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-time
Specialization
Human Development, Learning, and Culture
Program Components
Dissertation
Faculty
Faculty of Education

Meet a UBC representative

Q&A with UBC Graduate Student Ambassadors

webinar
Date: Thursday, 26 July 2018
Time: 12:30 to 13:30
Join our Graduate Student Ambassadors Samuel Adenyanju (MSc Forestry, Nigeria), Federico Andrade (PhD Public Health, Colombia), Maria Angélica Guerrero (MA Educational Studies, Colombia), Xining (Linda) Yang (PhD Pathology and Laboratory Medicine, China) and Dorine Akwiri (Master of Public Policy and Global Affairs, Kenya) who will be available to answer questions about their experiences at UBC, including topics such as accommodation, moving to a new city/province/country and settling in, making friends, being an international student, and more. This session is open to participants interested in different programs across all faculties at UBC. Please note that we will not be able to provide answers to questions regarding application or admissions policies or any that involve specific personal information.

Requirements

TOEFL (ibT) Overall Score Requirement

90
22
22
22
22

IELTS Overall Score Requirement

6.5
6.0
6.0
6.0
6.0

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.

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$102.00$165.00
Tuition *
Installments per year33
Tuition per installment$1,632.61$2,868.22
Tuition per year$4,897.83$8,604.66
Int. Tuition Award (ITA) per year (if eligible) $3,200.00 (-)
Other Fees and Costs
Student Fees (yearly)$923.38 (approx.)
Costs of living (yearly)starting at $16,884.10 (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. 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

 20172016201520142013
Applications1715141512
Offers42685
New registrations41662
Total enrolment2825302825

Completion Rates & Times

Based on 9 graduations between 2013 - 2016 the minimum time to completion is 3.32 years and the maximum time is 7.33 years with an average of 5.49 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: 9 March 2018]. 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: 29 September 2017].

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 Contexts, Social Determinants of Child and Youth Development, social development, peer relations in children and youth, school violence, bullying and victimization, social emotional learning, mental health and wellbeing)
  • 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 (Affective and Emotional Development, Cognitive Development, New Technology and Social Impacts, 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. 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)
  • Dr. James L Floman
    "Dr. Floman examined the feasibility, acceptability, and efficacy of digital meditation trainings for teachers. From teachers' perspectives, the meditation practices were highly engaging, and moderately efficacious and enjoyable. More research is needed, however, to determine the efficacy of digital meditations for teachers using objective measures." (May 2018)
  • Dr. Hezron Zacharia Onditi
    "Dr. Onditi explored Tanzanian adolescents' experiences of cyberbullying, how they cope with it, as well as factors that influence their coping strategies. His findings provide further evidence that cyberbullying is a global issue, with no single coping strategy that works for everyone. Results point to the need for culturally relevant interventions." (May 2017)
  • Dr. Monique Helene Gagne
    "Dr. Gagne examined variations in the academic achievement and well-being of foreign-born adolescents in BC and sought to identify predictors of this variation. Through her research, she identified a number of assets and risks associated with variations in outcomes supporting the idea that migration itself is not the main variant." (May 2016)
 
 

September 2019 Intake

Application Open Date
19 September 2018
Canadian Applicant Deadline
01 December 2018
International Applicant Deadline
01 December 2018

Program Information

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