phd programs in education canada

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Doctor of Philosophy in Education (PhD)

Join our inclusive research community of education experts. Our PhD program works on a mentorship model where new scholars work closely with established experts and collaborative research groups. Coursework is completed under the supervision of leading experts across the education spectrum. Our PhD graduates contribute innovative work transforming theory, policy and practice. We offer competitive funding packages and opportunities for our PhD students to be teaching or research fellows, as well as research or teaching assistants.

Research Expertise

Our faculty brings together diverse perspectives on education and foster multidisciplinary expertise in the following areas:

• Arts Education
• Assessment and Evaluation
• Curriculum Studies
• Early Childhood Education
• Exceptionalities
• History and Philosophy of Education
• Indigenous Education and Land-Based Learning 
• International Education
• Language and Literacy
• Leadership and Policy Studies
• Math, Science and Technology in Education
• Outdoor Education
• Social Justice and Inclusion
• Our program structure:  Our full-time, four-year, on-campus program has three terms per year. You will take courses for the first year, then complete two comprehensive examinations before beginning your dissertation.
• Funding: All of our PhD students are provided with a minimum funding package of $20,000 per year, with average funding of $25,000 per year including teaching opportunities and research assistantships.
• Quality supervision and support: Before you apply, you will contact a supervisor who supports your studies and research throughout the program.
• Small classes: Our courses are seminar style, small, and consist of 36 instructional hours. To view our courses, visit the School of Graduate Studies and Postdoctoral Affairs calendar .
• Gain teaching and research experience: Many of our graduate students have the opportunity to teach within our Bachelor of Education programs and gain experience and funding in the process.
• Join an active research community: As part of your PhD, you will be immersed in an active research community with opportunities to work in research groups and attend academic conferences. 

Learn about our current students and recent alum

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Applications to all graduate programs are made through the  School of Graduate Studies and Postdoctoral Affairs website  starting in September for admission the following year. 

In addition to the online application and application fee, PhD applicants are required to submit the following documentation via email to  [email protected] :

• Fill out the PhD in Education Research Proposal form.
• an electronic PDF copy of resumé/curriculum vitae 

If you have questions, please contact the  Graduate Studies & Research Office .

Admission Requirements

• Successful completion of a Master's degree in Education or equivalent advanced-level credential with first-class standing (A- or 80% or higher) at a recognized university
• Professional experience in education or a related field is an asset
• Applicants are required to submit a brief research proposal (one to two pages maximum)
• Applicants must identify and contact a potential supervisor who has expressed a willingness to supervise their work if they apply for admission and receive an offer of admission. 

Application Deadline and Start Dates

Completed applications (including submission of transcripts, references, CV and research proposal form) are due by January 15 . Late applications are not considered.  Our program begins in September of each year.

Prospective PhD Students: Need Help Finding a Supervisor?

Use the checklist below to assist you in your search for a supervisor in our graduate studies program.

• Get to know our Research Faculty – Review our researcher profiles. Understanding who might be a good fit for you is a key first step in the process!
• Once you have identified potential fits from our researcher profiles page, examine some of their recent research to identify their areas of interest and expertise. This will help you to determine how they might support your own program of growth. Read through prospective supervisors’ research and professional publications before deciding if they would be a good fit for your research. You may be expected to explain to your potential supervisor how they are best suited to supervise your project with specific reference to the research faculty’s scholarly work.
• Express your interest in our program and in having them supervise you for a specific program start date.
• Briefly summarize your aims and research purpose.
• Identify links between their research and your own, particularly using some of the published work.
• An invitation to connect for a conversation.
• A 1–2-page proposal that provides more detail than your description in your email. Your proposal should articulate your research questions, your reasons for pursuing these questions, the purpose and aims of your prospective project, your research methodology, and the significance/impact of this research.
• An up-to-date curriculum vitae (CV) to provide the potential supervisor with some of your background information, including past studies and professional experience.
• Review your email to ensure you have said everything you need, and attached everything you want, and send it out! Ensure you have adequate time to order transcripts, complete your IELTS examination (for international applicants), request 2 academic references, etc.
• Be patient – Given that the potential supervisor is reviewing your work, understand that it may take at least ten business days to hear back.

Financing your studies

Funding packages.

Funding packages are awarded to students based on academic merit and they may consist of any or a combination of the following: scholarships, fellowships, external awards the student may bring with them, internal awards, research assistantships, teaching assistantships or graduate teaching fellowships.

The minimum guaranteed funding package for eligible full-time PhD students is $20,000 per year  (first 12 terms), with most students receiving additional funded opportunities.

It is important to note that you must apply for all major external and internal scholarships (where appropriate) for which you are eligible in order to qualify for the minimum guarantee. Any external awards received will be applied to funding offers (i.e., the external award is not on top of the original $20,000 minimum guarantee); however, funding offers overall for students with external awards are likely to be higher than those who do not receive them.

Normally, if students apply for and successfully obtain a Graduate Teaching Fellowship, Teaching and/or Research Assistantship the average funding for eligible PhD students is approximately $25,000 per year.

Exact funding package details are communicated to students normally in early summer.

For more information on sources of funding, please see the Funding page.  

Tuition, Fees and Costs

Information on tuition, fees and costs as well as the financial support offered to graduate students from the University and external agencies is provided by the School of Graduate Studies and Postdoctoral Affairs:

• Tuition, Fees and Cost of Living
• Funding for Queen's Graduate Students  

There are a number of internal awards available to our PhD students including travel fellowships and awards. 

Teaching Assistant or Graduate Teaching Fellow

Graduate students who want to be considered for a teaching assistant or graduate teaching fellow position as part of their funding package are required to apply for one or more of the postings listed under  Work at Queen's .

Graduate Studies and Research Office  

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Doctoral (Ph.D.) Programs

If you have a passion for research and innovation, then pursuing your PhD is your gateway to becoming an expert in your chosen field! At McGill Education, you will be mentored by world-class researchers and collabourate with in international scholars. The Faculty's doctoral students have the opportunity to play a role in driving societal innovation in the areas of education studies, educational or counselling psychology, or kinesiology and sport science. Make lifelong connections along your academic journey and take advantage of the many funding prospects available.

Gain insight into our array of PhD programs and get to know the world-class experts in the Faculty of Education to connect with potential supervisors.

Departmental Grad Studies Overview Videos:

Resource Links for Prospective Grad Students

Department and university information.

• Veuillez noter qu'une version française de ce site est en cours de développement et sera publiée dans les prochains mois, au cours de l'année académique 2024-25.

PhD in Educational Studies

• EdD in Educational Leadership and Policy
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Graduate admission

• Requirements

The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.

Students are required to take three doctoral seminars. 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.

The university allows doctoral students up to six years to complete program requirements. There is no set number of credits required for PhD programs at UBC.

For further facts and figures about the PhD in Educational Studies, please click here .

Admissions Requirements for Graduate Study

All graduate program applicants in the Department of Educational Studies (EDST) must meet the minimum entry requirements established by the Faculty of Graduate Studies, which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Admission to the PhD program is highly competitive, based on the pool of applicants considered by the Admissions Committee, and subject to university and departmental requirements and departmental capacities for supervision.

More Info: http://www.grad.ubc.ca/prospective-students/graduate-degree-programs/phd-educational-studies

Please note: Applicants with full-funding from scholarships, fellowships, or alike, are still required to complete the PhD application process in the Department of Educational Studies (EDST).  In addition, all applicants will undergo adjudication by the PhD committee to determine admission. To be clear, applicants who bring full-funding with them are not automatically admitted .

General Eligibility

To be eligible for admission to a PhD program at UBC, applicants must hold a master's degree (or equivalent) from an approved institution with clear evidence of research ability or potential; or a bachelor’s degree with one year of study in a master's program with 12 credits of first class average, of which 9 credits must be at the 500-level or above and at least 9 credits must be of first class standing and clear evidence of research ability or potential. (For more detailed admissions requirements, please see the links below).

Graduate and Postdoctoral Studies - Minimum Academic Requirements: Canadian or U.S. Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-canadian-or-us-credentials

Graduate and Postdoctoral Studies - Minimum Academic Requirements: International Credentials http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:

• TOEFL (Test of English as a Foreign Language): Minimum score of 600 (paper version), 250 (computer version), 92 with a minimum of 22 in each component (iTB) is required for admission to all programs in Educational Studies. Visit TOEFL’s website
• IELTS (International English Language Testing Service): Minimum overall band score of 6.5 with no other component score less than 6.0.
• MELAB (Michigan English Language Assessment Battery): Minimum overall score of 81.

The applicants must have an official report of their score on one of these tests sent directly from the testing service to the Graduate Program Assistant, Department of Educational Studies at the address below by the application deadline. Score reports more than two years old will not be accepted.

More Information: http://www.grad.ubc.ca/prospective-students/application-admission/english-proficiency-requirements

Most importantly with regard to a PhD application, please note that among other applicable requirements requested by the Faculty of Graduate Studies and by other UBC competent jurisdictions, as part of such an application you must submit:

• A Statement of Intent (800-1200 words) which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest. Such a statement should also articulate the general research directions you would like to pursue during your program, if admitted. This statement should be 800-1200 words.
• A sample of your writing and engagement with research  (maximum 5,000 words without references). The intent is to demonstrate your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper
• Entries on your transcript showing evidence of having taken courses on research methods (quantitative, qualitative, mixed methods, ethnographic or philosophical) and research more generally at the Masters level.

Also, while this is not a requirement, it is very important for you to contact at least one faculty member who could be a potential supervisor of your work (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 ( see list of faculty and areas of expertise at: https://edst.educ.ubc.ca/faculty-staff/faculty ). Even if they do not commit to supervising your work, you could list such a faculty member (one or even two is acceptable) as a potential supervisor when you apply (which would provide further proof of your suitability for the PhD and familiarity with the programmes and areas of expertise of faculty).

In May 2017 the UBC-V Senate approved the establishment of a university-wide minimum funding level for all PhD students. Specifically, all full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a minimum funding package equal to $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.

For more information, see:

https://www.grad.ubc.ca/awards/minimum-funding-policy-phd-students

Doctoral students are also expected to apply for and obtain  funding. Our faculty are very supportive in this regard, and are able to help their supervised students build their applications, as well as supporting them by writing letters of appraisal.

If you do not live in Vancouver at present, you may want to consider the cost of living in Vancouver, and obtain further information from the website of the Faculty of Graduate Studies ( http://www.grad.ubc.ca/prospective-students ).

Program Requirements

Program Worksheets are available here: https://edst.educ.ubc.ca/resources/policies/

Doctoral Seminar and Colloquium

There are three required courses in the PhD program.

The first doctoral seminar (EDST 601A) is designed to help beginning students become familiar with the department, policies and procedures related to doctoral studies, and for an examination of critical theoretical traditions and conceptual problems in the social sciences as applied to education.

The second doctoral seminar (EDST 601B) exposes students to positivist, interpretive, historical, and philosophical methods, and a deep understanding of current methodological issues and debates.

The third doctoral seminar (EDST 602) explores what it means to engage in a doctoral experience with particular focus on scholarly writing, preparing for comprehensive exams, and thesis proposals.

Coursework in Specialization

Students in the PhD program are expected to take courses in their specialization so that they are familiar with current theory and research. Courses are selected in consultation with an adviser or program advisory committee.

Courses in the student’s specialization should be completed in the first year of the program.

Other Coursework

PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary educational theories. Doctoral study is oriented toward the thesis research, but relevant coursework beyond the student’s specialization is recommended.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to master the particular methods relative to their research. Developing proficiency in research methods normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan.

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after their coursework and before they present their research proposal. The examination is prepared by the student’s program adviser or research supervisory committee. Details about the mechanics of the examination and the options in format of the examination can be obtained from advisers or the department’s Graduate Program Assistant.

The PhD thesis is an original piece of research in the student’s area of specialization. Students develop research proposals which must be approved by a research supervisory committee of a supervisor and at least two other committee members. Research supervisory committees provide direction to the student, read and critique drafts of the thesis, and participate in the final oral examination.

PhD Residency

There is no residency requirement per se, but PhD students are expected to make steady progress through their coursework, comprehensive exams and thesis research. Current policies require PhD students to achieve candidacy by the end of their third year of study. Achieving candidacy involves completing all coursework, passing the comprehensive exam and having an approved research proposal.

Apply Online: http://www.grad.ubc.ca/apply/online/

Admission to the PhD program is on a competitive basis, within the broader context of the pool of applicants considered by the Committee, subject to university and departmental requirements and to departmental capacities for supervision.

Applications should be submitted online at  www.grad.ubc.ca/apply/online . All of the following components of an application must be received by the department’s Graduate Program Assistant before the file can be reviewed by the appropriate admissions committee. Without complete documentation, the application review process cannot begin.

a. Online UBC application form . When you submit an online application at  www.grad.ubc.ca/apply/online , the completed form is automatically forwarded to the Department's Graduate Program Assistant. A non-refundable processing fee payable is to UBC: see the cover of the official UBC application form for the exact amount.

b. Upload digital copies (.pdfs) of official transcripts.  See Digital Copies of Official Transcripts tab for details

c. Three references –  The purpose of the references is to provide a comprehensive portrayal of your relevant background and capacity to complete the PhD. Letters of reference should speak to your ability to pursue research and produce scholarly writing at the doctoral level. Suitable referees include professors, supervisors, principals, or other persons to whom you are, or have been, accountable academically in employment or as a volunteer. Academic references are preferred. If the original letter is in another language, the letter must be accompanied by a certified English translation. There are three possible formats for references:

• Electronic references : In the online application system, applicants are asked to provide an email address for each referee. Once the online application has been submitted, a unique link will be emailed to each referee, allowing her or him to log in to a secure site and submit an online reference or upload a reference document as an attachment.
• Letters of reference (hard copy or email attachment) : Your referee may wish to send a paper letter. Paper letters of reference should be on referee’s official letterhead and must be mailed directly by the referee to the Graduate Program Assistant (see address below) in a sealed and endorsed envelope, or as a .pdf email attachment.
• Reference forms (hard copy or email attachment) : UBC provides a  general reference form . Your referee may fill out this form and mail it directly to the relevant program in a sealed and endorsed envelope, or send it as a .pdf email attachment.
• All references must be sent by referees directly. Reference letters or forms submitted by the applicant will not be accepted .
• The application system and department are unable to accept referee emails from Hotmail, Yahoo, Gmail, MSN or other free email accounts.
• By “sealed, endorsed envelope” we mean that the envelope needs to be sealed and that the signature of the referee be placed over the seal (i.e., partially on the flap and partially on the rest of the envelope).

Note: It is advisable to contact referees and inform them of the Admissions deadline early in your process.

d. Statement of intent.  You need to describe your specific interests in pursuing a PhD and precisely why you are applying to the Department of Educational Studies and to the program or concentration you have selected (800-1200 words). This statement should highlight the following:

• Your engagement with graduate research , which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest.
• The general research directions you would like to pursue during your program, if admitted.
• Name(s) of faculty member(s) with whom you have been in contact and/or who you identify as being suitable as research supervisor

e. Writing Sample (maximum 5,000 words without references)

• The intent is to demonstrate your engagement with research and your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper.

f. Curriculum Vitae / Resume

Please provide a CV as evidence of your potential to succeed in EDST at the graduate level.

After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted by the application deadline. The Admissions Committee will only review completed applications. You can check the status of your application and supporting materials through the online application system .

Applicants from outside Canada should be aware of additional requirements that may apply. Please read the following to determine which of these requirements may apply to you.

International Credentials Equivalency

Please see the Office of Graduate and Postdoctoral Studies website: http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

International Transcripts and Translation Requirements

See International Transcripts and Translation Requirements tab for details

Entering Canada

To enter Canada, a “Student Authorization” (Student Visa) is required. Apply as soon as possible to the nearest Canadian Consular or Immigration Office since it may take 8–10 weeks for processing. For applicants applying from the People’s Republic of China it may take 3–6 months. Applying for a Student Authorization requires a UBC letter of admission/acceptance; a valid passport; and evidence of adequate funds for tuition, maintenance of the student and, if married, the student’s spouse and children, plus travel funds to and from Canada. Please consult the Immigration Canada website:  http://www.cic.gc.ca/english/index.asp .

If the application for a visa is approved, the UBC letter of admission/acceptance will be returned to the student and must be retained for presentation to the Immigration Officer at the Canadian point of entry.

Canadian Transcripts

UBC has changed its application document requirements.

If you are applying to begin study in 2016 or beyond, you will normally scan and upload digital copies (.pdfs) of official required documents in the application system. These are considered "unofficial documents". These uploaded copies of your official documents will be used for initial evaluation of the applicant.

Conditional admission offers may be made based on documents uploaded to the application system. However, admission offers will not be finalized and applicants will not be allowed to register in a graduate program until one set of all required official academic records are received and validated by the University.

UPLOADING UNOFFICIAL COPIES OF TRANSCRIPTS IN THE APPLICATION SYSTEM

Applicants with Canadian transcripts (other than UBC) must obtain an official paper transcript for every post-secondary institution they have attended.  UBC transcripts are not required.

Each transcript should be scanned as an individual .pdf file and then uploaded to the application system as indicated. They should be named: "Applicant Full Name-Document Description.extension"

Kelly Smith-University of Waterloo Transcript.pdf Kelly Smith-CV.pdf Kelly Smith-Journal of Neurosciences Paper.pdf

Transcripts must be scanned front and back. All pages of one transcript, front and back, should be uploaded as a single file (rather than a separate file for each page).

OFFICIAL TRANSCRIPTS

To be considered official, academic records must either be received in official university envelopes, sealed and endorsed by the issuing institution, or be sent via secure electronic delivery by the issuing institution.

If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration. Do not send official transcripts before receiving an offer of admission unless you have received special instructions from the graduate program to which you have applied.

Documents being provided to meet conditions of admission should be sent directly to:

Graduate & Postdoctoral Studies University of British Columbia 6371 Crescent Rd Vancouver, BC CANADA  V6T 1Z2

CURRENT AND FORMER UBC STUDENTS

You do not need to submit UBC transcripts as part of your graduate application, as this data is already available through the student database system. However, be aware that you are still responsible for submitting transcripts from all other post-secondary institutions that you have attended (e.g., exchange year, transfer year, etc.).

International Transcripts and Translations

UPLOADING UNOFFICIAL COPIES OF REQUIRED DOCUMENTS IN THE APPLICATION SYSTEM

Applicants with transcripts from non-Canadian post-secondary institutions must obtain an official paper transcript for every post-secondary institution they have attended.

Each transcripts should be scanned as an individual .pdf file and then uploaded to the application system as indicated. Otherwise, they should be named: "Applicant Full Name-Document Description.extension"

Peng Zhang-Peking University Transcript.pdf Peng Zhang-Peking University Transcript English Translation.pdf Peng Zhang-CV.pdf Peng Zhang-Journal of Neurosciences Paper.pdf

If you have transcripts that are issued in a language other than English, then in addition to uploading digital copies of the documents in their original language, you must also upload a certified literal English translation of your transcripts from your home university's translation service or certified English translator.

Please consult the document scanning and uploading instructions provided within the online application for detailed instructions.

OFFICIAL DOCUMENTS

After being offered admission: If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration.

If an official transcript does not indicate the degree name and the degree conferral date, then an official copy of the degree certificate must also be submitted

If your university issues only one original copy of transcripts/degree certificates:

Make photocopies of your original academic records and send them to your home university. Ask your home university to:

• verify that the photocopies are consistent with their records.
• attest that the copies are true photocopies and stamp them with an official university stamp.
• put the attested, stamped photocopies in sealed envelopes endorsed by the Registrar.
• mail the sealed, endorsed envelopes directly to Graduate & Postdoctoral Studies.

If your transcripts are issued in a language other than English:

• arrange to have a set of all official transcripts issued in their original language.
• obtain a certified literal English translation of your transcripts from your home university's translation service.
• send both the original transcripts and the literal English translation to UBC Graduate & Postdoctoral Studies.

If your home university does not provide English translations of transcripts:

• make a photocopy of your copy of your transcripts. Do not open a sealed, endorsed envelope containing transcripts intended for submission to your program.
• take the copy to a certified English translator and ask them to provide a complete, word-by-word, literal English translation.
• tell the translator to put both the original language photocopy and the English translation into a sealed envelope, and endorse the envelope by signing across the seal.
• send the sealed, endorsed envelopes from the translator to UBC Graduate & Postdoctoral Studies.
• send your original transcripts in the original language to UBC Graduate & Postdoctoral Studies.

Note: Academic records must be translated in their entirety, including any information that appears on the reverse side of any document.

UBC does not accept the following:

• photocopies that have not been stamped, attested and endorsed by the Registrar at your home university
• documents in envelopes that have been opened
• documents that do not arrive in sealed envelopes endorsed by the issuing institution or certified translator
• documents that arrive without the official seal of the university
• photocopies notarized by a notary public
• photocopies endorsed by a lawyer, professor, judge etc.
• unofficial translations
• non-literal translations

Do not send academic records that are not in sealed and endorsed envelopes. It will only delay the processing of your application.

Documents being provided to meet conditions of admission  should be sent directly to:

Tuition for PhD and EdD Programs

Tuition fees for PhD and EdD Programs are found on the UBC Calendar  website .

Note that fees are subject to change by the University.

Deadlines for applications

Deadlines for the EDST PhD program can be found on the EDST website .

Quick links:

Graduate Program Assistant Email:  [email protected] Tel: 604.822.6647

Department of Educational Studies Faculty of Education The University of British Columbia 6445 University Boulevard, V6T1Z2

Dr. P   Taylor   Webb , PhD Management Chair Email: [email protected] Tel: 604–822–6381

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Education (PhD)

Program overview Program structure Admission requirements Application process Tuition & funding

Program overview

The PhD in Education will give you advanced knowledge of the qualitative and quantitative methods used in educational research. You will examine the disciplinary links between childhood and adult education and strengthen your understanding of underlying educational philosophies. Our program provides a solid foundation from which to pursue research across disciplines and orientations. Our faculty members specialize in four major subfields: applied linguistics, child studies, educational studies and educational technology. Graduate students have exclusive use of our state-of-the-art facilities , including personalized research spaces, computer workstations and a media development lab. Along with a growing number of students and faculty you will be contributing to cutting-edge research in education and the civic life of the department.

Program structure

Degree requirements, degree requirements.

Fully-qualified candidates are required to complete a minimum of 90 credits.

Please see the Education Courses page for course descriptions.

Education PhD (90 credits)

Admission requirements

Admission requirements.

• MA in Education, Applied Linguistics, Child Studies, Educational Studies, or Educational Technology, with high standing, from an accredited university.
• Applicants with a Master's degree in a related field or discipline, such as psychology, sociology, anthropology, adult education, and human resource development, are considered.
• Applicants from other disciplines might be offered conditional admission which may include fulfilling prerequisite courses.
• Proficiency in English. Applicants whose primary language is not English must demonstrate that their knowledge of English is sufficient to pursue graduate studies in their chosen field. Please refer to the English language proficiency page for further information on requirements and exemptions.

Application process

Application deadlines.

Priority will be given to complete applications submitted by the deadline. In some cases, programs may continue to accept applications as long as there is space available.

International students: Considering the waiting period involved in meeting the entry requirements to Canada and Quebec , we strongly encourage international applicants to apply early and submit supporting documents prior to the deadline.

Tuition & funding

Tuition and fees.

Tuition and fees of the program may depend on your student status, among other key factors. Estimate these costs based on the most common situations.

Awards and funding

Funding packages are generally available for students in thesis-based programs. They come in the form of awards, teaching and research assistantships are offered at the time of admission to most students to allow them to focus on their research and studies. Research and thesis-based students are automatically considered for all entrance graduate awards when they apply to Concordia, provided they meet eligibility criteria. No separate application is required.

The Quebec and Canadian governments offer a number of competitive graduate scholarships. We encourage you to apply for these awards at the same time you are preparing your application.

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Educational Research

Doctor of Philosophy (PhD)

Thesis-based program

Program overview.

The Doctor of Philosophy degree prepares scholars for leadership careers in research and teaching. Students engage with established and emerging ideas in the theory and practice of pedogogy, leading to comprehensive and specialized understanding of their area of study. Through original research, students help to open and extend the field of educational research. By critiquing and building upon scholarly and practical research and contemporary discourses in education, students will participate in creating the next generation of ethical and ecologically sustainable educational systems. A two-year, on-campus residency is required for this research-intensive and thesis-based program, which is delivered on-campus only.

Completing this program

• Adult Learning: Students take courses in research methods, advanced topics in adult learning and electives.
• Language and Literacy: Students take courses in research methods and on theory and research in language and literacy.
• Learning Sciences: Students take courses in research methods and electives in educational research from the learning sciences specialization.
• Curriculum and Learning: Students take courses in research methods, interpretive study of curriculum and additional seminars.
• Leadership: Students take courses in research methods, a seminar in educational leadership and electives in educational research.
• Candidacy and Thesis: Students complete a research proposal and oral and written candidacy exams, and submit and defend an original thesis.

Specializations

• Adult Learning
• Curriculum and Learning
• Language and Literacy
• Learning Sciences

Professor, Research and Not-for-profit organizations, Bilingual Education, Intercultural Communication, English Language Arts, Media Education, Culture Studies, Curricular Consultant, Public and Private Education, Community and Non-governmental agencies, School management, Policy and governance.

A PhD in educational research is usually considered a final degree.

Students are required to prepare a thesis and successfully defend in an open oral defense.

Five core courses, and up to three electives depending on specialization   

Learn more about program requirements in the Academic Calendar

Classroom delivery

Time commitment.

Four years full-time; six years maximum; two year residency requirement

A supervisor is required, but is not required prior to the start of the program

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

Virtual Tour

Explore the University of Calgary (UCalgary) from anywhere. Experience all that UCalgary has to offer for your graduate student journey without physically being on campus. Discover the buildings, student services and available programs all from your preferred device.

Supervisors

Learn about faculty available to supervise this degree. Please note: additional supervisors may be available. Contact the program for more information.

Maren Aukerman

Subrata Bhowmik

Barbara Brown

Tonya Callaghan

Catherine Chua

Roswita Dressler

Sarah Elaine Eaton

Janet Groen

Michele Jacobsen

Admission Requirements

A minimum of 3.5 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 10 full-course equivalents or 60 units) of the undergraduate degree.

Minimum education

A thesis-based master's degree in an appropriate field from a recognized institution.

Work samples

• A statement outlining the applicant's interests and reasons for wishing to pursue graduate work in this department. Clearly identify your thesis research area

Reference letters

Test scores, admission portfolio.

Applicants to the Doctor of Philosophy program are encouraged to submit an Admission Portfolio containing examples of their work.The Doctoral Admission Portfolio may contain the following: 

• Thesis (if applicable).
• Research grants or scholarships.
• Curriculum documents.
• Non-print materials, (e.g. multimedia).
• Evidence of relevant prior learning (see graduate calendar).
• Personal statement documenting research skills and interests.

English language proficiency

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97 (Internet-based, with no section less than 20).
• International English Language Testing System (IELTS)  score of 7.0 (minimum of 6.0 in each section).
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in each section).
• Academic Communication Certificate (ACC)  score of A- in each course.

*Please contact your program of interest if you have any questions about ELP requirements.

For admission on September 1:

• Canadians and permanent residents: Dec. 1 application deadline
• International students: Dec. 1 application deadline

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Are you ready to apply?

Learn more about this program, educational research graduate program.

Education Tower, Room 114 2500 University Drive NW Calgary, ABT2N 1N4 403.220.5675

Contact the Graduate Program Administrator

Visit the departmental website

University of Calgary 2500 University Drive NW Calgary, AB, T2N 1N4

Visit the Werklund School of Education's website

Learn more about UCalgary by taking a virtual tour

Related programs

If you're interested in this program, you might want to explore other UCalgary programs.

Thesis- based EdD

Thesis- based MA

Course-based MEd - Int

Course-based MEd - Spec

Thesis-based MSc

Curious about the University of Calgary?

Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.

Doctor of Philosophy (PhD)

Discover Our PhD Program!

Interested in developing your expertise and conducting primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning?

Completing a PhD in Education: Language, Culture and Teaching will provide you with the skills and knowledge to conduct research in order to positively impact teaching and learning.

Admission Requirements

In addition to meeting standard Faculty of Graduate Studies requirements, applicants to the Doctoral Program in Language, Culture and Teaching will have undertaken a Masters-level Program (with a B+ average) including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.

Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of:

• Faculty of Graduate Studies admissions  application  form
• One official copy of  transcripts  of each post-secondary institution attended
• Three  letters of reference  (at least two must be from academic referees; the other may be from a professional referee)                - You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A  curriculum vitae
• A  statement of area of interest  with a discussion of intended research (see details below)
• Two  samples of written work
• English language test score  (if applicable)

Applicants of interest to the Program may be interviewed in the final stages of selection. This interview will be arranged at the convenience of both the Program and the candidate. The purpose of the interview is to assess the overall suitability of candidates and to determine if there are faculty members available in their area of research interest.

Final admission will be offered to candidates only if faculty supervision is available.

The Statement of Interest

What Makes a Good Doctoral Statement of Interest? Tips for applicants.

The statement needs to reflect who you are, what research interests you have and what would make you an asset to the program in 500 words minimum (2 pages, double spaced, 12 font).

It must be brief, concise, direct and clear. Use headings if needed. Make it easy to read. Remember the admissions committee reads hundreds of applications. Your Statement must stand out in form and substance.

At the doctoral level your statement should include:

• A brief comment of what you want to accomplish in the doctoral program, and what motivated you to choose your field and the particular program to which you are applying.
• Research questions you are curious about
• The kinds of theoretical framings you would like to engage in your research program
• The existing research you hope to extend
• Why you want to come to York’s Faculty of Education (as opposed to elsewhere)?
• Make an explicit connection between your interests and faculty expertise
• Have to offer the doctoral cohort you may potentially join
• Bring to the program and your colleagues
• Your active involvement in the field
• Identify in the statement how your past studies and/or work or other experiences are relevant to your research program choice

Do not repeat or list what is already in your CV. The statement is a chance for you to make sense of your application, in a holistic way, for the Admissions Committee.

Please note:

• It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.

Students who work full-time should register as part-time students.

Program Description

This program starts each September.

Students will undertake a program of studies with a minimum of 21 credits plus a doctoral dissertation.

Note: The program  does not  lead to teaching certification

Required Courses

A compulsory Seminar on Research and Issues in Language, Culture, and Teaching ( EDUC 5100 ) (6.0 credits). This seminar covers the conceptualizations of educational inquiry, theory and practice in relation to ongoing issues in holism, critical thought and the return to the humanities and arts as a way of informing human studies.

A compulsory  research methods course  beyond the introductory graduate level of at least 3.00 credits. (Students lacking pre-requisites must enrol in an introductory graduate-level course as an addition to their Program requirements. Equivalence of previous methods courses will be determined by the faculty supervisor in consultation with the Graduate Executive Committee). Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may vary in each academic year.

Elective Courses

A minimum of four half-courses (12.00 credits) or equivalent must be chosen from among the following:

• The formal course offerings of the Graduate Program in Education
• Courses in allied disciplines chosen from among the offerings of other graduate Programs at York University
• Courses in allied disciplines, to a maximum of one full course or equivalent, at other institutions
• Negotiated studies courses: Student Initiated Collaborative Inquiry (SICI), Directed Reading, Practicum Seminar. (Note: the content and weighting of negotiated studies courses must be determined by the faculty and approved by the Graduate Executive Committee).

NOTE:  Students may take no more than 6.00 credits outside the Graduate Program in Education toward their degree requirements.

Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may  vary in each academic year.

Comprehensive Examination

The Comprehensive Examination consists of a public defence of the dissertation proposal.

A Comprehensive Examination is set at the completion of all required course work, and typically held within six months of -- and no more than one year from -- the end of the student's course work. Additional details on the Comprehensive Examination are available in the Graduate Program in Education Handbook.

Doctoral Dissertation Proposal & Dissertation

For regulations on the Dissertation Proposal & Dissertation Oral Examination, please consult the  Faculty of Graduate Studies site  for details.

Residency & Regulations

All graduate students at York University are responsible for being familiar with and following policies and procedures, including registering and paying fees in accordance with  Faculty of Graduate Studies and University policies, deadlines and procedures.   By registering, each student becomes bound by the policies and regulations of York University, including the Faculty in which the student is registered.

Both full-time and part-time study options are available. Students must maintain continuous registration, including payment of applicable (tuition) fees, in every fall, winter and summer term up to and including the term in which all requirements for their program of study are successfully completed, in accordance with Faculty and program regulations.

Students who fail to maintain continuous registration, including payment of applicable fees, will lose their status as full-time or part-time graduate students and will be withdrawn from their program of study. Students who have been withdrawn as a result of failure to observe registration requirements may petition for reinstatement.

Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration. All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration.

Students who successfully complete a doctoral degree in less time than the program length will, prior to convocation, be responsible for payment of a balance of degree fee.

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto. Although mandated restrictions resulting from covid-19 have required classes to run online in the 2020-21 academic year, it is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.   

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• Doctor of Philosophy in Educational Studies (PhD)
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Go to programs search

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.

For specific program requirements, please refer to the departmental program website

I found an integrated program at the University of British Columbia for advancing Indigenous perspectives and decolonial curriculum in education. My graduate program facilitates Indigenous participation and Indigenous content through a concentration of courses in Indigenous education and research supervision from Indigenous faculty.

Daniel Gallardo

Quick Facts

Program enquiries, admission information & requirements, program instructions.

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.

1) Check Eligibility

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:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

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:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

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.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

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.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

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.

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.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Educational Studies (PhD)

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.

Citizenship Verification

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

4) Apply Online

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

Tuition & Financial Support

Financial Support

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.

Program Funding Packages

All full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD from September 2024. 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 $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 5 students received Teaching Assistantships. Average TA funding based on 5 students was $5,974.
• 9 students received Research Assistantships. Average RA funding based on 9 students was $7,124.
• 8 students received Academic Assistantships. Average AA funding based on 8 students was $8,159.
• 22 students received internal awards. Average internal award funding based on 22 students was $20,418.
• 4 students received external awards. Average external award funding based on 4 students was $29,583.

Scholarships & awards (merit-based funding)

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 Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

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 .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

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.

Foreign government scholarships

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.

Working while studying

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.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

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.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

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:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, alumni on success.

Olen Gunnlaugson

Job Title Associate Professor in Leadership and Organizational Development

Employer Université Laval

Randy Wollf

Job Title President

Employer PaperLift Document Editing

Kenneth Tupper

Job Title Director of Implementation & Partnerships

Employer BC Centre on Substance Use

Kaela Jubas

Job Title Associate Professor

Employer University of Calgary

Enrolment, Duration & Other Stats

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.

ENROLMENT DATA

Completion Rates & Times

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

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.

• Abdi, Ali (Comparative and cross-cultural education; Decolonizing philosophies of education, Development education, Critical research methodologies,; Human rights education)
• Ahenakew, Cash (Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education)
• Andres, Lesley (Higher education; life course research; international comparative higher education; sociology of higher education)
• De Oliveira Andreotti, Vanessa (Education for/about international development, Social accountability in local and global engagements, Global Citizenship Education)
• Ellis, Jason (Canadian history; Specialized studies in education; Educational policy; Education policy; history of education)
• Fallon, Gerald (Indigenous Studies, International and Comparative Education, Leadership and Organizations, Policy, Research methodologies)
• Gill, Hartej (Cultural studies, Leadership and Organizations, Post-colonial studies, Teaching and Practice)
• Gleason, Mona (History, archaeology and related studies)
• Kelly, Deirdre (Children and youth, Gender studies, Media and democracy, Social justice, Sociology of Education)
• Kovach, Margaret
• Mazawi, Andre (Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education)
• Metcalfe, Amy (Educational policy; Higher education; Specialized studies in education; Higher Education Studies; Internationalization; Migration Studies; Academic Labour and Mobility; Higher Education Policy; Visual Research Methods; Campus Environments; Science and Knowledge)
• Rocha Perkerwicz, Samuel (Educational policy; Specialized studies in education; Philosophical Traditions in Education; philosophy of education)
• Roman, Leslie (Ethnography, Cultural studies, Disability studies, Sociology of Education)
• Ruitenberg, Claudia (History and philosophy of education; Political science and policy administration; Environmental education and extension; Environmental philosophy and education; philosophy of education; Political education)
• Shan, Hongxia (Other education, n.e.c.; Immigration and adult education and learning; Lifelong learning; Gender and work; Prof. learning)
• Stack, Michelle (Adult and continuing education, and community education; Educational policy; Media studies (except social media and digital media); Community Engaged Research; Knowledge translation; Cooperatives and Social Solidarity Economies; University Rankings and Equity; Disability studies; anti-racism; media education)
• Stein, Sharon Rebekah (Higher education; Educational policy; Specialized studies in education; Educational theory; Global education; Higher Education; International and comparative education; International education; Pedagogy and education; Post-colonial studies; Race/ethnicity; Social and Cultural Foundations of Education; Social justice; sustainability; climate change)
• Taylor, Alison (Adult and continuing education, and community education; Educational administration, management and leadership; Educational policy; Higher education; Specialized studies in education; Education, Knowledge and Skills; Educational Context; Political Contexts; Social Contexts; Social Policies)
• Vanwynsberghe, Robert (Citizenship and democracy, Social justice, Sustainability; Sustainability; Environmental Education; Theory and Method)
• Walker, Judith (Adult and continuing education, and community education; Sociology of education; Educational policy; Adult education; Higher Education; policy studies; Health Professions Education)
• Wang, Fei (Educational administration, management and leadership; Educational policy; Specialized studies in education; Educational administration and leadership; Leadership; the role of the school principals; social justice and diversity; comparative policy studies; Education and Training Management; Ideology and Social Policy; Social Contract and Social Justice; Offshore school and its leadership)
• Webb, P. Taylor (Education systems; Philosophy; Education governance, policy, and politics; Michel Foucault; Gilles Deleuze; Neoliberalism; Governmentality; Micropolitics; Biopolitics; Subjectivity; Artificial Intelligence)
• Wright, Handel (Educational policy; Specialized studies in education; (post)multiculturalism and multicultural education; Africana studies; Critical Race Theory; Cultural Studies; Educational Approaches; identity, citizenship and belonging; postcolonialism and decolonization; Transcultural Studies; Youth Studies; anti-racism)

Doctoral Citations

Sample Thesis Submissions

• Teachers’ material, moral and legal conditions on World Teachers’ Day : a networked movement of Egyptian teachers on Facebook
• Inter/nationalization of higher education : the case of academic mobility and knowledge generation at Qatar University
• Coherence, consistency, contradiction : portraits of postsecondary educators seeking ecological integrity
• Coherence, consistency, contradiction : portraits of postsecondary educators seeking ecological integrity : [supplementary material]
• Indigenizing : one heart at a time
• Educational technology implementation among BC first nation communities : a cross-cultural lens reflection
• Medical citizenship and the social right to health care in Canada : a genealogy of medical education discourses
• Ethnocultural pluralism and the International Baccalaureate Primary Years Programme
• Promoting transformative learning in nursing international field schools
• The construction of lifelong and lifewide education in Russia and the USSR, 1721 – 2021
• The ethics of edugration : Canada’s higher education-migration nexus
• Understanding decolonial learning in the climate justice movement : a decolonial feminist autoethnography
• Minor videos and becoming-Japanese : problematizing [co][existence] and envisioning alternative futures of young migrants’ lives in Japan
• Resisting shotgun pedagogies : understanding the racialized, gendered, colonial (and healing) dimensions of public mass gun violence in the United States
• Enacting the NCLEX-RN® exam in a Canadian nursing context : a critical policy analysis

Related Programs

Same specialization.

• Master of Arts in Educational Studies (MA)
• Master of Education in Educational Studies (MEd)

Same Academic Unit

• Doctor of Education in Educational Leadership and Policy (EdD)
• Graduate Certificate in Adult Learning and Education (GCALE)
• Graduate Certificate in Higher Education (GCHIED)
• Master of Education in Adult Learning and Education (MEd)
• Master of Education in Adult Learning and Global Change (MEd)
• Master of Education in Curriculum and Leadership (MEd)
• Master of Education in Educational Administration and Leadership (MEd)
• Master of Education in Higher Education (MEd)
• Master of Education in Society, Culture and Politics in Education (MEd)

Further Information

Specialization.

Educational Studies offers concentrations in Adult Learning and Education; Higher Education; Society, Culture and Politics in Education; and Educational Administration and Leadership.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

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Ph.D. (Education)

Program Information

The Doctor of Philosophy (Ph.D.) in Education program is offered to qualified candidates, normally by full-time study. It consists of courses, a comprehensive exam, and a thesis, and can be completed in four years of full-time study. Under the supervision of a committee of faculty members, the doctoral program prepares graduates for faculty and leadership positions in educational settings.

Application Deadline

The Ph.D. (Education) program commences in the Fall semester and the deadline for application is  February 1st . Please refer to  application submission deadlines .

Admission/Application Information

Please visit the links provided in the table below to learn more about the  Ph.D. (Education)  admission/application process. 

Note: Applicants are strongly encouraged to identify a supervisor (faculty member) for their study at the time of application. Please review the academic profiles of current faculty members to learn more about their research areas and contact information.  

Program Requirements

Please visit the link provided in the table below to learn more about the  Ph.D. (Education)  program requirements.

For additional program information please refer to:

Program Cost/Funding

Please visit the links provided in the table below to learn more about program costs and funding opportunities.

Interested?

Students are required to apply online to have information formally assessed. Applications and official supporting documents are to be submitted to the School of Graduate Studies by the  application deadline . Complete detailed application packages are expected by the deadline date. Applications may be submitted online by following the process outlined at  School of Graduate Studies-Application Package .

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University of Manitoba

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

Education (PhD)

Gain an in-depth understanding of theories within the field of education. The University of Manitoba PhD in Education focuses on educating teaching professionals as researchers, helping graduates work to enhance understanding and improve professional practice.

Program details

Admission requirements.

• Faculty of Education • Faculty of Graduate Studies

• PhD in Education

Expected duration

Study with us, meet our researchers.

The Faculty of Education is an advanced educational research institute, providing you the chance to study and work with faculty members actively engaged in research.

Our research community brings together diverse perspectives and spans a variety of areas. Together, our researchers and educators aim to enhance understanding and improve professional practice within the field of education.

It is strongly recommended that all PhD applicants review the bios of our faculty researchers to determine who would have the expertise to support their research program.

Learn about our researchers

Education students benefit from interactions with students, faculty and staff in a number of shared spaces.

Our wide-ranging facilities include an Indigenous student community space, the Anna and Inga Storgaard Learning Commons, drama and music classrooms, a computer lab and science lab.

Discover our financial supports

Numerous faculty-specific and university-wide funding opportunities are available to Faculty of Education graduate students to support academic and research goals.

To earn your PhD, you must demonstrate independent research capability. The program consists of coursework, a candidacy exam, and a substantial research component.

Expected duration: 3+ years

Tuition and fees:  Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)

Course work

Students must complete 21 credit hours of coursework including a minimum of nine credit hours in the program area; a minimum of six credit hours in a support area; and a minimum of six credit hours of research methods.

Students in the Individualized PhD program can take Doctoral Seminar 1 and Doctoral Seminar 2 to satisfy the Support Area course requirements. In addition, there is an Advanced Research Methodology course offered exclusively for PhD students. Students will work with their Advisor to determine the courses in their plan.

Note that not all PhD courses listed in the Academic Calendar are offered every year. Future graduate course offerings are listed on the Education website .

Sample course offerings

• EDUC 7040: Current Issues in Mathematics Education (6 credit hours)
• EDUC 7050: Doctoral Study in Education (3 credit hours)
• EDUC 7060: Advanced Seminar in Educational Administration 1 (3 credit hours)

For full course descriptions, please visit the Academic Calendar .

Candidacy Exam

The Candidacy Examination is normally taken after successful completion of all coursework. The purpose of the written candidacy examination is to assess the student’s preparedness in: the major program area (which normally constitutes the major or field of specialization); the support area(s) of study; and research methods. The examination is set by the student’s Advisory Committee and approved by the Doctoral Studies Committee. The examination will consist of a series of questions based on completed coursework provided to the student.

Research Thesis

An essential feature of PhD study is the student’s demonstration of competence to complete a research project and present the findings. The thesis must constitute a distinct contribution to knowledge in the major field of study, and the research must be of sufficient merit to be, in the judgement of the examiners, acceptable for publication. The student will work under the guidance of their Advisory and Advisory Committee in preparing a thesis proposal and final thesis. The final thesis will be reviewed by an external examiner before proceeding to a final oral examination.

To qualify for admission to the PhD in Education program, you must have a minimum of:

• A master’s degree from a recognized institution (The MEd course-based route at the University of Manitoba is typically a terminal degree. It is insufficient as evidence of research capacity for admission into the PhD in Education program).
• A minimum GPA of 3.0 in your last 60 credit hours of university study.
• A suitable academic background for the program area admission is being sought.
• Appropriate research capability and occupational experience.

Admission to the Individualized PhD program is highly competitive. Meeting these requirements does not guarantee acceptance into the program.

In addition to the admission requirements described here, all applicants must meet the minimum admission and English language proficiency requirements of the Faculty of Graduate Studies.

How to apply

The PhD in Education program has one application deadline per year and applications are accepted for September entry only. Applications must be completed online and include several parts:

• Application fee (non-refundable)
• Unofficial copies of transcripts
• complete academic history
• employment history (including work in educational settings, counselling, or related professions)
• service/volunteerism with organizations (such as, community organizations, non-governmental organizations, etc.)
• committee involvement (in university, workplace, or community organizations)
• research project involvement including research assistant roles
• research papers (including published and in-progress works)
• research conference presentations
• certifications (including teaching certificates)
• awards, scholarships, and other achievements
• Two letters of recommendation , preferably one from the supervisor of the work submitted as evidence of appropriate research capability and from your prospective Advisor (must be requested from within the application).
• Publication/writing sample . This sample might be a published or unpublished paper, a capstone paper, a comprehensive project, a course research paper, or other sample that demonstrates your scholarly writing. If you have a completed Master’s Thesis, please submit as your writing sample .
• Thesis/research proposal . Submit a thesis/research proposal of no more than 1000 words that situates your proposed research within the larger context of your area(s) of study in education and in relation to your previous professional and/or academic interests (as applicable). Identify the research question (or questions) that is (are) of interest to you and explain the significance of the proposed research project. Describe your positionality in relationship to the research and any theories that inform your proposed study and its design. Explain why pursuing your studies in the Faculty of Education at the University of Manitoba would be important to the proposed project.
• Supervisor support . It is highly recommended that you contact those who you would like to list as potential supervisors and to confirm their interest and availability in taking on the role as your advisor. Please describe how your proposed area(s) of interest aligns with your proposed advisors' area(s) of expertise.
• Indicate if you have secured funding or will be applying for funding from the Faculty of Education and/or Faculty of Graduate Studies funding opportunities
• Proof of English language proficiency , if required

Application deadline

Applications are reviewed on a committee basis . The Admissions committee for Architecture reviews applications in March.

Applications open up to 18 months prior to start term.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.

Start or continue your application

Applications are reviewed on a committee basis . The Admissions committee for City Planning reviews applications in March.

Winter applications are accepted on a case-by-case basis.

Applications are reviewed on a committee basis . The Admissions committee for Design and Planning reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Interior Design reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Landscape Architecture reviews applications in March.

Applications are reviewed on a committee basis . The Admissions committee for Anthropology reviews applications in March/April.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applications open September 1 of year prior to start term.

Application deadlines

Applications open   up to 18 months prior  to start term.

Applications are reviewed on a  committee basis . The Admissions committee for History reviews applications in February.

Applications are reviewed on a  rolling basis .

Applications open July 1 of year prior to start term.

Applications are reviewed on a  Committee basis . The Committee for German and Slavic Studies reviews applications in February/March.

Applications are reviewed on a rolling basis .

Applications are reviewed on a committee basis . The Admissions committee for Management reviews applications in February / March.

Applications are reviewed on a committee basis . The Admissions committee for Physical Therapy reviews applications in April / May.

Applications open  August 1 of the year prior to start term.

Applications are reviewed on a committee basis . Please contact the department for admission committee review timelines.

Applications are reviewed on a committee basis . The Admissions committee for Orthodontics reviews applications in August/September and holds interviews in September/October.

Program currently undergoing review, applications will not be opening at this time.

Select Preventive Dental Science in the Program drop-down on the application form.

Applications are reviewed on a  committee basis . The Admissions committee for Educational Administration, Foundations and Psychology reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Education reviews applications in February / March.

Applications are reviewed after the deadline, with decisions issued in March - April.

Currently not accepting applications to this program.

Applications are reviewed on a  committee basis . Please contact the department for admission committee review timelines.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. Applications received by the March 1 deadline for a September start-date will receive first consideration for any available funding. Late applications will be considered on a case-by-case basis for any available funding, please contact the department for further information.

Applications are reviewed on a  committee basis . The Admissions committee for Human Rights reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Law reviews applications in January - March.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing (MN) reviews applications in April / May.

Applications are reviewed on a  committee basis . The Admissions committee for Nursing PhD reviews applications in February / March.

Applications are reviewed on a  committee basis . The Admissions committee reviews applications as per the timelines noted below each table.

Winter applications reviewed in October Summer applications reviewed in February Fall applications reviewed in June

Winter applications reviewed in June Summer applications reviewed in October Fall applications reviewed in February

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. This includes having the support of a faculty supervisor before you apply.

Applications are reviewed on a  committee basis . The Admissions committee for Natural Resources Management reviews applications in March - June.

After the annual application deadline (see below), applications are reviewed on a committee basis by the Faculty of Social Work internal admissions committee. Once this process is complete, decisions are sent to all applicants in March / April. 

Applications open  July 1 of year prior to start term.

Applications are reviewed on a  committee basis . The Admissions committee for Social Work reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Music reviews Fall term applications in December / January, and Winter term applications in July.

Applications are reviewed on a committee basis . The Admissions committee for Occupational Therapy reviews applications in May / June.

Master of Occupational Therapy regular program  applications open September 15 of the year prior to deadline .

Master of Occupational Therapy accelerated program  applications open October 1  of the year prior to deadline .

The name of your confirmed supervisor is required at the time of application. To identify a prospective thesis research supervisor on your application, please  contact Immunology Faculty members .

Applications are reviewed on a  committee basis . The Admissions committee for Community Health Sciences reviews applications in March / April.

Canadian, US and International applicants

The name of your preferred supervisor is required at time of application.

Applications are reviewed on a  committee basis . Students selected for in-person interview will be notified in February.

Applications are reviewed on a  committee basis . The Admissions committee for Physician Assistant Studies reviews applications in April.

Offers of admission will be released to successful applicants on May 17, 2024 from the University of Manitoba Master of Physician Assistant Studies, the same day as the University of Toronto BScPA Program and McMaster University Physician Assistant Education Program. The three institutions are pleased to provide applicants their offers on the same day to help with the decision-making process.

Applications are reviewed on a  committee basis . The Admissions committee for Pharmacology and Therapeutics reviews applications one month after the application deadline.

Applications for Pathology MSc are reviewed on a  rolling basis .

Applications for Pathologist Assistant are reviewed on a  committee basis . The Admissions committee for Pathologist Assistant reviews applications in April / May. 

The Pathologist Assistant program only admits Canadian and US students every two years. The next intake is tentatively scheduled for Fall 2026.

Canadian and US applicants

International applicants

Applications are reviewed on a  committee basis . The Admissions committee for Statistics reviews applications in March / April.

Applications are reviewed on a  committee basis . The Admissions committee for Biological Sciences reviews applications one month after deadline.

Applications are reviewed on a committee basis . The Admissions committee for Indigenous Studies reviews applications in February and June.

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated. For those who wish to be considered for scholarships, applications must be received by January 15 of the year in which you're seeking admission.

Applications are reviewed on a committee basis . The Admissions Committee for Applied Human Nutrition reviews applications in February.

Les demandes d’admission sont évaluées par un comité . Le comité d’admission évalu les demandes durant les mois de Mars et Avril.  

Les demandes peut être surmise jusqu’à concurrence de 18 mois avant le début de premier trimestre.

Toute demande d’admission en ligne doit être déposée, avec documents à l’appui, au plus tard aux dates indiquées.

Soumettre ou continuer votre application

Learn about our education researchers and find an advisor to help oversee your studies.

Financial aid and awards

Education students are eligible for faculty-specific as well as university-wide funding opportunities.

Tuition and fees

Learn about tuition and fee requirements associated with graduate studies at UM.

Academic calendar

Explore program requirements and detailed descriptions for required and elective courses throughout the PhD program.

Explore the Faculty of Education

Help shape the lives of students and the future of your community. Our mission is to enhance the study and practice of education through teaching, research, scholarship and service.

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Explore the Faculty of Graduate Studies

Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.

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Keep exploring

Discover more programs

With over 140 programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.

• Bachelor of Education (BEd)
• Post-Baccalaureate Diploma in Education (PBDE)
• Master of Education in Curriculum, Teaching and Learning (MEd)
• Master of Education in Educational Administration, Foundations and Psychology (…

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Be adventurous, challenge yourself and make a difference.

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Experience a world-class education in the heart of Canada

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We offer state-of-the-art facilities with 140 years of history.

Admission and application inquiries

Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada

[email protected] Phone: 204-474-9377

Monday to Friday 8:30 a.m. to 4:30 p.m.

Program inquiries

Faculty of Education 203 Education Building, 71 Curry Place University of Manitoba Winnipeg, MB R3T 2N2 Canada

Graduate Program Email: [email protected] Undergraduate Program Email: [email protected]   

Phone: 204-474-9004 1-800-432-1960 ext 9004 Fax: 204-474-7551

PhD programs

Take a deep dive into the topic you love with a phd, at the university of ottawa, you can:.

• Join a select community of researchers and work in state-of-the-art labs – uOttawa is ranked among the top 10 research universities in Canada.
• Study in the heart of the nation’s capital, a bilingual and multicultural setting where networks of senior stakeholders take action on major issues and influence decisions.
• Receive considerable financial support.

“One of the reasons I chose the University of Ottawa is for its multidisciplinary or multi-university thesis committees available to students in their first year of doctoral studies.”

Valérie Costanzo, LL.B., LL.M., lawyer, PhD candidate

Explore ways to finance your doctoral studies

The University of Ottawa has many scholarships or financial support options available to you. As a doctoral candidate, there is also the option to earn money while gaining valuable experience through teaching and research assistantships.

“Supervising doctoral students is a privilege: it allows for the discovery of new research challenges and for the development of sustainable relationships.”

Emmanuelle Bernheim, LL.D., PhD, Full professor, Faculty of Law, Civil Law Section

Take the next step

Check admission requirements

Apply for admission

PhD in Education (Educational Sustainability)

PhD Cohort 2019

PhD Cohort 2018

PhD Cohort 2017

The focus on educational sustainability translates to research and teaching that crosses cultures, disciplines and nationalities and embraces a global vision of education.

The PhD in Education provides opportunities to contribute to educational research and discourse while earning a degree that facilitates leadership in a variety of fields including, but not limited to, education, health, social work, and administration.

Offered by the Schulich School of Education

Our doctoral program combines two summer residencies with Fall/Winter online learning

PhD in Education in our School of Graduate Studies

Grounded in the context of a post-modern society, and recognizing the importance of multiple perspectives, this Ph.D. in Education (Educational Sustainability) program will prepare students from a variety of fields, such as education, health, social work, social justice and administrative leadership, for sustainable educational practices in the 21st century.

By sustainable practice we mean conducting research, teaching, and learning across disciplines, cultures, and nationalities and embracing a global vision of education that develops self-knowledge and an understanding that the relationship of the self to people, to nature, and to the designed environment is fundamental in becoming an educated person.

Educational Sustainability means that within the program students and faculty members will be asking questions that take into account the social context in which we live, and consider the ways in which the world is interrelated. The purpose is to build capacity to meet the needs of present and future academics and professionals working in various social science fields who will leave the program prepared to move beyond the status quo of 20th century standard practice to create real and virtual educational environments where active learning and multiple perspectives are the foundations of individual and institutional action. The degree is designed for educators within the school system, and within the professions more generally, who will become engaged citizens who can think critically and are prepared to accept individual responsibility for the well-being of society.  

Graduate Learning Outcomes - MEd (page 1) and PhD (page 2)

(Please carefully review the document as the learning outcomes for each program are different)

Through a variety of courses, a comprehensive exam and a Dissertation (research Thesis), the Ph.D. in Education (Educational Sustainability) program has the following learning outcomes for students:

• ​Draw on a wide variety of theoretical and practical literature to develop a broad understanding of the educational landscape through course readings and through individual research projects.
• Conduct critical conversations about education in the student’s field during course seminars and within research presentations.
• Assume an investigative stance in regard to teaching and learning in order that students can develop a scholarship of teaching and learning through opportunities to conduct seminars and engage in research related to instructional practices in multiple fields.
• Demonstrate an understanding of a range of research methodologies that display an appreciation of the complexity of knowledge and the potential contribution made by diverse interpretations methods and disciplines in both course work and through the development of an in depth research project.
• Engage in original research that contributes to educational knowledge in the student’s field.
• Develop qualities and transferrable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional or equivalent environments.

​​​​Please use the links to the left to learn more about the Ph.D. in Education program at Nipissing University.

You may also review the Ph.D. Handbook . 

For general inquiries regarding the Ph.D. in Education Program please contact us at [email protected]

Related Links

Ph.D. Handbook Review the requirements, policies, and procedures of the Ph.D. program

Proposed GSE course schedule

Confirmed GSE course schedule The confirmed course schedule is posted here each term prior to course registration

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Nipissing University Research Ethics Board (NUREB) and TCPS2 Online Tutorial Find the most up-to-date policy on research ethics along with the appropriate research ethics forms. All graduate students who are planning to apply for NUREB approval for a Thesis, MRP, or Dissertation research study must complete the free online TCPS2 tutorial before applying.

Nipissing University sits on the territory of Nipissing First Nation, the territory of the Anishnabek, within lands protected by the Robinson Huron Treaty of 1850. We are grateful to be able to live and learn on these lands with all our relations.

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Ontario Tech University launches fully online doctoral program in Education

November 29, 2021

To help educators better navigate the increasingly complex and constant changes to educational frameworks, Ontario Tech University now offers an ease-of-access online applied research degree for working professionals.

Ontario Tech’s Doctor of Education (EdD) is a graduate degree program positioned at the core of the modern digital landscape. The fully online program allows educators working in elementary and secondary schools, universities, colleges, and in public and private sector organizations to address challenges that require sophisticated and research-informed responses.

Graduates are prepared to analyze complex problems of practice and use collaborative skills to develop innovative solutions to community issues.  

The cross-faculty and interdisciplinary EdD program focuses on specific aspects of the use of technology in education, including digital practice.

It draws on Ontario Tech faculty members from a wide range of programs within the faculties of Education, Science, Health Sciences, Social Science and Humanities, Business and Information Technology, and Engineering and Applied Science.  

• First intake: September 2022
• Program length: approximately three years
• Learn more about the EdD program, including admission requirements and applications deadlines on the Ontario Tech Doctor of Education website .

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Another great example of why Ontario Tech research experts are in high demand

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Doctor of Philosophy (PhD) in Leadership

Thesis-based, on campus degree

The Doctor of Philosophy (PhD) in Leadership draws upon the social sciences and humanities to prepare researchers and practitioners for the analysis and resolution of issues and problems related to educational policy and the direction and management of schools, school systems, other institutions, and governmental bodies concerned with public and private education. This program prepares graduates for administrative and research-related careers with an understanding of organizational change in the field of educational leadership.

Program Details

Important deadlines & information.

Application Dates

Application opens:   September 1 Application deadline:  December 1 Official supporting document deadline: December 1-No Exceptions

Students must use the online application found at the  How to Apply  page.

Program Delivery

The PhD in Educational Research is a full-time program that is normally delivered on campus for the first two years of the program for either a Summer term start or a Fall term start.

Admission Requirements

Admission requirements are also outlined in the University Calendar .

In addition to the Faculty of Graduate Studies admission requirements, Graduate Programs in Education requires:

• A thesis-based master’s degree in an appropriate field. Outstanding applicants holding master’s degrees without thesis may be considered.
• A minimum grade point average of 3.50 on a four-point scale in a master’s degree program.
• A written statement of approximately 500 words indicating the applicant's reasons for wishing to pursue a graduate program. In this statement, briefly outline how your research interests and goals align with the specialization you have applied to; identify relevant prior research, teaching and leadership   experiences, publications, awards and recognitions, that you bring to doctoral research. To help us to consider potential supervisors, please identify Werklund School of Education  academic faculty members  whose research expertise aligns with your own.
• Where appropriate, candidates will be expected to have, or to obtain, relevant practical experience in their area of specialization.
• Two references. Referees will be asked to complete an online reference form.
• Current CV.
• Meeting the English language proficiency requirement. Proficiency in the English language is essential for the pursuit and successful completion of graduate programs in the Werklund School of Education. Prior to admission to Graduate Programs in Education, an applicant whose primary language is not English must fulfill the English language proficiency requirement.  For additional information, please visit our  How to Apply  page.

Admission Portfolio

Applicants to the Doctor of Philosophy program are encouraged to submit an Admission Portfolio containing examples of their work. The purpose of the Admission Portfolio is to give applicants the opportunity to provide additional documentation that demonstrates their suitability and qualification for doctoral studies. The Admission Portfolio is particularly relevant for program applicants who do not hold a thesis-based master’s degree.

The Doctoral Admission Portfolio may contain the following:

a) Thesis (if applicable).

b) Reports.

c) Research grants or scholarships.

d) Articles.

e) Curriculum documents.

f) Non-print materials, (e.g. multimedia).

g) Evidence of relevant prior learning (see below).

h) Personal statement documenting research skills and interests.

The Doctoral Admission Portfolio must include a Table of Contents and an Executive Summary that outlines the contents of the Portfolio.

Relevant Prior Learning Considerations

In exceptional circumstances, individuals who do not meet formal academic requirements but who have significant life achievements may be considered for admission to the program. The candidates must provide Graduate Programs in Education with evidence demonstrating a potential to undertake successfully the proposed program of studies. Such candidates are advised to make early contact with Graduate Programs in Education, and supply additional supporting documents as part of their application package, such as:

a) Evidence of personal continuing education/training.

b) Results in these continuing education efforts.

c) Experience in a field related to the aspired degree.

d) Evidence of successful management of people, resources, finances, situations.

e) Increasing or varying responsible positions in organizations related to the aspired degree.

f) Work-related products, e.g. reports, programs of learning or training, handbooks, videos, manuals, workshops, seminars.

g) Evidence of personal growth in knowledge, understanding, management skills, and intellectual resources.

h) Evidence of innovation.

i) Evidence of leadership or co-ordination responsibilities.

Advanced Credit

The applicant must make advanced credit request as part of the admission process. Credit will not be given for course work taken as part of another completed degree/diploma, or for courses taken to bring grade point average to a required level for admission.

Graduate Programs in Education does not normally accept undergraduate courses for credit toward graduate degrees.

Admission Note

In all these cases, the decision whether or not to admit the applicant rests with the Dean of the Faculty of Graduate Studies.

Admission to all graduate programs is highly competitive due to limited enrollment capacities. Meeting the minimum requirements does not guarantee admission.

All graduate programs are governed by the Faculty of Graduate Studies. In the case of any conflict, regulations of the  Faculty of Graduate Studies Calendar  take precedence over material on this website. Please consult the Faculty of Graduate Studies Calendar for University of Calgary graduate admission requirements.

Please check  Application Process  for details.

Offers of admission are valid only for the term to which applications are made.  

Transcripts & Supporting Documents- Due December 1

Applications, transcripts and all supporting documents must be submitted 11:59 pm MT on the application deadline date for each program. Please visit the  FGS applicant transcript page  to answer frequently asked questions on transcripts. 

For additional information on transcripts and where to send them, please visit our  How to Apply  page.

References Two (2) academic references are required. References will be asked to complete an online reference form. No hard copy letters of reference or documents will be accepted.

Please see the Faculty of Graduate Studies'  advice on finding references  for your application.

References are due by the application deadline, so you should complete the online application earlier in order to give your referees sufficient time to submit their reference. Referees will receive notification on how to submit their reference  after  you submit your application and are due on the application deadline regardless of when they receive the notification.  Please ensure that your references are aware of the supporting document submission deadline.  Applications without completed reference forms will be considered incomplete after the application deadline has passed.

Statement of Intent and Admission Portfolio Applicants must submit a written statement of intent and are encouraged to submit an  admission portfolio  as part of the application to the PhD in Educational Research program. 

Hard copy statements of intent and admission portfolio components will not be accepted. Please ensure that you are using the online application system to submit these documents.

Tuition and Fees

Information on tuition and fees can be found in the University Calendar .

Please visit the  candidacy and dissertation section of our website  for information.

PhD Funding

The Werklund School of Education provides funding opportunities for full-time doctoral students admitted to the on-campus program, for the first 4 years in program.

Awards and Scholarships

Applicants to the program  are encouraged to apply for internal and external scholarships.

Supervision

As a Graduate Student, you are expected to devote the time, effort, and energy necessary to engage in scholarship. You will determine the specific milestones and requirements of your program of study in consultation with the Faculty of Graduate Studies Calendar and with your graduate supervisor. 

An integral part of the student experience is working closely with a supervisor on the development and completion of a research project. A graduate supervisor mentors graduate students through regular meetings and research training aimed at research, scholarship, teaching and professional development. Graduate supervisors support students in the timely completion of their programs.

As a Graduate Student, you are expected to meet with your graduate supervisor on a regular basis. While each student-supervisor relationship is unique, graduate supervisors can assist graduate students in a number of ways: advising on course selection, applying for awards and scholarships, obtaining research funds, applying for teaching assistant and sessional teaching opportunities, developing track records in refereed publications and conference presentations, getting involved in leadership and service, and encouraging and supporting apprenticeship in a research community of practice (collaborative review of papers, grants, academic writing, and data analysis). 

A supervisor is normally appointed at the time of admission to the PhD program.

Have Questions?

Sylvia Parks Graduate Program Administrator (GPA) 403.220.4105, [email protected]

Academic Coordinator

Dr. Shelleyann Scott, [email protected]

Ready to Apply?

Doctor of Education in Distance Education

At a glance.

• Credential: doctorate degree
• Credits: 18
• Next start: see program details

Athabasca University’s online Doctor of Education in Distance Education is a professional doctoral degree for distance education practitioners and those with related career experience.

Be a part of the AU student community

A journey of a thousand miles starts with a single step. Sign up to receive more information from AU and start your education with us.

About Doctor of Education in Distance Education

At Athabasca University, we're proud to offer North America's first online Doctor of Education in Distance Education (EdD). Designed for professionals in distance education, adult education, and related fields, this 18-credit doctoral program provides you with the advanced skills and research opportunities you need to excel in leadership roles. The program is accessible and flexible for working professionals, with one intake per year and an online grouped study format that includes a 1-week, on-site orientation.

Admission requirements

Normally, admission requirements include a master’s degree in a relevant field with a minimum grade point average (GPA). See full Doctor of Education in Distance Education admission requirements

Program details

Tuition and fees, career options.

The EdD provides rigorous preparation for advanced responsibilities and leadership in the distance-learning field, including:

• implementing
• researching

Research is an important focus, as you will be expected to make an original and significant contribution to their profession as part of your doctoral program. Research opportunities include:

• examination of practice
• theory-building
• basic research

More conceptual or theoretical interests may also be accommodated.

Why take the Doctor of Education in Distance Education?

AU is a global leader in distance education teaching, scholarship, and program innovation. You will be learning from leaders in the field.

As a professional doctoral degree, the EdD program provides a relevant and accessible learning context designed for the working professional. This program may be of interest to:

• distance education
• adult education
• continuing education
• policy development and implementation
• academics, teachers, and instructors who wish to specialize in aspects of distance education research and scholarship
• instructional design specialists
• senior-level managers and program planners

The Doctor of Education in Distance Education is an 18-credit online doctoral program. You must normally complete the entire program through Athabasca University. (Inquire if you have questions.)

Application deadlines and start dates

There is only 1 EdD intake each year. The application deadline is in January, and classes start in May. An orientation in Edmonton or Athabasca for 1 week is a program requirement. All courses are online grouped study, with defined start and end dates. As noted above, the program includes a 5-day on-site orientation.

Completion times

Finish this program in as little as 4 years of study. You can take up to 5 years to complete all requirements.

Understanding how higher education fees and tuition are calculated is important to ensure you stay within your budget and make informed decisions.

Financial aid and awards

We're dedicated to supporting your academic goals and committed to helping you overcome financial barriers by providing many funding and award options.

The following fees are effective Jan. 1, 2024, to Aug. 31, 2024. All fees are quoted in Canadian dollars and are subject to change. Academic-related fees are exempt from the Federal Goods and Services Tax (GST). GST is added to all other goods and services, for example, workshops, some publications, self-help seminars, and Athabasca University promotional sales items.

The EdD fees consist of a yearly program fee and individual course fees. The annual program fee is paid in three installments (see the example below). Individual course fees are due by the course registration deadline.

If a company or other organization is sponsoring your tuition, we will require a Letter of Guarantee.

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June 07, 2022

For graduand and student speaker Joanna Fraser, her passion and drive for reconciliation and nursing education comes from a lifelong journey of professional and personal experiences, beginning as a child immigrating to Canada from Nakaru East Africa.

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• Open access
• Published: 19 August 2024

Predictors for success and failure in international medical graduates: a systematic review of observational studies

• Inge Schabort 1 ,
• Meisam Abdar Esfahani 2 ,
• Rachel Couban 3 ,
• Nia Wyn Roberts 4 ,
• Carl Heneghan 5 ,
• Neha Arora 1 &
• Vahid Ashoorion 6  

BMC Medical Education volume  24 , Article number:  892 ( 2024 ) Cite this article

Metrics details

International Medical Graduates (IMG) are an essential part of the international physician workforce, and exploring the predictors of success and failure for IMGs could help inform international and national physician labour workforce selection and planning. The objective of this study was to explore predictors for success for selection of IMGs into high stakes postgraduate training positions and practice and not necessarily for informing IMGs.

We searched 11 databases, including Medline, Embase and LILACS, from inception to February 2022 for studies that explored the predictors of success and failure in IMGs. We reported baseline probability, effect size in relative risk (RR), odds ratio (OR) or hazard ratio (HR) and absolute probability change for success and failure across six groups of outcomes, including success in qualifying exams, or certificate exams, successful matching into residency, retention in practice, disciplinary actions, and outcomes of IMG clinical practice.

Twenty-five studies (375,549 participants) reported the association of 93 predictors of success and failure for IMGs. Female sex, English fluency, graduation recency, higher scores in USMLE step 2 and participation in a skill assessment program were associated with success in qualifying exams. Female sex, English fluency, previous internship and results of qualifying exams were associated with success in certification exams. Retention to work in Canada was associated with several factors, including male sex, graduating within the past five years, and completing residency over fellowships. In the UK, IMGs and candidates who attempted PLAB part 1, ≥ 4 times vs. first attempters, and candidates who attempted PLAB part 2, ≥ 3 times vs. first attempters were more likely to be censured in future practice. Patients treated by IMGs had significantly lower mortalities than those treated by US graduates, and patients of IMGs had lower mortalities [OR: 0.82 (95% CI: 0.62, 0.99)] than patients of US citizens who trained abroad.

Conclusions

This study informed factors associated with the success and failure of IMGs and is the first systematic review on this topic, which can inform IMG selection and future studies.

Systematic review registration

PROSPERO: CRD42021252678.

Peer Review reports

An increasing number of International Medical Graduates (IMGs), defined as physicians who graduated from medical schools outside the countries where they intend to practice, are migrating to economically advanced countries. IMGs are a vital part of the international physician workforce, and many countries greatly depend on this IMG physician workforce. In the UK in 2018, around 33% of registered doctors graduated outside the UK [ 1 ]. IMGs represent 24% of Canadian physicians [ 2 ] and 25% in the United States in 2010 [ 3 ] and only 47% of medical practitioners in Australia were born in Australia [ 4 ]. Employing IMGs comes at tremendous cost savings to the accepting country. In 2013, Australia had saved approximately US$1.7 billion in medical education costs through the arrival of foreign-born medical practitioners over the preceding five years [ 4 ].

Competition for IMGs applying to IMG postgraduate training positions is fierce in Western countries, and lawsuits initiated by unsuccessful IMGs have emerged to challenge the system, which have led to the need to be able to legally defend selection decisions [ 5 ]. This raises the need for an evidence-based, defensible, and transparent system for selecting and recruiting IMGs to postgraduate training positions. Moreover, postgraduate training of an IMG in their new country is resource intensive and expensive (£485,380 per general practitioner trainee in the UK) [ 1 ]. Furthermore, there has been evidence from several countries, including the UK [ 6 ], Australia [ 7 , 8 , 9 , 10 , 11 ] and Canada [ 12 , 13 ], that certain IMGs are more likely to have complaints and suspensions, censure and lawsuits against them. Therefore, it is crucial to identify predictors of success in training, certification exams, and professional practice, as well as the risk of disciplinary actions, during the selection process [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 ]. The leading author (IS) of this review conducted two observational studies [ 14 , 15 ] to investigate the determinants of success among IMGs in Canada. This exposed the need for an international systematic review to comprehensively understand the factors associated with success.

The main objective of this systematic review is to investigate the predictors of success and failure of IMGs in postgraduate training or practice in their new country.

We followed the Synthesis without meta-analysis (SWiM) in systematic review reporting guideline [ 22 ] and registered our review (PROSPERO Identifier: CRD42021252678). This systematic review did not require ethics approval.

Data sources and searches

An academic librarian (NW) developed and implemented the search strategy by using controlled vocabulary and keywords representing the concepts [International medical graduates], [success and failure] and [predictors and risk factors] on Medline (OvidSP)[1946-present], Cochrane Central Register of Controlled Trials (Cochrane Library, Wiley)[Issue 1 of 12, January 2022], BIOSIS Citation Index (Web of Science)[1969-present], CINAHL (EBSCOHost), Embase (OvidSP), ERIC (EBSCOHost), Global Health (OvidSP), LILACS ( https://pesquisa.bvsalud.org/portal/ ), Science Citation Index (Web of Science)[1900-present], PsycINFO (OvidSP)[1806-present] and Scielo ( https://scielo.org/en ) from inception to February 28, 2022, without any language or date restriction (eTable 1 ). We reviewed reference lists of eligible studies and related reviews for additional potentially eligible articles. We have set up an automatic alert for our search strategies to inform us of recent publications.

Eligibility criteria and study selection

We included prospective and retrospective observational studies in any language that: (1) enrolled IMGs who are defined to be physicians working or in postgraduate training in a country other than their country of training, and (2) investigated predictors for success or failure in IMGs during training or practice, utilizing adjusted analyses—comprising any type of regression or the use of ANCOVA or MANCOVA—to demonstrate the association between predictors and outcomes.

Pairs of reviewers independently screened titles and abstracts identified through our literature searches for relevance to the research question. Before the formal screening process, we performed multiple rounds of screening to achieve agreement. For each round, 50 titles and abstracts and 10 full texts were used for pilot screening. Pairs from the same set of reviewers independently assessed the full texts of all potentially eligible articles based on the predetermined selection criteria. All conflicts were resolved through discussion to reach consensus, and if needed, a senior reviewer (IS) was involved. We used online Covidence systematic review software, Veritas Health Innovation, Melbourne, Australia, available at www.covidence.org , to facilitate literature screening.

After data extraction, we decided to enhance our reporting by grouping outcomes into six categories. We defined success as a binary outcome, where a candidate passes a qualifying or certificate exam, matches for residency, and continues to practice in the new country. Conversely, failure was defined as not meeting any of these criteria. Similarly, achieving a higher score on a scale was considered a success for continuous outcomes. Additionally, we classified lawsuits, complaints, suspensions, and censure as types of failure. Regarding clinical outcomes, higher mortality or increased rates of opioid prescriptions were also classified as failures.This refinement will provide a clearer and more organized presentation of the results: (1) success in qualifying exams, e.g. Medical Council of Canada Qualifying Examination (MCCQE); Educational Commission for Foreign Medical Graduates (ECFMG) clinical skill assessment and integrated clinical encounter exams in USA - United States Medical Licensing Examination parts (USMLE); (2) success in matching for residency; (3) success in certification exams for getting licensed and practice medicine e.g., Certification examinations of College of Family Physicians of Canada (CFPC), Royal College of Physicians and Surgeons of Canada (RCPSC), American board of family medicine (ABFM) certificate; (4) retention of IMGs to practice in the new country where the IMG had completed additional postgraduate training, (5) being disciplined or receiving complaints, and (6) clinical outcomes of patients managed by IMGs, e.g. mortality of patients treated by IMGs vs. local medical graduates or quality of practice issues identified as per best practice guidelines (e.g. prescription considerations such as opioid prescription).

Data extraction

We used a modified checklist for critical appraisal and data extraction for systematic reviews of prediction modeling studies (CHARMS-PF) for predictors [ 23 ]. The CHARMS checklist provided detailed guidance about the key items across 11 domains grouped into nine main categories: (1) study design, (2) study population features, (3) outcome measurement methods and their validity, (4) predictors and adjusted measures of association with outcomes, (5) sample size, (6) missing data, (7) analysis, (8) results, (9) interpretation and discussion. (eTable 2 ).

Pairs of reviewers extracted data independently. Reviewers resolved disagreements by discussion or by consultation with an adjudicator when required. When a study reported more than one regression model, we used the model with the largest number of predictors.

Risk of bias assessment

The same pairs of reviewers assessed the risk of bias (RoB) independently and in duplicate using the QUIPS-PF (Quality in prognostic factor studies) tool. We used the following criteria to assess the risk of bias among observational studies (eFigure 1 ): (1) representativeness of the study population; (2) proportion of missing data (≥ 20% was considered high risk of bias); (3) predictor measurement; (4) validity of outcome assessment; (5) statistical analysis and reporting; (6) whether predictive models optimally adjusted by included, at minimum, age and sex [ 24 ].

Data synthesis

Due to the diverse methods used in assessing success and failure, conducting a meta-analysis was not feasible. Instead, we organized studies based on outcomes, when available, reported the baseline probability for each outcome and a measure of association [relative risk (RR), odds ratio (OR), or hazard ratio (HR)], along with the corresponding 95% confidence interval and absolute probability change for each predictor.

Study selection

We identified 1,955 unique records, of which a total of 25 studies met our eligibility criteria (Fig.  1 ). We received one citation [ 25 ] from the automatic alert system, designed to notify us of newly published references. We included three studies [ 12 , 26 , 27 ] that reported predictors of success and failure; however, they did not use adjusted analysis. Two eligible studies [ 14 , 15 ] had population overlap, and we reported the results for predictors supported with larger populations.

Flow diagram of study selection

Study characteristics

We included 23 retrospective observational studies, one prospective cohort study [ 28 ], and one case-control study for a total of 25 studies included [ 29 ] Seven studies were from Canada [ 12 , 14 , 15 , 27 , 30 , 31 , 32 ], eight from the USA [ 25 , 26 , 29 , 33 , 34 , 35 , 36 , 37 ], seven from the United Kingdom [ 1 , 38 , 39 , 40 , 41 , 42 , 43 ], and one each from Australia [ 7 ], Sweden [ 28 ] and Finland [ 44 ]. Four were single-institution studies. Wherever funding was acknowledged, it was from an official educational grant or government grant (Table  1 ).

Risk of bias

Eleven of twenty-five (44%) studies were rated as having a low risk of bias. Two (8%) were rated as having a moderate risk of bias. Twelve (48%) were rated as having a high risk of bias. Five studies did not enroll a representative study population, six studies reported high losses to follow-up, seven studies did not measure predictors, five studies did not use valid tools to measure outcomes, the regression model in nine studies did not adjust for one of age and sex and the regression model did not adjust for all predictors (eTable 3 ).

Predictors and outcomes

Twenty-five studies (375,549 participants) reported the association between 93 independent variables with six outcome groups in IMGs. To optimize the reporting and interpretation of the results of this systematic review, the authors identified six groups of outcomes based on their similarity.

Success in qualifying exams

We identified two studies [ 30 , 34 ] that explored predictors of success in qualifying exams in the USA and Canada. One study [ 34 ] showed that female candidates were more likely to pass the Integrated Clinical Encounter (ICE) [OR: 2.64 (95%CI: 2.31, 3.03)] and Doctor-Patient Communication (COM) components of the clinical skills assessment (CSA) [OR: 2 (95%CI: 1.71, 2.39)] for ECFMG certification.

Mathews (2017) [ 30 ] demonstrated that sex was not associated with success in the MCCQE2 in Canada (Table  2 ) (eFigure 2 ). Van Zanten (2003) [ 33 ] showed that candidates with higher TOEFL scores were more likely to pass the ICE and COM. Additionally, native English language-speaking candidates had a very high likelihood of passing COM [OR: 6.85 (95%CI: 3.81, 12.29)].

Van Zanten (2003) [ 34 ] showed that candidates with higher scores on the USMLE step 2 were more likely to pass the CSA. Mathews (2017) [ 30 ] showed that IMGs who participated in a skills assessment program had a very high likelihood with high variability of passing the MCCQE2 [OR:9.60 (95%CI: 1.29, 71.63)] (Table  2 ).

Regarding graduation recency, candidates who graduated ≤ 5 years had more success on the COM exam in the USA [OR: 1.54 (95%CI:1.32, 1.81)] [ 34 ]. Conversely, candidates who graduated ≥ 6 years ago were more likely to pass the MCCQE2 in Canada [OR:3.45 (95%CI: 1.52, 7.69)] [ 30 ].

Matching into residency (postgraduate training position)

We identified one study [ 29 ] that investigated predictors of IMGs matching into an ophthalmology residency, which showed that having three letters of recommendation from US ophthalmologists [OR: 6.2 (95%CI:2.54, 15.16)], a USMLE step 1 score ≥ 236 [OR: 3.22 (95%CI: 1.38, 7.49)], having received an academic award [OR:1.12 (95%CI:1.03, 1.22)], having high-impact journal publications [OR: 2.99 (95%CI:1.51, 5.72)], and having US research experience [OR: 2.95 (95%CI:1.31, 6.67)] were associated with successful matching into ophthalmology residency in the USA. Furthermore, the results showed that doing postgraduate clinical training, including a surgical internship for ≥ 3 years in the USA, reduced the success rate for matching into an ophthalmology residency in the USA [OR: 0.26 (95%CI: 0.12, 0.58)] [ 29 ] (eTable 3 ).

Success/failure in certification exams

Nine studies informed predictors of success/failure in certification exams.

Five studies reported conflicting evidence on the association between age and success in certification exams. While one study demonstrated that a decrease in age (younger age) was associated with greater success in the College of Family Physicians of Canada [OR = 1.76 (1.32, 2.33)] and the Royal College of Physicians and Surgeons of Canada certification exams [OR = 1.54 (1.08, 2.18)] in Canada [ 15 ] a similar study indicated that younger candidates were more successful in the licensing exam in Sweden [ 28 ]. However, another study showed that age increment was associated with more success in Membership of the Royal College of Pediatrics and Child Health part 1B examination outcome [OR = 0.71 (0.53, 0.97)] in the UK [ 41 ] (Table  3 ) (eFigure 3 ). The remaining two studies [ 39 , 44 ] showed a statistically non-significant association between age and success in certification exams.

Female gender

Six studies [ 15 , 30 , 39 , 41 , 42 , 44 ] explored the associations between female gender and success in certification exams, with five studies [ 15 , 30 , 39 , 41 , 44 ] indicating that female candidates were more likely to succeed in various certification exams [ 1 ] (Table  3 )(Fig.  2 ).

Association of female gender and success in certificate exams

English fluency

Two studies showed that English fluency was associated with more success in both components of the College of Family Physicians examination, the Royal College of Physicians and Surgeons certification examination in Canada and the Clinical Skills Assessment (CSA) component of the Royal College of General Practitioners Membership in the UK [ 1 , 15 ] (eTable 5 ).

Race and ethnicity

We identified two studies [ 39 , 43 ] with conflicting results regarding the relationship between ethnicity and success in certification exams. Bessant (2006) [ 42 ] reported White graduates were more likely to pass the practical assessment of clinical examination skills examination of the MRCP in the UK [OR:2.04 (95%CI: 1.42, 2.94)], while Tiffin (2014) [ 39 ] demonstrated that being White was not associated with Annual Review of Competence Progression in the UK (eTable 5 ).

Country of graduation

Our search identified three studies that explored the association between the place of graduation and success in certification exams. Two studies showed that graduates from the UK vs. IMGs were more likely to pass the Membership of the Royal College of Paediatrics and Child Health MRCPCH [OR: 3.17 (95%CI: 2.41, 4.17)] and PACES (practical assessment of clinical examination skills) examination of the MRCP (Royal College of Pediatrics, UK) [ 42 ] [OR: 4.87(95%CI:3.86, 5.72)]. We also identified a study that showed graduates from European vs. non-European universities were very likely to pass the Clinical Skills assessment in 3rd-year residency in the UK [ 41 ] [OR: 21.3 (95%CI: 5.6, 91.3)] (Table  3 ).

Previous experience

In terms of previous experience, Schabort (2014) demonstrated that candidates with a prior internship were more likely to pass the Royal College of Physicians and Surgeons of Canada (RCPSC) examination on their first attempt [ 14 ] [OR:4.09 (95%CI: 1.24, 13.5)] (Table  3 ).

Result of qualifying exams

To explore the association between qualification exams and success in licensing exams in the USA, we identified one study which showed that lower USMLE Step 2 CK [OR:0.99 (95%CI: 0.98, 0.99)] and in training examination scores through years 1–3 of residency [OR:0.99 (95%CI: 0.99, 0.99)] were marginally associated with failing to obtain ABFM certification in the USA. Conversely, higher scores on the spoken English proficiency component of the USMLE Step 2 was associated with failing ABFM certification [OR:1.04 (95%CI: 1.02, 1.06)] [ 33 ] (Table  3 ).

Explaining the association between qualification exams and success in certificate exams in the UK, results of one study revealed that higher scores in the clinical problem-solving test [Coefficient for Linear regression 0.05 (95%CI: 0.04, 0.07)] and Situational Judgment Test [Coefficient Linear regression 0.07 (95%CI: 0.05, 0.09)] were associated with higher scores in the clinical skills assessment component of the Membership of the Royal College of General Practitioners (MRCGP) exam in the UK [ 1 ]. Bessant (2006) also showed that candidates who passed the part 2 written test on the first attempt were more likely to pass the PACES (Practical Assessment and Clinical Skills Examination) component of the MRCP in the UK [OR:3.64 (95%CI:2.31, 5.73)] [ 43 ] (Table  3 ).

Predictors of IMG retention for practice and academic career pursuits in a new country

We identified a study that showed that recent graduates who received their MD degree ≤ 5 years ago were more likely to work in Canada within two years after Postgraduate training [OR: 1.36 (95%CI: 1.03, 1.79)], and IMGs who were eligible for full licensure were more likely to work in Canada [OR:3.72 (95%CI:2.30, 5.99)] [ 30 ] Furthermore, residency vs. fellowship candidates were more likely to work in Canada [OR: 2.63 (95%CI: 1.59, 4.35)] [ 31 ] (eTable 5 ).

One study showed that when comparing family medicine and specialty IMGs, family medicine candidates were more likely to work in rural communities [OR: 2.32 (95%CI: 1.33, 4.17)], and male IMGs were more likely to work in rural communities [OR: 1.77 (95%CI: 1.16, 2.70)] [ 30 ].

One study showed that completing a post-residency clinical fellowship was associated with following an academic career amongst IMGs [OR: 1.73 (95%CI: 1.01, 2.96)] [ 37 ] (eTable 5 ).

Being disciplined and receiving complaints from the medical board

One study demonstrated that males [HR: 2.73 (95%CI: 1.90, 3.93)], IMGs with higher International English Language Testing System (IELTS) speaking scores [HR: 1.39 (95%CI: 1.13, 1.72)] and IMGs who attempted to pass the Professional and Linguistic Assessment of the General Medical Council in the UK (PLAB 1) after ≥ 4th attempts [HR: 2.30 (95%CI: 1.26, 3.59)] and PLAB 2 at ≥ 3rd attempts [HR: 2.45 (95%CI:1.44, 4.18)] were more likely to be censured by the General Medical Council (GMC) in the UK [ 38 ]. Furthermore, one study conducted in Australia showed that being an IMG was associated with attracting complaints [OR:1.24 (95%CI: 1.13, 1.36)] and being adversely disciplined [ 7 ] [OR: 1.41 (95%CI: 1.07, 1.85)] (eTable 6 ).

We identified a study with unadjusted results showing that IMGs had a higher risk of being disciplined than North American medical graduates [ 12 ] [OR = 1.58 (95%CI: 1.38, 1.82)] (eTable 8 ).

Clinical outcomes of patients managed by IMGs

One study showed that mortality rates in patients were lower when treated by non-US trained IMGs vs. US medical graduates or US citizens trained abroad [OR: 0.91 (95%CI: 0.86, 0.96)] [ 36 ]. Each additional score of the physician’s USMLE Step 2 CK examination decreased the likelihood of mortality in patients treated by that physician [OR: 0.998 (95%CI: 0.996, 0.999)] [ 35 ]; and patients of non-US trained IMGs had a 20% lower likelihood of mortality [OR: 0.82 (95%CI: 0.62, 0.99)] than patients treated by US citizens trained abroad [ 35 ] (eTable 7 ).

Another study [ 32 ] showed that male IMG physicians in the US were more likely to prescribe opioids [ 31 ] [OR:1.11 (95%CI: 1.03, 1.19)] (eTable 9 ) and US IMG specialists, including internists, medical specialists, surgeons, and emergency medicine specialists, were less likely to prescribe opioids vs. primary care physicians. IMG physicians practicing in the north [OR: 0.63 (95%CI: 0.58, 0.69)] and west regions [OR: 0.88 (95%CI: 0.80, 0.96)] were less likely to prescribe opioids vs. physicians from the southern US [ 31 ] (eTable 7 ).

It is imperative to recognize that IMGs apply in large numbers for postgraduate training in their new country, competing for a limited number of positions. For example, in the 2023 Canadian Residency Service Match, 2105 IMGs registered, of which 555 (26.3%) were matched into a postgraduate residency position [ 45 ]. Furthermore, Canadian and US citizens who are unsuccessful at securing a medical school position in their country, are leaving their country of citizenship to complete medical school training elsewhere and then return to have to compete as an IMG with immigrant IMGs for postgraduate training positions in their country [ 46 ]. Medical schools often have less background information about IMG applicants compared to local graduates, where the Medical School Performance Record (MSPR) or other customary variables are available to aid in the file review, selection to interviews, and ranking process. This clearly demonstrates the importance of identifying predictors for IMG success and failure in residency and practice employment from the data available at the application; and highlights the need for a transparent, evidence-based, and defensible selection process for IMGs.

Although a pooled association measure would be more informative for decision-makers, we were unable to pool data statistically for a single pooled result due to diversity in outcome assessment methods. Yet, we identified six groups of outcomes. We have summarized the evidence in a narrative format, highlighting the association between various predictors and each outcome while acknowledging the uncertainty inherent in this evidence. Despite these limitations, it remains the most comprehensive evidence available to inform decisions regarding the selection of IMGs.

We found that female sex, English fluency and higher scores in previous qualification exams were associated with more success in the CSA components of the Educational Commission for Foreign Medical Graduates (ECFMG) exams [ 34 ]. Given that females demonstrate higher exam success compared to males in our systematic review, this trend may be attributed to their superior performance in topics like Ob/Gyn and stronger skills in data gathering, communication skills, clinical skills and note-writing [ 34 , 47 ]. Additionally, factors such as cultural integration, exemplified by Finnish immigrants [ 44 ] and the global imbalance in healthcare opportunities for women, provide more opportunities for highly qualified female IMGs to succeed [ 15 ]. However, conflicting findings suggest a need for further study to clarify these associations conclusively. Qualitative evidence synthesis is increasingly prioritized in decision-making processes for complex areas like this.

Three letters of reference from US ophthalmologists, a USMLE step 1 score > 236, high-impact journal publications, and US research experience were associated with more success in Ophthalmology residency matching [ 29 ]. The association between the number of recommendation letters from US ophthalmologists suggests a preference over non-US letters for several reasons: Residency committees may value letters from US physicians with whom they have professional relationships; these letters demonstrate the applicant’s ability to make productive mentoring relationships; they signify approval from a physician trained in the US system; and letters from non-US physicians unfamiliar with the US match process may lack sufficient commentary on valued applicant characteristics. It should be noted that the number of letters of support as a predictor of matching in residency reflects several complex factors, such as work ethics, professional collaboration, and interpersonal relationships [ 29 ].

The evidence also showed that age decrement was associated with more success in certification exams in Canada [ 15 ] The findings of European studies showed notable inconsistencies regarding the association between age and success in certification exams [ 28 , 39 , 42 , 44 ]. All studies [ 15 , 39 , 41 , 44 ] except one [ 42 ] showed that females were more successful in passing licensing exams or had more satisfactory progress in competence. We found inconsistent results on the relationship between White ethnicity and certification assessment success [ 39 , 43 ]. The results showed that candidates who graduated from UK and European medical schools were more likely to pass the MRCPCH writing test [ 42 ] and clinical skills assessment (CSA) [ 41 , 43 ] in the UK. Possible reasons for these findings include familiarity with the culture and reduced language barriers. However, none of these factors can conclusively explain the findings [ 43 ]. Further investigation is needed to determine if these differences show real differences in skills.

Among all previous experiences of internship, residency and research, Schabort [ 14 ] showed that previous internship was associated with success in the RCPSC certification exams in Canada.

Considering previous exams and qualifications, the USMLE step 2 CK scores, in-training exams performance in 1st − 3rd-year residency were associated with residents’ performance in the ABFM certification exam [ 33 ]. Higher scores in the Clinical problem-solving and situational judgment tests were associated with success in the Royal College of General Practitioners (MRCGP) exam in the UK [ 1 ].

One study showed that male candidates who graduated ≤ 5 years ago, were eligible for a full license, and completed residency vs. fellowships were more likely to remain and work in Canada [ 31 ].

We identified a study that reported being male, higher scores in the speaking module of the IELTS and attempting to pass the PLAB1 ≥ 4 times and PLAB2 ≥ 3 times were more likely to be disciplined by the GMC in the UK [ 38 ]. The authors of this study suggested that making the PLAB or replacement assessment more stringent and raising the required standards of language reading and listening and clinical skills competency, as well as capping the number of PLAB resits permitted, may result in fewer fitness to practice events in IMGs.

Regarding clinical performance, one study showed that relative mortality risks were 20% lower when non-US trained IMGs treated patients than US citizens trained abroad [ 35 ].

Since the current evidence is derived from observational studies, the certainty of evidence is low. The observed association between predictors and outcomes indicates a significant relationship, yet it does not establish causation. Given the multifactorial nature of each association, it is important to note that these findings are indicative. Caution should be exercised when interpreting this evidence.

Strength and limitations

This review is the first and only systematic review on this topic using rigorous Cochrane-endorsed methodological tools (CHARMS, CHARMS-PF) to explore the predictors for success and failure in IMGs using variables available at the time of selection. Strengths of our review include explicit eligibility criteria and a comprehensive search without language restriction that identified 25 studies exploring predictors of success and failure for IMGs through adjusted analysis. We also assessed the risk of bias for each study using the QUIPS tool [ 24 ]. Whenever possible, we reported baseline probability for the outcome and presented the association as both relative and absolute measures transparently and explicitly to optimize interpretation.

The main limitation was excessive diversity in measuring outcomes, which made meta-analysis impossible to perform, and it provided more limited information for decision-makers. The results of this review are limited by the quality of primary studies available for inclusion, as more than half of the studies have a moderate to high risk of bias.

The main objective of this systematic review was to investigate the predictors of success and failure of IMGs in postgraduate training or practice in their new country. The studies encompassed in this systematic review span across Australia, Canada, Finland, the United Kingdom, the United States of America, and Sweden—making it the only study of its kind internationally. These studies identified predictors for success in qualifying or certification examinations, success in matching to a postgraduate residency position, or retention of an IMG to practice in their new country after the country had invested in training them. Moreover, these studies identified predictive factors for instances where IMGs were disciplined or faced complaints at medical boards in three countries. These findings are notably serious and warrant close attention. Another significant finding was predictors for mortality of patients treated by IMGs and predictors for clinical competence of IMGs in practice.

These predictors are worthy of the attention of all organizations and international policymakers involved in IMG selection, and the result of this review could assist in exploring predictors for success for IMG selection into postgraduate training or employment.

Data availability

The datasets supporting the conclusions of this article are included within the article and its additional files.

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Acknowledgements

The authors thank Dr. Farid Foroutan, PhD, for guidance on methodology and reporting results.

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IS, CH and VA conceived the study. RC and NR performed the literature search in consultation with IS and CH. MA, VA, IS and NA assisted with study organization and performed data analysis and critical revision of the manuscript. MA, VA, and IS provided writing and manuscript revision. All authors read and approved the final manuscript.

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Schabort, I., Esfahani, M.A., Couban, R. et al. Predictors for success and failure in international medical graduates: a systematic review of observational studies. BMC Med Educ 24 , 892 (2024). https://doi.org/10.1186/s12909-024-05837-w

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Received : 16 February 2024

Accepted : 29 July 2024

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DOI : https://doi.org/10.1186/s12909-024-05837-w

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