Doctor of Philosophy in Human Development, Learning, and Culture (PhD)

Overview

The Human Development, Learning, and Culture (HDLC) program at UBC addresses the interface of research and practice in education, weaving together theoretical models and concepts in their application to real world educational issues. Investigations of learning and development, including the unique contributions of culture to these processes, are applied to a wide range of contexts including classroom, afterschool, work, and technological contexts. This work is interpreted through a variety of theoretical lenses (e.g., constructivist, cognitive, sociocultural, and social and emotional development). Students are encouraged to participate in research and teaching opportunities throughout their program.

Coursework emphasizes three primary areas: a) learning and development, b) culture and diversity, and c) research methods, including qualitative and quantitative, experimental and developmental. The doctoral program in HDLC weaves together theoretical models and concepts in their application to real world educational issues.

Quick Facts

Degree
Doctor of Philosophy
Subject
Arts, Social Sciences and Humanities
Mode of delivery
On campus
Registration options
Full or Part-time
Specialization
Human Development, Learning, and Culture
Program Components
Dissertation
Faculty
Faculty of Education

Program Enquiries

If you have reviewed the information on this program page and understand the requirements for this program, you may send an enquiry

Admission Information & Requirements

In order to apply to this program, the following components may be required.

Online Application

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Transcripts

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Minimum Academic Requirements

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.

Letters of Reference

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. 

Statement of Interest

Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.

English Language Proficiency

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:

90
22
21
22
21
6.5
6.0
6.0
6.0
6.0

Supervision

Students in research-based programs usually require a faculty member to function as their supervisor. Depending on program, applicants either reach out to faculty members directly or the program supports this process in different ways.

This program has not specified whether applicants should reach out to faculty members. Please review the program website for additional details.

Test Scores (GRE / GMAT or similar)

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:

The GRE is not required.

Citizenship Verification

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

Deadline Details

Application Deadline

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.

September 2021 Intake

Application Open Date
19 September 2020
Canadian Applicants
Application Deadline: 01 December 2020
Transcript Deadline: 01 December 2020
Referee Deadline: 15 December 2020
International Applicants
Application Deadline: 01 December 2020
Transcript Deadline: 01 December 2020
Referee Deadline: 15 December 2020

Funding Sources

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.

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.

We encourage all applicants to review the awards listing to identify potential opportunities to fund your 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.

In addition to scholarships and awards, applicants may be eligible to apply for financial aid or other benefits in the form of loans, bursaries, tax credits, or similar.

Career Outcomes

21 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 1 we have no data (based on research conducted between Feb-May 2016). For the remaining 19 graduates:


RI (Research-Intensive) Faculty: typically tenure-track faculty positions (equivalent of the North American Assistant Professor, Associate Professor, and Professor positions) in PhD-granting institutions
TI (Teaching-Intensive) Faculty: typically full-time faculty positions in colleges or in institutions not granting PhDs, and teaching faculty at PhD-granting institutions
Term Faculty: faculty in term appointments (e.g. sessional lecturers, visiting assistant professors, etc.)
Sample Employers in Higher Education
University of British Columbia (4)
University of Alberta
Saint Mary's University
Western University (Ontario) - King's University College
Northwest Community College
Simon Fraser University
University of Northern British Columbia
Wilfrid Laurier University
Dowling College
McGill University
Sample Employers Outside Higher Education
State of Arizona - First Things First
Statistics Canada
Fraser Health
Sample Job Titles Outside Higher Education
Research and Evaluation Project Director
Evaluator/Researcher
Social Science Researcher
Substance Use\Mental Health Youth and Family counsellor
PhD Career Outcome Survey
You may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.
Disclaimer
This program underwent a name or structural change in the study time frame, and all alumni from the previous program were included in these summaries. These data represent historical employment information and do not guarantee future employment prospects for graduates of this program. They are for informational purposes only. Data were collected through either alumni surveys or internet research.
Career Options

HDLC graduates have found careers in a variety of settings including university teaching and research, social policy analysis, curriculum and program evaluation, schools and community organizations, and corporate learning communities.

Tuition / Program Costs

FeesCanadian Citizen / Permanent Resident / Refugee / DiplomatInternational
Application Fee$106.00$168.25
Tuition *
Installments per year33
Tuition per installment$1,698.56$2,984.09
Tuition per year
(plus annual increase, usually 2%-5%)
$5,095.68$8,952.27
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)
* Regular, full-time tuition. For on-leave, extension, continuing or part time (if applicable) fees see UBC Calendar.
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Statistical Data

Enrolment Data

 20182017201620152014
Applications2117151415
Offers64268
New registrations44166
Total enrolment2928253028

Completion Rates & Times

This program has a graduation rate of 80% based on 10 students admitted between 2006 - 2009. Based on 8 graduations between 2015 - 2018 the minimum time to completion is 4.66 years and the maximum time is 8.67 years with an average of 6.14 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each year, May to April [data updated: 22 March 2019]. Enrolment data are based on March 1 snapshots. Program completion data are only provided for datasets comprised of more than 4 individuals. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs [data updated: 27 October 2019].

Research Supervisors

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.

  • Butler, Deborah (special education, learning disabilities, inclusive educational practices, intervention research for students with learning disabilities, Collaboration and co-regulation in teachers' professional learning, collaborative professional development models, learning disabilities in adolescence and adulhood, mathematics, metagocnition and self-regulated learning, research methods in educaiton, strategic performanc ein reading, writing)
  • Ford, Laurie (Early Childhood Assessment, Youth and Families)
  • Hymel, Shelley (social development, peer relations in children and youth, school violence, bullying and victimization, social emotional learning, mental health and wellbeing, interpersonal relations among children and youth)
  • Perry, Nancy (motivation and self-regulated learning in young children; social perspectives on teaching and learning, reading and writing; accommodating individual difference in general education classrooms; learning disabilities; special education, Metacognition, motivation, and self-regulated learning in elementary school children Social perspectives on teaching and learning, including social cognitive and sociocultural theories, Teacher development, Individual differences, Learning disabilities)
  • Schonert-Reichl, Kimberly (Children’s social and emotional development, empathy, moral development, bullying, risk and resiliency, adolescent stress and coping, transition to school, transition to adulthood (emerging adulthood), social and emotional learning in school, Social, emotional, and moral development of children and adolescents with an emphasis on identifying the processes and mechanisms that promote positive development)
  • Shapka, Jennifer (Technology, Media, Social Media, Adolescents, Cyberbullying, Self-regulation, Online Privacy)
  • Vadeboncoeur, Jennifer (cultural-historical psychology, child/parent relationships, student/ teacher relationships, play and performance based learning, bridging school and out of school contexts for learning, Alternative schooling and pedagogies, Critical theory, Discourse and critical discourse analysis, ethnography, Qualitative research, Socially constructing knowledge and identity, Sociocultural approaches to learning and teaching, Young people placed)

Recent Doctoral Citations

  • Dr. Matthew Waugh
    "Dr. Waugh developed a theoretical model of the parent involvement process in multi-year classrooms. His grounded theory explains the unique changes in involvement and parent-teacher relationships when parents, teachers and students remain together for two or more years. The theory will have significance in school planning and policies." (November 2019)
  • Dr. Aloysius Chijioke Anyichie
    "Dr. Anyichie developed a Culturally Responsive Self-Regulated Learning Framework (CR-SRL) to help educators in creating supportive environments for culturally diverse learners. Building on this framework, his in-depth case study analyses showed how two teachers' CR-SRL practices could be associated with the qualities of students' engagement." (May 2019)
  • Dr. Molly Elizabeth Lawlor
    "Dr. Lawlor investigated mindfulness, self-compassion, and well-being in a group of early adolescents. She found that mindfulness and self-compassion had differing relations to indicators of well-being. Results suggest that mindfulness may serve as a protective factor, while self-compassion may have a promotive role in early adolescent well-being." (May 2019)
  • Dr. Renira Elyodi Vellos
    "Dr. Vellos examined the wording of school safety policies and how high school principals in BC Interpreted them. Her findings showed the language of the policies conveyed a lack of safety and a zero-tolerance approach, and that principals used their discretion to ensure safety in schools. This work will inform public safety policy documents." (May 2018)
  • Dr. Natalia Pavlovna Panina-Beard
    "Dr. Panina-Beard explored the experiences of students who attended both mainstream schools and alternative programs in BC. Together with an Elder and two architects, the students imagined a school that they had never experienced and, created a school for education. This work will inform policy and planning for students in alternative programs." (May 2018)
 
 

September 2021 Intake

Application Open Date
19 September 2020
Canadian Applicant Deadline
01 December 2020
International Applicant Deadline
01 December 2020
 

Supervisor Search

 

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