phd in education online ucl

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Education (Online) MPhil/PhD

Ucl (university college london), 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

Education Studies

Course type

The UCL Institute of Education (IOE) has specialised, research-active staff who are able to supervise students in education and related social sciences, including leadership, management, and teaching and learning in all phases of education, from early years through schooling and post-compulsory education to professional and lifelong learning. Other areas include health, the life course and economics.

IOE doctoral graduates progress to a diverse range of careers in research, policy, management and practice, within education, cultural sectors and related areas of social science.

Students gain experience of planning and implementing research methodologies, academic writing and presentation, management of their own research projects, and engagement with a wide range of researchers, practitioners, policy-makers and other groups relevant to their chosen topic.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience. Students without a Master’s degree who have completed the UCL PGDip in Social Science Research Methods, obtaining a grade B or above in any two or more modules, may also be considered for admission to this programme.

UCL (University College London) is consistently ranked among the top ten universities in the world, conducting leading research across a wide range of subject areas. Throughout its long and prestigious history, it has inspired and educated countless minds and produced 30 Nobel prize recipients. With one campus located in the heart of Bloomsbury and a second campus in vibrant east London, the university is home to around 42,000 students... more

Education and Technology MA

Full time | 1 year | 23-SEP-24

Psychology of Education MSc

Education (science) ma, education (geography) ma, engineering and education msc.

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Come and join over 20,000 graduate students from 150+ countries, studying more than 650 graduate degree courses.

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Become the teacher you want to be

IOE, UCL's Faculty of Education and Society, offers PGCEs in Early Years, Primary, Secondary and Further Education. Our unique gradual approach, carefully chosen placements and the constant support from our lecturers, tutors and school mentors will allow you to start teaching in just one year.

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20 february 2024 — 28 june 2024.

Online - Open day

Book a virtual 1-2-1 about Humanitarian Policy and Practice MSc

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Book a 15-minute appointment with Dr James Smith, Deputy Programme Director, Humanitarian Policy and Practice MSc at UCL. Ask any questions you have about the programme, admissions, or studying at UCL.

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UCL DOCTORAL SCHOOL

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'InfraSkin2' by Vasileios Chlorokostas, Bartlett School of Architecture

Welcome to the Doctoral School website

The Doctoral School is committed to ensuring that the quality of research training at UCL is at the highest international level. We aim to ensure that you as a research student or supervisor work in a high quality research training environment. UCL is proud to have been judged to be one of the leading research universities in the world. We aim to develop creative rigorous researchers for both academic and non-academic research careers across the world.

Through courses, inter-disciplinary programmes, and scholarships we encourage research students to look beyond the boundaries of their chosen discipline, as well as sharing and broadening knowledge across disciplines through societies and competitions. All of these activities are detailed on this website with links to all elements of the doctoral research training environment here at UCL.

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PGCE Teacher Development

Page contents

• 1 Introduction
• 2 Key features
• 3 General entry requirements
• 4 Course overview
• 5 Key dates
• 6 Admissions
• 7 Fees, funding and payment
• 8 Career opportunities
• 9 What our students say

You are reading:

Course information>

September 2024

Become a better teacher and learn from colleagues working in schools around the world with this valuable internationally recognised professional qualification. Reflect on your practice and different models of teaching within the context of the latest research from academics at University College London (UCL).

Key features

Enhance your teaching practices while studying.

Develop your professional teaching practice to ensure the best outcomes for your students and keep up with necessary developments such as the rise of online learning. Join a global classroom and collaborate with students from diverse cultures, educational systems and international contexts to reflect on successful methods around the world.

A trusted name in distance learning

Founded in 1836, the University of London is one of the oldest and most prestigious universities in the UK and is internationally regarded as a centre of academic excellence. In 1858, we made our degrees available to study anywhere in the world. Graduates continue to make significant contributions worldwide.

Qualify for master’s level study

Gain a useful entry route for potential master’s-level study with a programme that offers the same level of study as in the final year of an undergraduate degree. It may help students who may not have had the opportunity to get an honours-level undergraduate degree when completing earlier study.

First in the world for education

Enrich your teaching with cutting-edge research by experts at the IOE, UCL's Faculty of Education and Society, a top-ranked institution that hosts over 200 research and consultancy projects at any one time. IOE is ranked best in the world for Education in the 2023 QS World University Rankings by Subject.

Join a global alumni community

Be part of our global alumni community, joining a distinguished list of University of London alumni from Nobel prize-winners to leaders in law, finance, humanities and other fields in more than 190 countries. Enjoy wide-ranging benefits including events, free online courses and more.

Fit your studies around your life

Study independently around your commitments from anywhere in the world. Enhance your professional experience with a prestigious qualification no matter where you are based and without putting your career on hold while you study. Continue to build your career momentum while gaining the knowledge and skills to unlock future opportunities.

General entry requirements

Course overview, programme structure, modules and specification show.

You must complete two 30-credit modules to complete the Professional Graduate Certificate in Education, Teacher development.

• Module 1: Thinking about Learning [TD3001]
• Module 2: Learning in Teaching [TD3002].

You must commence module 1 before beginning module 2.

Thinking about Learning

You will study theories about how learning happens in the classroom and what research tells us about learning. To achieve this, you develop a learning journal based around your teaching role, which will help you reflect on your practice and your professional development as a teacher.

Learning in Teaching

This module focuses on assessment for learning and inclusion. It will help you understand the diverse needs of students. It will help you think beyond the course to your own professional development as a reflective practitioner.

• Download the Programme Specification
• View the Programme Regulations

Course modules Show

The programme comprises two core 30-credit modules

You will need to complete both modules successfully to be awarded the Certificate. You must commence module 1 before beginning module 2.

Module 1: Thinking about Learning (Open modal with additional information)

Module 2: Learning in Teaching (Open modal with additional information)

How you study Show

The qualification is delivered online and there is no requirement to come to the UK as part of your studies. It is a self-guided programme for your professional development that you will work with alongside a self-identified critical friend, and fellow students. Your professional development will be supplemented and supported by our high quality materials. Each module offers a structured learning experience with a coherent set of learning outcomes and assessment criteria to support you in your learning.

The coursework includes the requirement to undertake critical reflection and professional discussions with your colleagues. You will engage in online forums throughout your studies and enjoy the benefits of being part of a network of teachers developing a community of practice. You will choose someone to act as a critical friend/peer mentor to support you in your learning. They will do this by listening and discussing ideas in a reflective way. The critical friend will observe your professional practice with an objective eye and make notes to support discussions. A handbook will be provided so that the critical friend (who is not your line manager or principal) understands their role.

• Download details of the pedagogical approach , and the timetable of support.

 For students who reside within mainland China there is also the opportunity to undertake the programme. Please contact us to find out more.

Study materials

All essential resources, activities, videos, discussions and support are provided in the Virtual Learning Environment. This allows you to fit your studies around your working commitments. There is no need to purchase additional textbooks.

Throughout the programme, you will explore new areas of learning, reflecting on your own learning and teaching, and analyse and reflect on the experience of learning.

Online support 

When you register, we will give you access to your Student Portal . You can then access your University of London email account and other key resources: 

• The Virtual Learning Environment (VLE) . Here, you can access electronic copies of all printed study materials, resources including audio-visual and revision guides, and forums to discuss course material and work collaboratively with others. 
• The Online Library . As a student at the University of London, you will have access to a range of resources, databases, and journals via the  Online Library . You will be able to contact a team of professional and qualified librarians for any help you require.  

Senate House Library  

If you’re based in the United Kingdom, or are visiting London, make sure to visit  Senate House Library . Students studying with the University of London can join the library free of charge. Membership includes a 10-book borrowing allowance, access to all reading rooms and study areas, and on-site access to Senate House Library digital resources. 

Student Support

We are committed to delivering an exceptional student experience for all of our students, regardless of which of our programmes you are studying and whether you are studying independently or with a Recognised Teaching Centre.

You will have access to support through:

• The Student Advice Centre – provides support for application and Student Portal queries.
• TalkCampus – a peer support service that offers a safe and confidential way to talk about whatever is on your mind at any time of day or night.

Time commitment

The modules run from September to March and from March to September.

We expect participants to undertake one module per session, starting with ' Module 1: Thinking About Learning’.

The assessment strategy supports you in developing theoretically informed reflection on your own teaching practice.

Assessment is through coursework, and there are no examinations.

Academic leadership Show

Ioe, ucl's faculty of education and society.

Academic leadership for this qualification is provided by the IOE, UCL's Faculty of Education and Society, a world-leading centre for research and teaching in education and social science.

Ranked number one for education worldwide in the QS World University Rankings since 2014, the IOE was also awarded the 2015 Queen’s Anniversary Prize. In 2014, the Institute secured ‘outstanding’ grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes. In the most recent Research Excellence Framework assessment of university research, the IOE was top for ‘research power’ in education.

Programme team

The Programme Leader is Mrs Kim Insley, Associate Professor at the IOE. In addition to her work on the PGCE Teacher Development, Kim has been a primary classroom teacher, subject coordinator, PGCE and MA programme and module leader, consultant and adviser in primary and secondary education. Kim travels worldwide to support teacher education, working closely with teacher education providers in Armenia, Dubai, India, Jordan and Pakistan. She leads international teacher education strategies at the IOE and within her department is Programme lead for the MA Education (Advanced Practice) and the Graduate Diploma in Advanced Educational Practice.

Her research includes music education in primary schools focusing on the practice of the non-specialist class teacher, as well as mathematics teaching and learning, exploring access to learning for those who struggle to understand, and researching international professional development and teacher education.

March 2024 intake Show

September 2024 intake show, entry requirements show, what qualifications do you need.

For access to the PGCert Teacher Development qualification, you will usually meet the following criteria:

• An undergraduate qualification or equivalent at FHEQ level 5 or above (appropriate qualification/subject approved by University of London and checked against NARIC for compatibility)
• Qualifications equivalent to an undergraduate degree will also meet the entry requirements; for example, Pearson Level 5 qualifications
• Cambridge International Examinations: Professional Development Qualification – Diploma (Level 5) which has been examined in English and studied between January 2015 and February 2017.

All applicants are expected to be working in a school or college setting in a teaching role (as a teacher, a teaching assistant or a volunteer). In that role, they would sometimes have responsibility for the whole class as appropriate. Applicants will normally have completed the equivalent of two years teaching before they commence study on the programme. Reference letters will be requested when your application is processed by the Admissions Office. Alternatively, you can upload signed letters of reference to your application when you apply.

English Language requirements

You must satisfy the English language requirements for the programme. You can fulfil the English language requirements for our undergraduate programmes with one of the awards or proficiency tests listed .

If you do not meet the English language proficiency requirements but believe that you can demonstrate the requisite proficiency the University may, at its discretion, consider the application.

Internet Access and Computer requirements

You will require regular access to a computer (or mobile device*) with an internet connection in order to study the programme.

The computer should have at least the following minimum specification:

• a web browser with Cookies and JavaScript enabled (the latest version of Firefox or Chrome is recommended);
• a good internet connection;

 The computer should have the following applications installed:

• a word processor that accepts Microsoft Word formats (.doc and .docx);
• a pdf reader;

* Full mobile access to VLE resources is not available for all programmes.

More about computer requirements.

Fees, funding and payment

The fees below relate to new students registering for the 2024-2025 session. On average, fees are subject to a five per cent year-on-year increase. 

Students who registered earlier can view their fees on the Course Fees page .

Disclaimer: Currency conversion tool .

The full fees can be found in the fee schedule. More about course fees .

Additional Costs

You will also need to budget for:

• Textbooks (could extend to around £300 per year)
• Exam centre fees, which are paid directly to the venues where you sit your exams
• Tuition costs if you study at a Recognised Teaching Centre.

Please note: all student fees shown are net of any local VAT, Goods and Services Tax (GST) or any other sales tax payable by the student in their country of residence. Where the University is required to add VAT, GST or any other sales tax at the local statutory rate, this will be added to the fees shown during the payment process. For students resident in the UK, our fees are exempt from VAT.

Further information on Sales Tax.

Your payment provider may apply additional transaction fees. (If in doubt, please check with them before making a payment.)

Funding your study Show

Without the cost of moving to London, studying for your University of London award anywhere in the world represents excellent value for money.

You may find that your school is willing to fund your study. Sponsoring teachers on this programme will help schools to deliver on their plans to improve school performance, by supporting teachers developing their professional skills and supporting them in becoming reflective practitioners.

If you have a group of more than 15 teachers interested in doing this qualification contact us to find out about cohort groups.

More on funding your study

Paying for your course Show

You can pay your fees in a number of ways, including an online payment facility via the Student Portal and Western Union Quick Pay.

More on how to pay your fees

Career opportunities

Careers opportunity show.

This qualification will prepare students who wish to go on to Master's level study in education.

In some countries, qualifications earned by distance and flexible learning may not be recognised by certain authorities or regulators for the purposes of public sector employment or further study. We advise you to explore the local recognition status before you register, even if you plan to receive support from a local teaching institution.

Note: This programme does not confer Qualified Teacher Status in the UK.

Careers support Show

You’ll have access to a wide range of careers and employability support through the University of London Careers Service, including live webinars and online drop-in sessions.

More on the University of London Careers Service

Tailored support for careers in the refugee and humanitarian fields is available through regular programme events, webinars and careers resources.

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What our students say.

“Investing my time in this programme has proved to be quite enriching with exposure to new perspectives and learning experiences.”

Bushra Khan

Related Content

BD Divinity

LLB Bachelor of Laws

Education Research MPhil/PhD

Key information.

The School of Education, Communication & Society welcomes applications for the PhD in Education Research.  The MPhil/PhD programme offers the chance to undertake a piece of research that is worthy of publication and which makes an original contribution to your field of study. It was ranked 1st in London for research quality the Education Unit of Assessment in the latest Research Excellence Framework (REF).

We are looking for outstanding candidates to join a supportive and dynamic research community.

Students are supervised by staff in one or more of our three Research Centres:

Centre for Research in Education in Science, Technology, Engineering and Mathematics

Centre for Public Policy Research

Centre for Language Discourse and Communication

In addition to its world-leading academic contributions, the School has a proud history of contributing to public policy debates and the concerns of professional communities of practice across multiple sectors, both nationally and internationally. We provide programmes of study that lead doctoral students to the cutting edge of knowledge, and help education professionals critically analyse, research and effectively respond to changes in thinking and policy in their fields.

We recommend that prospective students read through the Research Centre webpages to find their preferred area of research and potential supervisor.

Course Detail

The School provides extensive research training and supervision on a range of themes including: curriculum, pedagogy and assessment; education management; school improvement; higher education; student & teacher identities; informal & workplace learning; inequality and social justice; the nature of professional expertise; the intellectual, emotional, social and spiritual aspects of personal experience and professional development; and the evolving practices and policy contexts of professional work.

There is a particular emphasis on rigorous interdisciplinary and critical perspectives with staff and students working in and across a range of disciplines.

We also run MPhil and PhD programmes in Interdisciplinary Policy Studies and Language, Discourse & Communication. We are home to a range of research projects, funded by research councils (ESRC and AHRC) and major charities (e.g. Wellcome, Leverhulme and Nuffield).

Information is current, but staff members can change .

Head of group/division

Professor Lulu Healy

• How to apply
• Fees or Funding

UK Tuition Fees 2023/24

Full time tuition fees: £6,540 per year

Part time tuition fees: £3,270 per year

International Tuition Fees 2023/24

Full time tuition fees: £24,360 per year

Part time tuition fees: £12,180 per year

UK Tuition Fees 2024/25

Full time tuition fees: £6,936 per year

Part time tuition fees: £3,468 per year

International Tuition Fees 2024/25

Full time tuition fees: £26,070 per year

Part time tuition fees: £13,035 per year

These tuition fees may be subject to additional increases in subsequent years of study, in line with King's terms and conditions.

• Study environment

Base campus

Waterloo Campus

Waterloo campus is home of the Florence Nightingale Faculty of Nursing & Midwifery and facilities for other faculties

Study Environment

The School is located on the Waterloo Campus right in the heart of London, next to London's South Bank Centre which includes the British Film Institute (BFI), Hayward Gallery, and the National Theatre. The Waterloo campus is home to the Franklin Wilkins library, with the Strand campus and the Maughan Library only a short walk away across the river.

The School offers a supportive, lively and outward-looking intellectual environment. There are plenty of opportunities for informal interaction and designated study rooms for doctoral students.

As part of a large multi-faculty institution, students also have the opportunity to build close ties across the College, as well as active cross-institutional links.

Postgraduate Training

Our extensive research training for MPhil/PhD students consists of an initial foundation programme which covers different approaches in the social sciences. It gives you a firm grounding in key social science theories and methodologies and invites students to grapple with experimental and innovative epistemologies.

You will be allocated two supervisors who will work with you throughout your studies. Students will also join one of our three research groups ( Centre for Language, Discourse and Communication ; Centre for Public Policy Research ; Centre for Research in Education in Science, Technology, Engineering and Mathematic s), all of which run a full programme of subject-specialist seminars. Many of these sessions are constructed around students' own research problems, and all of them provide extensive opportunities for students to learn from one another.

Students are also encouraged to participate in the training provided by the College's Centre for Doctoral Studies and the London Interdisciplinary Social Sciences Training Partnership (LISS-DTP) supported by the UK’s Economic and Social Research Council.

Student Destinations

The course provides a good grounding for an academic career, as well as personal enrichment and career enhancement opportunities for those already working in, or interested in moving into, education-related roles within the formal and informal learning sectors, local and central government, research and policy organisations, educational charities and NGOs.

• Entry requirements

Find a supervisor

Search through a list of available supervisors.

For more information regarding our courses please contact us using the details below

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Centre for Doctoral Education

My Online PhD Journey – Growing My Own Identity

By Nazlin Bhimani, on 17 August 2018

In the second of these posts on the PhD journey, Dr. Chua who recently passed her viva, writes about her experience of the Online PhD at the Institute of Education, London.

I am grateful for the day I found out that the PhD was being offered online at the IOE. Doing the PhD online allowed me to be with my family and colleagues in Singapore. The PhD has changed my life and in the post below, I am going to tell you about my journey on the online programme.

My desk at home where I worked on my PhD

I remember the first time I logged into Moodle in 2015 and watched Richard Freeman, programme leader of the online PhD, introduce himself in a video. He was seated in his office and he showed us a view from his window. I do not remember the view, but I immediately had a sense of place even though I was not physically in UCL IOE – it was bizarre! I also vaguely remember one of his first posts – something about different ways of tying shoelaces. It must be an analogy for research methods as henceforth, the world of research methods opened up through Richard’s various creative, and often intriguing assignments. One of the assignments I remembered vividly was about transcribing an interview with the late Princess Diana from YouTube. It was bewildering the number of varied ways in which we produced the transcript and the discussions we had online making me realise that what had initially seemed a mundane reproduction of information, had evolved into an understanding of different subjective human experiences! It made me appreciate how research is part of our lives, and an extension of what we do to help us become who we will become.

Then, the course on information and literature searching presented a huge light-bulb moment in my research journey. This was when I met Nazlin Bhimani who gave much care through her detailed comments and feedback on our tasks. She didn’t just point us to information, but she developed our research technique. We got started on mindmapping our literature review and trialling a great variety of tools, databases and software that could help us organise our data. It got me started on organising and evaluating my literature review, and I began to set up an e-filing system for my literature and my notes. This headstart in establishing an information management system was critical as I was able to readily search and retrieve articles and notes each time I needed to revise my writing. I continue to use the same system for my other research work.

My only regret is that I have not been able get to know other staff and students at CCM as I have little contact with them, apart from my supervisor Graham Welch. Graham was an excellent mentor, who always got back to me quickly with comments that more often than not, stretched my thinking. The routine of drafting and then meeting on skype helped to pace my work. I also had the opportunity to learn about the research work of some of the faculty, including Grahams’ various national-level education projects, and the transformative research on throat cancer patients by my upgrade examiner Evangelos Himonides. During my doctoral studies, Graham made me reflect on my motivations for my research and continually prompted me on what I hoped to achieve for society. I was constantly reminded of how research must serve the greater good, and researchers have a role to play in making this world a better place.

Here are some shifts in thinking I have as a researcher.

My first and only visit to the physical library

First, for information gathering. I was and am still amazed by how much research and information gathering could be done without being in a library! In fact, I have only visited the physical IOE library once in the first year of my online MPhil/PhD. The IOE Library’s digital collections have grown beyond the physical library. The extensive support was invaluable for me as a long-distance learner, for they increased the efficiency of my work manyfold. The   online library guides were my constant companions during the writing process, particularly the A-Z referencing with APA guide.

Second, research is not just a personal endeavour to interpret information and uncover knowledge. The whole process is pretty much a social learning experience. To a large extent, the writing developed when there were insights inspired through interactions with others. Lacking the face-to-face interactions meant paying more attention to fellow students’ work on Moodle and giving more thought to my own posts since these were communicated in writing rather than verbally. Most insights were inspired through my work with colleagues, and in return, my research brought forth new understandings.

Third, our research work may impact others in ways that we might never know. I am sometimes surprised when I hear random remarks that mention a finding from my work in different contexts. Hence, researchers have a social responsibility. And we must believe that research can make this world a better place (or not). I have been inspired again and again by the impact of research at IOE reported in the media.

My thesis for binding and submission for viva

So, now that I have been awarded the PhD, looking back, the online PhD journey has been an incredible experience. My research was on growing music teacher identity. But I feel that this journey has been transformative to my own identity. For this reason, I am intensely grateful to the tutors at IOE who have made the doctorate possible for distant learners like me.

I wish so much for continued access to the amazing electronic resources in the library which has been my close buddy for the past 3.5 years in my PhD journey. It isn’t just a repository of information, but it has become a friend whom I would greet first every time I went online for anything related to research. As I speak, I know our dedicated tutors are working to continue to support students with these resources post-PhD. See https://www.timeshighereducation.com/news/doctoral-graduates-need-five-years-post-phd-career-support .

This blog is dedicated to Graham Welch, Richard Freeman, Nazlin Bhimani, Evangelos Himonides, David Baker, Jo Saunders, Lucy Green, Gary Ford, Hazel Croft and all who have made a positive impact on my online PhD experience, and inspired me to be a better researcher, a better person.

Siew Ling Chua

Filed under Online PhD , PhD Journey

2 Responses to “My Online PhD Journey – Growing My Own Identity”

Hello – I just wanted to add a comment to say that your blog is great and also very profound. I am thinking about doing a Ph.D when I have finished my master’s degree at the IoE and reading your blog makes me want to really go for it! The IoE is a wonderful institution. I had not known that they offered an online Ph.D.

That is so great!. I am pleased that you reached your destination of obtaining your PhD. Thanks for sharing your journey with us. It inspires me and gives me great motivation. Thanks, Yassin

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

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

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

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

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

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

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

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

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

Top business graduate programs in Wisconsin:

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Top Engineering graduate programs in Wisconsin:

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