The Joint PhD in Educational Studies is offered jointly by Brock University, Lakehead University, The University of Western Ontario, and the University of Windsor. The designation of "home university" is applied to the home university of the doctoral candidate's dissertation supervisor. The student has the right to take courses and seminars or to use the academic facilities at any of the participating universities in accordance with the approved plan.
The regulations governing the preparation of theses and conduct of examinations will be those of the supervisor's home university.
The degree requirements, regulations and procedures for the
Joint PhD program have been approved by the appropriate governing
body of each institution. Where there is a conflict in regulations
- in academic matters, the regulations of the institution offering the course will prevail;
- in non-academic matters, the regulations of the institution at which the student is registered will prevail.
PROGRAM GOALS AND OBJECTIVES
The joint program will accomplish the following goals:
1. provide greater access to advanced study in education for qualified candidates across a wider geographic range in the province;
2. promote the growth of research activity and professional development through collaboration among practitioners, scholars, educational institutions, and Faculties of Education;
3. foster inter-university links and promote partnerships among Ontario universities;
4. further the expansion of research culture and service throughout the province; and
5. contribute to the renewal of the professoriate and educational leadership in Ontario during the upcoming period of heavy retirement in the universities and school systems.
The objectives of the program are to produce graduate students
1. contribute to the development of knowledge and expertise in teaching/learning at all levels on the education continuum;
2. contribute to the solution of problems/issues in Canadian education;
3. promote scholarly enquiry and the development of methodological advances in the study of education;
4. integrate theory and practice in education; and
5. assume positions of leadership in Faculties of Education, school systems, and other public- and private-sector institutions concerned with education.
The minimum academic requirement for admission to the PhD is successful completion of a Master's degree in Education or a cognate discipline, normally with an A standing.
Applicants must submit a description of their proposed area
of research (approximately 2-3 typed pages).
Applicants must provide evidence of research competence normally demonstrated by a master's thesis. Students who have not completed a thesis must submit evidence of equivalent research capability.
English is the primary language of communication and instruction in the program. Applicants from other countries who have not completed a degree at a university where the primary language of instruction is English must pass the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (250 computer-based) or an equivalent demonstration of proficiency.
Candidates who are working on the degree at a distance from
the home university must purchase the software and access to the
internet which will enable them to participate fully in the required
ADMISSION WITH ADVANCED STANDING
In rare cases students may receive advance credit for a maximum
of one half course at the graduate level. This is allowed provided
that this course has not been credited to a degree or certificate
already awarded, it is relevant to the proposed area of study,
and it has been taken within three years of admission. Requests
for advance credit must be made when applying for admission to
the program. Substitutions cannot be made for required courses
in the Joint PhD in Educational Studies Program.
PLAN OF STUDY
Normally by March the Program Committee completes admission procedures, and the Office of the Secretariat sends letters recommending acceptance into the Program. An applicant who receives a letter from the Director recommending acceptance into the Program is required soon thereafter to meet with the Chair of Graduate Studies and Research in Education at the home university, and with a potential Supervisor, to discuss the Plan of Study, and complete the Plan of Study form. The Plan of Study outlines whether the student will progress through the program on a full time or part time basis. It indicates when required and elective courses will be taken, and includes additional admission requirements. Admission to the Program is considered complete when the Plan of Study form is completed and signed by all parties, and a formal Offer of Admission is received by the applicant. The student must confirm acceptance of the Offer of Admission from the home university by writing to the Director of the Program, the Chair of Graduate Studies and Research in Education, and the Dean of Graduate Studies
FIELDS OF STUDY
1. Policy and Leadership
This field focuses upon the study of policy and leadership within educational systems. It draws upon organizational and administrative studies to construct critical perspectives on actions and structures at the macropolitical and micropolitical levels and examines how these influence the climate and the quality of curriculum and learning.
2. Sociocultural Contexts of Education
This field draws upon diverse disciplines such as comparative education, cultural psychology, history, philosophy, sociology, and traditional curriculum areas to advance understanding of the sociocultural contexts which influence curriculum, teaching, and learning, to generate theory, and to plan, develop, implement, and evaluate programs, teaching, and learning.
3. Cognition and Learning
This field draws primarily upon psychology and educational psychology to examine critically the cognitive processes of teachers and learners as they engage in teaching and learning. Integral components of this field are assessment and the adaptation of instruction to the needs of the individual learners.
Applicants to the program must declare a field of study prior
to admission to the program.
Doctoral candidates must be familiar with the academic regulations
governing graduate studies at the home university.
The program requirements consist of:
(a) Course Requirements (3.5 FCEs);
(b) Comprehensive Portfolio (1.5 FCEs); and
(c) Dissertation (5 FCEs).
(a) Course Requirements
- Core Seminar I and II (2 FCEs)
- one Joint PhD Specialization Elective via distance (0.5 FCE)
- one Specialization Elective (0.5 FCE)
- Research Proposal Colloquium via distance (0.5 FCE)
Candidates may meet the requirement for a specialization elective in the field through a graduate level course offered at any of the participating institutions.
(b) Comprehensive Portfolio
The comprehensive portfolio is developed by the student working in conjunction with her/his Doctoral Dissertation Committee. A collection of scholarly works, the comprehensive portfolio requires students to demonstrate their potential as scholars through the satisfactory completion of authentic tasks. The criteria used by the Supervisor and Committee Members to define specific tasks and assess a student's portfolio are as follows:
- evidence of deep understanding of concepts, theories, and
issues in the field of study
- knowledge of current literature and research methods in the field of study
- understanding of and ability to critique the research literature in the field of study and within related research paradigms
- the ability to analyze and synthesize current literature on a specific issue (related to the dissertation topic) within the field of study
Under the direction of the Supervisor and Committee Members typically students include extended literature reviews focusing on the dissertation topic within the field of study, theoretical analyses, research and peer reviewed publications, conference proceedings, and other scholarly products which provide evidence of critical thinking. The student is required to include a rationale explaining how the material included in the Comprehensive Portfolio provides evidence of the criteria listed above.
In addition to scholarly material, the Comprehensive Portfolio
must include the following information:
- A current academic curriculum vitae
- A copy of the original proposed Plan of Study
- Any revisions to the Plan of Study
- A description of coursework experiences
- A description of research experiences and academic growth to date
- A list of competencies for which additional preparation is needed
- A description of planned future research activities, including a discussion of the intended dissertation topic
- A rationale explaining how material selected for inclusion in the Comprehensive Portfolio demonstrates evidence of the criteria for Oral Examination of the Comprehensive Portfolio.
The candidate's defence will be evaluated by the dissertation supervisory committee and at least one other member of the core faculty selected by the Program Director. Candidates are required to present their completed portfolio to an audience in a forum such as the Core Seminar.
Candidates may not begin their dissertation research until the portfolio requirements have been completed successfully.
The dissertation supervisory committee will involve faculty from at least two participating universities, including whenever possible and reasonable, a member from the university closest to the candidate's home to serve as co-supervisor in cases where the supervisor is at some distance. The regulations and procedures governing the preparation of theses and conduct of examinations will be those of the supervisor's university.
(d) Residence and Period of Study
Full time students are in residence for the duration of the program. Part time students are required to be in residence for four residency periods, as follows: The Core 1 summer course, the Core 2 summer course, and a subsequent two consecutive term period of full time study in residence at the home university. It is recommended strongly that students complete the two consecutive terms of residency after they have defended the portfolio and proposal and are authorized to commence doctoral research.
Part time students must apply to spend two terms in residency no later than January 31st in the academic year prior to the year in which the intended residency will take place. Planned residency periods must be included in the Plan of Study Form as well as in the Annual Progress Report Form (available from Office of Graduate Studies and Research in Education).
Candidates are required to maintain continuous registration. Both full-time and part-time students shall complete the requirements for the degree within a maximum of six years. Normally, candidates require a minimum of three years to complete the program.
Recommendations for a time extension or leave of absence are
subject to the regulations and procedures at the home university
and must be approved in advance by the supervisor and the Joint
SPECIALIZATION ELECTIVES COURSES LIST
1. Policy and Leadership
Education 6211 - Educational Leadership and Policy Studies
2. Sociocultural Contexts of Education
Education 6311 - Social/Cultural/Political Contexts of Education
3. Cognition and Learning
Education 6411 - Cognition and Learning
Courses not offered this academic year (fall/winter terms) are indicated by the words "NOT OFFERED THIS YEAR" below the course description. Nevertheless, students should refer to the Timetable as a final check.
Core Seminar 1: Research, Theories, and Issues
(Brock 7F20, Western 703, Windsor 602)
The history and philosophical foundations of education are examined through the three fields of study. As well, students are introduced to qualitative methods of research in education, encompassing interview, phenomenological, ethnographic, constructivist, and case study approaches to data collection, analysis, and interpretation.
Core Seminar 2: Research, Theories, and Issues
(Brock 7F40, Western 704, Windsor 604)
In Core Seminar 2 students examine research, theories, and issues in the fields of study via a specific theme which is identified annually. For example, the theme might be bullying, or caring education, or gender issues. As well, students are introduced to quantitative methods of research in education, encompassing true experiments, quasi experiments, and correlational studies.
Education 6080 (9080)
(Brock 7O80, Western 780, Windsor 680)
1.5 credit course.
Educational Leadership and Policy Studies
(Brock 7P21, Western 721, Windsor 621)
Students are introduced to the origins and intellectual traditions of theories that influence how we organize education. Students develop an understanding of sociological paradigms that have influenced educational systems over time, and develop perspectives that enable them to think critically and creatively about contemporary and future issues in educational leadership, policy, and organizations.
Social/Cultural/Political Contexts of Education
(Brock 7P31, Western 731, Windsor 631)
The course content centres around a critical examination of cultural, historical, and theoretical perspectives in education. Bodies of knowledge related to understanding the complexities of sociocultural influences in education are the main focus. Power relations at play and how they are negotiated in everyday practice are considered. Using the sociocultural framework developed in the course, students also investigate their specific areas of interest (for example, curriculum theory and practice).
Cognition and Learning
(Brock 7P41, Western 741, Windsor 641)
Provides an analysis of epistemological theories through a critical examination of foundational and current research and a reflection on historical and philosophical orientations as they relate to contemporary issues in cognition and learning.
(Brock 7P51, Western 751, Windsor 651)
Under the supervision of a faculty member with appropriate expertise, the candidate may complete a sustained program of study relating to a topic of current theoretical and/or empirical interest within the program field and leading to the production of a substantial research paper. Subject to the approval of the Joint Program Committee, directed studies are intended for students with special interests which cannot be satisfied by courses that are otherwise available.
Research Proposal Colloquium
(Brock 7P69, Western 769, Windsor 669)
An examination of theory and research in relation to the intended dissertation topic. Students develop a topic idea in the form of a dissertation proposal, defining a research question and a theoretical base for intended study. Students examine research questions in relation to varied methodologies, so that a diverse examination of research frameworks takes place through WebCT based discourse.
Education 6901 (9900)
(Brock 7Z90, Western 791, Windsor 798)
Faculty of Graduate Studies
- Faculty of Education
- Master's Programs
Faculty of Education - Undergraduate Programs
Graduate Introduction Faculty of Education
2008-2009 Calendar version