not taken into account or is above £59,200.

For more information visit  Student Finance Wales

Postgraduate Doctoral Loan

If you’re starting a full-time or part-time postgraduate Doctoral course (such as a PhD) from 1 August 2019 you can apply for a Postgraduate Doctoral Loan of up to £25,700.

• Postgraduate Access Scholarship

The University of Glasgow is pleased to be offering Postgraduate Access Scholarships to support Home students who could face financial difficulties in taking up their place to study at the University. Applications are particularly welcomed from applicants who met any of our widening participation criteria , or equivalent, at undergraduate level. The value of each scholarship is £4,000 and they are for students undertaking a one or two year Taught Masters programme. For two year Taught Masters programmes, the scholarship is available in year one only.

• Postgraduate Student Loan (NI)

If you are a Northern Irish student looking to study a taught Masters programme* in Glasgow then you can apply for a student loan in exactly the same way as you would for a University in Northern Ireland.

Northern Irish students are able to apply for non-means-tested tuition fee loans of up to £5,500, to help with the costs of funding.

For more information visit  www.studentfinanceni.co.uk/types-of-finance/postgraduate  .

• Sanctuary Scholarships

The University of Glasgow is offering up to 20 Sanctuary Scholarships for applicants to the University, who have been forced to travel to the UK for humanitarian reasons and are facing challenges in progressing onto Higher Education. The scholarship is open to prospective undergraduate and postgraduate taught students at the University of Glasgow applying for entry in September 2024/25. Please note that you must have applied to the University before submitting an application for this scholarship. The scholarship will meet the cost of tuition fees for the duration of your programme, for applicants who are unable to access mainstream funding through Student Awards Agency Scotland (SAAS) or Student Finance . The Sanctuary Scholarship also provides a £5,000 per year stipend, to assist with study costs. In addition, if the eligibility criteria for university accommodation is met, this will also be provided for the duration of your degree, if required. For more information on the accommodation criteria, please see the  Accommodation Services section  on the website.

Undergraduate students with refugee status (or equivalent) and access to funding, are eligible to apply for the scholarship and would receive the £5,000 stipend towards study costs only, if successful.

Postgraduate Taught Masters students with refugee status (or equivalent) and access to funding, are eligible to apply for the scholarship and would receive the £5,000 stipend towards study costs and a partial tuition fee waiver, to cover any shortfall not met by your Postgraduate Masters tuition fee loan.

• The Clan Gregor Society Prize

The Clan Gregor Society is offering an award to new entrants to the University of Glasgow who descend from Clan Gregor. Prospective students will be asked to submit an application highlighting areas of consideration such as academic excellence and financial need. The award is open to both Undergraduate and Postgraduate applicants for 2024 entry.

The scholarships above are specific to this programme. For more funding opportunities search the scholarships database

Entry requirements

2.1 Honours degree or equivalent qualification in any subject. 

If you hold a degree or equivalent qualification and professional teacher training in education or a related profession, you should apply for the  Educational Studies MEd  programme.

International students with academic qualifications below those required should contact our partner institution, Glasgow International College , who offer a range of pre-Masters courses.

English language requirements

For applicants whose first language is not English, the University sets a minimum English Language proficiency level.

International English Language Testing System (IELTS) Academic module (not General Training)

• 6.5 with no subtests under 6.0
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Common equivalent English language qualifications

Toefl (ibt, mybest or athome).

• 79; with Reading 13; Listening 12; Speaking 18; Writing 21
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements , this includes TOEFL mybest.

Pearsons PTE Academic

• 59 with minimum 59 in all subtests
• Tests must have been taken within 2 years 5 months of start date. Applicants must meet the overall and subtest requirements using a single test.

Cambridge Proficiency in English (CPE) and Cambridge Advanced English (CAE) 

• 176 overall, no subtest less than 169

Oxford English Test

• Oxford ELLT 7
• R&L: OIDI level no less than 6 with Reading: 21-24 Listening: 15-17
• W&S: OIDI level no less than 6.

Trinity College Tests

• Integrated Skills in English II & III & IV: ISEII Distinction with Distinction in all sub-tests.

University of Glasgow Pre-sessional courses

• Tests are accepted for 2 years following date of successful completion.

Alternatives to English Language qualification

• students must have studied for a minimum of 2 years at Undergraduate level, or 9 months at Master's level, and must have complete their degree in that majority-English speaking country  and within the last 6 years
• students must have completed their final two years study in that majority-English speaking country  and within the last 6 years

For international students, the Home Office has confirmed that the University can choose to use these tests to make its own assessment of English language ability for visa applications to degree level programmes. The University is also able to accept UKVI approved Secure English Language Tests (SELT) but we do not require a specific UKVI SELT for degree level programmes. We therefore still accept any of the English tests listed for admission to this programme.

Pre-sessional courses

The University of Glasgow accepts evidence of the required language level from the English for Academic Study Unit Pre-sessional courses. We also consider other BALEAP accredited pre-sessional courses:

• School of Modern Languages and Cultures: English for Academic Study
• BALEAP guide to accredited courses

For further information about English language requirements, please contact the Recruitment and International Office using our  enquiry form

International students

We are proud of our diverse University community which attracts students and staff from over 140 different countries.

• Find out more about entry requirements and other country-specific information
• International student support & visas
• This one-year masters programme is eligible for a new, streamlined visa application process: find out more

How to apply

To apply for a postgraduate taught degree you must apply online. We cannot accept applications any other way.

Please check you meet the Entry requirements for this programme before you begin your application.

As part of your online application, you also need to submit the following supporting documents:

• A copy (or copies) of your official degree certificate(s) (if you have already completed your degree)
• A copy (or copies) of your official academic transcript(s), showing full details of subjects studied and grades/marks obtained
• Official English translations of the certificate(s) and transcript(s)
• One reference letter on headed paper
• Evidence of your English language ability (if your first language is not English)
• Any additional documents required for this programme (see Entry requirements for this programme)
• A copy of the photo page of your passport (Non-EU students only)

You have 42 days to submit your application once you begin the process.

You may save and return to your application as many times as you wish to update information, complete sections or upload supporting documents such as your final transcript or your language test.

For more information about submitting documents or other topics related to applying to a postgraduate taught programme, see  how to apply for a postgraduate taught degree

Guidance notes for using the online application

These notes are intended to help you complete the online application form accurately; they are also available within the help section of the online application form. 

If you experience any difficulties accessing the online application, see  Application System Help .

• Name and Date of birth:  must appear exactly as they do on your passport. Please take time to check the spelling and lay-out.
• Contact Details : Correspondence address. All contact relevant to your application will be sent to this address including the offer letter(s). If your address changes, please contact us as soon as possible.
• Choice of course : Please select carefully the course you want to study. As your application will be sent to the admissions committee for each course you select it is important to consider at this stage why you are interested in the course and that it is reflected in your application.
• Proposed date of entry:  Please state your preferred start date including the month and the year. Taught masters degrees tend to begin in September. Research degrees may start in any month.
• Education and Qualifications : Please complete this section as fully as possible indicating any relevant Higher Education qualifications starting with the most recent. Complete the name of the Institution (s) as it appears on the degree certificate or transcript.
• English Language Proficiency : Please state the date of any English language test taken (or to be taken) and the award date (or expected award date if known).
• Employment and Experience : Please complete this section as fully as possible with all employments relevant to your course. Additional details may be attached in your personal statement/proposal where appropriate.

Reference : Please provide one reference. This should typically be an academic reference but in cases where this is not possible then a reference from a current employer may be accepted instead. Certain programmes, such as the MBA programme, may also accept an employer reference. If you already have a copy of a reference on letter headed paper then please upload this to your application. If you do not already have a reference to upload then please enter your referee’s name and contact details on the online application and we will contact your referee directly.

Application deadlines

September 2024, all applicants.

As there is extremely high demand for places on this degree programme, the University has established an application process with application rounds which recognises that different geographical areas complete and submit their applications at different times of the year. This process aims to ensure fairness and equity to applicants from all geographic regions.

Round 1 application dates

1 October 2023 to 22 November 2023 . All international applications submitted within these dates will be reviewed with no priority given to any geographic region. You will receive our decision on your application by 4 February 2024 . Please note highly qualified applicants with, or on course for, a UK 1st or equivalent should expect to receive a decision on their application by 10 January 2024 .

Round 2 application dates

23 November 2023 to 22 January 2024 . All international applications submitted within these dates will be reviewed with no priority given to any geographic region. You will receive our decision on your application by 25 March 2024 . Please note highly qualified applicants with, or on course for, a UK 1st or equivalent should expect to receive a decision on their application by 23 February 2024 .

Round 3 application dates

23 January 2024 to 15 March 2024 . Priority will be given to under-represented geographic regions. You will receive our decision on your application by 13 May 2024 . Please note highly qualified applicants with, or on course for, a UK 1st or equivalent should expect to receive a decision on their application by 12 April 2024 .

Round 4 application dates

16 March 2024 to 1 May 2024 . Priority will be given to under-represented geographic regions. You will receive our decision on your application by 21 June 2024 . Please note highly qualified applicants with, or on course for, a UK 1st or equivalent should expect to receive a decision on their application by 31 May 2024 .

Round 5 application dates

2 May 2024 to 15 June 2024 . Priority will be given to under-represented geographic regions. You will receive our decision on your application by 5 August 2024 . Please note highly qualified applicants with, or on course for, a UK 1st or equivalent should expect to receive a decision on their application by 10 July 2024 .

All international applications submitted by 22 January 2024 (application rounds 1 and 2) will be reviewed and processed normally with no priority given to any geographic region. From 23 January 2024 , priority will be given to applications from geographic areas which have been unable to submit applications before that point.

As we receive a great number of applications, prospective students are only allowed to apply once per year.

Related programmes

• Academic Practice [MEd: Online distance learning]
• Adult Learning, Community Development & Youth Work (CLD Standards Council Accredited) [MEd/PgDip]
• Childhood Practice [MEd/PgDip]
• Children's Literature & Literacies [MEd]
• Children’s Literature, Media & Cultural Entrepreneurship (Erasmus Mundus International Master) [IntM]

more related Education programmes

Related links

• About postgraduate study
• How to apply for a postgraduate taught degree
• Postgraduate research opportunities A-Z
• How to apply for a postgraduate research degree
• Fees and funding

Postgraduate events

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Postgraduate prospectus

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• Doctorate in Education (Research) EdD: online distance learning available

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University of glasgow: doctorate in education (research) edd: online distance learning available, this course is no longer offered..

University of Glasgow currently offers other courses in School of Education:

• Academic Practice
• Adult Education, Community Development and Youth Work
• Adult Education for Social Change (International Master)
• Childhood Practice
• Children's Literature and Literacies
• Children's Literature, Media and Culture (International Master)
• Children’s Literature, Media & Cultural Entrepreneurship
• Educational Leadership
• Educational Studies
• Education for Sustainable Futures in Adult, Community and Youth Contexts
• Education in Museums and Heritage
• Education Policies for Global Development (International Master)
• Education (Primary)
• Education (Primary) (Dumfries Campus)
• Education, Public Policy and Equity
• Education (Secondary)
• Inclusive Education: Research, Policy and Practice
• In Headship
• International and Comparative Education
• Into Headship
• Leadership and Learning
• Middle Leadership and Management in Schools
• Museum Education
• Professional Practice with PGDE
• Psychological Studies (conversion)
• Religious Education by Distance Learning (CREDL)
• TESOL: Teaching of English to Speakers of Other Languages

Browse other courses in Educational research , Educational studies or Learning , or search our comprehensive database of postgrad programs .

The University of Glasgow’s School of Education is  an ambitious, major international research-led institution with traditional roots in Scottish higher education. We invest in the future of education through world-class research that advances knowledge and practice. Respected for contributions to policy and practice, our teaching and research benefits from strong partnerships with education communities.

Founded in 1451, the University of Glasgow is the fourth oldest university in the English-speaking world. The University has a history of changing the world and the School of Education is committed to nurturing the people who make it happen. 

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Study options.

• International
• By other partners

What will I learn?

This online distance learning programme offers a professionally relevant and academically rigorous opportunity for advanced study in education. The programme is designed for professionals at all levels in education, training and development, and in education-related fields.

The Doctorate is comparable to a PhD in terms of scale and rigour. It differs in that it provides a structured programme of advanced study in the first three years that is relevant to your profession as an educator and focused on the inter-relationship of research, policy and practice.

There’s a focus on collaborative learning, drawing on your own experiences and those of your academic colleagues.

This programme will give you the skills and confidence to further advance your career – to the highest levels in education and education-related fields.

Which department am I in?

Online/distance with attendance (5 years).

Please check with institution

*Price shown is for indicative purposes, please check with institution

23 September 2024

The Fraser Building,

65 Hillhead Street,

Glasgow, City Of,

G12 8QQ, Scotland

Entry requirements

For international students.

*There may be different IELTS requirements depending on your chosen course.

Pathways options

Offered by other partners.

• Kaplan International College (KIC) London

About University of Glasgow 26 Reviews

Glasgow is a place where people have been making world changing discoveries for over 500 years and students become innovative global pioneers.

• Based in Glasgow, a UNESCO city of music
• Ranked in the top 100 universities in the world
• Fourth-oldest higher education provider in the UK
• Over 600 different courses on offer

EdD Education

Research opportunities.

The Doctorate of Education (EdD) is a professional doctoral degree aimed at those who have been working in the education sector for a number of years. It's comparable to a traditional PhD in terms of academic rigour but is characterised by its professional orientation and modular structure.

Rather than leading to a teaching qualification, it enables you to develop skills to study at Masters level and develop a sophisticated understanding the theory, practice and policy of policy relating to education. It will allow you to extend your interest and understanding of learning and engage in a range of other, education-related areas.

What sets the Strathclyde EdD apart is the ability to qualify in one of eight specialist areas that are aligned to The Strathclyde Institute of Education's research strengths. To qualify for a specialist EdD degree you must take all the optional modules in that area as well as your thesis topic.

The specialist areas and delivery routes are:

• Supporting Teacher Learning (part-time and full-time)
• Educational Leadership (part-time and full-time)
• Philosophy with Children (part-time and full-time)
• Autism (part-time and full-time)
• Early Years Pedagogue(part-time only)
• Inclusive Education (part-time only)
• Digital Technologies (part-time and full-time)
• Philosophy and Culture (part-time and full-time; daytime taught modules)

For those who do not wish to specialise, a generic route is also available (part-time and full-time). If you choose to follow this route, you can choose optional modules from any of the specialist areas.

What you’ll study

The EdD degree comprises 180 credits of taught core and optional modules and a 50-60,000-word thesis. The 180 taught credits take one year full-time and two years part-time.

Full-time students will attend a variety of taught modules through the week and the occasional Saturday. Sessions will comprise elements of lecture, workshop and seminar. Some modules will include Scottish teachers learning alongside full-time students, other modules and EdD students will be taught as a single cohort.

Full-time schedule:

• Semester 1: Methods of enquiry, literature & scholarship
• Semester 1: Choice of optional or subject specific pathway class(es)
• Semester 2: Choice of optional or subject specific pathway class(es)
• Semester 2: Advanced research methods & proposal 

Years 2 & 3

• Thesis (supervised by two supervisors matched to your study area)

The majority of part-time students who undertake the EdD continue to work full-time. The part-time programme has been specifically designed to give a level of flexibility that facilitates part-time study. The core modules are taught on-campus on Saturdays from 10am to 4pm. The timing of the optional modules is more varied but is focused around evening and weekends.

• Semester 1: Methods of enquiry, literature and scholarship

Years 3, 4 & 5

Support and development.

Opportunities for shared learning with students engaged in MSc, MPhil, PhD programmes of study and EdD students from the range of cohorts will be encouraged through an invitation to participate in the Research Skills Seminar programme and course conferences. Students will also be encouraged to use email contact and electronic discussion fora to ask each other to comment on their attempts to construct and explore arguments.

There is additional support through the University’s Virtual Learning Environment, Myplace, and formative feedback loops are built into the structure of each module. All postgraduate students in Education are supported by the Faculty's Graduate School .

Interested in postgraduate study?

At the Faculty of Humanities and Social Sciences, our friendly and knowledgeable team will be available to provide you with all the information you need to kick-start your postgraduate journey at the University of Strathclyde. Register for upcoming events below:

• Monthly drop-in sessions

Course content

• Specialisms

Digital Technologies

Technology Enhanced Teaching and Learning (Digital Education) harnesses the latest innovations in the field of Educational Technologies aiming at engaging students with instructional design practices using digital technologies.

Students will study three modules:

Technology Enhanced Learning: Theory & Practice

20 credits.

The class explores existing and emerging educational technologies. The aim is to engage students with digital technologies in teaching and learning, exploring contemporary academic literature and experiencing different technologies. Students are expected to: critically review technology-enhanced learning related literature, explore different learning technologies, create digital artefacts as part of their own learning and reflect on how digital technologies can be used for teaching, learning and assessment. Indicative topics are: linking learning educational theories and technologies, on-line learning, mobile and ubiquitous learning, virtual worlds, digital games, learning analytics.

Instructional Design and Technology

The class provides students with the main theoretical principles and educational practices underpinning instructional design with technology. The goals are to provide a foundation of knowledge and practical skills in the field of instructional design and to introduce different instructional design models with the support of digital technologies in a variety of learning contexts. Indicative subjects are: overview of instructional theories and instructional design models, learning design, taxonomies of learning outcomes, technology integration frameworks. The class involves hands-on practical sessions.

Digital Media for Learning

The class explores different forms of digital media for teaching and learning. Basic design and development aspects of digital resources will be discussed. The class provides a series of recommendations for identifying, using and re-using digital resources in educational activities. Indicative topics are: taxonomy of digital resources for learning (e.g. information display resources, practice resources, concept representation resources), educational technologies to support different teaching and learning strategies (e.g. drill and practice, inquiry-based learning, collaborative learning, virtual labs and simulations, educational games), technology integration frameworks, open educational resources.

Contact Stavros Nikou ( [email protected] ) for more details.

Philosophy with Children

This is the only course of its kind in the UK. It is for anyone who wants to facilitate practical philosophy with children and adults. No prior knowledge or experience of education or philosophy is required.

To be trained to facilitate Community of Philosophical Inquiry, you’ll study three modules. Each should be undertaken in the sequence shown below. Classes are on campus on Tuesdays from 6pm-8.30pm.

Introduction to Philosophy and Philosophical Practice

20 credits. Starts mid-September and runs for 12 weeks.

This module offers an introduction to the philosophy and logic that you’ll need to facilitate practical philosophy. You will also participate in philosophical dialogue with your peers in class.

Philosophy with Children: Theory

20 credits. Starts early January and runs for 8 weeks.

This module introduces different approaches to practical philosophy. You will also learn how to choose stimulus materials, select appropriate questions to generate philosophical dialogue, reflect on the role of the facilitator and analyse dialogue.

Philosophy with Children: Facilitation

20 credits. Starts mid-April and runs for 8 weeks.

Bringing together your learning from the previous modules, you will participate in Community of Philosophical Inquiry (CoPI) and you will facilitate CoPI with your peers.

Following the three modules you can progress in your study of PwC to the dissertation stage or you may opt for the EdD (PwC).

Contact Claire Cassidy  for more details.

Supporting Teacher Learning

The course is aimed at those involved in the support of teaching professional learning at all stages of a teacher’s career including:

• student and probation mentors
• continuing professional development (CPD) coordinators
• professional review and development (PRD) reviewers
• school leaders
• local authority officers with responsibility for CPD and/or probationer and leadership development

It recognises a widening conception that the role of the teacher includes not only a central role in supporting pupil learning, but also recognises the important role that teachers can play in supporting each other’s learning. Previously, it was assumed that by virtue of knowing how to teach children teachers had also been equipped to support their colleagues’ learning. However, there is growing recognition (Donaldson, 2011; Kennedy et al., 2008) that this important role requires additional specific knowledge, understanding and skills, which form the basis of this Postgraduate Certificate.

You'll take three modules:

How Teachers Learn

Sets the scene, encouraging participants to think about how they learn, to reflect critically on different types of learning they have experienced across their personal and professional careers. It encourages the link between classroom pedagogies and pedagogies used for working with professionals, as such focusing in on the feedback loop between practitioners and students to support a metacognitive approach – closely related to the professional learning model. The assignment asks students to read around an area of interest, focusing on 3 representative articles, and to personally reflect on how these ideas influence their understanding of the theory and practice of teacher learning.

Contemporary Contexts for Teacher Learning and Teachers' Work

Builds on module 1 by facilitating a lens for looking at these pedagogies and experiences of teacher learning that reflects current policy and wider international education agendas. We also focus on the local influencers around community and student voice and what it means to engage in and with research when inhabiting a professional learning space. Throughout the module, students are supported to engage critically with education policy and the processes by which it is created; they are encouraged to question new education reform agendas. The students complete an assignment in two parts, firstly a poster presentation in which they critically analyse one key policy that they find particularly relevant to their own learning and/or professional learning in their setting, followed by a written reflection on the core ideas within the poster, supported by reference to academic literature and policy documents. Students are encouraged to engage with each other’s posters and provide collaborative peer feedback, which can be used to inform the critical reflection.

Supporting Professional Learning in the Workplace

Takes the issues and skills developed in modules 1 and 2 and asks the participants to generate their own practitioner enquiry question, sensitive to their own setting, to support colleagues’ professional learning. The type of professional learning is open to the participant, but they are assessed on their rationale and through a practitioner enquiry approach supported in evaluating its success. Reflection is based on perceived successes of colleagues’ learning as well as their own learning when engaging in supporting others’ learning.

Successful completion of all three modules gives GTCS Professional Recognition.

Contact Kate Wall  for more details.

Inclusive Education

Understanding Inclusive Education

This class is designed for those who teach, or who might in the future teach children or young people with additional support needs. It focuses on:

• return to study as an adult learner
• historical development of provision for additional support needs and inclusion and on the ideas underlying patterns of provision
• concepts of inclusion, additional support for learning and of educational support
• effective provision for additional support needs and inclusion within the new legislative framework

Providing Effective Educational Support

This is a practice-based class which requires current access to classroom practice. The class provides a framework that allows analysis and evaluation of the experience of the learner, of professional practice, provision and policy. Areas to be addressed may include:

• theories of learning, teaching and the curriculum
• consideration of the implications of the above for classroom experiences
• strategies for observation and assessment of aspects of the learning environment
• a consideration of barriers to learning and participation in relation to the inclusion of all learners

Working Together in Educational Settings

The advent of Getting Right for Every Child and the Children and Young People Act (2014) creates a context in which those working in educational settings are required to work with a wide range of agencies, parents and carers, and children and young people themselves.  

This class will explore the opportunities, tensions, dilemmas and practical problems in implementing current policy and legislation. It aims to support collaborative practice by:

• examining the concepts and issues involved in collaborative teamwork
• identifying aspects of successful practice
• recognising barriers to successful working, their source, and range
• developing strategies to avoid or overcome barriers and build successful practice, thereby promoting and sustaining a positive learning environment

Philosophy and Culture

Philosophy of Technology & Education

This module aims to enable students to develop a deep understanding of the philosophical issues raised by the understanding, affordances, and uses technology within education. The module will encourage substantive philosophical debate on a range of technologies and their application in education.

The technologies that arise within educational practice today raise a set of important questions around the nature of the learning society and how learning and technology have become mutually defined, questions that are increasingly urgent in the context of the development of 'Scotland's Digital Future', a strategy to prepare Scottish society for technological change.

Students in education need to understand how technological thinking shapes their practices if they are to become critical about the future direction of our technological and learning society. As technology is embedded ever more upon educational environments, the wider debates are increasingly urgent. As the world becomes increasingly globalised, and technologies employed more widely, the demand for courses of this nature is bound to increase.

Education & Self-Formation in Cultural Contexts

The module aims to enable students to identify, understand, and critically reflect on the ways the cultural sphere shapes and influences the (trans)formation of the self. With regard to the influence the cultural sphere has on personal development, there are two different perspectives that need to be reflected by those interested in the self-formation of the individual. On one hand, they need to reflect on the models of (trans)formative processes presented or maybe even prevalent in their own culture: How are educational processes depicted, understood, represented in modern culture, what characterises those processes in the eyes of the culture?

On the other hand, it needs to be understood what models of personality are represented, and how those cultural representations actually influence those who live and grow within this specific cultural sphere. In providing the opportunity to engage with this kind of hermeneutic analysis, the module establishes the foundation of a conscious and reflected practice of educating and teaching as well as a basis for serious, far-reaching and interdisciplinary academic research within the field of Education Studies.

The module attempts to add a more critical perspective with regard to the formative aspects of the cultural sphere and the structures of power inscribed in it. The need for this has been increasingly discussed within the international research community (Cultural Studies, Post-Colonial Studies, Gender & Queer Studies, Critical Whiteness, etc).

Educational Leadership

The course will be delivered by a high-quality team of staff, including experts in their fields of study with experience of leadership in educational settings.

Leadership for Equity, Inclusion & Social Justice – Level 5, 20 credits

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

Research Methods & Reasoning

This module will introduce you to research methods and help you develop the criticality required to be able to critique the literature.

Leadership for School Improvement – Level 5, 20 credits

This module will enable you to critique the concept of school improvement as it’s portrayed within the policy context and to understand the role of leadership in furthering school improvement.

Contexts for Leadership – Level 5, 20 credits

This module should enable you to develop an understanding of the international and national policy contexts, how this impacts upon educational establishments and the implications of such for leadership.

Conceptions of Leadership – Level 5, 20 credits

Through study of this module, you'll gain insight into the different ways in which leadership is understood and why this is the case.

Leadership for Learning – Level 5, 20 credits

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

You’ll choose from the following options, dissertation or strategic leadership and work-based project:

Dissertation.

The dissertation will enable you to carry out a detailed study focused upon an area of specific interest. It can either take the form of a literature-based study or an empirical study. If an empirical study, you might be able to gain access to an educational establishment to carry out your study subject to gaining ethical approval from the University of Strathclyde and undertaking disclosure procedures which are required by the Scottish Government if requiring access to a school.

Strategic Leadership

This module focuses upon vision, values, school culture, managing people and managing change effectively. The outcome will be a proposal to instigate a strategic change initiative within the work setting.

Work-based project

You'll instigate a strategic change initiative within your workplace setting and evaluate its impact upon student learning.

The course provides a critical understanding of the conceptual frameworks relevant to understanding Autism Spectrum Disorder (ASD). This Masters-level course will enable you to understand complex cognitive and affective theories essential to supporting the autism profile.

Conceptual Frameworks in Autism

This class will introduce key conceptual frameworks in relation to understanding the impact of the spectrum of autism. Focus will be given to the uniquely differing social, emotional, sensory and cognitive profiles for those with an ASD. Understanding these conceptual frameworks will enable participants to reflect on how and why these influence and inform practice.

The Spectrum of Autism

You’ll consider the issues that impact on practice when supporting individuals with an ASD with and without an additional intellectual or learning disability.

Responding to the Impact of Autism: Approaches and Interventions

You’ll consider the broad range of approaches to intervention, their application and theoretical basis and practical stance. A range of approaches will be systematically reviewed in relation to key features of their application, functional focus of the approach, the personal or interpersonal focus of the approach and the social context of the approach.

This class provides support in developing a critical and informed understanding of research methods in relation to your own planned dissertation project. It also provides support in understanding research ethics and how they relate to your own research. It provides support in meeting the requirements of the ethical approval process.

This class represents the application of the skills and knowledge you’ve gained throughout your study. You’ll carry out and report on a research project in an area relevant to your MEd study up to this point. This class will provide support for the planning, implementation and writing up of a research project in a professionally and academically relevant area.

Optional classes

Becoming an autism trainer.

This class is concerned with both theoretical and practical issues of understanding the importance of raising standards in ASD training and the impact this can have for the individual with ASD, their carers and the service provider.

Independent Study Module

You’ll have the opportunity to investigate a topic of your own choosing in any area related to autism and associated conditions.

Early Years Pedagogue

Taking Action: Child, Family & Community Efficacy – Level 5, 20 credits

Currently, the shaping of childhood is strongly influenced by the United Nations Convention on the Rights of the Child. It has potential tensions between child protection and empowerment or efficacy as exemplified in ‘a risk-averse society’. This class asks you to critically analyse the perceptions around childhood including the changing historical perceptions.

Creating Stimulating Learning Environments: Indoors & Out – Level 5, 20 credits

Children’s learning environments need to stimulate and engage them and provide the challenges and opportunities to explore their own learning possibilities. You’ll be asked to analyse and reflect on your current practice, the importance of play and the role of adults in supporting a child’s use of play.

Listening to Children & Hearing their Voices – Level 5, 20 credits

This class will provide opportunities for you to explore and discuss current international examples of practice. This includes Reggio Emilia and Te Whariki and will consider the ways in which children communicate their interests and thinking through gestures, expressions, actions, interactions and play activities. It will promote your understanding of the importance of listening to children and the concept of children as active agents in their own learning and development.

The Connected Child: Early Child Development

You’ll consider ways to promote children’s social and emotional well-being and the strategies they must develop to implement evidence based interventions which provide universal and targeted support. In addition, you’ll be required to relate theory to practice and critically evaluate and assess current approaches which address the social context of children’s development.

Leading in a Time of Change

The quality of leadership in childhood and care services determines the quality of care children experience and can significantly affect their development and learning. This class takes into account your needs and different levels of experience. It encourages you to explore the links between the key theories of management and leadership and your own professional development.

Child-Centred & Child-Focused Approaches to Practitioner Research

This class offers you the opportunity to pursue relevant and specific interests through a detailed proposal for a small-scale independent research project, and to work with child-centred and child focused methodologies. The Early Years practitioner must be able to apply these skills and consider, evaluate and weigh various pieces of data and information to make informed judgement about changes in their practice. It aims to develop your inquiring mind in order to support effective child-centred and child-focused practitioner research.

Bilingual Education

Modules in this specialism can be drawn from:

• Theories and Policies in 2 nd Language: Acquisition and Bilingualism
• Practice and Policies in Supporting Bilingual Learners
• Action Research to Effect Change for Bilingual Learners
• GIfT Pedagogy 1: Language Learning and Teaching
• GIfT Pedagogy 2: Gaelic-medium Education
• GIfT Pedagogy 3: Bilingualism  
• Language Learning in a Multilingual World
• Contemporary Issues in Language Teaching

Not every module listed is offered every year.

My work focuses on the development of innovative pedagogies and research methodologies (including visual approaches) that facilitate effective talk about learning (metacognition). I am interested in the development and exploration of democratic spaces where learners can talk about their experiences of learning.

Professor Kate Wall, Programme Leader for EdD Education

Faculty of Humanities & Social Sciences Scholarships

• EU Engagement Scholarships  are available to EU applicants who would have previously been eligible for Home (Scottish/EU) fee status.
• International Postgraduate Taught Scholarships  worth between £4,000 and £5,000 are open to applications from non-EU international applicants beginning full-time, face-to-face programmes.

Fees & funding

Fees may be subject to updates to maintain accuracy. Tuition fees will be notified in your offer letter.

All fees are in £ sterling, unless otherwise stated, and may be subject to revision.

Annual revision of fees

Students on programmes of study of more than one year (or studying standalone modules) should be aware that tuition fees are revised annually and may increase in subsequent years of study. Annual increases will generally reflect UK inflation rates and increases to programme delivery costs.

Please note: the fees shown are annual and may be subject to an increase each year. Find out more about fees .

How can I fund my course?

• Students from Scotland

Scottish postgraduate students

Scottish postgraduate students may be able to apply for support from the Student Awards Agency Scotland (SAAS). The support is in the form of a tuition fee loan and for eligible students, a living cost loan. Find out more about the support and how to apply .

Don’t forget to check our scholarship search for more help with fees and funding.

• Students from England

Students coming from England

Students ordinarily resident in England may be to apply for postgraduate support from Student Finance England. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs.  Find out more about the support and how to apply .

Don’t forget to check our scholarship search for more help with fees and funding .

• Students from Wales

Students coming from Wales

Students ordinarily resident in Wales may be to apply for postgraduate support from Student Finance Wales. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs.  Find out more about the support and how to apply .

• Students from Northern Ireland

Students coming from Northern Ireland

Postgraduate students who are ordinarily resident in Northern Ireland may be able to apply for support from Student Finance Northern Ireland. The support is a tuition fee loan of up to £5,500.  Find out more about the support and how to apply .

International students

We've a large range of scholarships available to help you fund your studies.  Check our scholarship search for more help with fees and funding .

The University takes a student-centred approach, providing a wide range of scholarships, useful personal and professional development opportunities, and other student support.

We've a thriving international community with students coming here to study from over 140 countries across the world. Find out all you need to know about studying in Glasgow at Strathclyde and hear from students about their experiences.

Glasgow is Scotland's biggest & most cosmopolitan city

Our campus is based right in the very heart of Glasgow. We're in the city centre, next to the Merchant City, both of which are great locations for sightseeing, shopping and socialising alongside your studies.

Biden's education secretary vows to shut down the largest Christian university in the US

A fter Department of Education Secretary Miguel Cardona vowed to shut down Grand Canyon University (GCU), the largest Christian university in the U.S., GCU officials are pushing back, telling Fox News Digital the crackdown stems from "deeply held bias."

Cardona made comments during a House Appropriations Committee hearing about cracking down on GCU and other universities like it on April 10.

Rep. Rosa DeLauro, D-Conn., asked Cardona how the administration is working to shut down GCU, which she called "a predatory for-profit school." 

Cardona openly embraced their enforcement methods, declaring "we are cracking down not only to shut them down, but to send a message to not prey on students." 

LARGEST CHRISTIAN UNIVERSITY IN THE NATION ALLEGES IT'S BEING UNJUSTLY TARGETED BY FEDERAL AGENCIES

"Last year, your Department took action against Grand Canyon University, a predatory for-profit college, over the school’s failure to accurately disclose its cost to students, driving up the true cost for those students requiring for them to pay for continuation courses before they would graduate – scam courses added about $10,000 or more to the cost of education to these kids," DeLauro said.

READ ON THE FOX NEWS APP

"Going after predatory schools preying on first generation students. They have flashy marketing materials, but the product is not worth the paper it is printed on. Increased enforcement budget to go after these folks and crack down. Levied largest fine in history against a school that lied about costs and terminated a school from Title IV. We are cracking down not only to shut them down, but to send a message not to prey on students," Cardona responded. 

GCU appealed a $37.7 million fine imposed by the department in November on allegations that the Arizona-based higher learning institution misled students about the cost of its doctoral programs over several years.

The fine is much larger than what the Department of Education previously gave to schools like Penn State ($2.4 million) and Michigan State ($4.5 million) for failing to address Jerry Sandusky and Larry Nassar’s crimes, respectively. 

The department said in an October press release that an investigation conducted by the office of Federal Student Aid (FSA) found GCU "lied" to over 7,500 former and current students about the cost of its doctoral programs. The release also said GCU "falsely advertises" a lower cost for its doctoral programs, adding that about 98% of students ended up paying more than the advertised cost.

The university was given a 20-day deadline to request a hearing with the ED’s Office of Hearings and Appeals or file a response to the FSA to explain why the fine should not be imposed. The Department also imposed specific conditions on the school to continue participating in the federal student aid programs.

A GCU spokesperson told Fox News Digital that they do not expect a hearing to take place until January. 

"Our next recourse after that decision would be another appeal within the Department, this time directly to the Secretary of Education," the GCU official said.

"This is far from being a few rotten apples in the bunch. Predatory for-profit colleges have engaged in a range of deceptions designed to increase enrollment and student costs to drive more revenue for owners and shareholders," DeLauro said during the April 10 hearing. "How are you and your agency committing to increased oversight of these institutions and are there anyway in which we can shut these folks down?" 

Cardona said that the agency employed "multiple strategies" to crack down on for-profit universities, such as "borrower defense, debt discharge, holding colleges more accountable, and holding higher education institutions more accountable."

In regard to borrower defense, Cardona added that for-profit colleges were "preying on first-generation students."

"You have a shiny brochure and a great commercial. But the product is not worth the paper it's written on. We have students graduating 60K to 70K dollars in debt, only eligible for jobs making under 30K–that to me is unacceptable."

NEW MEXICO UNIVERSITY SUED FOR 'VIEWPOINT DISCRIMINATION' AFTER CHARGING 'HEFTY FEE' TO CONSERVATIVE GROUP

In response to Cardona's comment about shutting down universities like GCU, a GCU spokesperson told Fox News Digital that "officials continue to make derogatory and inflammatory public statements that are legally and factually incorrect and not shared by any of the other 26 regulatory and accrediting bodies that oversee GCU."

"The Secretary’s comments to the House Appropriations Committee were so reckless that GCU is demanding an immediate retraction, as they do not reflect the factual record in this case. He is either confused, misinformed or does not understand the actions taken by his own agency," the spokesperson added.

The president of GCU previously expressed to Fox News Digital sentiments of being "unfairly targeted."

LIBERTY UNIVERSITY PRESIDENT CRIES FOUL AFTER LEAK OF DEPT OF EDUCATION REPORT ON SCHOOL'S SAFETY COMPLIANCE

Cardona’s comments came after the announcement of a petition to "protect Christian colleges," launched by the American Principles Project (APP).

The petition was launched in "light of the Biden administration’s unprecedented attacks on our nation’s largest Christian colleges" and demands that "the administration halt their crusade and let students choose the schools that fit their values."

"The federal government’s education agenda is punishing schools that do not conform to their progressive ideology. It’s time we take a stand against this egregious abuse of power," APP Policy Director Jon Schweppe said. "The scrutinize-and-penalize campaign against faith-based institutions is not about students’ interests or well-being. Rather, it’s part of a concerted effort to snuff out education choice and promote far-left values. It's critical that Americans be aware of this shameful campaign and that we do all we can to put a stop to it."

In response to APP's efforts, GCU officials told Fox News Digital that the "American people are losing confidence in the federal government to be fair and objective in their operations."

CLICK HERE FOR THE FOX NEWS APP

"There are clearly no checks and balances to prevent this type of behavior from the Department of Education," they added. "We support any organization that is willing to shed light on the federal government’s unwarranted and targeted actions taken against GCU. If they can make these claims against the largest Christian university in the country, other faith-based organizations could be next."

Additionally, the Goldwater Institute sued ED in February in federal court for "refusing to turn over public records" related to its $37.7 million fine against GCU. They claimed that the records specifically may inform the public about coordination between various federal agencies in what appears to be the "intentional targeting of a successful university based on extraordinarily thin allegations."

The Department of Education did not immediately respond to a request for comment.

Original article source: Biden's education secretary vows to shut down the largest Christian university in the US

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Medical Education PhD

University of glasgow, different course options.

• Key information

Course Summary

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

PhD/DPhil - Doctor of Philosophy

Subject areas

Health Care / Medicine Teaching / Training Education Studies Medical Sciences

Course type

The field of Medical Education is concerned with how we educate medical practitioners across the continuum of their undergraduate curriculum and their postgraduate medical training.

Medical Education encompasses a great variety of topics, such as:

• selection into medicine and widening participation
• how medical students and graduates learn relevant knowledge, skills and attitudes
• how we can best teach and assess them
• design of medical curricula
• social and cultural influences on medical education
• professional identity formation in medical practitioners

Those who do this PhD will have a medical background, but may equally be a graduate in another healthcare discipline. They may even have a background in biomedical sciences, psychology, linguistics or education. Ideally, they will also have completed a masters in medical or health professions education, since this gives a good introduction to relevant research methodologies.

This PhD is offered by the School of Medicine, Dentistry & Nursing, from which most supervisors are drawn.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

A medical, dental or nursing degree from an institution recognised by the University Court, or a recognised degree from another appropriate health profession. Normally you should also have completed a PG Diploma or masters’ degree in medical or health professions education, and/or have proven substantial experience of working in a medical/health professions education content. Applications will also be considered from individuals with other primary degree qualifications (such as a BSc in a biomedical science), from individuals who also meet point 2 above.

The University of Glasgow is one of four ancient universities in Scotland, founded back in 1451. Alumni include seven Nobel Prize winners, Scotland’s First Minister and a Prime Minister, while Albert Einstein gave a seminal lecture on the theory of relativity there in 1933. The university consists of four colleges: College of Arts College of Medical, Veterinary and Life Sciences College of Science and Engineering College of... more

Children's Literature and Literacies MEd

Full time | 12 months | 23-SEP-24

Religious Education by Distance Learning (CREDL) PGCert

Online | 12 months | 23-SEP-24

Museum Education MSc

Tesol: teaching of english to speakers of other languages med.

Full time | 1 year | 23-SEP-24

TESOL: Teaching of English to Speakers of Other Languages MSc

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Doctorate of Education EdD

Course options.

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Entry requirements

Course modules.

• Student stories
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What is Doctorate of Education EdD?

The Doctor of Education (EdD) differs from a PhD in that it’s primarily focused on professional rather than theoretical issues and is aimed at those who’ve already been employed in the education sector for a number of years, as lecturers, teachers, consultants, advisers or inspectors. Through this programme, you can both challenge and enhance your practice by engaging with relevant theory, policy and empirical research.

The EdD attracts a diverse range of educational professionals. Students work across a range of education sectors, including higher education, local authorities, schools and colleges and early years settings.

Study style

There are taught sessions in groups and individual supervisions, in addition to visiting professors and fellows who may enhance provision.

The taught phase introduces you to methodological, political, philosophical, sociological and epistemological concepts that will underpin issues that emerge from the professional context. You’ll join a supportive community and study four modules – three with academic content and one focused on research methods. The entire programme has four cross-cutting themes: Leadership, Inclusion, Sustainability and Childhood, Youth, Families and Community.

During the thesis phase you’ll work on a research question of your choice with the support of two supervisors.

Get Doctorate of Education EdD course updates and hear more about studying with us.

A master’s degree or equivalent in a subject area relevant to the proposed research topic

Professional experience of an educational role or setting

EU and international students need IELTS 6.5 overall (with a minimum of 6.0 in writing and 5.5 in any other component) or equivalent.

You're viewing course modules for the course option. Choose a different course option to see corresponding course modules.

Here's an example of the types of modules you'll study (the contents and structure of the course are reviewed occasionally, but it is unlikely that there will be significant change).

Module information is not available for this programme.

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Stories from our students, leading the way in education for young people, teaching staff.

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Develop your critical skills

Demonstrate a critical awareness of the conceptual frameworks and policy background relevant to their chosen focus of study – eg inclusive education, educational leadership or other aspect of education – and show a critical review of alternative models.

Complete your thesis

On successful completion you’ll be able to develop strategic thinking and critical analysis to improve and guide your own and other people’s practice.

School of Education and Science

Work with leading practitioners, coaches, and professionals in specialist environments where you will develop your skills and gain real-world experience.

Related stories

"i focus on international education and sustainability".

“Starting as a teacher in UK and Tanzania I soon switched to community-based environmental education, firstly in Leicester and then Mount Elgon, Uganda. My career has focused on international education and sustainability projects working for charities but with communities, large corporations and governments including the UN. I joined here in 2013 to follow my interest in teaching and research.”

Dr Paul Vare, Postgraduate Research Lead – School of Education

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