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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.
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.
It is very important to contact at least one EDST faculty member who could be a potential supervisor of your PhD work (i.e. 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.
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.
|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 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.
|2014||Dr. Tsukada examined how international students and universities in Japan engaged with internationalization. She found that they constructed imagined international communities that reflected not their local diversity but a neoliberal and Western-centered interpretation of globalization. Dr. Tsukada calls for a critical approach to internationalization.|
|2014||Dr. James investigated the connections between Emotional Intelligence and the experiences of first year students at a Canadian university. Her findings revealed a complicated relationship, but observed changes in EI suggest that, in general, the first year of university enhances the EI of students, especially intrapersonal and adaptability skills.|
|2014||The Northwest Coast bentwood box acted as a metaphor to frame this study. Dr. Parent examined four Aboriginal Early University Promotion Initiatives and three Aboriginal University Transition Programs at universities in British Columbia. Her findings will help us understand how universities can be wholistically transformed for Indigenous learners.|
|2014||Dr. Martin studied the effects of identity loss upon the She-KWE-pem people, caused by Indian Act legislation, Indian hospitals and Residential Schools. This intergenerational project demonstrates how Indigenous knowledge transmission, familial relationships, and land-based/culture-based experiences developed and sustained cultural identities.|
|2013||Dr. Timmerman explored how three respected university educators experience both conflict and coherence between their ecological ethics and day-to-day personal and professional lives. The stories she wrote and analyzed help to theorize the concept of ecological integrity, and offer opportunities for all educators to reflect upon how to work toward it.|
|2013||Dr. Hunter explored changing views on higher education at the Organization for Economic Cooperation and Development. She contends that the construction of the "knowledge-based economy" as a framing context fortifies market-capitalist assumptions about education and economics. Meanwhile OECD shifts from these perspectives in other social policy fields.|
|2013||Dr. Yoon conducted a study of school choice in Vancouver. Her findings suggest that those who choose and get selected into popular alternative public schools benefit from an enriched learning environment. However, those schools generate a new hierarchy in the public education system that contributes to maintaining educational and social inequality.|
|2013||Dr. Gibb's research was in the field of adult education policy studies. She analyzed the policies that regulate the English language assessment of new immigrants seeking entry into the professions in Canada. Her research will assist educators, policy makers, employers and professional regulatory bodies to develop policy and educational practices.|
|2013||Dr. Reimer studied primary education in Cambodia. She explored how village-level stakeholders understand and implement the dominant Western notions of formal education promoted in low-income countries. Her research demonstrates that intentional consideration of local cultural norms and values is essential for improving educational quality.|
|2013||Dr. Doyle showed that library classification systems have harmful social and educational consequences for Indigenous learners. She demonstrated how Indigenous approaches to knowledge create new understandings of classification theory. These inform her framework for classification design to better serve Indigenous learners and all learners|
Educational Studies offers concentrations in Adult Learning and Education; Higher Education; Society, Culture and Politics in Education; and Educational Administration and Leadership.