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The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department, such as adult and community education and social movements; citizenship and human rights; continuing professional education; cultural politics, critical multiculturalism and feminist studies; educational leadership and policy; epistemology (the study of knowledge and knowing), ethics, and political philosophy; equity in education (on the axes of race, disability, gender, class, and sexuality); Indigenous education; international and comparative education; media, popular culture and representation or youth and children in schools, families, and communities.
Students are required to take two first-year doctoral seminars and a second-year doctoral seminar. 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.
Join Kelli Kadokawa and Shane Moore from the Graduate and Postdoctoral Office for this online webinar. They will provide an overview of UBC and our graduate programs, as well as application advice and more!Register
In order to apply to this program, the following components may be required.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Meeting the minimum requirements does not guarantee admission as it is a competitve process.
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
Please ensure you follow the instructions in the online application system. After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted properly and by the application deadline. The Admissions Committee will only review complete applications. You can check the status of your application and supporting materials through the online application system.
Deadline to submit online application. No changes can be made to the application after submission.Transcript Deadline
Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.Referee Deadline
Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,698.56||$2,984.09|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$944.51 (approx.)|
|Costs of living (yearly)||starting at $16,954.00 (check cost calculator)|
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
All full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a funding package of at least $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. Please note that many graduate programs provide funding packages that are substantially greater than $18,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
74 students graduated between 2005 and 2013: 3 graduates are seeking employment; 1 is in a non-salaried situation; for 4 we have no data (based on research conducted between Feb-May 2016). For the remaining 66 graduates:
These statistics show data for the Doctor of Philosophy in Educational Studies (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
|2020||Dr. Diaz-Diaz studied how young children learn about diversity and social responsibility through their relationships with place. Her research demonstrates that uncritical multicultural pedagogies can prevent children from learning about and from Indigenous knowledge. These findings will inform policy and pedagogy development, particularly in BC.|
|2019||Dr. Grain studied the impacts of service-learning (an educational approach that combines learning objectives with community service) in Kitengesa, Uganda. She found that participants reinforce efforts of local community leaders to enhance education, financial literacy and human rights. This work informs relational politics in global engagement.|
|2019||Dr. Lin examined how web-based news media constructs international students and a public imaginary of society and citizenship. She developed an anticolonial and decolonizing content analysis to disrupt colonial gazes as operationalized in virtual spaces. Her research raises awareness of the need for the host society to recognize the continuing logic of racism, hegemony and dominance in BC's international education phenomenon.|
|2019||Dr. Alemu studied Ethiopian public intellectuals in Canada and the United States. He adapted the narrative methodology to write an original novella that explored academic freedom. His writing described the tensions between inevitable silences and the necessity of speaking out that mark the realities of many scholars of the African diaspora.|
|2019||Dr. Sanchez Alvarez studied how early childhood educators can broaden their understanding of children's ideas and actions and teachers' practices. By systematically questioning and discussing their interpretations, educators come to see their own and others' assumptions about children and pedagogy, and gain a richer understanding of the children's capabilities.|
|2018||Dr. Commodore examined Indigenous doctoral student's journeys to and experiences at a Canadian university. She found that students established success by creating community, maintaining family and cultural connections, and engaging in Indigenous and faculty mentoring programs. These findings inform policy, programs, and student services for Indigenous doctoral students.|
|2018||Dr. Patterson examined Pasifika women's experiences of working in higher education using Pacific research methods. This research explored how Pasifika women continue to navigate towards community success despite racism and sexism in the academy by challenging these practices and protecting the interests of Pasifika students and communities.|
|2018||Dr. Aijazi examined how people have flourished following natural disasters in the mountainscapes of Northern Pakistan and Kashmir. He highlights the diverse ways his participants sustain themselves despite conditions of violence. He reveals that lived and felt experience are sites of knowledge, and theory is not just about seeing, but also feeling.|
|2018||Dr. Munoz created an Indigenous Fronterizo Pedagogy of Water by documenting the life stories of elders in her home community of Laredo, Texas. Her work revitalizes the ancestral relationships between the Rio Grande/Rio Bravo and the diverse Indigenous peoples of the Texas Mexico border communities, connecting youth to elders through water stories.|
|2018||Dr. Heer explored how Sikh youth think about multiculturalism and multicultural differences in schools and wider societal contexts. Particularly relevant in this study are the ways contested understandings of race, ethnicity, religion and gender influence identity formation and the ways Sikh youth make meaning of others in multicultural Canada.|
Educational Studies offers concentrations in Adult Learning and Education; Higher Education; Society, Culture and Politics in Education; and Educational Administration and Leadership.
The beginning of my story at UBC goes back to the year 2011 when I met Dr. Kimberly Schonert-Reichl in Madrid. Through her, I learned that UBC is one of the few universities that offer a graduate degree in early childhood education. Dr. Kimberly also put me in contact with the late Dr. Clyde...
After completing my Master’s degree (in Women’s, Gender and Sexuality Studies alongside Teacher and Counselor Education), questions about the role of education in society continued to percolate. In researching UBC, I fell in love with the depth and breadth of research being conducted by professors...
I decided to study at UBC because the PhD/EDD programs in Educational Studies have Faculty such as Dr. Deirdre Kelly, Dr. Andre Mazawi and Dr. Hartej Gill who have extensive expertise in anti-oppression theories, cultural studies, gender studies and social justice. Also, the UBC Educational Studies...