Handbook home

  • Search the Handbook
  • Undergraduate courses
  • Graduate courses
  • Research courses
  • Undergraduate subjects
  • Graduate subjects
  • Research subjects
  • Breadth Tracks
  • CAPS Login - Staff only
  • Doctor of Philosophy - Education

Doctor of Philosophy - Education (DR-PHILEDU)

Doctorate by Research Year: 2020 Delivered: On Campus (Parkville)

View full page

About this course

  • Entry and participation requirements
  • Attributes, outcomes and skills
  • Course structure


Associate Dean (Research Training)

Melbourne Graduate School of Education

Level 9, 100 Leicester Street

Future students:

Furhter information

The degree of Doctor of Philosophy signifies that the holder has undertaken a substantial piece of original research, which has been conducted and reported by the holder under proper academic supervision and in a research environment for a prescribed period.

The PhD thesis demonstrates authority in the candidate's field and shows evidence of command of knowledge in relevant fields. It shows that the candidate has a thorough grasp of the appropriate methodological techniques and an awareness of their limitations. The thesis also makes a distinct contribution to knowledge. Its contribution to knowledge rests on originality of approach and / or interpretation of the findings and, in some cases, the discovery of new facts. The thesis demonstrates an ability to communicate research findings effectively in the professional arena and in an international context. It is a careful, rigorous and sustained piece of work demonstrating that a research 'apprenticeship' is complete and the holder is admitted to the community of scholars in the discipline.

In scope, the PhD thesis differs from a research Masters thesis chiefly by its deeper and more comprehensive treatment of the chosen subject. It is written succinctly, in English, unless approval has been given for the thesis to be written in a language other than English. The normal length of a PhD thesis is 80,000 words, exclusive of words in tables, maps, bibliographies and appendices. Footnotes are included as part of the word limit.

Links to further information


Last updated: 10 February 2024

PhD (Education)

  • RMIT Europe
  • RMIT Global
  • RMIT Vietnam
  • Study online
  • Courses by study area
  • Undergraduate courses
  • Postgraduate courses
  • Vocational studies
  • Pre-university studies
  • Online courses and degrees
  • Entry pathways
  • Single courses
  • Short courses and microcredentials
  • Courses for international students
  • How to apply
  • Scholarships
  • School leaver information
  • Student services
  • Student experience
  • Frequently asked questions
  • Career advisers
  • Study experience
  • Student life
  • Support for students
  • Global opportunities
  • Industry connections
  • Our strategy
  • Governance & management
  • Schools & colleges
  • Respect for Australian Indigenous cultures
  • Our locations and facilities
  • Our heritage
  • Our research
  • Partnerships
  • Find RMIT researchers
  • Centres and collaborations
  • Research degrees
  • Recruit students and graduates
  • Workforce development
  • Collaborate with RMIT
  • Research partnerships
  • Facilities, equipment and services
  • Contact Industry Engagement
  • Giving to RMIT
  • Study in Australia
  • Apply to RMIT as an international student
  • International student enquiries
  • Fees and scholarships for international students
  • International student services
  • Key dates for international students

Shape the future of education with a Doctor of Philosophy (PhD) in Education.

phd education uni melbourne

You're viewing program information for local students.

RMIT considers you a local student if you are:

  • a citizen or permanent resident of Australia, or
  • a New Zealand citizen, or
  • a person seeking asylum who holds either a: Temporary Protection Visa (TPV), or Safe Haven Enterprise Visa (SHEV) or Bridging Visa E or Humanitarian Stay (Temporary) visa or Temporary Humanitarian Concern Visa.

Asylum seekers who reside in Australia and study onshore are required to pay international onshore tuition fees for higher education courses.

If you are unsure or hold a different visa type, please contact  Study@RMIT for more information.

Not a local student?

You're viewing program information for international students..

RMIT considers you an international student if you are:

  • intending to study on a student visa, or
  • not a citizen or permanent resident of Australia, or
  • not a New Zealand citizen, or
  • not a a person seeking asylum who holds either a: Temporary Protection Visa (TPV), or Safe Haven Enterprise Visa (SHEV) or Bridging Visa E or Humanitarian Stay (Temporary) visa or Temporary Humanitarian Concern Visa.

If you are unsure or  hold a different visa type, please contact  Study@RMIT for more information.

Not an international student?

Not applicable

Research Training Scheme

See admissions

AU$31,680 (2024 annual)

Shape the future of education with a Doctor of Philosophy (PhD) in Education by promoting the interdependence of research, learning and change

RMIT’s Doctor of Philosophy (PhD) in Education cultivates high-level skills in research processes, communication, analysis and synthesis of knowledge in education.

Graduates of this doctorate degree will develop the skills required to conduct independent research.

Individually supervised research programs are available in:

  • primary education
  • secondary education
  • early childhood education
  • information and communication technology (ICT) and educational curriculum
  • higher education
  • discipline specific-areas – literacy, numeracy, science, arts and creative arts, social science, curriculum design and sustainability.

What you will gain through this program

Through undertaking an original, substantial and rigorous research project, you will contribute to the knowledge base in your chosen field.

You will develop a thesis or research project that makes a substantial and original contribution to an existing body of knowledge.

How you will learn

Research at rmit, time spent on research.

Full-time candidates are expected to commit at least four days per week (or at least two days per week for part-time candidates) to their research. The academic year is 48 weeks.

Regular contact with your supervisor

A schedule of meetings with your supervisor/s must be established to assess progress against milestones and timely completion.

Resources, facilities and support

You will have access to the Learning Hub and other online and digital resources through the myRMIT student portal.

You will be part of an active research community and have access to resources and workshops to help you succeed.

School of Graduate Research

The School of Graduate Research works with Schools to further support candidates during their postgraduate research degree.

RMIT University is committed to providing you with an education that strongly links formal learning with professional or vocational practice.

Learning outcomes

The knowledge and skills you will acquire throughout this degree and how they can be applied in your career are described in the  learning outcomes .

Electives and course plan

You will complete this program under academic supervision.

The PhD program is structured to enable you to:

  • complete a compulsory research methods course
  • receive training in research integrity and ethics
  • select studies in qualitative and quantitative research techniques
  • complete a thesis/project which demonstrates your original contribution to the field and your ability to communicate complex or original research for peers and the community to an international standard

You are required to complete:

Research Integrity modules

You are required to complete the online modules:

  • Research integrity
  • Copyright and intellectual property

Research methods for engineering and related disciplines

Research methods courses step you through the literature review and preparing your research proposal for confirmation of candidature. They are taught in large discipline groups.

You may need to complete an ethics module to ensure your research is ethical and responsible.

Research Techniques

You may elect to take (where relevant) electives in qualitative or quantitative research techniques once data collection has begun. You can use your own data to explore different research analysis techniques. Your supervisor will help you decide when you should take these electives.

Co-curricular activities

You are encouraged to participate in activities offered with the university, college and school according to your needs and interests.

This PhD may be undertaken in a project, thesis by publication or thesis mode. Prospective candidates should discuss these modes of submission with their potential supervisor/s.

Course structure

Choose a plan below to find out more about the subjects you will study and the course structure.

*The maximum duration of the PhD program is 4 years full-time and 8 years part-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent and 6-8 years part-time equivalent.

*The maximum duration of the PhD program is 4 years full-time. However, candidates are expected to complete their program within 3-4 years full-time equivalent.

Note: International student visa holders can only study full-time.

This program equips you with a nationally and internationally recognised qualification. Graduates are employed in tertiary academic positions, research centres and institutes, and senior leadership and management positions in a variety of education environments.

You may also be employed in senior leadership and management positions in government, non-government organisations and corporations.

Minimum requirements for admission

Prerequisites, selection tasks.

The minimum requirements for admission to a PhD program are:

  • a bachelor degree requiring at least four years of full-time study in a relevant discipline awarded with honours. The degree should include a research component comprised of a thesis, other research projects or research methodology courses that constitute at least 25% of a full-time academic year (or part-time equivalent). The applicant must have achieved at least a distinction average in the final year;  or
  • a master degree that includes a research component comprised of at least 25% of a full-time academic year (or part-time equivalent) with an overall distinction average or a master degree without a research component with at least a high distinction average;  or
  • evidence of appropriate academic qualifications and/or experience that satisfies the Associate Deputy Vice-Chancellor, Research Training and Development or nominee that the applicant has developed knowledge of the field of study or cognate field and the potential for research sufficient to undertake the proposed program.

At RMIT a grade of distinction represents academic achievement of 70% or higher and a high distinction is 80% or higher.

If you are a current master by research candidate, you are able to apply for a transfer to a doctor of philosophy program through the process prescribed in the  RMIT Higher Degree by Research policy .

These entrance requirements are the minimum academic standard you must meet in order to be eligible to apply for the program. You will need to complete a selection task as part of your application.

A selection process will be conducted in conjunction with the School and supervisors you nominate.

For further information on the steps you need to take to apply for a research program see  How to apply – Research programs .

English language requirements

Research proposal and supervisor.

You must attach a substantive research proposal that is 2 to 5 pages in length which articulates the intent, significance and originality of the proposed topic using the following headings:

a) title / topic b) research questions to be investigated in the context of existing research/literature in the area c) significance and impact of the research d) methodology / research tasks required to undertake the research e) particular needs (e.g. resources, facilities, fieldwork or equipment that are necessary for your proposed research program, if applicable).

Your application will not be considered if you have not discussed your research topic with a proposed senior and associate supervisor or joint senior supervisors. You must provide the names of the academic staff in the school you have applied to and with whom you have discussed your proposed research.

To study this course you will need to complete one of the following English proficiency tests:

  • IELTS (Academic): minimum overall band of 6.5 (with no individual band below 6.0)
  • TOEFL (Internet Based Test - IBT): minimum overall score of 79 (with minimum of 13 in Reading, 12 in Listening, 18 in Speaking and 21 in Writing)
  • Pearson Test of English (Academic) (PTE (A)): minimum score of 58 (with no communication band less than 50)
  • Cambridge English: Advanced (CAE): minimum of 176 with no less than 169 in any component.

For detailed information on English language requirements and other proficiency tests recognised by RMIT, visit  English language requirements and equivalency information .

Don't meet the English language test scores? Complete an English for Academic Purposes (EAP) Advanced Plus Certificate at  RMIT English Worldwide .

You can gain entry to this program from a range of RMIT four year  Bachelor and Honours degrees  or  Postgraduate  or Masters by Research programs.

Fee summary

Fee information for masters by research and doctorate (PhD) programs.

If you are an Australian citizen, Australian permanent resident or New Zealand citizen you may be eligible for a Research Training Scheme (RTS) place where your tuition costs are funded by the Commonwealth Government under the RTS and you have full exemption from tuition fees.

Acceptance in an RTS place is very competitive and places are granted on the condition that you meet annual progress requirements and complete within the allotted time for your program and your status as a part-time or full-time candidate.

This means a maximum of 2 years for a full-time Masters by Research or 4 years for a PhD (or the equivalent part-time).

Contact the School of Graduate Research for more information.

The  student services and amenities fee (SSAF)  is used to maintain and enhance services and amenities that improve your experience as an RMIT student.

In addition to the SSAF there may be  other expenses  associated with your program.

Income tax deductions

Candidates may be eligible to apply for income tax deductions for education expenses linked to their employment. See the  Australian Taxation Office (ATO) website  for more information.

RMIT awards more than 2000 scholarships every year to recognise academic achievement and assist students from a variety of backgrounds.

The annual tuition fee for 2024 is AU$31,680.

The total indicative tuition fee for 2024 commencement is AU$132,480.

International applicants

  • Fees information  for international candidates looking to study at RMIT's Melbourne campuses.
  • PhD  and  masters by research  fees for international candidates studying offshore. 

Other costs

Important fee information.

Find out more details about  how fees are calculated  and the expected annual increase.

Applying for refunds

Find information on how to apply for a  refund  as a continuing international student.

Frequently Asked Questions (FAQs)

Looking for answers or more general information.

Use our Frequently Asked Questions to learn about the application process and its equity access schemes, find out how to accept or defer your offer or request a leave of absence, discover information about your fees, refunds and scholarships, and explore the various student support and advocacy services, as well as how to find out more about your preferred program, and more.

  • Find a project

Course saved!

You can compare up to courses.

You can compare more courses.

View comparison dashboard

Compare limit reached!

To save more courses you will need to unsave some courses in your dashboard.

aboriginal flag

Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Luwaytini' by Mark Cleaver, Palawa.

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business.

  • Levels of study
  • Applying to RMIT
  • International students
  • Careers advisers
  • Find research
  • Research contacts
  • Staff development and training
  • Facilities and equipment services
  • Governance and management
  • Sustainability
  • Schools and colleges
  • Copyright © 2024 RMIT University |
  • Accessibility |
  • Website feedback |
  • Complaints |
  • ABN 49 781 030 034 |
  • CRICOS provider number: 00122A |
  • TEQSA provider number: PRV12145 |
  • RTO Code: 3046 |
  • Open Universities Australia
  • School of Physics
  • Study with us

PhD studies in Physics

Start your research career in physics here. Our PhD students work on cutting-edge research at the frontier of physics. Join them!

Research projects for PhD and Masters by Research students

The University's Graduate Research Opportunity Tool is a directory of PhD and Masters by Research projects – search by course, field of research or location to find a research project that you're excited to join.

Explore research opportunities

Four scenes of scientific research: a horse, an abalone floating in the ocean, a petri dish full of fungal growths, and a visualisation of light bending

What does a PhD involve?

Over 3 years (or longer if part time), you’ll complete a research project that adds key knowledge to your chosen field. You’ll write up your findings in an 80,000-word thesis.

Throughout your PhD you’ll be guided by a supervisor who’s an expert in their field.

Your research work will be supported by state-of-the-art facilities and infrastructure at the School of Physics.

Be sure to read all the general information on the Doctor of Philosophy – Science , in addition to this page.

What can I study?

Some of the areas you can specialise in when you study a PhD with us are:

  • Astrophysics
  • Atomic, molecular and optical physics
  • Complex systems
  • Condensed matter physics
  • Particle physics
  • Physical bioscience
  • Quantum information.

We are one of the largest and most successful physics departments in Australia. We have world-class research programs in all areas of modern physics, with our academic staff leading a variety of projects within several Australian Research Council Centres of Excellence.

Melbourne University is consistently one of highest ranked Australian Universities in the Times Higher Education World Rankings and in the Academic Ranking of World Universities.

Read more about research in the School of Physics

Where will this take me?

A PhD is an essential qualification for a research career in physics. It’s also a ticket to international research opportunities.

Our graduates have a strong track record of employment, both in academia and in the private sector. They find rewarding careers in:

  • Research and teaching in universities
  • Public research organisations such as the CSIRO
  • Consulting and professional services firms
  • Commercial sectors including the defence, banking, and energy industries.

Pathways to a PhD

Our PhD students come to us after undertaking research training either:

  • In a graduate degree – for example the Master of Science (Physics)
  • As part of an undergraduate degree – for example via an honours year in the Bachelor of Science (not available at the University of Melbourne).

We're looking for outstanding students, who have a passion for working on problems at the frontier of physics, and who have developed a strong foundation from advanced graduate-level courses in physics, typically in quantum mechanics, electrodynamics and statistical mechanics.

Read more about the PhD entry requirements

How do I find a supervisor?

To find potential supervisors, browse the research areas in the School of Physics or use Find an Expert to search for keywords.

Before submitting an application, you must have the written support of a supervisor. To obtain this you should contact the supervisor directly or email the School of Physics at [email protected] . In both cases, you should provide the following documents and information:

  • Your curriculum vitae (CV)
  • All higher education transcripts
  • A brief summary of your intended area of research
  • The names of at least two prospective supervisors that align with your intended area of research.

The School will consider your past academic performance and whether there is an academic available to supervise your study.

How to apply

All the details about how to apply can be found with the general information for the Doctor of Philosophy – Science .

We offer both the Doctor of Philosophy - Science (PhD) and the Master of Philosophy - Science , but most applicants apply directly for a PhD.

Scholarships and fees

Most domestic and international students who are offered a PhD place with us will also be offered a Graduate Research Scholarship .

Receiving this scholarship means you’ll pay no tuition fees. You’ll also receive a living allowance and relocation grant (if relocating to Melbourne).

When you apply for a PhD with us, you’ll be automatically considered for a Graduate Research Scholarship. There’s no need to apply separately.

A huge variety of other scholarships are also available. Search our scholarships to find the ones you’re eligible for.

Before getting in touch, please read this page carefully, plus all the information available for the Doctor of Philosophy (Science) .

If you still have questions, we’ll be happy to help.

Email us at [email protected]

PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

phd education uni melbourne

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

Military Friendly School

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

  • What Sets Us Apart?
  • Private Nonprofit University
  • 600+ Online Degrees
  • No Standardized Testing for Admission
  • Transfer in up to 75% of an Undergrad Degree
  • Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

  • College/university administrator
  • Curriculum specialist
  • Educational consultant
  • Program coordinator
  • Student affairs director

Featured Courses

  • EDUC 758 – Teaching the College Student
  • EDUC 759 – College and University Administration
  • EDUC 782 – Historical Perspectives of Higher Education
  • EDUC 784 – Assessment and Accreditation

Degree Information

  • This program falls under the School of Education .
  • View the Graduate Education Course Guides (login required) .
  • View the Doctoral Advising Guide .
  • Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

Top 1% For Online Programs

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

  • Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

  • A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
  • Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
  • Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

  • Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
  • Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
  • Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
  • Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

  • Active Duty
  • Reserve/National Guard
  • Veterans/Retirees
  • Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

Inner Navigation

  • Why Choose Liberty?
  • What Will You Study?
  • Admission Information

Have questions?

phd education uni melbourne

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level




Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

A Chicago teen entered college at 10. At 17, she earned a doctorate from Arizona State

Dorothy Jean Tillman’s participation in Arizona State University’s May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college course at age 10

CHICAGO — Dorothy Jean Tillman II’s participation in Arizona State University’s May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college course at age 10.

In between came associate’s, bachelor’s and master’s degrees.

When Tillman successfully defended her dissertation in December, she became the youngest person — at age 17 — to earn a doctoral degree in integrated behavioral health at Arizona State, associate professor Leslie Manson told ABC’s “Good Morning America” for a story Monday.

phd education uni melbourne

  • Skip to main content
  • Keyboard shortcuts for audio player

Marie Fowler, 83, becomes Howard University's oldest doctoral graduate

Fowler earned her doctoral degree in ministry over the weekend. She already has her bachelors and two masters but wasn't sure at her age she could manage the work. She stayed the course.

Copyright © 2024 NPR. All rights reserved. Visit our website terms of use and permissions pages at www.npr.org for further information.

NPR transcripts are created on a rush deadline by an NPR contractor. This text may not be in its final form and may be updated or revised in the future. Accuracy and availability may vary. The authoritative record of NPR’s programming is the audio record.

  • International edition
  • Australia edition
  • Europe edition

Jimmy Choo shoes on display

UK universities report drop in international students amid visa doubts

Creative UK and Universities UK urge government to reject plans to abolish or restrict graduate visa route

Universities are reporting a steep drop in international students applying to come to the UK, amid warnings that further restrictions on student visas would torpedo a vital flow of talent for Britain’s creative industries.

University and industry leaders fear that the graduate visa entitlement, which allows international graduates to work in the UK for up to three years, could be axed or curtailed, depending on the findings of a report by the migration advisory committee (MAC) due to be delivered to the government on Tuesday.

Creative UK, which represents the creative industries, says removing the ability for international students to stay and work in the UK after graduation would be a powerful disincentive to study here, damaging a sector worth £108bn a year.

Restrictions on international students imposed earlier this year may already have caused a decline in students applying from overseas, and uncertainty over the fate of the graduate visa appears to have set off a further fall, according to a survey of UK universities.

The poll of 75 institutions by the British Universities’ International Liaison Association found that nine out of 10 had fewer international applications for the next academic year, and there had been a 27% fall in total applications for taught postgraduate courses compared with last year.

A joint letter by Creative UK and Universities UK, which represents vice-chancellors, urges the government to reject plans to abolish or restrict the graduate visa route, arguing that international graduates are integral to the creative industries, which are now more significant than the UK’s aerospace, life sciences and automotive industries combined.

“Following further increases to visa fees and salary thresholds, the graduate visa represents one of the few routes left which enables talented graduates to remain in the UK and contribute to our growing creative industries,” the letter states. “Whether it’s a young Jimmy Choo developing his craft at Cordwainers or world-renowned DJ Peggy Gou , who studied at London College of Fashion, the role our universities play in attracting the best creative talent from around the world goes to show the soft-power influence of our institutions.”

Sally Mapstone, the vice-chancellor of St Andrews University and president of Universities UK, told Sky News on Sunday: “International students are incredibly important to UK culture. They contribute a huge amount to universities, to the economy, to skills and jobs and we think it would be a tragedy – calamitous not just for institutions but actually for the UK as a whole – if the government took what would actually be quite unnecessary further action to restrict the number of international students.”

The British Academy has told the MAC that removing the graduate visa would “stifle the vibrancy of the UK’s academic and research landscape”, with a continuing fall in international student numbers threatening the financial sustainability of universities, triggering course closures and staff redundancies.

Fears for the future of the visa have grown since March when the home secretary, James Cleverly, commissioned the MAC “to ensure the graduate route is not being abused. In particular, that some of the demand for study visas is not being driven more by a desire for immigration.”

Last week Robert Jenrick, a former immigration minister, published a report with the Centre for Policy Studies thinktank that called for the graduate visa to be abolished, claiming it “allowed people to come and work in the gig economy and on very low wages”.

A government spokesperson said: “We are fully focused on striking the right balance between acting decisively to tackle net migration and attracting the brightest students to our universities, recognising the significant contribution they make to the UK.”

  • International students
  • Higher education
  • Immigration and asylum
  • University funding
  • Higher education policy
  • Universities

Most viewed

Personalise your experience

Graduate Research

Doctor of Philosophy - Engineering and IT

  • Arrow-right #2 in Australia for Engineering and Technology
  • Arrow-right #50 in the world
  • Course code:   DR-PHILEIT

Course overview

Make your own research contribution with the Doctor of Philosophy (Engineering and IT) at Australia’s leading university*. Build your expertise in a specialist area and be supported by experienced supervisors and advisory committees to create significant change in society. You’ll demonstrate academic leadership, independence, creativity and innovation in your research work.

Research projects are offered in:

  • Biomedical engineering
  • Chemical engineering
  • Computing and information systems
  • Electrical and electronic engineering
  • Infrastructure engineering (civil engineering; structural engineering; environmental engineering; geomatics and spatial information)
  • Mechanical engineering and mechatronics.

You can also pursue an engineering or IT research project of your own.

* Times Higher Education World University Rankings 2023

Graduate Research Showcase

Find out how to study a research degree, come along to our in person Graduate Research Showcase on 31 October at Melbourne Connect.

Learn more and register now

Solutions for global problems

Work alongside researchers who are creating technological solutions to significant problems in our society and in our future. You’ll benefit from an environment of cross-disciplinary research excellence at Melbourne, connecting diverse study areas and blending academic and industry.

Our researchers are looking into water resource management, clean energy, disaster management, climate change, cancer treatment, epilepsy suppression, food processing, automated interpretation of data, personalised medicine, smart grids and more.

Internationally recognised qualification

Be part of one of the largest engineering research institutions in Australia, measured on research income. You’ll receive strong backing from industry and government.

Joint PhD degree opportunities

In addition to our leading PhD program, we also offer several graduate research joint PhD initiatives. Our joint PhD programs access expertise, resources and world-class training at the University of Melbourne and a leading institution abroad.

Our Jülich-University of Melbourne Postgraduate Academy (JUMPA) is a multidisciplinary Joint PhD training program with the Jülich Research Centre, Germany.

Our Melbourne-CNRS Network is a multidisciplinary Joint PhD training program with the Centre National de la Recherche Scientifique, France.

Our Melbourne India Postgraduate Academy (MIPA) is a Joint PhD training program with one of three top Indian Institutes of Technology (IITs): IIT Madras, IIT Kanpur, and IIT Kharagpur.

Our Melbourne and Manchester Graduate Research Group is a multidisciplinary Joint PhD training program with the University of Manchester, United Kingdom.

Our Priestley Scholarships are offered in conjunction with University of Birmingham .

For further information and how to apply for joint PhD programs: Graduate research: Joint PhDs

World class facilities

We’re home to an Australian-first, state-of-the-art VR biomechanical facility, CAREN (Computer Assisted Rehabilitation Environment), which focuses on improving our understanding of human movement and rehabilitation. You’ll also have access to cutting-edge laboratories and a heavy engineering workshop for materials testing, engine and turbine testing, wind tunnel investigations and metal forming processing.

Related study areas

  • Bioinformatics
  • Civil, structural and architectural engineering
  • Computer science
  • Data and analytics
  • Data science
  • Engineering
  • Engineering business and management
  • Environment
  • Environmental engineering
  • Information systems
  • Information technology
  • Information technology and computer science
  • Mechanical, aerospace, industrial and mechatronic engineering
  • Software engineering
  • Spatial information

Education | Columbia University graduate in zip ties rips…

Share this:.

  • Click to share on Facebook (Opens in new window)
  • Click to share on X (Opens in new window)

Daily News e-Edition

Evening e-Edition

  • New York News
  • New York Politics

Education | Columbia University graduate in zip ties rips diploma during ceremony amid Gaza protests

A Columbia University graduate in zip ties rips a diploma on stage at the social work graduation ceremony amid ongoing pro-Palestinian protests at the beleaguered Ivy League school. (Columbia University)

Video of the protest, which went viral Sunday night after the campus chapter of Students for Justice in Palestine posted the clip on social media, showed the master’s program graduate cross the stage with their hands above their head, before tearing the folder in two and tossing it behind them.

The protester then held up their graduation cap, reportedly decorated with the name of a Palestinian prisoner, Mohammad Natsheh, during the event on Friday evening.

University officials twice this semester summoned the NYPD to arrest pro-Palestinian campus protesters, who were placed in the plastic handcuffs the protester and another couple of graduates wore.

“What significance do our diplomas hold when there are no universities left in Gaza because of our tax dollars and tuition?” the student group wrote on Instagram.

A few pro-Palestinian students fastened silver duct tape over their mouths, while dozens more wore keffiyehs and carried photos and wrote the names of Palestinians imprisoned or killed during Israel’s war in Gaza, a recording of the ceremony showed.

A Columbia University graduate in zip ties is pictured on stage at the social work graduation ceremony. (Columbia University)

“Thousands of Columbia graduates and their families have already celebrated at Class Day ceremonies that started on Friday and concluded successfully with virtually no disruption,” a Columbia spokesman said in a statement.

“We join in the excitement of the remaining graduates who will celebrate their incredible achievements at their own Class Days and graduation events the rest of this week and as they start their next chapter.”

One of the social work graduates crossed the stage holding a midsized Israeli flag, according to the recording.

Leo Massey, who said by graduation he believed he was the only Jewish student in his about 14-person program, said he brought the Israeli flag “just in case” pro-Palestinian protests broke out during the ceremony.

“If I don’t bring the Israeli flag, who is going to?” he recalled Monday of his thinking. “After I’ve been there for 2.5 years at the Columbia School of Social Work, I couldn’t think of anyone else speaking out about this.”

The pro-Palestinian graduate who ripped the diploma did not return requests for comment.

Last week, Columbia announced the cancellation of its universitywide commencement , citing security concerns after weeks of campus protests over the war in Gaza that culminated with the takeover of an academic building, Hamilton Hall.

School-level graduation ceremonies are continuing as scheduled but were relocated from main campus to Columbia’s athletic complex several miles north. The largest undergraduate college graduation will be held Tuesday.

There were other protests and disruptions during Columbia graduation ceremonies over the weekend, including a Ph.D. student walkout and students who crossed the stage with Palestinian flags, including one that said “divest from genocide.”

A Columbia University graduate in zip ties is pictured on stage at the social work graduation ceremony. (Columbia University)

Another graduate adorned their cap  to say: “Acknowledge the Class of 2024 of Gaza and those who will never graduate.”

An estimated 15,000 Columbia students were expected to receive diplomas this semester, including many undergraduates whose high school graduations were canceled in 2020 due to the pandemic. Several seniors who face disciplinary action related to the pro-Palestinian protests are not eligible to complete their degrees .

Columbia has requested the NYPD remain on campus through May 17, once all school-level ceremonies have ended.

More in Education

About two dozen students protested inside the building on E. 34th St. near Fifth Ave. on Tuesday night, dubbing the library "The Al Aqsa University Library."


New york news | pro-palestinian students ‘occupy’ cuny graduate center for a few hours before calling it quits.

A Columbia University graduate decorated his cap with references to college antiwar protests, including an academic building occupied by students and an encampment on the campus lawn. (Cayla Bamberger/New York Daily News)

Education | Columbia College 2024 graduation marked in low-key ceremony with a handful of pro-Palestinian displays

For many pro-Palestinian college protesters, graphic visuals of war in Gaza on social media had a profound effect

Education | For many pro-Palestinian college protesters, graphic visuals of war in Gaza on social media had a profound effect

Members of the Long Island Roller Rebels, practice, Tuesday, Mar. 19, 2023, at United Skates of America in Seaford, N.Y. (Jeenah Moon/AP)

Politics | New York judge strikes down Nassau County trans sports ban

  • Research degrees
  • Your research options
  • Supplementary PhD Programs

Neuroscience PhD Program

The Neuroscience PhD Program is a supplementary learning opportunity to enrich your graduate research experience. The program offers an opportunity to share your research with other disciplines and expand your peer network.

You can find existing Graduate Research courses using our Find a Course search tool.

The Melbourne Neuroscience PhD Program brings together graduate researchers from many disciplines. These researchers share a passion for discovering knowledge in the area of neuroscience. When you join, you will access the best in neuroscience research from across the University.

This is a competitive program that complements your core PhD project. You will receive close mentoring from experts in the field of neuroscience. And you will benefit from a broad range of research initiatives.

The Melbourne Neuroscience PhD Program will help you to:

  • Connect with other researchers from across the University
  • Build relationships with relevant external organisations
  • Develop your career path after graduation
  • Consider your research topic from different perspectives
  • Contribute to the discovery of new knowledge
  • Expand your professional and personal networks
  • Learn how to engage with industry.

We have a strategic location in Parkville. This allows us to link across faculties. And we are close to key partner organisations including hospitals, research institutes and industry partners.

Program activities include a mix of skill-based workshops, seminars, awards and networking.

Technical skills

Advanced neuroscience workshops.

We offer the Advanced Neuroscience Workshops each year. These workshops help you develop skills that relate to your research project, and to broaden your knowledge and skills outside your project. Each workshop provides a comprehensive, small-group experience. Workshops that will be offered in 2024 include:

  • Research Design and Analysis (Statistics)
  • Neural Computational Modelling
  • Foundations of MRI
  • Electrophysiology
  • Introduction to Behavioural Neuroscience
  • Microscopy and Lab Techniques

Neuroscience-related seminars

At least one neuroscience-related seminar is held each week. We hold these seminars at the Melbourne Brain Centre in Parkville.

Specialised programs

You could have the opportunity to undertake PhD studies within specialised programs. This might include the Yulgilbar Alzheimer's Research Program (YARP) Clinicians Research Network. This network has strong links to clinical research.

International scholar exchange program

You can apply to join the Rebecca Hotchkiss International Exchange Program. This established program offers a placement at the  Hotchkiss Brain Institute (HBI). The HBI is part of the University of Calgary in Canada. The successful applicant will be a high-calibre PhD student. If successful, you will collaborate on a research project of shared interest. As a result, you will gain new skills and real-world experience. The exchange program runs for four to eight weeks.

Melbourne Brain Symposium – Mendelsohn Student Lecture and Award

The prestigious Mendelsohn Award recognises an outstanding student in the field of neuroscience. If you receive the award, you will deliver a lecture at the annual Melbourne Brain Symposium. Your lecture will communicate your research outcomes to the neuroscience community. You will present alongside some of the most eminent scientists from Australia and around the world.


To take part in the Melbourne Neuroscience PhD Program, you must be enrolled in a PhD at the University of Melbourne.

If you’re a current University of Melbourne PhD candidate

  • Talk with your supervisor about participating
  • Fill out your details and register for the Melbourne Neuroscience PhD Program here
  • If you have any question, please don’t hesitate to  contact us .

If you want to apply for a PhD at the University of Melbourne

  • Explore  PhD opportunities at the Florey Institute of Neuroscience and Mental Health
  • See details of the  candidature application process.

First published on 22 February 2022.

UT to add 576 beds with new graduate student housing complex, boost housing scholarships

The University of Texas is planning a new graduate student housing project across Interstate 35 from the main campus.

The University of Texas will move forward with a graduate student housing project that will bring 576 beds along with entertainment, dining and grocery options. The UT System Board of Regents on Thursday approved the university's proposal to build the project at 1900 Comal St.

The new development is the second phase of the university's plan to expand graduate student housing, UT President Jay Hartzell told the American-Statesman on Thursday. The new complex will be built near another new graduate student housing project UT plans to open in the fall with about 780 beds.

It will also be near UT's athletic facilities and will have five new beach volleyball courts, which will allow the UT women's team to host NCAA competitions.

The project is part of the university's commitment to establishing "high-quality affordable housing" and a strong sense of community for graduate students, which will help UT attract top talent, Hartzell said.

"When I got the job in 2020, this was on the drawing board," Hartzell said. "As a person who went to graduate school at UT, I get the need. And as the city's gotten more expensive, this is just one more thing we're trying to do to ensure students choose us."

Jim Davis, UT chief operating officer, said costs for the new graduate complex are still being estimated, and it is expected to open in 2027.

The new development will feature about 9,000 square feet of retail space and 3,000 square feet for dining, which will help support the athletic and East Campus communities, a university spokesperson said. With the latest project, UT will have about 2,250 graduate student beds available in three complexes.

The spokesperson said rental costs for the Phase Two housing units have not yet been determined but are expected to be at or below market value.

Davis said the two residential complexes are the university's first new graduate student housing projects in about 40 years.

What else is UT doing for student housing?

The university is also continuing its housing scholarship program in the upcoming school year after launching the program this year to help low- and middle-income students with on-campus housing costs. UT spent about $5 million to subsidize housing costs for about 3,200 on-campus students who qualified for UT's tuition assistance program, Texas Advance Commitment .

The university is increasing its investment in the program to $7.5 million to account for price increases and to serve more students, Hartzell said. Texas Advance Commitment 1 students can receive $1,800 to $2,300, and Texas Advance Commitment 2 students (those with higher family income levels) can receive $900 to $1,400.

In February, regents gave UT permission to begin negotiations to start building an estimated $145 million, 1,000-bed undergraduate student housing complex  in place of the Whitis Court residence hall, which has about 200 beds. This will be the first newly built undergraduate housing complex since 2007, though the university purchased Dobie Twenty21 with a capacity of almost 1,000 student residents in 2021.

With the new undergraduate and two new graduate student complexes, UT is on a path to add about 2,000 beds by 2027.

What does the UT System board's action mean?

The board's decision Thursday authorizes UT to enter into a private-public partnership agreement — the same process the two other new complexes underwent. The university will enter into a lease agreement with the 2033 Higher Education Development Foundation, a nonprofit that advises the university on real estate matters, that will then contract with a private developer for the property.

The regents also authorized the university to use the UT System's Revenue Financing System, which also is financing the undergraduate complex project.

Site permitting and design will start this summer. The design will be similar to the East Campus Graduate Apartments, Davis said.

Hartzell thanked the board for its approval of the project and said he hopes UT's increase of housing supply — with the new beds and scholarship support — will help students tackle rising living costs and choose to enroll at UT.

"It really pertains to this goal of trying to find more high-quality, affordable housing for our graduate students," Hartzell said. "And build a sense of community that has vibrancy to it."

  • Faculty of Education
  • Social Transformation and Education Research Hub

Academic Staff

Professor Julie McLeod

Professor Julie McLeod

Pro Vice-Chancellor (Research Capability) University of Melbourne; Professor, Curriculum, Equity and Social Change, Melbourne Graduate School of Education.

Julie McLeod is Professor in Curriculum, Equity and Social Change at the Faculty of Education and Pro Vice-Chancellor (Research Capability) at The University of Melbourne.

Julie researches in the history and sociology of education, with a focus on youth, gender and social change. She was an editor of the journal Gender and Education (2011-2016). She held an Australian Research Council Future Fellowship (2012-2016) and is a Fellow of the Academy of Social Sciences Australia.

Associate Professor Jessica Gerrard

Associate Professor Jessica Gerrard

Associate Professor

Jessica Gerrard researches the changing formations, and lived experiences, of social inequalities in relation to education, activism, work and unemployment. She works across the disciplines of sociology, history and policy studies with an interest in critical methodologies and theories.

Across her work, Jessica is interested in theorising the changing formations of ‘the public’, including its multiple and exclusionary forms. In the context of the so-called populist moment, a current interest is the social and institutional production of knowledge, authority and expertise, and the relationship of this to social inequalities. She has written two monographs- Precarious Enterprise on the Margins: Work, Poverty and Homelessness in the City (2017, Palgrave, Macmillan) and Radical Childhoods: Schooling and the Struggle for Social Change (2014, University of Manchester Press). She is currently Assistant Dean (Diversity & Inclusion) and the Faculty of Education. She is also Associate Editor for Critical Studies in Education and Editor of the Local/Global Issues in Education Routledge book series.

Jessica holds two Australian Research Council (ARC) Discovery Projects. First, she is co-leading an investigation of the shifting practices of public schooling, school governance and parental citizenship in disadvantaged contexts (with Glenn Savage). Second, she is researching community activism and education policy reform across Australia in the 1970s and 1980s (with Helen Proctor and Sue Goodwin).

Previously, Jessica was a McKenzie Postdoctoral Research Fellow at the University of Melbourne (2012-2015)

Dr. Ligia (Licho) López López

Dr. Ligia (Licho) López López

Senior lecturer

Ligia (Licho) López López is Caribbean, Queer, and of Abiayala. She lives as an uninvited person on Wurundjeri-Woiwurung Country. Licho’s scholarship moves through the geographies of continental Africa, Europe, the US, and Australia and is located at the intersection of curriculum studies, Indigenous and Black studies in education, and Afrodiasporas and youth studies in the digital. She is the author of The making of Indigeneity, curriculum history, and the limits of diversity (Routledge, 2018), and Indigenous futures and learnings taking place (with Gioconda Coello. Routledge, 2021) and Interrogating the relations between migration and education in the South: Migrating Americas (with Ivón Cepeda-Mayorga and María Emilia Tijoux, Routledge, 2022). Her work has also appeared in the The British Journal of Sociology, Race ethnicity and Education, and the Curriculum Inquiry among others.

Licho's current research, drawing from the histories of dispossession and Black and Brown rising, interrogates what the notion of what diversity does in the social world (diverse from what?). She investigates Bla(c)k and Brown youth affect as curricular trans-formation. At the moment she is playing with propositions drawing from global histories of maroonage as Black future making in the 21st century, and Afrodiasporic youth Black geographical formations in the digital space of Tik Tok and Instagram.

Associate Professor John Quay

Associate Professor John Quay

Associate Professor in Physical Education

My research and teaching interests include outdoor education, environmental education, physical education, curriculum theory and philosophy of education. In this way I connect educational practice and theory. My focus is chiefly on existential understanding that draws humanist and post-humanist perspective together. I am an editor-in-chief for the Journal of Outdoor and Environmental Education and an editorial executive member of Curriculum Studies in Health and Physical Education. My current leadership role in the Faculty of Education is as Associate Dean Learning and Teaching.

The best expression of my research projects is through my publications, visible through online profiles.

Dr Peter Woelert

Dr Peter Woelert

Senior Lecturer

My research focuses on exploring governance and organizational dynamics in the contemporary university, under consideration of macro-level higher education policy trends and settings. I have researched and published on issues such as universities’ responses to national policy and funding changes, the politics of performance measurement, universities’ organizational autonomy, and the unintended effects of large-scale policy and governance reform on institutional diversity. More recently I have developed a growing research interest in novel forms and dynamics of bureaucratization within universities.

In addition to my role of Senior Lecturer I am responsible for the Faculty of Education's graduate research (GR) coursework programs in my role of GR coordinator.

Research projects

The 'new' bureaucracy at universities: Processes, technologies, and practices. MGSE Research Development Award (2019-2020).

Performance-based governance in Australian universities: A case of ‘coercive’ isomorphism? University of Melbourne Early Career Researcher Award (2015-2017).

Postdoctoral Research Fellow on Knowledge building in schooling and higher education: Policy strategies and effects, ARC Discovery grant (DP110102466, CI: Prof. L. Yates) (2011-2014).

Dr Sophie Rudolph

Dr Sophie Rudolph

Senior Lecturer in Education/DECRA Fellow

My research is interested in the central problem of settler colonial racial domination in Australian contexts in which First Nations people have never ceded sovereignty, and its connection to global European colonialism and capitalism. Through historical and sociological work I examine the impact and dynamics of racial domination on education and the possibilities for education to address racism and achieve racial justice. As a non-Indigenous, white, settler scholar I attempt to engage critically with these issues of power and inequality even as I work within settler colonial institutions and am implicated by settler racial dominance. My PhD research investigated Indigenous education policy, its historical echoes and its political effects. My current project examines the history and contemporary effects of school discipline.

I am not currently teaching but have had involvement in sociology of education, Indigenous education and research methodology subjects.

DECRA project: Examining the social, historical and political effects of school discipline.

Dr Aristidis (Harry) Galatis

Dr Aristidis (Harry) Galatis

Lecturer in Teacher Education

After completing a PhD in Philosophy (on moral logic) and a Graduate Diploma in Education, both from the University of Melbourne, my teaching and research interests have converged on philosophical community of inquiry (CPI) practices, Philosophy for/with Children programs and the recent introduction in the Australian and Victorian curriculums of the Capabilities (and which include Ethical, Critical and Creative Thinking, Intercultural and Personal and Social capabilities).

I have a particular interest in the identification, development, implementation and assessment of  the intellectual values that sit within Critical and Creative Thinking, like questioning and perspective-taking competency. I teach into a range of philosophy of education-focused subjects and have previously coordinated the University’s Master of Education (International Baccalaureate) Primary Years Program, the Master of Teaching (Primary) and the Master of Teaching (Early Childhood and Primary) initial teacher training programs. I currently coordinate the Master of Teaching (Secondary) course and am on the Executive Committee of the Victorian Association of Philosophy in Schools (VAPS).

I am a current member of the Executive Committee of the Victorian Association for Philosophy in Schools (VAPS), and Victorian Curriculum and Assessment Authority’s [VCAA’s] Critical and Creative Thinking Assessment Panelist.

VCAA Assessment Content Development Panel – Assessment Research Centre (ARC)

Assessment for Graduate Teachers (AfGT) Implementation & Improvement Committee 2021

Dr Chris McCaw

Dr Chris McCaw

Lecturer in Education

Dr McCaw’s research focuses on the lives and work of teachers under conditions of social, technological and political change, drawing from resources in philosophy and social theory. His research interests include the nature of teaching and teacher professionalism, reflective and reflexive practice, the purposes of education, post-secularism in education, and questions of self, identity and agency. He has a specific interest in the integration of contemplative practices, such as mindfulness and yoga, into educational discourses and practices. Drawing from phenomenology, theories of social practice and contemplative philosophies, his doctoral work examined the role of contemplative practices in the lives and work of beginning teachers. Dr McCaw’s current research project explores the implications of ‘post-truth’ conditions for education, through the lenses of epistemic cognition and epistemic reflexivity. He conducts both qualitative, empirical studies as well as theoretical inquiries into the foundations of teaching and education. Chris has a background in secondary teaching, specialising in inquiry learning in the sciences, humanities and philosophy.

Dr McCaw teaches extensively into both coursework and professional practice aspects of the Master of Teaching program.

Educators, epistemic cognition and post-truth conditions (2021)

Contemplative practitioners, becoming-teachers (2015-2020)

Professor Marcia McKenzie

Professor Marcia McKenzie

Professor Of Global Studies & International Education

Marcia McKenzie is Professor in Global Studies and International Education in the Faculty of Education, University of Melbourne. Her research includes both theoretical and applied components at the intersections of comparative and international education, global education policy research, and climate and sustainability education, including in relation to policy mobility, place and land, affect, and other areas of social and geographic study.

She is Director of the $4.5M  Monitoring and Evaluating Climate Communication and Education (MECCE) Project and the  Sustainability and Education Policy Network  (SEPN), and is an inducted member of the  Royal Society of Canada’s  College of New Scholars, Artists, and Scientists. She is co-author of  Place in Research: Theory, Methodology, and Methods  (Routledge, 2015) and  Critical Education and Sociomaterial Practice: Narration, Place, and the Social (Peter Lang, 2016), and co-editor of  Land Education: Rethinking Pedagogies of Place from Indigenous, Postcolonial, and Decolonizing Perspectives (Routledge, 2016) and  Fields of Green: Restorying Culture, Environment, and Education (Hampton, 2009); and co-edits the Palgrave book series  Studies in Education and the Environment.  She has recently authored or co-authored three global UNESCO reports, including  ‘Country progress on climate change education: A review of national submissions to the UNFCCC,’ and  ‘ESD and GCED up close: Cognitive, social and emotional and behavioral learning in Education for Sustainable Development and Global Citizenship Education from pre-primary to secondary education,’  and  ‘Learn for our planet: A global review of how environmental issues are integrated in education.’

Dr Maree Martinussen

Dr Maree Martinussen

McKenzie Postdoctoral Research Fellow

Maree is a McKenzie Postdoctoral fellow working across sociology, identities studies, affect and emotion and critical studies of higher education. Her interests include diversity and inclusion and in/equities in higher education, particularly relating to social class and intersections with other gendered and racialised identities.

Maree is a co-ordinator of the Affect and Emotions Research Network and is an Associate Board member for Sociological Research Online.

Maree’s main research project investigates how social class identities are constructed by women enrolled in postgraduate studies, and their effects on student experience.

Dr Dianne Mulcahy

Dr Dianne Mulcahy

Senior lecturer in Education

A Senior Lecturer at the Faculty of Education, Dianne’s research and teaching interests concern pedagogy, education policy and materialist methodological approaches to research. Issues of difference, disadvantage and in/exclusions are at the heart of these interests and studied chiefly using the conceptual resources of affect and critical materialist theories. In the recent past, Dianne’s research has centred on pedagogic practice in learning environments within schools and museums. Presently, she is researching aspects of the ethics and politics of affect and their implications for pedagogy and professional practice. She is also undertaking research on citizenship and citizen subjectivity that takes the capacities of human and non-human entities such as climate and the environment into account, towards reconsideration of citizenship curriculum and normative approaches to citizenship education. Dianne publishes widely and reviews for leading education journals including Educational Philosophy and Theory, Discourse: Studies in the Cultural Politics of Education, and Pedagogy, Culture & Society. Her recent scholarly works include: “Enacting affirmative ethics in education: A materialist/posthumanist framing”, “Pedagogic affect and its politics: Learning to affect and be affected in education” and “A politics of affect: Re/assembling relations of class and race at the museum”.

Affective encounters: Teaching and learning for schools and communities through museums and collections

Pedagogic practices in new generation learning environments in Victorian government schools

Strengthening standards of teaching through linking standards and teacher learning: The development of professional standards for teaching school geography

Dr Melitta Hogarth

Dr Melitta Hogarth

Assistant Dean (Indigenous), Senior Research Fellow

Melitta Hogarth is a Kamilaroi woman who is the Assistant Dean (Indigenous) and a Senior Research Fellow whose research interests are in education, equity and social justice.  Her PhD titled “Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy” was awarded the Ray Debus Doctoral Award for Research.

Dr Nicky Dulfer

Dr Nicky Dulfer

Senior Lecturer in Education Policy, Academic Co-ordinator: Master of International Education: International Baccalaureate

Nicky Dulfer is a Senior Lecturer at the Faculty of Education, University of Melbourne who has over a decade’s experience undertaking research within the field of education. Her research covers several areas of expertise but the underpinning thread to all her research is access, equity, and inclusion. Since moving into an academic career, Nicky has published approximately 30 articles, reports and conference papers.  Her past research projects include both quantitative and qualitative studies which connect to three key themes. The first theme, post-compulsory educational provision has included research investigating high stakes assessment, post-compulsory educational provision, school based apprenticeships and careers education. The second theme of equity has involved research in low and high socio-economic classrooms looking at retention and engagement strategies, funding models and equity practices. The final strand of Nicky’s research focuses on pedagogy, and has comprised examining pedagogical practices, teacher efficacy, differentiation, engagement and retention in a range of secondary schools. Nicky’s current research focusses on differentiated instruction, professional learning communities, online learning, observation models, and approaches to classroom questioning.

Understanding Digital Inequality, Melbourne Social Equity Institute (MSEI)

Differentiation in Action in Diverse Environments, Victorian Department of Education and Training (VDET)

Teaching Academies of Professional Practice, (VDET)

Different Countries, different approaches to teaching and learning, Jeff Thompson Research Award (IBO)

Dr Rhonda Di Biase

Dr Rhonda Di Biase

Rhonda is a Senior Lecturer at the Faculty of Education. She has a background in school teaching in Melbourne and internationally across Asia.  Previously she worked at the Maldives National University through a post-tsunami aid project promoting learner-centred education. In 2014 undertook an Endeavour Executive Fellowship promoting local research in the Maldives. Drawing on these experiences her research interests include: pedagogical renewal focusing on active learning reform and education for sustainable development; teachers’ professional learning; and education reform with a particular interest in the needs of small island states.

International research projects

Quality Education: initiatives to improve teaching and learning in low and middle-income countries (Philanthropic funding, 2021)

Investigating sustainable education reform in a Small Island Developing State (MGSE Early Career Researcher Grant, 2017)

Promoting Education for Sustainable Development in the Maldives (Special Study Program - Short, 2019)

Locally based research projects

A study of the effectiveness of a University of Melbourne summer school outreach program (Researcher Development Award, 2021)

Investigating how international students’ conceptions of teaching and learning develop through a Master of Teaching program (MGSE Seed Funding grant, 2017)

Dr John Doolah

Dr John Doolah

Lecturer in Indigenous Education

Maiem (hello), I am a Torres Strait Islander of Erubam le (Erub person) and Meriam le (Mer person) heritage. I belong to the sager people of Mer. My Mer nosik (clan) division, is Samsep-Meriam.

My teaching background is in course development, course coordination and lecturing local, national, and international students in Aboriginal and Torres Strait Islander Studies courses. In my current position at the University of the Faculty of Education I lecture and coordinate Indigenous Education undergraduate and the Master of Teaching First Nations Education courses.

My overall research interest is in the impact of colonisation on Indigenous Australians. I have researched the migration of Torres Strait Islanders from Zenadth Kes (Torres Strait) to Keo Deudai (mainland Australia), with the application of the Indigenous research paradigm, ‘consisting of Indigenous ontology, epistemology, methodology, and axiology’. My PhD thesis is titled: “Stories behind the Torres Strait Islander Migration Myth: the journey of the sap/bethey.” The sap/bethey (driftwood) is one of my lubabat (totem). I am in the insider researcher position, taking on the characteristics of the sap/bethey, I am a traveller. The story of the sap/bethey is about travelling away from home (Zenadth Kes) to the land of the ‘Ladaigal’ (Aboriginal) people.

Dr Bonita Marie Cabiles

Dr Bonita Marie Cabiles

Bonita Cabiles is a lecturer at the Faculty of Education. Her research has focused on schooling, specifically in the primary setting, looking at curriculum and pedagogy by engaging with historical and sociological perspectives. She has engaged with Bourdieusian sociology and qualitative research approaches in her more recent work. She is interested in exploring educational practices, as well as the practice of educational research, to examine issues of disadvantage and social justice. Her work endeavours to attend to the intersections of theory, methodology, and practice to understand how issues of inclusion, participation, and diversity manifest and are addressed in schooling.

Bonita’s doctoral thesis examined the dynamics around student participation in the context of cultural and linguistic diversity. Her thesis entitled, ‘Participation and cultural and linguistic diversity: An in-depth qualitative inquiry of an Australian primary classroom’ was awarded the Penny McKay Award for most outstanding thesis.

Bonita teaches in the Master of Teaching and Master of Education programs. She coordinates the subject, Diverse and Inclusive Classrooms (DIC) for the primary, and early childhood and primary student cohorts. She is also coordinating the Engaging and Assessing Learners 1 (E&AL1) subject for the primary cohort.

Prior to joining academia, Bonita worked as a teacher and development worker. She has taught in her home country, the Philippines, and in Indonesia. Working in/with non-governmental organisations, she has contributed to educational assistance and curriculum reform projects for under-resourced and minoritised communities in the Philippines.


  1. 100+ PhD, Postdoc,Academic and Research Positions at Melbourne University

    phd education uni melbourne

  2. 39 PhD Programs

    phd education uni melbourne

  3. 600 Masters and PhD Scholarship at University of Melbourne

    phd education uni melbourne

  4. Fully-Funded PhD Position in the Evolution Lab at University of

    phd education uni melbourne

  5. PhD Scholarship and Fellowship 2022 at University of Melbourne Australia

    phd education uni melbourne

  6. University Of Melbourne PhD Scholarships

    phd education uni melbourne


  1. MEA & The University of Melbourne

  2. Postgraduate Business & Management

  3. 16. How to do one way ANOVA in SPSS?

  4. Help your university or college tackle inequality


  1. Doctor of Philosophy

    PhD Thesis. The PhD thesis demonstrates authority in the candidate's field and shows evidence of command of knowledge in relevant fields. It shows that the candidate has a thorough grasp of the appropriate methodological techniques and an awareness of their limitations. The thesis also makes a distinct contribution to knowledge, which rests on ...

  2. Doctor of Philosophy

    Application dates. There are two selection rounds each year to the Doctor of Philosophy - Education. All applications must be submitted and completed by either the 18 April or 18 September in a given year. We recommend you submit your application at least four weeks before the closing dates, just in case any additional documentation is required.

  3. Education (DR-PHILEDU)

    4 years full-time, or equivalent part-time. The degree of Doctor of Philosophy signifies that the holder has undertaken a substantial piece of original research, which has been conducted and reported by the holder under proper academic supervision and in a research environment for a prescribed period. The PhD thesis demonstrates authority in ...

  4. Study

    Study Breadth in Education. Enrich your undergraduate degree with one of our Faculty of Education breadth subjects. 87 per cent of our students said they found their breadth subject intellectually stimulating, while 92 per cent said they learned new ideas that could be applied to practice*. We received the highest undergraduate Student ...

  5. Your research options

    Your research options. Our graduate research degrees allow you to explore your area of interest in depth through either a: Doctor of Philosophy (PhD), which marks your admission to the community of scholars in your discipline and requires the completion of a thesis of 80,000-100,000 words on a specialised topic; Master of Philosophy (MPhil), an ...

  6. PhD (Education)

    Shape the future of education with a Doctor of Philosophy (PhD) in Education by promoting the interdependence of research, learning and change. RMIT's Doctor of Philosophy (PhD) in Education cultivates high-level skills in research processes, communication, analysis and synthesis of knowledge in education. Graduates of this doctorate degree ...

  7. Doctor of Philosophy (PhD) applications

    Entry requirements. You may apply for entry for a PhD if you satisfy one of the following: Masters by coursework degree with minor thesis, requiring average grades of at least H2A/Distinction (above 70% VU standard). Masters by research degree, or demonstrated exceptional ability during partial completion of a research project in a Masters by ...

  8. Study PhD Programmes in Melbourne, Australia

    Study a PhD Programme in Melbourne, Australia 2024. Discover more about best universities, studying, living and career opportunities in Melbourne. ... Monash is a modern, global, research-intensive university, delivering education and research excellence in Australia and across the Indo-Pacific. We're making a positive impact on today's ...

  9. Postgraduate education study options

    Study options in Education. Degrees 45. Majors/specialisations 8. Micro-credentials and Short Courses 21. The University of Melbourne offers over 270 degrees in a vast range of study areas and specialisations. Browse through the programs we offer in the study area of your choice.

  10. PhD studies in Physics

    The University's Graduate Research Opportunity Tool is a directory of PhD and Masters by Research projects - search by course, field of research or location to find a research project that you're excited to join. ... Melbourne University is consistently one of highest ranked Australian Universities in the Times Higher Education World Rankings ...

  11. PhD in Higher Education Admin.

    Our higher education PhD online has been designed with your success in mind. Whether you'd like to become a department chair, the dean of a school, provost, or university president, our online ...

  12. Pro-Palestine activists occupy Melbourne University building

    Why pro-Palestine uni camps are being dismantled. Pro-Palestinian activists at University of Melbourne have dramatically ramped up their protest, occupying a key campus building for the first time ...

  13. Rutgers PhD student delivers dissertation hours after giving birth

    Rutgers PhD student, Tamiah Brevard-Rodriguez, gave birth to her son and then hours later defended her dissertation to a committee over Zoom.

  14. Population and Global Health Graduate Research Program

    The Population and Global Health Graduate Research Program is a multidisciplinary PhD program. It is delivered through the Melbourne School of Population and Global Health. The program provides an engaging and practical skills-based training environment and cohort experience for our graduate researchers. As a candidate, the program enables you ...

  15. No evidence foreign students are abusing UK graduate visas, review

    The use of the graduate route is concentrated among four nationalities: the top four - India, Nigeria, China and Pakistan - account for 70% of all graduate visas with India accounting for more ...

  16. A Chicago teen entered college at 10. At 17, she earned a doctorate

    Dorothy Jean Tillman's participation in Arizona State University's May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college ...

  17. Research

    It is supported by the University of Melbourne and is also proudly supported by BHP. Read more; Educational Software Suite. Our Educational Software Suite is based on research conducted by our internationally renowned educators and academics, and is designed to support teachers and teacher candidates across all sectors of education. Read more

  18. Marie Fowler, 83, becomes Howard University's oldest doctoral graduate

    Education. Marie Fowler, 83, becomes Howard University's oldest doctoral graduate. May 14, 2024 6:34 AM ET. Heard on Morning Edition. Marie Fowler, 83, becomes Howard University's oldest doctoral ...

  19. UK universities report drop in international students amid visa doubts

    Universities are reporting a steep drop in international students applying to come to the UK, amid warnings that further restrictions on student visas would torpedo a vital flow of talent for ...

  20. Doctor of Philosophy

    Our Melbourne India Postgraduate Academy (MIPA) is a Joint PhD training program with one of three top Indian Institutes of Technology (IITs): IIT Madras, IIT Kanpur, and IIT Kharagpur. Our Melbourne and Manchester Graduate Research Group is a multidisciplinary Joint PhD training program with the University of Manchester, United Kingdom.

  21. Columbia University graduate in zip ties rips diploma during ceremony

    A Columbia University graduate in zip ties rips a diploma on stage at the social work graduation ceremony amid ongoing pro-Palestinian protests at the beleaguered Ivy League school.

  22. Neuroscience PhD Program

    The Melbourne Neuroscience PhD Program brings together graduate researchers from many disciplines. These researchers share a passion for discovering knowledge in the area of neuroscience. When you join, you will access the best in neuroscience research from across the University. This is a competitive program that complements your core PhD project.

  23. University of Texas to build more student housing, offer scholarships

    The university is increasing its investment in the program to $7.5 million to account for price increases and to serve more students, Hartzell said. Texas Advance Commitment 1 students can receive ...

  24. Academic Staff

    [email protected]. Senior Lecturer in Education Policy, Academic Co-ordinator: Master of International Education: International Baccalaureate. Nicky Dulfer is a Senior Lecturer at the Faculty of Education, University of Melbourne who has over a decade's experience undertaking research within the field of education.