phd in education quebec

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Doctor of Philosophy in Education (PhD)

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

Research Expertise

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

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

Learn about our current students and recent alum

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• Wednesday, June 19, 3 - 4 pm 
• Monday, July 22, noon - 1 pm 

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

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

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

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

Admission Requirements

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

Application Deadline and Start Dates

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

Prospective PhD Students: Need Help Finding a Supervisor?

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

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

Financing your studies

Funding packages.

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

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

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

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

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

For more information on sources of funding, please see the Funding, Awards, Scholarships, and Bursaries page . 

Tuition, Fees and Costs

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

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

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

Teaching Assistant or Graduate Teaching Fellow

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

Graduate Studies and Research Office  

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Education (PhD)

Program overview Program structure Admission requirements Application process Tuition & funding

Program overview

The PhD in Education will give you advanced knowledge of the qualitative and quantitative methods used in educational research. You will examine the disciplinary links between childhood and adult education and strengthen your understanding of underlying educational philosophies. Our program provides a solid foundation from which to pursue research across disciplines and orientations. Our faculty members specialize in four major subfields: applied linguistics, child studies, educational studies and educational technology. Graduate students have exclusive use of our state-of-the-art facilities , including personalized research spaces, computer workstations and a media development lab. Along with a growing number of students and faculty you will be contributing to cutting-edge research in education and the civic life of the department.

Program structure

Degree requirements, degree requirements.

Fully-qualified candidates are required to complete a minimum of 90 credits.

Please see the Education Courses page for course descriptions.

Education PhD (90 credits)

Admission requirements

Admission requirements.

• MA in Education, Applied Linguistics, Child Studies, Educational Studies, or Educational Technology, with high standing, from an accredited university.
• Applicants with a Master's degree in a related field or discipline, such as psychology, sociology, anthropology, adult education, and human resource development, are considered.
• Applicants from other disciplines might be offered conditional admission which may include fulfilling prerequisite courses.
• Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the English language proficiency page for further information on requirements and exemptions.

Application process

Application deadlines.

Priority will be given to complete applications submitted by the deadline. In some cases, programs may continue to accept applications as long as there is space available.

International students: Considering the waiting period involved in meeting the entry requirements to Canada and Quebec , we strongly encourage international applicants to apply early and submit supporting documents prior to the deadline.

Tuition & funding

Tuition and fees.

Tuition and fees of the program may depend on your student status, among other key factors. Estimate these costs based on the most common situations.

Awards and funding

Funding packages are generally available for students in thesis-based programs. They come in the form of awards, teaching and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Research and thesis-based students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria. No separate application is required.

The Quebec and Canadian governments offer a number of competitive graduate scholarships. We encourage you to apply for these awards at the same time you are preparing your application.

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Graduate studies

Study among the best! ULaval’s professors are experienced researchers and creative thinkers dedicated to sharing their expertise and inspiring you to excel. We have graduate programs in all disciplines.

• Administration and management
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Admission and diploma requirements

Check the admission requirements you must meet to study at Université Laval and learn more about the diplomas and degrees available to you.

• Admission requirements
• The university system in Québec

Financial aid for graduate students

You can begin applying for scholarships the year before being admitted to a master’s or PhD program. There are a variety of financial aid options available. 

• Financing options according to your study profile
• Scholarship directory

Looking for a research supervisor?

As one of Canada’s leading research universities, Université Laval receives generous funding for students to join research teams.

• Find a research supervisor
• Explore our infrastructure

• Summer schools
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Learn more about ULaval

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INTERNATIONAL STUDENT PROGRAM GUIDE

Virtual kiosk - Future students

Admission deadlines, summer 2024.

Browse our programs for the summer semester (available in French only)

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Université de Montréal / Graduate and Postdoctoral Studies

Doctoral level programs.

Doctoral level programs lead either to the degree of Doctor (D.) or Philosophiæ doctor (Ph. D.), the highest degree in the hierarchy of university degrees. They prepare candidates for the job market or for postdoctoral studies.

Ph.D. Degree

This program comprises 90 credits essentially attributed to research, a general comprehensive examination, the writing of a thesis and its defense before a jury.

The research profile  enables students to acquire the methods necessary to independently conduct an original scientific research project. This program may be followed by postdoctoral studies.

At the end of this program, students receive the designation of Philosophiæ Doctor (Ph. D.).

In the professional profile , students continue a specialty that was initiated at the master’s level. The program includes practicum and a research component focused on advancing the profession or developing certain practices.

This program leads to the degree of Doctor (D.).

Duration  : 3 to 5 years full-time. Degree  : Ph.D.

Doctoral programs by field of study

Bureau des bourses et de l'aide financière (BBAF)

Doctoral program funding

Admission Scholarships

Scholarships for students, research scholarships, other sources of funding, other international programs.

• Sample annual expenses

Supplemental tuition fee exemption scholarships

Citizens of the world scholarships.

Scholarship Directory

Search engine for finding scholarships that match your profile.

FGPS Student Success Scholarships

The FGPS Success Scholarships support students at every stage of their graduate studies.

Find out about your award plan

Merit Scholarship

The Government of Québec awards merit scholarships to international students for doctoral studies and postdoctoral fellowships.

Funding from your research supervisor

In many fields, research supervisors provide funding to students who work on their research projects. For information, contact your faculty program director.

On-campus jobs

Allows students to obtain subsidized employment on campus.

Available to undergraduate and graduate students

Jobs helping teaching staff or research teams with course- or research-related tasks. Learn more

Government of Canada International scholarships

China Scholarship Council (CSC) scholarship program

Université Laval (UL) and the China Scholarship Council (CSC) have signed an agreement to offer a joint grant program allowing Chinese students who are eligible for UL programs to pursue higher education in research. The grants cover tuition fees, living expenses, and health insurance for up to 48 months, as well as a round-trip flight to Québec City (by the least expensive route) and visa application fees.

Scholarship programs resulting from agreements with the CALDO consortium

Agreements signed between the CALDO consortium, of which Université Laval is a member, and the governments of certain Latin American countries with a view to providing scholarships to resident students so they can pursue their studies and develop their expertise in their field at our university. The signatory countries at this time are Brazil , Chile , Colombia , Costa Rica ,  Ecuador , Mexico , Panama , Paraguay , Peru and Uruguay .

For more information, please email us at: [email protected] .

Consult the CALDO consortium website for more details .

Sample annual expenses – Person from abroad

Nora’s expenses for a year of her doctoral program at université laval.

Moroccan Doctoral’s degree, Faculty of Social Sciences

Last updated on June 21 st , 2024.

Amounts are in Canadian dollars. This budget reflects a modest lifestyle and is only meant to serve as a guide. It may vary depending on the economic context and the student’s situation.

**Université Laval has a Supplemental Tuition Fee Exemption Scholarship Program for doctoral students so that all international students enrolled in a full-time regular PhD program are eligible. Find out more about the terms and conditions .

We have 2 PhD Projects, Programmes & Scholarships in Quebec

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PhD Projects, Programmes & Scholarships in Quebec

Modelling the physics of plant cell growth - start fall 2024, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Experimental reactive fluid mechanics for aerospace applications

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Filtering Results

Best PhD Degrees in Education at Universities in Canada

There are 24 study programs available at 19 schools and universities in the world , according to Erudera.

Erudera aims to have the largest and most updated database of study programs available in the world , and new study programs are being added weekly. You can use the filters to narrow down your search or sort your results based on popularity and top rankings to find more specific study programs. Once you filter your results, you can save your chosen programs to a personal list so you can do more research or contact the universities later.

Here are the best Canada universities for Education :

University of Toronto

University of Moncton

University of New Brunswick

University of Prince Edward Island

Concordia University

Simon Fraser University

Acadia University

University of Quebec in Outaouais

University of Quebec in Montreal

Nipissing University

University of Quebec in Chicoutimi

University of Quebec at Trois Rivieres

University of Quebec at Rimouski

Educational Studies

University of British Columbia

School And Applied Child Psychology

Memorial University of Newfoundland

Child Study And Education

University of Sherbrooke

• 1 (current)

Erudera's search functionality is still in beta and the results below are auto-generated. Although we do our best to make sure we provide accurate information, we do not take responsibility for the content published by institution representatives on this page. Please report any inaccuracies you happen to find to our support so we can improve the experience for all users.

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PhD in Educational Studies

• EdD in Educational Leadership and Policy
• MA in Educational Studies
• MEd : (ALE) Adult Learning and Education
• MEd : (ALGC) Adult Learning and Global Change
• MEd : (CULE) Curriculum and Leadership
• MEd : (EDAL) Educational Administration & Leadership
• MEd : (HIED) Higher Education
• MEd : (SCPE) Society, Culture & Politics in Education
• MEd : Ts’‘Kel Concentration
• Adult Learning and Education Diploma
• ALE Graduate Certificate Program
• HIED Graduate Certificate Program
• ALE Undergraduate Certificate Program
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Graduate admission

• Requirements

The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.

Students are required to take three doctoral seminars. All other courses in a student’s program are determined in consultation with faculty. Students in the PhD program typically devote two years to coursework, and two to four years to developing and carrying out a research project designed to make an original contribution to knowledge in the study area.

The university allows doctoral students up to six years to complete program requirements. There is no set number of credits required for PhD programs at UBC.

For further facts and figures about the PhD in Educational Studies, please click here .

Admissions Requirements for Graduate Study

All graduate program applicants in the Department of Educational Studies (EDST) must meet the minimum entry requirements established by the Faculty of Graduate Studies, which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Admission to the PhD program is highly competitive, based on the pool of applicants considered by the Admissions Committee, and subject to university and departmental requirements and departmental capacities for supervision.

More Info: http://www.grad.ubc.ca/prospective-students/graduate-degree-programs/phd-educational-studies

Please note: Applicants with full-funding from scholarships, fellowships, or alike, are still required to complete the PhD application process in the Department of Educational Studies (EDST).  In addition, all applicants will undergo adjudication by the PhD committee to determine admission. To be clear, applicants who bring full-funding with them are not automatically admitted .

General Eligibility

To be eligible for admission to a PhD program at UBC, applicants must hold a master's degree (or equivalent) from an approved institution with clear evidence of research ability or potential; or a bachelor’s degree with one year of study in a master's program with 12 credits of first class average, of which 9 credits must be at the 500-level or above and at least 9 credits must be of first class standing and clear evidence of research ability or potential. (For more detailed admissions requirements, please see the links below).

Graduate and Postdoctoral Studies - Minimum Academic Requirements: Canadian or U.S. Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-canadian-or-us-credentials

Graduate and Postdoctoral Studies - Minimum Academic Requirements: International Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:

• TOEFL (Test of English as a Foreign Language): Minimum score of 600 (paper version), 250 (computer version), 92 with a minimum of 22 in each component (iTB) is required for admission to all programs in Educational Studies. Visit TOEFL’s website
• IELTS (International English Language Testing Service): Minimum overall band score of 6.5 with no other component score less than 6.0.
• MELAB (Michigan English Language Assessment Battery): Minimum overall score of 81.

The applicants must have an official report of their score on one of these tests sent directly from the testing service to the Graduate Program Assistant, Department of Educational Studies at the address below by the application deadline. Score reports more than two years old will not be accepted.

More Information: http://www.grad.ubc.ca/prospective-students/application-admission/english-proficiency-requirements

Most importantly with regard to a PhD application, please note that among other applicable requirements requested by the Faculty of Graduate Studies and by other UBC competent jurisdictions, as part of such an application you must submit:

• A Statement of Intent (800-1200 words) which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest. Such a statement should also articulate the general research directions you would like to pursue during your program, if admitted. This statement should be 800-1200 words.
• A sample of your writing and engagement with research  (maximum 5,000 words without references). The intent is to demonstrate your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper
• Entries on your transcript showing evidence of having taken courses on research methods (quantitative, qualitative, mixed methods, ethnographic or philosophical) and research more generally at the Masters level.

Also, while this is not a requirement, it is very important for you to contact at least one faculty member who could be a potential supervisor of your work (has expertise and interest in the area and/or topic you want to focus on) and inquire whether they would be willing to supervise your work ( see list of faculty and areas of expertise at: https://edst.educ.ubc.ca/faculty-staff/faculty ). Even if they do not commit to supervising your work, you could list such a faculty member (one or even two is acceptable) as a potential supervisor when you apply (which would provide further proof of your suitability for the PhD and familiarity with the programmes and areas of expertise of faculty).

In May 2017 the UBC-V Senate approved the establishment of a university-wide minimum funding level for all PhD students. Specifically, all full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a minimum funding package equal to $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

For more information, see:

https://www.grad.ubc.ca/awards/minimum-funding-policy-phd-students

Doctoral students are also expected to apply for and obtain  funding. Our faculty are very supportive in this regard, and are able to help their supervised students build their applications, as well as supporting them by writing letters of appraisal.

If you do not live in Vancouver at present, you may want to consider the cost of living in Vancouver, and obtain further information from the website of the Faculty of Graduate Studies ( http://www.grad.ubc.ca/prospective-students ).

Program Requirements

Program Worksheets are available here: https://edst.educ.ubc.ca/resources/policies/

Doctoral Seminar and Colloquium

There are three required courses in the PhD program.

The first doctoral seminar (EDST 601A) is designed to help beginning students become familiar with the department, policies and procedures related to doctoral studies, and for an examination of critical theoretical traditions and conceptual problems in the social sciences as applied to education.

The second doctoral seminar (EDST 601B) exposes students to positivist, interpretive, historical, and philosophical methods, and a deep understanding of current methodological issues and debates.

The third doctoral seminar (EDST 602) explores what it means to engage in a doctoral experience with particular focus on scholarly writing, preparing for comprehensive exams, and thesis proposals.

Coursework in Specialization

Students in the PhD program are expected to take courses in their specialization so that they are familiar with current theory and research. Courses are selected in consultation with an adviser or program advisory committee.

Courses in the student’s specialization should be completed in the first year of the program.

Other Coursework

PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary educational theories. Doctoral study is oriented toward the thesis research, but relevant coursework beyond the student’s specialization is recommended.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to master the particular methods relative to their research. Developing proficiency in research methods normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan.

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after their coursework and before they present their research proposal. The examination is prepared by the student’s program adviser or research supervisory committee. Details about the mechanics of the examination and the options in format of the examination can be obtained from advisers or the department’s Graduate Program Assistant.

The PhD thesis is an original piece of research in the student’s area of specialization. Students develop research proposals which must be approved by a research supervisory committee of a supervisor and at least two other committee members. Research supervisory committees provide direction to the student, read and critique drafts of the thesis, and participate in the final oral examination.

PhD Residency

There is no residency requirement per se, but PhD students are expected to make steady progress through their coursework, comprehensive exams and thesis research. Current policies require PhD students to achieve candidacy by the end of their third year of study. Achieving candidacy involves completing all coursework, passing the comprehensive exam and having an approved research proposal.

Apply Online: http://www.grad.ubc.ca/apply/online/

Admission to the PhD program is on a competitive basis, within the broader context of the pool of applicants considered by the Committee, subject to university and departmental requirements and to departmental capacities for supervision.

Applications should be submitted online at  www.grad.ubc.ca/apply/online . All of the following components of an application must be received by the department’s Graduate Program Assistant before the file can be reviewed by the appropriate admissions committee. Without complete documentation, the application review process cannot begin.

a. Online UBC application form . When you submit an online application at  www.grad.ubc.ca/apply/online , the completed form is automatically forwarded to the Department's Graduate Program Assistant. A non-refundable processing fee payable is to UBC: see the cover of the official UBC application form for the exact amount.

b. Upload digital copies (.pdfs) of official transcripts.  See Digital Copies of Official Transcripts tab for details

c. Three references –  The purpose of the references is to provide a comprehensive portrayal of your relevant background and capacity to complete the PhD. Letters of reference should speak to your ability to pursue research and produce scholarly writing at the doctoral level. Suitable referees include professors, supervisors, principals, or other persons to whom you are, or have been, accountable academically in employment or as a volunteer. Academic references are preferred. If the original letter is in another language, the letter must be accompanied by a certified English translation. There are three possible formats for references:

• Electronic references : In the online application system, applicants are asked to provide an email address for each referee. Once the online application has been submitted, a unique link will be emailed to each referee, allowing her or him to log in to a secure site and submit an online reference or upload a reference document as an attachment.
• Letters of reference (hard copy or email attachment) : Your referee may wish to send a paper letter. Paper letters of reference should be on referee’s official letterhead and must be mailed directly by the referee to the Graduate Program Assistant (see address below) in a sealed and endorsed envelope, or as a .pdf email attachment.
• Reference forms (hard copy or email attachment) : UBC provides a  general reference form . Your referee may fill out this form and mail it directly to the relevant program in a sealed and endorsed envelope, or send it as a .pdf email attachment.
• All references must be sent by referees directly. Reference letters or forms submitted by the applicant will not be accepted .
• The application system and department are unable to accept referee emails from Hotmail, Yahoo, Gmail, MSN or other free email accounts.
• By “sealed, endorsed envelope” we mean that the envelope needs to be sealed and that the signature of the referee be placed over the seal (i.e., partially on the flap and partially on the rest of the envelope).

Note: It is advisable to contact referees and inform them of the Admissions deadline early in your process.

d. Statement of intent.  You need to describe your specific interests in pursuing a PhD and precisely why you are applying to the Department of Educational Studies and to the program or concentration you have selected (800-1200 words). This statement should highlight the following:

• Your engagement with graduate research , which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest.
• The general research directions you would like to pursue during your program, if admitted.
• Name(s) of faculty member(s) with whom you have been in contact and/or who you identify as being suitable as research supervisor

e. Writing Sample (maximum 5,000 words without references)

• The intent is to demonstrate your engagement with research and your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper.

f. Curriculum Vitae / Resume

Please provide a CV as evidence of your potential to succeed in EDST at the graduate level.

After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted by the application deadline. The Admissions Committee will only review completed applications. You can check the status of your application and supporting materials through the online application system .

Applicants from outside Canada should be aware of additional requirements that may apply. Please read the following to determine which of these requirements may apply to you.

International Credentials Equivalency

Please see the Office of Graduate and Postdoctoral Studies website: http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

International Transcripts and Translation Requirements

See International Transcripts and Translation Requirements tab for details

Entering Canada

To enter Canada, a “Student Authorization” (Student Visa) is required. Apply as soon as possible to the nearest Canadian Consular or Immigration Office since it may take 8–10 weeks for processing. For applicants applying from the People’s Republic of China it may take 3–6 months. Applying for a Student Authorization requires a UBC letter of admission/acceptance; a valid passport; and evidence of adequate funds for tuition, maintenance of the student and, if married, the student’s spouse and children, plus travel funds to and from Canada. Please consult the Immigration Canada website:  http://www.cic.gc.ca/english/index.asp .

If the application for a visa is approved, the UBC letter of admission/acceptance will be returned to the student and must be retained for presentation to the Immigration Officer at the Canadian point of entry.

Canadian Transcripts

UBC has changed its application document requirements.

If you are applying to begin study in 2016 or beyond, you will normally scan and upload digital copies (.pdfs) of official required documents in the application system. These are considered "unofficial documents". These uploaded copies of your official documents will be used for initial evaluation of the applicant.

Conditional admission offers may be made based on documents uploaded to the application system. However, admission offers will not be finalized and applicants will not be allowed to register in a graduate program until one set of all required official academic records are received and validated by the University.

UPLOADING UNOFFICIAL COPIES OF TRANSCRIPTS IN THE APPLICATION SYSTEM

Applicants with Canadian transcripts (other than UBC) must obtain an official paper transcript for every post-secondary institution they have attended.  UBC transcripts are not required.

Each transcript should be scanned as an individual .pdf file and then uploaded to the application system as indicated. They should be named: "Applicant Full Name-Document Description.extension"

Kelly Smith-University of Waterloo Transcript.pdf Kelly Smith-CV.pdf Kelly Smith-Journal of Neurosciences Paper.pdf

Transcripts must be scanned front and back. All pages of one transcript, front and back, should be uploaded as a single file (rather than a separate file for each page).

OFFICIAL TRANSCRIPTS

To be considered official, academic records must either be received in official university envelopes, sealed and endorsed by the issuing institution, or be sent via secure electronic delivery by the issuing institution.

If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration. Do not send official transcripts before receiving an offer of admission unless you have received special instructions from the graduate program to which you have applied.

Documents being provided to meet conditions of admission should be sent directly to:

Graduate & Postdoctoral Studies University of British Columbia 6371 Crescent Rd Vancouver, BC CANADA  V6T 1Z2

CURRENT AND FORMER UBC STUDENTS

You do not need to submit UBC transcripts as part of your graduate application, as this data is already available through the student database system. However, be aware that you are still responsible for submitting transcripts from all other post-secondary institutions that you have attended (e.g., exchange year, transfer year, etc.).

International Transcripts and Translations

UPLOADING UNOFFICIAL COPIES OF REQUIRED DOCUMENTS IN THE APPLICATION SYSTEM

Applicants with transcripts from non-Canadian post-secondary institutions must obtain an official paper transcript for every post-secondary institution they have attended.

Each transcripts should be scanned as an individual .pdf file and then uploaded to the application system as indicated. Otherwise, they should be named: "Applicant Full Name-Document Description.extension"

Peng Zhang-Peking University Transcript.pdf Peng Zhang-Peking University Transcript English Translation.pdf Peng Zhang-CV.pdf Peng Zhang-Journal of Neurosciences Paper.pdf

If you have transcripts that are issued in a language other than English, then in addition to uploading digital copies of the documents in their original language, you must also upload a certified literal English translation of your transcripts from your home university's translation service or certified English translator.

Please consult the document scanning and uploading instructions provided within the online application for detailed instructions.

OFFICIAL DOCUMENTS

After being offered admission: If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration.

If an official transcript does not indicate the degree name and the degree conferral date, then an official copy of the degree certificate must also be submitted

If your university issues only one original copy of transcripts/degree certificates:

Make photocopies of your original academic records and send them to your home university. Ask your home university to:

• verify that the photocopies are consistent with their records.
• attest that the copies are true photocopies and stamp them with an official university stamp.
• put the attested, stamped photocopies in sealed envelopes endorsed by the Registrar.
• mail the sealed, endorsed envelopes directly to Graduate & Postdoctoral Studies.

If your transcripts are issued in a language other than English:

• arrange to have a set of all official transcripts issued in their original language.
• obtain a certified literal English translation of your transcripts from your home university's translation service.
• send both the original transcripts and the literal English translation to UBC Graduate & Postdoctoral Studies.

If your home university does not provide English translations of transcripts:

• make a photocopy of your copy of your transcripts. Do not open a sealed, endorsed envelope containing transcripts intended for submission to your program.
• take the copy to a certified English translator and ask them to provide a complete, word-by-word, literal English translation.
• tell the translator to put both the original language photocopy and the English translation into a sealed envelope, and endorse the envelope by signing across the seal.
• send the sealed, endorsed envelopes from the translator to UBC Graduate & Postdoctoral Studies.
• send your original transcripts in the original language to UBC Graduate & Postdoctoral Studies.

Note: Academic records must be translated in their entirety, including any information that appears on the reverse side of any document.

UBC does not accept the following:

• photocopies that have not been stamped, attested and endorsed by the Registrar at your home university
• documents in envelopes that have been opened
• documents that do not arrive in sealed envelopes endorsed by the issuing institution or certified translator
• documents that arrive without the official seal of the university
• photocopies notarized by a notary public
• photocopies endorsed by a lawyer, professor, judge etc.
• unofficial translations
• non-literal translations

Do not send academic records that are not in sealed and endorsed envelopes. It will only delay the processing of your application.

Documents being provided to meet conditions of admission  should be sent directly to:

Tuition for PhD and EdD Programs

Tuition fees for PhD and EdD Programs are found on the UBC Calendar  website .

Note that fees are subject to change by the University.

Deadlines for applications

Deadlines for the EDST PhD program can be found on the EDST website .

Quick links:

Graduate Program Assistant Email:  [email protected] Tel: 604.822.6647

Department of Educational Studies Faculty of Education The University of British Columbia 6445 University Boulevard, V6T1Z2

Dr. P   Taylor   Webb , PhD Management Chair Email: [email protected] Tel: 604–822–6381

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Langue/language

Faculty of Arts and Sciences

PhD in Physics

Graduate 3-200-1-0

Language accommodations

Although Université de Montréal is a French-language university, many of our research departments are open to creating a bilingual environment for students in graduate-level programs. Students who are proficient in English are therefore welcome and accepted into graduate-level programs.

The Department of Physics provides a number of accommodations to make you feel comfortable and help you fulfill the requirements of the program even if French is not your main language of study:

• Choice of giving oral presentations in either French or English.
• Choice of writing exams in French or English.
• Possibility of taking an equivalent course at an English-language university in Montréal.
• Choice of taking the comprehensive exam in either French or English.
• Possibility of writing your doctoral thesis or dissertation in English.

Courses and specifics

• Dissertation or thesis track
• International exchange option

Admission requirements

Be sure to select your choices to display the eligibility conditions that apply to you.

• Letter of intent or of interest
• Curriculum vitae
• Additional Information Form (in French only)
• Two letters of recommendation

Costs and financial aid

$2,117.74 *

Total for a full-time session of 15 credits

Tuition fees: $1,483.65

Other fees: $634.09

These amounts are estimates and do not account for other expenses, such as costs for insurance, residence, transportation, manuals, etc.

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* These estimates cannot at any time subsitute for an invoice or be used as proof for any reason whatsoever. These calculations are based on the 2024-2025 academic year. Information updated: June 5, 2024

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$9,753.94 *

Tuition fees: $9,119.85

As an international student, you have access to exemption scholarships granted by UdeM throughout your university program. Note that for ungraduated programs, you must be enrolled as a full-time student for two sessions and reside in Quebec in the case of exclusively online study programs.

Find out about the UdeM exemption scholarship

Future prospects Pursuing a career or further studies? The choice is yours!

Research activities

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What Exactly Is the Science of Reading?

• Posted June 25, 2024
• By Elizabeth M. Ross
• Language and Literacy Development

Last summer, Professor Nonie Lesaux , faculty co-director of the Saul Zaentz Early Education Initiative at HGSE, a research program that seeks to improve literacy outcomes for children and youth, was approached with a problem. The New York State Education Department (NYSED) needed to help the 600-plus school districts that the state agency serves better understand what scientific research had to say about how children learn strong reading and writing skills. Their query came at a time when powerful public advocacy for bringing the science of reading to classrooms, which had been steadily gaining momentum, had reached a fever pitch.

Over roughly the past decade, 38 states and the District of Columbia have passed laws or introduced policies that aim to bring literacy instruction in line with decades of interdisciplinary research on the science of reading. In New York, in fact, Governor Kathy Hochul introduced a plan earlier this year to have schools in the state adopt science-based methods to improve reading instruction by September 2025.

When they approached her last summer, administrators at NYSED told Lesaux that many school district leaders and educators across the state felt “angst, confusion, and worry about the science of reading.” They weren’t sure what the term meant exactly — they had lots of questions, and they needed clarity and resources, she says, to help them “cut through a lot of noise,” including some misconceptions. 

So Lesaux produced a series of seven briefs to help the educators better understand the research, as well as the work that is needed. The briefs explore key ideas and myths about the science of reading, and leadership strategies for those in New York’s preK–12 systems who are working to improve literacy and provide professional learning supports.

Lesaux recently discussed the briefs, as well as how they have been received.

You worked with NYSED on a series of literacy briefs back in 2017. How did you build on that previous work with this new set of briefs?

Literacy is still the multifaceted, complex construct that it always has been, and the demands on the learner and the citizen today, in this global knowledge-based economy, are significant. You have to develop literacy skills to a level that is much higher than might have been necessary even 25 years ago, for entry into the workforce and for a good wage and income and lifestyle — that hasn't changed. … There is some overlap [in the briefs] because the knowledge base didn't change much. I think what changed, which was super important for the field, is the public became much clearer that there are effective and ineffective ways to teach early word reading.

In your first brief, you say that the science of reading reflects more than 50 years of research across multiple disciplines about how children successfully learn to read and write. If there is so much research and evidence, why has there been so much confusion about effective literacy instruction?

I think what has created some of the confusion is that there are a couple curricula and approaches that took hold at large scale — this kind of “leveled reader” approach, “balanced literacy” —  and the field took that up and the research was not there. In fact, it's deleterious for some kids because it's not the right approach. It's true that phonics instruction should be very explicit and direct, and that is not the same as teaching language and comprehension. And we need the language and comprehension teaching, but we can't confuse the two. And I think for far too long there was sort of this text-based approach to teaching phonics that wasn't actually the explicit direct instruction that a very significant number of children both need and respond so well to. But I think the danger is that we then swing the pendulum and pit the two ideas against each other, ideologically, and create this thing called “the reading wars,” when in fact we know we need a strong plan for phonics, and we need a strong plan for language and comprehension. It sounds so basic, and yet the politics and some of the ideologies of what it feels like to educate in developmentally appropriate ways got in the way of all of this. You know, rote explicit phonics instruction only needs to be about 20 minutes a day, but if you overdo it and it becomes synonymous with your reading instruction, you don't have a very engaging academic environment. When you do it really well and in the short burst that every first and second grader needs, it becomes very reinforcing and exciting because kids see their growth.

In one of your briefs, you set out to debunk common myths about the science of reading and you point out that learning to read and reading to learn should not be two distinct stages. You say effective teaching aims to teach all skills simultaneously from the earliest years?

Yeah, we need to stop pitting the two and we need to do both really well…. [and be] honest about the fact that there are lots of kids who don't have a vulnerability in the phonics area and don’t need more than the standard foundational instruction in this area, but who have very underdeveloped vocabulary and comprehension skills, you know, à la achievement opportunity gaps, and need a lot of content building knowledge. So, if we turn around and only do structured rote phonics programs, ad nauseum, they’re no better off for the long run.

What you mentioned about building up students’ background knowledge, to assist with reading comprehension, makes me think about the work of HGSE’s Jimmy Kim , correct?

Definitely. Jimmy’s portfolio of research has shed light on the effective strategies and the complexity of building up knowledge and comprehension skills. The same is true for Meredith Rowe's vocabulary work . There are others at HGSE, like Nadine Gaab with her [dyslexia] screening work , whose research is equally important. We’re all in the same fight together, contributing in specific ways for the same outcomes, but we're all looking at different pieces.

Regardless of what which pieces we’re each focused on, some of the feedback that I get repeatedly [from school districts] is that it's so helpful that we step back and look at the policy and practice landscape and look at what the research really tells us about where we are, and then craft guidance in the form of resources and tools.

Additional resources

• American Public Radio's Sold a Story podcast
• The Science of Reading Literacy Briefs, NYSED
• Harvard Ed. magazine explores the next phase of the Reach Every Reader initiative
• Professor Catherine Snow puts the "literacy crisis" in context on the Harvard EdCast

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

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A former University of Arizona graduate student who killed a professor on campus has been sentenced to life in prison

The Associated Press

June 24, 2024, 6:08 PM

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TUCSON, Ariz. (AP) — A former University of Arizona graduate student who killed a professor on campus has been sentenced to life in prison.

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Graduate prospects boosted as most sectors see growth

There are plenty of employment opportunities for graduates as employers battle for skilled and talented workers.

It has been predicted that 21,000 jobs will be created in the biopharma sector by 2027. Photograph: iStockphoto

The class of 2024 has not had it easy. Most of this year’s graduates started college a few months after Covid-19 hit. For most of their first year, Ireland was in and out of lockdown, and further and higher education generally took place remotely.

They missed out on that in-person college experience and, with that, missed out on the chance to get involved in student life. The jobs they traditionally rely on didn’t exist, with hospitality and retail businesses either shuttered or on hold. And then, just when things finally seemed to be returning to normal, inflation soared and rents continued to rise, making student life simply unaffordable for many.

To date, the cost of living remains high, and younger people – who are usually on lower incomes because they’re starting off in their career – have borne the brunt.

But here’s the good news: Ireland is in a jobs boom. Unemployment is very low and the rate of inflation is slowing, according to the most recent analysis from the Economic and Social Research Institute.

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For graduates who are staying in Ireland this means that there are plenty of employment opportunities – and, once again, this should give graduates the upper hand as employers battle for skilled and talented workers.

“Lots of sectors are busy and buoyant,” says career psychologist Sinéad Brady. “Ireland is at full employment. There were some lay-offs in the tech sector last year but now there are plenty of jobs in areas like software, cybersecurity and artificial intelligence.”

AI is likely to affect between 30 and 60 per cent of jobs, Brady says. Some sectors will benefit and others may see displacement.

“Psychologists, actors, athletes and anything that depends on human skill may be better protected,” she says. “But graduates are increasingly thinking of terms of the suite of skills that they bring to workplaces. Every time you engage with new information or in a new way, you deepen those transferable skills, and in this fifth industrial revolution people will recruit for transferable skills and talents, as well as the ability to do the job and get along with people.”

Joan McNaboe, research manager of the skills and labour market research unit at Solas, the further education and training agency, says most sectors are growing and graduate recruitment looks set to be strong.

Every year the Expert Group on Future Skills Needs, of which Solas is a member, releases a skills bulletin to highlight the main areas where employers are reporting skills shortages. It also releases in-depth periodic reports on skill requirements in certain areas.

In April its report on the financial services sector forecasted that the international financial sector will need to recruit between 6,000 and 9,000 people by the end of 2027, particularly in the areas of fintech and payments, asset management, investment funds and securities services, insurance and reinsurance, international banking, wholesale capital markets, and aircraft leasing and finance.

While many of these skills shortages will be more acutely felt at higher-level, more specialised roles, the study suggests that there could be a shortfall of more than 4,000 graduates by 2027.

In the biopharma sector, meanwhile, the expert group predicts that 21,000 additional jobs are likely to be created in Ireland by 2027. The report points to a potential shortfall of 3,000 graduates entering the sector, with a new demand for specific skills in manufacturing, digitalisation, regulation and research and development.

“Skills for the digital transformation of the sector are going to be very important, as are leadership and transversal skills,” the report states.

This may be particularly good news for non-Stem graduates, as these are precisely the types of skills that they bring to the table. And it highlights how humanities and business graduates can apply their skills to bring a deeper analysis – particularly in relation to proper use and application of new and emerging technologies – to all sorts of sectors.

“In all the statistical analyses across various sectors the arts graduate can get a bit lost but it is not a bad time for them, either,” McNaboe says. “We are seeing, for instance, lots of sales roles, and with the labour supply shrinking, they have a chance to pick and choose the roles they want.”

He adds: “The sustainability agenda, including the growth of renewable energy, is creating jobs. There may be a little caution around ICT but it is still a huge sector and ICT professionals are still needed across the economy. Pressure on the Government to deliver on construction targets is creating jobs across the sector, including civil engineering and quantity surveying roles, alongside trades like carpentry and plumbing. Employment is rising in healthcare.”

The recent closure of Token, a popular arcade bar in Smithfield, Dublin, prompted much soul-searching about how even successful, popular hospitality businesses are struggling to keep on top of ever-rising costs. Does this indicate that hospitality and retail may be one of the few areas where graduates could struggle to find jobs? And, as many graduates often work in customer service or hospitality for a while after college, could it affect them?

“The sector may be under pressure from the cost of living and the ongoing recovery from Covid-19 closures, and the sector faces challenges, but there are still quality jobs available in it,” McNaboe says.

“Overall, if you are looking for work, there are opportunities.”

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PhD in Health Sciences Education

• Master of Arts in Educational Psychology
• Graduate Certificate in Foundations of Health Sciences Education
• Medical and Health Sciences Education Electives
• Meakins Fellowship
• Class of Medicine 1970 Educational Award for Teaching Excellence and Innovation

Applications for Fall 2025 will open on September 15, 2024.

The PhD in Health Sciences Education is a unique, interdisciplinary and interprofessional program offered by McGill University’s Institute of Health Sciences Education (IHSE), within the Faculty of Medicine and Health Sciences.

This program uses a theoretical approach to guide aspiring researchers in health professions and health sciences education (HSE) to develop the skills to make conceptually informed design and methodological choices in their research projects.

After completing the program, students will join a new, innovative and fast-growing field in the health sciences, where researchers from a broad range of disciplines contribute practice-informed evidence that advances:

• societal health and well-being
• the quality and safety of patient care
• the education of the next generation of health care professionals.

As PhD students are based at the IHSE, a unit specially devoted to the field in Canada, they will also gain opportunities for networking, collaboration and mentorship, as well as access to research and clinical sites.

The PhD program is offered on a full-time basis at the IHSE, located on the McGill University campus in downtown Montreal.  

Who should apply?

This program is designed for qualified candidates from various disciplines (e.g. health professions, biomedical and natural sciences, humanities and social sciences, and education) who possess a strong background in teaching, mentoring, coaching and educational scholarship.

As this program focuses on theoretical perspectives and research design, it is expected that candidates aspire to produce original and theoretically informed research and contribute to new evidence within HSE.

Accepted candidates will be eager to develop expertise in research, educational scholarship, knowledge translation (including written and oral communication), leadership, research mentoring, capacity building, career development and grant writing.

Structure and Delivery

This four-year PhD program covers a broad spectrum of topics within health professions education and health sciences education.

Completing the PhD program involves:

• completing mandatory courses (see below) that focus on theoretical perspectives of relevant topics and research design during the first two years
• completing an advanced methodology course of the student’s choosing
• passing a comprehensive written and oral examination, which will cover the content of the mandatory courses and the student’s own research project
• producing, submitting and defending a PhD thesis, as an original and theoretically informed contribution to health sciences education.

During the third year, students are expected to continue to work on their thesis and are expected to submit their thesis by the end of the fourth year. Students will also deliver an oral defense of their research project.  

Course Information and Assessment

The following courses in the PhD program are mandatory in the first two years of the program:

Health Sciences Education: The relationship between research knowledge and health educational practice, including the continuum of knowledge creation and engagement; education and healthcare systems, including research on: policy, governance and regulation; program design and teaching and learning approaches in health sciences education (HSE); assessment and evaluation frameworks, including: quantitative and qualitative approaches; social accountability in HSE and HSE research including: equity, diversity and inclusion; and professional research skills, including: research management, academic communication in various genres, and research supervision.

Offered by: Health Sciences Education

• Prerequisite: Permission of the Instructor
• Students must register for both HSED 702D1 and HSED 702D2
• No credit will be given for this course unless both HSED 702D1 and HSED 702D2 are successfully completed in consecutive terms
• Language of instruction is English.
• Peter I Nugus

Health Sciences Education: For description see HSED 702D1 .

• Prerequisite: HSED 702D1
• Winter 2025
• Maryam Wagner, Carlos A Gomez-Garibello

Health Sciences Education: Various frameworks, theories and methodologies that contribute to health sciences education (HSE) research, and how these elements fit together to make a particular project coherent. Examination of the character of inter-disciplinary academic contributions and foci in HSE research. Emphasis on different types of research perspectives (such as constructionism, postmodernism and positivism) and approaches (qualitative, quantitative, participatory and mixed-methods).

• Language of Instruction is English.
• Meredith E Young

Health Sciences Education: An examination process covering two components: a written component and an oral component. Submission of a written proposal for examination which, following responses or amendments and re-examination, is the basis of an oral examination. The comprehensive examination must be passed by all doctoral candidates in order to continue in the doctoral program.

• Prerequisites: HSED 702 , HSED 703
• Language of instruction is English

Program Details

Instructors and supervisors.

Tamara Carver , PhD, Director of the Office of Ed-TECH, Associate Professor, Institute of Health Sciences Education and Associate Member, Department of Surgery

Carlos Gomez-Garibello , PhD, Assistant Professor, Institute of Health Sciences Education

Jason M. Harley , MA, PhD, Associate Professor, Department of Surgery and Associate Member, Institute of Health Sciences Education

Elizabeth Anne Kinsella , MAdEd, PhD, Director and Full Professor, Institute of Health Sciences Education and Associate Member, School of Physical and Occupational Therapy

Sylvie Lambert , RN, PhD, Associate Professor, Ingram School of Nursing and Principal Scientist, St. Mary’s Research Centre

Monica Molinaro , PhD, Assistant Professor, Institute of Health Sciences Education

Peter Nugus , MA (Hons), MEd, PhD, Associate Professor and Associate Director (Graduate Programs), Institute of Health Sciences Education and Associate Member, Department of Family Medicine and Department of Oncology

David Ragsdale , PhD, Associate Professor, Department of Neurology and Neurosurgery at the Montreal Neurological Institute and Associate Member, Institute of Health Sciences Education

Charo Rodríguez , MD, MSc, PhD, Professor, Department of Family Medicine and Associate Member, Institute of Health Sciences Education

Linda Snell , MD, MHPE, Professor and Associate Director (Outreach), Institute of Health Sciences Education and Professor, Department of Medicine

Yvonne Steinert , PhD, CM, Professor, Department of Family Medicine and Faculty Member, Institute of Health Sciences Education

Aliki Thomas , PhD, OT, Associate Professor, School of Physical and Occupational Therapy and Associate Member, Institute of Health Sciences Education

Maryam Wagner , BSc, BEd, MEd, PhD, Assistant Professor, Institute of Health Sciences Education

Meredith Young , BSc, PhD, Associate Director (Research) and Associate Professor, Institute of Health Sciences Education

Admission Requirements

Applicants must apply through McGill University's Slate application system . To be considered for this program, candidates must provide:

• An indicative research proposal (two pages, including references). Although this is not expected to be a complete or final proposal, it should show that the candidate has given thought to the appropriate design and conduct of a research proposal that is situated in the field of health sciences education. It is suggested that the candidate use headings, such as Introduction/Background, Methodology and Expected Contributions.
• The transcripts of the applicant should show a Cumulative Grade Point Average (CGPA) of at least 3.4 out of a possible maximum CGPA of 4.0, or a GPA of 3.6 out of 4.0 for the last two years of full-time studies.
• A personal statement (1-2 pages)
• A Curriculum Vitae (CV) identifying the candidate’s formal qualifications, scholarly outputs, background or experience as an educator, work experience, any relevant prizes received, any financial awards/grants received for scholarly work, and any community or professional service that would demonstrate potential contribution to and engagement with the IHSE community.
• A writing sample (no more than 10 pages) that should showcase the candidate’s writing ability. It could be a published article, book chapter or assignment submitted in a previous course.
• Two written references, which should convey the candidate’s ability, attitude, commitment, productivity and work ethic, that would enable them to successfully complete a PhD in Health Sciences Education.

The Slate application system has separate sections for uploading transcripts and details of referees. Other documents need to be uploaded under “Supporting Documents”. Candidates are also expected to attend an online or in-person interview with the prospective supervisor and the Associate Director (Graduate Programs) prior to or during the application process.

We expect candidates to ensure they meet the full criteria for admission before applying.

Research Domains

Students can choose from a range of topics within HSE research for their research project. At the IHSE, members are engaged in a wide variety of educational topics related to health care, including:

• Professionalism and Professional Identity Formation
• Faculty Development and Continuing Professional Development
• Innovations in Teaching and Learning
• Assessment and Program Evaluation
• Decision-Making and Clinical Reasoning
• Education and Health Care Systems

Cutting across these domains are the following principles and strategies, which reflect the IHSE’s commitment to patient- and learner-centred research:

• Advancement of Theory and Research Methodology
• Development of Policy and Practice
• Knowledge Translation
• Social Accountability

Tuition Fees

Tuition fees for this program can be found on the Student Accounts website . On this site, you will find tuition fees and charges for each semester. These may fluctuate based on annual adjustments to the fees and charges.

For the duration of their PhD, students are required to apply for scholarships each year to fund their studies.

Benefits and Professional Opportunities

Upon completion of the PhD in Health Sciences Education, the student is expected to be able to:

Design, conduct and disseminate a conceptually coherent and ethical research project, which makes an original contribution to the field of HSE research

Demonstrate a core area of content expertise, based on detailed understanding of different approaches and perspectives related to HSE research

• Demonstrate a core area of methodological expertise relevant to HSE research

Demonstrate understanding of the relationship between topics in HSE research, and the conceptual, professional, policy, translational and social accountability implications of various HSE research topics and perspectives

Facilitate knowledge production and knowledge exchange from a range of conceptual and methodological perspectives, to address a range of research and applied challenges in HSE

Engage and develop new ways of learning that result in interdisciplinary and interprofessional collaboration, with strong understanding of and ability to navigate complex applied health services and contextual issues

Develop HSE research networks both within academia as well as the broader health sciences, educational, institutional, and policy-oriented communities to facilitate knowledge translation and exchange

Furthermore, the student may find employment in:

A medicine and health sciences faculty within a university as a professor, researching and teaching health sciences education

The health system, as a clinician-educator or clinical education manager (e.g. medical or surgical residency director, or nursing preceptor)

The health system or in a university, undertaking research and practice in the management and facilitation of accreditation, curriculum development, learning, or assessment and evaluation

Policy-making in education or health care

Industry, as a strategic learning development lead in, for example, the biotech, pharmaceutical or medical equipment industry

For more information, please contact: Institute of Health Sciences Education Lady Meredith House, Room 205 1110 Pine Avenue West Montreal, Quebec H3A 1A3 E-mail: gradcoord-ihse.med [at] mcgill.ca

Please note: McGill University reserves the right to make changes to the program, content, and services as it deems necessary.

Department and University Information

Institute of health sciences education.