graduate course in research methodology

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• Research Methodology MA
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School of Education

Meng-Jia Wu

Call:   312.915.7900

Email:   [email protected]

About the Research Methodology Master's Program at Loyola

Numbers tell a story. At Loyola, we believe data tells the story of the human experience, including the causes of pressing social problems. In Loyola's MA in Research Methodology program, you'll learn how to look at numbers in context and use data to address social inequities. In the program, we'll challenge you to approach research from a social justice lens, using data to highlight the systematic and personal characteristics that contribute to disparities—and then leveraging your findings to offset them and effect positive change.

Program Structure

The online research methodology program can be pursued full-time or part-time . Full-time students can complete the coursework in three semesters of study. Students have five years from acceptance to complete the program.

Why Choose Loyola for Your MA in Research Methodology?

In Loyola's master's program in research methodology, you'll learn how to leverage data to challenge inequities and create change in communities and organizations. You'll use the latest research techniques to approach social and organizational challenges and study alongside PhD-level students in many of your courses, preparing you for doctoral-level work and several other career paths.

• Two certification options
• An established leader in graduate degree programs
• Distinctive faculty
• Preparation for a variety of career paths
• Advanced level classes
• Thesis option

Get ahead of the curve and enhance your career options with two exceptional certificate programs that complement the program. Learn how to apply cutting-edge quantitative techniques in an academic or research setting in Loyola's Measurement & Quantitative Methodology Certificate program. Or, gain expertise in using data to make decisions in nonprofits, schools, and other organizations in the Organizational Evaluation Certificate program .

Learn in Loyola's School of Education, which serves more than 1,000 graduate students in master's degree, educational specialist, certificate, and doctoral programs. The School of Education is well-established in preparing social justice-focused and promotes the Jesuit ideals of quality, intellectual rigor, and service to others.

Learn from faculty who will help you develop marketable skills. From program evaluation to meta-analysis, our faculty have specialized knowledge that keeps them—and their students—at the forefront of the field.

Go on to pursue doctoral study or apply your skills in institutional research, medical centers, research firms, social service organizations, school districts, and countless other settings after completing your MA in Research Methodologies.

You can choose from a wide range of qualitative and quantitative courses—and you'll have access to the same advanced-level classes that our PhD students take.

Gain experience creating original scholarship and contributing to the field. You can choose to complete a thesis that focuses on the applicatino of methods to a substantive area (e.g. higher education, social work, curriculum instruction) or can focus on investigating the methods.

Research Methodology Department

In the Department of Research Methodology, numbers are never just data points—they tell a deeper story. We challenge students to connect data with action, policy, and advocacy, using it to uncover and address the systemic and individual factors driving social inequities. Our mixed-method curriculum ensures that students not only analyze data but also recognize the human experiences behind it. This approach fosters a holistic understanding of the impact of data in promoting social change. Learn more about the department and discover stories featuring current students and graduates from the School of Education. 

Meet the Faculty

Loyola is proud to have talented and nationally-recognized scholar-teachers as part of our diverse community of exceptional faculty, students and staff. Loyola faculty are known for their commitment to teaching, the dissemination of knowledge through innovative and interdisciplinary scholarly research, and a commitment to social justice and cura personalis, or care for the whole person. Visit the School of Education faculty and staff directory to learn more about the teachers and mentors involved with the Research Methodology MA program.

Research Methodology: Career Connections

Following the MA in Research Methodology program, you’ll be able to work in many fields, such as education, public health, medical fields, developmental psychology, and clinical psychology. Many of our students move into Loyola’s PhD program in research methodology to pursue academic research positions after completing the MA.

Specific job options include:

• Data analyst
• Research associate
• Research analyst
• College instructor
• Statistician
• Quantitative design researcher
• Research scientist

Because Loyola is a member of the Jesuit network of 27 colleges and universities nationwide, our graduates can access career advising services, resume and interviewing assistance, career fairs and events, and employment listings in our Career Services center , as well as at career centers at other U.S. Jesuit colleges and universities.

Job Outlook

The Bureau of Labor Statistics (BLS) Occupational Outlook Handbook is a good place to start exploring the job outlook and pay potential for specific careers and fields that interest you.

Curriculum and Program Outcomes

While courses for the Research Methodology MA program may vary from semester to semester, Loyola’s extensive Academic Catalog will always house the official listing of courses, programs of study, academic policies, degree requirements, and specialization or concentration options. Additionally, this resource will provide Research Methodology MA learning outcomes, showcasing the commitment to specific skills and growth graduates can expect to achieve following completion of the program.

2024-2025 Catalog

Ma in research methodology results and skills.

The master's degree in research methodology at Loyola equips you with research skills that make you an asset to numerous institutions and organizations. Some of the skills you'll develop include:

• Ability to conduct qualitative and quantitative research
• Research evaluation and analysis
• Data collection and analysis
• Communication
• Software programs

Costs, Scholarships, and Aid

Loyola University Chicago is committed to making your graduate and professional studies a reality. Our Cost & Financial Aid page can help better inform you about the costs and potential funding opportunities through scholarships, loans, and aid for graduate and professional education. If you are a current Loyola undergraduate or recent alum, you may be eligible for a Returning Rambler discount. Learn more and see if you qualify on our Returning Rambler Scholarship page.

Tuition and Costs

The estimated tuition and fees for the Research Methodology MA totals $ 30750 .00, or 30 credit hours at a cost of $1,025.00 per credit hour. Please note that tuition and fees for all of Loyola's academic programs are subject to change.

For more detailed information about tuition and fees, and a breakdown of how these costs are calculated on a yearly basis, please visit Tuition and Fees from the Office of the Bursar.

School of Education Financial Aid & Scholarships

Visit the School of Education Scholarships page for detailed information about eligible scholarships. More information about financial aid opportunities can be found on the Financial Aid Office website .

Appointments and Events

Whether you’re just beginning your search, in the midst of the application process, or eager to explore our graduate and professional programs, our admissions staff is here to assist you every step of the way.

The School of Education offers graduate open houses, information sessions, individual appointments, open Zoom and text sessions, and a multitude of other ways to get to know us better.

Visit and Connect With Us

With our visit opportunities , you can tour our beautiful Chicago campuses and learn more about Loyola's ties to one of the most prestigious cities in the world.

Application Process

Application deadlines.

The available start terms and corresponding application deadlines for the Research Methodology MA are listed below. Please keep in mind that both the application and the required materials must be submitted by the specified deadline.

Fall Priority: February 15 General: May 1 Please note that applications are not reviewed until the deadline passes, and decisions are typically made no later than two months after the deadline.

Application Requirements

Application requirements for the Research Methodology MA include:

Official transcripts from all institutions attended

2 Letters of Recommendation

3.0 Minimum GPA

Statement of Purpose

Statement of Purpose Details

Your statement should be no more than 2 pages (double spaced) and describe your academic and research interests, professional goals, and views of social justice in relation to these interests and goals.

Official Documents

Official transcripts are those that are sent directly by the college/university to Loyola University Chicago. Transcripts sent by the student to Loyola are considered unofficial documents, and while they may be utilized for initial review of your application, official transcripts are still required. Official documents should be sent by the institution to [email protected] .

An official English language proficiency exam is required for international applicants whose native language is not English. If you have non-U.S. educational credentials, you are required to submit an official transcript evaluation. The transcript evaluation cannot be waived. Please visit our International Applicant Requirements page for specific information regarding the application process for international students.

Start Your Application

Applying online to the Research Methodology MA program is a swift, uncomplicated, and cost-free process. After submission, you can proceed to send and upload any additional requirements.

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NEAG School of Education

Online Master's Degree in Research Methods, Measurement, and Evaluation

Research Methods, Measurement, and Evaluation

Master's degree online.

100% Online, 30-Credit Master’s Degree in Research Methods, Measurement, and Evaluation (RMME)

Focus on Program Evaluation, Psychometrics, & Research Methods

Earning a degree in Research Methods, Measurement, and Evaluation will prepare you to formulate concrete research and evaluation questions, select appropriate research designs and evaluation methods to investigate these questions, construct research and evaluation tools to collect high-quality data, use statistics to analyze gathered data, and interpret quantitative data analyses to inform decision making and policy.

The University of Connecticut's Master's of Arts in Research Methods, Measurement, and Evaluation (RMME MA) is a 100%-online, 30 credit-hour program consisting of 6 core courses paired with 4 electives. Offered through the Neag School of Education’s Educational Psychology Department, the RMME MA places extensive focus on research methods, techniques, and practices; quantitative data analysis; educational measurement; and program or policy evaluation. The RMME MA program is designed to create versatile practitioners, capable of engaging in multiple fields across disciplines.

Both intellectually stimulating and rigorous, this 100% online, research-based degree promotes the use of Research Methods, Measurement, and Evaluation skills through a blend of theoretical knowledge and hands-on applications to facilitate research and program evaluation practice. You will learn measurement, data analysis, and evaluation techniques used daily in schools, industry and corporate environments, military entities, federal or state/local governments, and other formal or informal educational settings.

The RMME program's outstanding faculty are committed to providing:

• Well-organized, interactive online course curricula with clear learning objectives and expectations
• Exposure to a diverse array of theories and practices within the fields of research and evaluation
• Student-faculty interaction that encourages your professional development
• Support in building a network of classmates & peers with whom you will continue to connect into the future

The Research Methods, Measurement & Evaluation online master’s degree program is designed for educators and various practitioners ranging from corporate training & learning designers through sales force management seeking program evaluation expertise. Further, it is an ideal option for recent college graduates currently in or entering the workforce, who want want to increase their professional marketability and/or move into the research side of education.

RMME's asynchronous, online coursework focuses on current and emerging topics in areas related to:

• Classical and modern measurement theory and applications
• Instrument development
• Quantitative research methods
• Program evaluation
• Applied statistics
• Educational assessment
• Return on Investment (ROI) Assessment, and more!

Credits earned in UConn's online RMME master's degree program are transferable to UConn's Program Evaluation Online Graduate Certificate program!

Request Information

Join an Information Session

Applications are accepted on a rolling basis.

The RMME Admissions Committee reviews all completed submissions after the application deadline.

Please submit your application materials no later than:

Spring Semester : November 1 Summer Semester : March 21 Fall Semester: June 13

Why RMME Online at UConn?

As a highly-ranked R1 Research University (the highest designation of research activity for an institution of higher education), you can rest assured that all of UConn's academic programs feature the most relevant and current research-informed content.

Prepare for your rapidly expanding career options.

RMME students also gain in-demand STEM skills necessary for careers in today's most-rapidly expanding career fields.

Quality is Paramount to Who We Are

Quality is the cornerstone of UConn’s online MSW degree. With a curriculum mirroring our on-campus program and guided by experienced UConn faculty, we maintain the same high standards in the online format. Coming to you from a top-ranked, accredited, R1 Research public institution, you can be assured that our online social work curriculum, delivery, and experience is central to our mission. Your success, and that of your clients and employers, is our success.

Application Deadlines

Spring Semester: November 1 Summer Semester: March 21 Fall Semester: June 13

*Apply early to avoid last minute processing delays*

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Research Methodologies

This course is part of Market Research Specialization

Financial aid available

17,157 already enrolled

(190 reviews)

Recommended experience

Beginner level

For market research analysts, social media strategists, marketing managers and market researchers to enhance their knowledge of key methodologies.

What you'll learn

Different research methodologies

Different sampling approaches

Primary and secondary data collection approaches

Skills you'll gain

• Collect primary and secondary data
• Use qualitative and quantitative research methodologies
• Adopt different sampling approaches
• Evaluate different data collection approaches

Details to know

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Share it on social media and in your performance review

There are 4 modules in this course

This course focuses on research methodologies. In this vein, the focus will be placed on qualitative and quantitative research methodologies, sampling approaches, and primary and secondary data collection. The course begins with a discussion on qualitative research approaches, looking at focus groups, personal interviews, ethnography, case studies and action research. We will also discuss quantitative research methods with a focus on experimental research design and survey methodology. There will be an exploration of the sampling design process and different sampling approaches, including probability and non-probability sampling as well as sample size and non-response issues. We will look at the nature and scope of primary and secondary data, and the importance of measurement. We will look at the role of the Internet in market research as well as non-comparative scaling techniques. The course ends with a discussion on different data collection approaches, with a focus on observation, content analysis, narrative research, phenomenology, and the collection of data using ethnography.

This week begins with a discussion on qualitative research approaches, looking at focus groups, personal interviews, ethnography, case study and action research. The week ends with a discussion of quantitative research methods with a focus on experimental research design and survey methodology.

What's included

4 videos 6 readings 5 quizzes 5 discussion prompts

4 videos • Total 15 minutes

• Qualitative Research: An Overview • 4 minutes • Preview module
• Focus groups • 3 minutes
• Ethnography • 4 minutes
• Experimental Study • 2 minutes

6 readings • Total 60 minutes

• Importance of Qualitative Research • 10 minutes
• Crafting a Qualitative Study • 10 minutes
• Personal in-depth Interviews • 10 minutes
• Case Study • 10 minutes
• Action Research • 10 minutes
• Survey Methodology • 10 minutes

5 quizzes • Total 150 minutes

• Refresh Your knowledge • 30 minutes
• Refresh Your Knowledge • 30 minutes
• Test Your Knowledge • 30 minutes

5 discussion prompts • Total 50 minutes

• Qualitative Research • 10 minutes
• Focus Groups and Interviews • 10 minutes
• Action Research Cycle • 10 minutes
• Survey Research • 10 minutes

The week begins with a discussion on the sampling design process and continues with different sampling approaches, including probability and non-probability sampling. The week ends with a discussion on sample size and non-response issues.

4 videos 6 readings 6 quizzes 4 discussion prompts

4 videos • Total 14 minutes

• Sample or Census? • 4 minutes • Preview module
• Probability vs Non Probability Sampling • 3 minutes
• Sampling Techniques: Non Probability Sampling • 3 minutes
• Sample Size • 3 minutes
• The Sampling Design Process: Target Population, Sampling Frame, Sampling Techniques • 10 minutes
• The sampling Design Process: Sampling Process, Sample Validation, Non Response Issues in Sampling • 10 minutes
• Types of Probability Sampling: Single Random Sampling, Systematic Sampling, Stratified and Cluster • 10 minutes
• Quota Sampling • 10 minutes
• Snowball Sampling • 10 minutes
• Non Response Aspects in Sampling • 10 minutes

6 quizzes • Total 180 minutes

4 discussion prompts • total 40 minutes.

• Sampling Design Process • 10 minutes
• Probability Sampling • 10 minutes
• Non Probability Sampling • 10 minutes
• Non Response Aspects • 10 minutes

The week begins with a discussion of the nature and scope of secondary data and continues with a discussion of primary data and the importance of measurement. The week ends with the role of the Internet in market research and a discussion about non-comparative scaling techniques.

4 videos • Total 16 minutes

• Nature and Scope of Secondary Data • 4 minutes • Preview module
• Nature and Aims of Internal Secondary Data • 4 minutes
• Primary Data Collection With Emphasis on Experiments • 3 minutes
• Importance of Internet in Market Research: Online Surveys • 4 minutes
• Combining Various Types of Data • 10 minutes
• External Secondary Data: Syndicated Sources of Secondary Data • 10 minutes
• Research Drives Business Strategy • 10 minutes
• Importance of Proper Measurement • 10 minutes
• Comparative Scaling Techniques • 10 minutes
• Non-comparative Scaling Techniques • 10 minutes
• Secondary Data • 10 minutes
• Proper Measurement • 10 minutes
• Role of Internet in Market Research & Non Comparative Scaling Techniques • 10 minutes

The week starts a discussion on different data collection approaches with a focus on observation, case study and content analysis. The week continues with a focus on narrative research, phenomenology and the action research project. The week ends with a discussion of collecting data using ethnography.

4 videos 5 readings 5 quizzes 1 peer review 5 discussion prompts

4 videos • Total 20 minutes

• Collecting Data Through Observation • 5 minutes • Preview module
• Data Collection: Narrative Research • 4 minutes
• The Action Research Project • 6 minutes
• Collecting Data Through Ethnography • 3 minutes

5 readings • Total 50 minutes

• Data Collection: Case Study • 10 minutes
• Data Collection: Content Analysis • 10 minutes
• Data Collection: Phenomenology • 10 minutes
• Developing and Implementing the Action Research project I • 10 minutes
• Developing and Implementing the Action Research Project II • 10 minutes

1 peer review • Total 60 minutes

• Synthesise your knowledge • 60 minutes
• Collecting Data: Observation • 10 minutes
• Phenomenology • 10 minutes
• The Action Research Project • 10 minutes
• Reflecting on Different Data Collection Approaches • 10 minutes
• Reflection of the Knowledge Gained • 10 minutes

Instructors

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Queen Mary University of London is a leading research-intensive university with a difference – one that opens the doors of opportunity to anyone with the potential to succeed. Ranked 117 in the world, the University has over 28000 students and 4400 members of staff. We are a truly global university: over 160 nationalities are represented on our 5 campuses in London, and we also have a presence in Malta, Paris, Athens, Singapore and China. The reach of our education is extended still further through our online provision.

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Queen Mary University of London

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University of Colorado Boulder

Storying the Self for Leadership and Creativity

Specialization

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190 reviews

Reviewed on Nov 29, 2023

The course is very informative and guides you well through research methodologies as a beginner.

Reviewed on Nov 21, 2023

Certainly this is wonderful course those who would like to do research in different fields . this course covers all types of methods of doing systematic research .

Reviewed on Aug 14, 2023

I have completed thhe courses but last graded system is not completed .Kindly take eye on this

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Frequently asked questions

When will i have access to the lectures and assignments.

Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:

The course may not offer an audit option. You can try a Free Trial instead, or apply for Financial Aid.

The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience.

What will I get if I subscribe to this Specialization?

When you enroll in the course, you get access to all of the courses in the Specialization, and you earn a certificate when you complete the work. Your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

What is the refund policy?

If you subscribed, you get a 7-day free trial during which you can cancel at no penalty. After that, we don’t give refunds, but you can cancel your subscription at any time. See our full refund policy Opens in a new tab .

Is financial aid available?

Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.

More questions

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College of Liberal Arts and Sciences

Department of Psychological Sciences

Graduate certificate in quantitative research methods.

UConn’s Graduate Certificate in Quantitative Research Methods is designed to give students the tools they need to study complex, real-world problems in social science.

Program participants learn about statistical and computational techniques, with courses that span research design, measurement, modeling, data analysis, and interpretation. This 12-credit certificate is open to students enrolled in any UConn graduate program.

Read Our Admissions Requirements

Program Overview

The UConn Graduate Certificate in Quantitative Research Methods provides students with a thorough background in quantitative research methods in the psychological sciences that extends the basic research methods training required by their respective graduate programs. The program draws students from many backgrounds, departments, and schools.

Requirements and Courses

Students are required to complete two PSYC prerequisite courses plus an additional 12 credits of graduate coursework in quantitative methods selected from a list of courses below. Students work with their major advisor to build a custom Plan of Study that meets their career goals and research interests. Students who successfully complete the program requirements and submit a completed and approved Plan of Study to Degree Audit in the Office of the Registrar will receive a Certificate in Quantitative Research Methods from the UConn Graduate School.

Prerequisite Courses

Prerequisites for participation in the program are completion of PSYC 5104 and 5105. Foundations of Research in the Psychological Sciences I and II, or equivalent courses. Students who wish to substitute equivalent coursework for these two courses with other graduate-level introductory statistics courses need to submit a petition to the Program Director. The petition should include a syllabus of the equivalent course and other documentation if available (e.g., exam examples) to support the petition and facilitate the decision-making by the Program Committee.

Qualifying Courses

Participants in the program complete 12 credits of graduate coursework in quantitative methods selected from the following list of courses. Students who wish to petition for a course that is not on this list may do so by contacting the Program Director with documentation of the course content (e.g., syllabus, exam examples). Such courses cannot be from other institutions. Additionally, the Graduate School requires certificate students to earn at least a B (3.00) in all coursework.

AH 6005. Multilevel Mediation-Moderation Modeling for Health Sciences

AH 6015. Use of Large Population-Based Datasets for Health Promotion

PSYC 5131. Meta-analysis: Theory and Practice

PSYC 5332. Research Design and Test Construction

PSYC 5554. Advanced Nonlinear Dynamics

PSYC 5670. Current Topics in I/O Psych (Multivariate Approaches to Survey Data)

PSYC 5701. Experimental Social Psychology

PSYC 5702. Field Research Methods

PSYC 6130. Measurement and Scaling

PSYC 6783. Tools to Analyze Language

EPSY 6611. Hierarchical Linear Modeling

EPSY 6615. Structural Equation Modeling

EPSY 6651. Introduction to Methods for Causal Inference Using Educational Data

EPSY 6637. Item Response Theory

HDFS 5002. Special Topics (Longitudinal Methods, Meta Analysis, others by Program Director approval)

MGMT 6206. Applied Research in Management (Seminar in Multilevel Theories, Methods, & Analyses in Management)

PUBH 5434. Topics in Intermediate Biostatistics

PUBH 5435. Statistical Methods in Epidemiology

PUBH 5468. Occupational and Environmental Epidemiology

SOCI 5203. Quantitative Research I

STAT 3375Q. Introduction to Mathematical Statistics

STAT 5825. Applied Time Series

Note: Additional courses are acceptable with prior approval. If you are unsure about whether a course qualifies you can contact the Program Director. Please check the graduate catalog, department websites, and instructors for course availability. Not all courses are available each academic year. In some divisions courses on different topics can share the same course number (e.g., “Current Topics in…”) and can, thus, qualify twice.

Plan of Study and Completion of the Program

Students interested in the program will design an individualized plan of study, in consultation with their major advisor. The plan will outline a path to best serve the student’s research needs, interests, and career goals. Students may also wish to consult with one or more members of the Program’s Executive Committee about the courses they plan to take and their expected date of completion.

Download the Plan of Study for the Certificate Program.

The final Plan of Study form should be signed by the Program Director and then submitted to Degree Audit in the Office of the Registrar by emailing it to [email protected] . Once the paperwork is processed, the Graduate School will issue the certificate.

Please bear in mind that students cannot apply for certificate completion after graduating from their master’s or Ph.D. program unless they want to continue paying student fees. Thus, it is important to complete the paperwork in the semester you are graduating. In addition, the Office of the Registrar issues deadlines each semester for submitting Plans of Study .

The certificate program is administered by faculty in the Departments of Psychological Sciences, Sociology, and Educational Psychology.

Executive Committee

James Dixon

James Green

Vicki Magley

Stephanie Milan

Ian Stevenson , Program Director

Program Faculty

James Dixon (PAC, Psychological Sciences)

James Green (Developmental, Psychological Sciences)

Blair Johnson (Social, Psychological Sciences)

Vicki Magley (I/O, Psychological Sciences)

Betsy McCoach (Educational Psychological Sciences)

Tania Huedo Medina (Allied Health)

Stephanie Milan (Clinical, Psychological Sciences)

Felicia Pratto (Social, Psychological Sciences)

Ian Stevenson (Behavioral Neuroscience, Psychological Sciences)

David Weakliem (Sociology)

Students must apply to the Graduate Certificate in Quantitative Research Methods via The Graduate School’s online application system. The application process is managed by The Graduate School, not the Department of Psychological Sciences, and is similar to the master’s/Ph.D. program application process.

Apply to the Graduate School

Application Requirements and Costs

Applicants must be currently enrolled in a UConn graduate program to apply, and they must submit an online application via The Graduate School’s website. The application fee is automatically waived for students currently enrolled in a UConn graduate program (certificate, master’s, or doctoral) when they apply to another graduate program.

In addition, applicants are required to upload unofficial copies of their transcripts to the online application system.

For questions about the Graduate Certificate in Quantitative Research Methods, please contact the program director:

Ian Stevenson

Associate Professor of Psychological Sciences [email protected]

Students interested in the certificate should contact the Psychological Sciences Graduate Program Coordinator at [email protected] to coordinate the appropriate forms and records for admission.

PhD in Research Methodology

Use numbers and data to drive systematic change in education.

A number is not simply a number in our research methodology program. Here, unlike in math or statistics, numbers are not the final answer. With a PhD in Research Methodology, you can work in educational and institutional research, using numbers to tell the story of the human experience and create meaningful change.

Our commitment to you

Upon graduation with a PhD in research methodology from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence a career as an institutional researcher, evaluator, college professor, or researcher at large professional organizations, testing companies, or consulting agencies that provide educational evaluation services.

You will develop expertise in evaluation, statistics, and measurement, and recognize when research findings are being misrepresented or data misused. Our expert faculty will train you in both qualitative and quantitative methodology, including applied statistics and psychometrics. You'll also learn how numbers relate to action, policy, and advocacy.

You will be able to critically evaluate bodies of knowledge from a variety of methodological traditions, use a variety of software programs to implement analyses, and conduct all stages of a research study in applied settings. Plus, you'll participate in a required consulting experience, where you'll conduct a research study and then provide consulting advice to a researcher or organization.

Professional Values

We strive to ensure that our graduates never lose sight of the humanity that number reflect, and become responsible researchers whose conclusions align with their findings. You will engage in ethical, just, and culturally competent research practices.

Program Faculty

Our dedicated Research Methodology Faculty are experts in their fields who will support students throughout each stage of the program.

Program Length

Students typically take up to two or three courses each term and up to two courses during the summer, and completion times for this degree vary with the topic of each student's dissertation. The typical length for this program is five years.

Continuous Enrollment Doctoral students in research methodology are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal  leave of absence  may be granted upon request and the approval of the School of Education’s Associate Dean of Student Academic Services.

Admission Requirements

Interested in applying? Check out the  PhD Research Methodology application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, contact:  Ken Fujimoto , Program Chair

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

How long will it take to finish the program?

Five years is about the average length of time, especially if the student is not full-time. However a full-time student who transfers the maximum 30 credit hours from another university could complete the PhD in as few as three years. Please note that a maximum of six years is allowed to complete your coursework and dissertation.

Much will depend upon how many courses a student is able to take during any given term. Since the minimum is 20 courses, one should count on two or three years of coursework, another year for taking and passing comprehensive exams and developing a proposal, and at least one more year for the dissertation research. 

What can I do with a degree in research methodology?

This degree offers many professional opportunities. Recent graduates work at research firms, testing companies, professional associations or accrediting agencies, nonprofits, and in higher education, including institutional research.

How is the consulting experience structured?

The consulting experience is fulfilled by providing research or statistical consulting. Students, in consultation with their advisor, will determine the form of the consulting. For example, some students have provided statistical analysis assistance to faculty members or other doctoral students at the university, working on a research team with a faculty member in the School of Education. Others have completed a project associated with the student's full-time employment.

University of Florida

Research and Evaluation Methodology

Program information.

The mission of the Research and Evaluation Methodology program is to generate, evaluate, apply and disseminate knowledge about educational research methodology, to prepare exemplary educational research methodologists, and to collaborate with others to provide methodology for the advancement of educational research. This mission aligns with College of Education’s and University of Florida’s missions because it results in research strategies for knowledge discovery to solve critical educational and human problems in a diverse global community.

• Learn to evaluate educational programs, analyze educational data, develop assessment instruments, and conduct research about the efficacy of research methodologies.
• Work as an educational researcher, an educational data analyst, or a psychometrician (an expert in testing and assessment).
• Find jobs in testing companies; research and evaluation companies; research centers; and assessment centers at universities, school districts, and state and federal agencies.
• Complete a master’s degree (M.A.E. or M.Ed.) in two years or a Ph.D. in four years with classes focusing on research methodology, statistics applied to education, program evaluation, and psychometrics.
• We admit students with some undergraduate research experience. Our students come from a variety of backgrounds, including psychology, sociology, statistics, mathematics, mathematics education, political science, marketing, economics, and engineering.

Degrees Offered with a Major in Research and Evaluation Methodology

• Doctor of Education
• Doctor of Philosophy
• Master of Arts in Education
• Master of Education

Requirements for these degrees are given in the Graduate Degrees section of this catalog.

Research and Evaluation Methodology Courses

Human Development and Organizational Studies in Education Departmental Courses

Research & evaluation methodology (Phd)

SLO 1     Knowledge         Majors will identify, define, explain, and describe the concepts, methods and issues in educational measurement and assessment, evaluation, and research methodology.

SLO 2     Skills      Majors will formulate hypotheses, plan and design educational research studies, plan and design methodological research studies, analyze data, and report results at an advanced level.

SLO 3     Professional Behavior    Majors will participate in professional organizations, research presentations, or scholarly publications.

research & evaluation methodology (edd)

Research & evaluation methodology (mae)        .

SLO 1     Knowledge        

Majors will identify, define, explain, and describe the concepts, methods and issues in educational measurement and assessment, evaluation, and research methodology.       

SLO 2     Skills      Majors will formulate hypotheses, planning and designing educational research studies, planning and designing methodological research studies, analyzing data, and reporting results.  

SLO 3     Professional Behavior    Majors will present concepts in research methodology both orally and in writing.

Research & Evaluation Methodology (MEd)        

SLO 1     Knowledge         Majors will identify, define, explain, and describe the concepts, methods and issues in educational measurement and assessment, evaluation, and research methodology.         

SLO 2     Skills      Majors will formulate hypotheses, planning and designing educational research studies, analyzing data, and reporting results.

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Social Science Research Methods (Graduate Certificate)

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Career opportunities
• Contact information

Data, Data Analysis, Data Management, Interdisciplinary, Research Methods, Social Sciences, statistics

Are you fascinated by the causes and consequences of human thought and behavior? You may be a social scientist. Boost your data analysis credentials with social science research methods. These skills are highly valued and transferable in the corporate world and in academia.

Many of the biggest problems today --- from tracking the outbreak of diseases to managing scarce water resources to understanding the impact of new technologies --- require collaboration across the medical sciences, the physical and biological sciences, the social sciences and engineering. ASU's emphasis on collaborative work across disciplines is crucial for understanding these complex problems and to develop solutions.

The interdisciplinary graduate certificate program in social science research methods prepares students to acquire, manage and analyze a broad range of data on human thought and human behavior. Data can be qualitative (e.g., text, images or sound) or quantitative (e.g., direct observation, surveys or geospatial). Data acquisition skills may include the downloading and managing of information from online sources or the primary collection of data in surveys or in direct observation. A key feature of this program is a focus on data analysis, so students and professionals will be able to analyze and interpret any data that they can collect. All students in this program demonstrate skills in statistical analysis as well as a selection of methods related to their interests.

This program is designed for applicants who hold a minimum of a bachelor's degree from regional, national or internationally accredited institutions, and in any field or discipline (e.g., anthropology, sociology, human development, sustainability, geography, political science or other fields with approval of the academic unit).

• College/school: The College of Liberal Arts and Sciences
• Location: Downtown Phoenix , Polytechnic , Tempe , West Valley
• STEM-OPT extension eligible: No

18 credit hours including the required applied project course (GCU 593)

Required Core (3 or 4 credit hours) FAS 508 Structural Equation Analysis for the Social Sciences (3) or SOC 508 Structural Equation Analysis for the Social Sciences (3) or STP 530 Applied Regression Analysis (3) or STP 531 Applied Analysis of Variance (3) or STP 533 Applied Multivariate Analysis (3) or PSY 531 Multiple Regression in Psychological Research (4)

Electives or Research (11 or 12 credit hours)

Culminating Experience (3 credit hours) GCU 593 Applied Project (3)

Additional Curriculum Information Students select one of the multivariate data analysis core courses for a total of three or four credit hours.

Students select four elective and research methods courses for a total of 11 or 12 credit hours in consultation with the program directors. The program recognizes that other graduate-level courses on research methods are offered at ASU. Advanced courses on methods are often taught in omnibus courses, courses that have rotating content and whose content is not reflected in their titles. Students may include these courses in their certificate curriculum with approval of the program directors.

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree from a regionally accredited institution in a field such as human development, sustainability, geography or political science. Other subject areas may be accepted with approval from the academic unit.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

Applicants must have completed an introductory statistics course before admission to the program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of interest
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

International students who need an F1 or J1 visa first need to apply to and be accepted into a graduate degree program prior to being considered for the certificate program. International students residing in the USA on other types of visas must adhere to all Graduate College policies and procedures regarding admission to be considered for admission to this certificate program.

Examples of introductory statistics courses include: CRJ 504 Statistical Tools for Criminology and Criminal Justice NUR 617 Foundational Concepts in Science and Statistics POS 603 Polimetrics I STP 530 Applied Regression Analysis or equivalent with approval of the academic unit

A statement of interest should include how the certificate program will enhance the applicant's graduate studies or professional work.

Professionals with expertise in social science research are in high demand across sectors and industries, including consulting firms, government agencies and community organizations. Skills in data acquisition, management and analysis are valuable to businesses and institutions relying on data-driven strategies in an interdisciplinary and collaborative marketplace.

Career examples include:

• data analyst
• field researcher
• human behavior researcher
• social science research assistant
• statistician

School of Geographical Sciences and Urban Planning | COOR 5544 [email protected] 480-965-5005

Research Methods

• Description

Required for doctoral students.

This course prepares the student to do and to evaluate social science research using a variety of research methods. Basic issues regarding the formulation of research questions, research design, and data collection and analysis are addressed. The course material encompasses both quantitative and qualitative methods in the discussion of the basic components of the research process: conceptualization and measurement, sample selection, and causal modeling. In addition to teaching techniques and conventions of doing research, the course also acquaints the student with critical issues in the philosophy of science, ethical questions, and how to write a research proposal.

CORE-GP.1011 and PADM-GP.2902. (PADM-GP.2902 may be taken concurrently.)

Fall 2023 PHD.5902.001

Download Syllabus

Fall 2022 PHD-GP 5902

DEPARTMENT OF SOCIOLOGY

• Program Overview

Methods Training

Research methods and skills

Courses and training for graduate students, researchers and professionals

Training and professional development for researchers at various stage in their career: graduate and doctoral students, early-career researchers, and those with substantial experience looking for a refresher or extending their research into new areas

Mixed research methods

Medical and health sciences

Ecological research

Management and presentation skills

Flexible courses designed to be accessible to busy researchers, delivered by experienced tutors from a range of health, social scientific and ecological research communities.

The courses use a range of formats, including face-to-face, online, and blended learning. Most of the courses can be taken 'for credit' by research students seeking to build a portfolio of accredited training and development.

Upcoming courses

The wars of the roses: power, politics and personalities (online).

• Mon 16 Sep 2024 – 29 Nov 2024

Introduction to Statistics for Health Care Research

• Mon 14 Oct 2024 – 06 Dec 2024

Systematic Reviews

• Mon 14 Oct 2024 – 18 Oct 2024
• 8:00am – 1:00pm

Reading the Past: Early Modern Handwriting and Palaeography

• Sat 26 Oct 2024 – 27 Oct 2024
• 9.45am Sat - 5.00pm Sun

Mixing it up: understanding and using mixed methods research in social sciences

• Mon 28 Oct 2024 – 20 Dec 2024

Research methods and skills courses

[email protected] +44 (0)1865 286938

Graduate School

Continuing professional development, business and management skills, research degrees.

Introduction to Qualitative Research Methods

Quantitative Methodology: Measurement and Statistics, P.B.C.

• Spring 

June 30, 2025

The Quantitative Methodology: Measurement and Statistics—Post-Baccalaureate Certificate program is designed for doctoral students enrolled at the University of Maryland who seek specialized training in quantitative methods to complement their primary area of study. This highly ranked certificate program equips you with essential skills and knowledge in advanced statistical analysis, providing a valuable quantitative specialization applicable to many academic and professional pursuits.

Key Features

• Customized Curriculum : Tailor your course selection to align with your research interests and career goals in consultation with your assigned QMMS certificate advisor.
• Core Course Foundation : Build a strong quantitative foundation through completion of four common core courses, covering applied measurement, general linear models, causal inference, and evaluation methods.
• Interdisciplinary Opportunities : Collaborate with faculty and students from diverse academic backgrounds, enriching your learning experience and broadening your perspective on quantitative research methodologies.
• Demonstrate proficiency in the application of general and generalized linear models for analyzing data across various research contexts.
• Understand and critically evaluate different research designs, ensuring the selection of appropriate methodologies to address research questions effectively.
• Gain a solid understanding of the fundamentals of measurement, including reliability, validity, and scale construction, to inform data collection and interpretation.
• Acquire practical skills in utilizing data analytics software packages to conduct statistical analysis and interpret research findings accurately.

If you are a prospective student who has questions about this program, please contact a QMMS faculty member or Dr. Gregory R. Hancock, [email protected]

Complete the Enrollment Form

Per University policy , you cannot graduate and obtain a Ph.D. before completing the QMMS certificate. However, they can be completed within the same semester.

Yi Feng, student, Quantitative Methodology: Measurement and Statistics  

Courses in this certificate are carefully selected. Your specific program of study will be structured to take into account your background and goals.

QMMS Graduate Student Handbook Program of Study The certificate requires completion of 21 credits, including the following four common core courses:

• QMMS 623 Applied Measurement: Issues and Practices (3)
• QMMS 646 General Linear Models I (3)
• QMMS 647 Causal Inference and Evaluation Methods (3)
• QMMS 651 General Linear Models II (3)

The courses to be taken for the remaining nine credits should be chosen in consultation with your assigned QMMS certificate advisor.

You must maintain a grade point average of at least 3.5 in courses taken for the certificate. Also, you must complete each course in the certificate with a grade of B or better. If a lower grade is obtained in a given course, then the course in question must be repeated until this grade requirement is achieved or not counted in the certificate and another course substituted.

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Institutional partners are universities that are committed to scaling undergraduate research. Applications will be accepted through the start of our fall courses.

• For Undergraduate Students

Research Methods Course

About UR2PhD Entry Points Research Methods Course Computing Research Engagement and Awareness Workshops Graduate School Application Workshops Resources FAQs

Applications for the fall term are still open!

The virtual, synchronous undergraduate research methods course aims to support new undergraduate researchers during their first research experience.

This course will cover the foundations of research with the goal of supporting students in completing their pre-identified research project. Participants will develop and apply practical research skills, like reading and interpreting research papers, conducting literature reviews, and analyzing and presenting data. Students will hone their research comprehension and communication skills, develop an understanding of research ethics, and build their confidence in their identity as a researcher. All concepts and skills will be taught in the context of students’ projects. The course will also provide participants with an opportunity to foster a peer network of support.

This course does NOT cover specific research methodologies and techniques. It is designed to assist participants in identifying the precise technical knowledge required for the successful completion of their research projects. Over the duration of the course, participants will enhance their research, communication, and teamwork abilities. Additionally, they will explore the societal, ethical, and cultural implications of their projects.

Eligibility

All participants must be undergraduate students at a North American university or college. All participants must have a team (2-4 undergraduates), a mentor (graduate student and/or faculty mentor), a research project, and availability to attend all program sessions at the same time as their team.

Benefits of participating

By participating, undergraduates will:

Learn, practice, and apply crucial skills necessary to conduct research while earning course credit or pay

Cultivate connections with undergraduate researchers within and beyond your university, fostering an extensive peer network

Develop relationships with research mentors and advisors who can serve as future references

Expand understanding of computing research, sub-disciplines, and topics through engagement with guest speakers from across North America

Grow knowledge about research opportunities and careers, as well as graduate school, with an opportunity to learn more about graduate school application expectations and requirements

Responsibilities and expectations

Participants will need to certify that they understand and will adhere to the following responsibilities and expectations:

Engage in a research project at your college/institution with your research group (1-3 other undergraduates), a faculty member, and (if applicable) a graduate student mentor

Actively participate in the same course session and time as their research team Active participation means arriving on-time. The expectation is that participants will have their cameras on during the entire session and will be focused on the course content, participating in discussion when prompted.

Attend all course sessions Students will be allowed no more than 2 unexcused absences throughout the course

Complete course assignments in a timely fashion

Participate in evaluation efforts, as requested

Course timeline and meeting dates

For the Fall of 2023, there will be two course offerings:

Please note: these dates are tentative and subject to change.

Compensation

Students accepted into the UR2PhD program will gain access to the undergraduate research methods course and virtual workshops. We strongly encourage faculty members at participants’ home institutions to either provide course credit or payment to students.

Entry points and applications

Individual applications.

Undergraduates seeking to participate in the virtual research methods course must first form a research group (composed of 2-4 undergraduates) and identify a research advisor and project. Students will then submit an application to the program in advance of the deadline for the term in which they are applying.

Please note: each team member must submit their own application. The form will ask you to identify your research partners, faculty mentor, and preferred course term. Please be aware that the faculty members mentioned in applications will be contacted by the UR2PhD team to verify the submissions and provide additional information.

We are still accepting applications on a rolling basis

Institutional Partners

2024 institutional partners include: Barnard College, Boston University, New Mexico State University, University of Alberta, University of California Riverside, University of North Texas, University of Waterloo, and Wellesley College.

Students at these institutions should speak to their local coordinator about how they might be able to get involved in our program. If you are a student at an institutional partner school and do not know who your local coordinator is, our team would be happy to assist you in identifying the appropriate contact.

By continuing to use this site, you agree to the use of cookies in accordance with our privacy policy .

Graduate Research Methods Courses

All students must complete a two-semester sequence in statistics and research methods. Students must also select an additional research methods course (advanced statistics, qualitative research) in preparation for their doctoral research. This course list provides options for the additional research methods course. The courses are organized into qualitative and quantitative areas.

Qualitative Methods Courses

Students may need to take at least 2 qualitative methods courses if they select this option (to meet their additional research methods requirement)

Introduction to Qualitative Research

Developing and using qualitative methods used by sociologists to conduct research. Underlying assumptions and limitations

Advanced Seminar in Qualitative Research: Part I

Expand fieldwork skills and increase theoretical understanding: emphasis on “thinking qualitatively;” intensive fieldwork

Advanced Seminar in Qualitative Research: Part II

Applications to issues of special education and related educational or human service settings

Advanced Seminar in Quantitative Research Methods I

Reviews, integrates and extends concepts and techniques from introductory statistics and research design. Focuses on intermediate-level statistical techniques including AVOVA, multiple regression, discriminant analysis, and path analysis. Training in SPSS using extant data sets. Student must have completed a graduate course in statistics.

Advanced Seminar in Qualitative Methods I

Expand fieldwork skills and increase theoretical understanding: emphasis on “thinking qualitatively;” intensive fieldwork.

Advanced Seminar in Qualitative Methods II

Applications to issues of special education and related educational or human service settings.

Advanced Seminar in Qualitative Research I

Ethnographic methods: cultural anthropological research techniques.

Cultural anthropological research techniques. Participant observation, various types of interviewing, psychological testing devices, use of photographic tape recording equipment, methods of recording field data, problems of developing rapport

Feminist Methodologies

The feminist critique and its implications for planning, conducting, and reporting on empirical studies.

Quantitative Methods Courses

Secondary data analysis using social science data.

A quantitative focus on the research process through practical examples drawn from data sets deposited with Inter University Consortium for Political and Social Science Research

Issues in Multivariate Analysis

Examination of some current issues in multivariate analysis. Most issues examined are based on linear model. Focus varies by term. Examples of topics covered are path analysis, non-recursive models, unmeasured variables and measurement issues

Statistical Consulting

Experience in working with real data taken from current projects in the statistical laboratory and from published papers.

Multivariate Research Methods

Discussion and critique of multivariate research methods, designs, and strategies as applied in contemporary educational research. Practical applications in multivariate research design, implementation, and interpretation of data.

Statistical Analysis in Research Designs

Applications of logic transformation to models for binary responses and design of observational studies. Issues of reliability, research design, and analysis.

Time Series Modeling and Analysis

Fundamental concepts and procedures for forecasting discrete time series for planning and control. Regression analysis, ARIMA methods, econometric modeling, transfer functions, intervention analysis, Kalman filters, univariate and multivariate methods.

Causal Modeling and Analysis

Multivariate Statistical techniques and analysis strategies for formulating and testing causal models using both experimental and non-experimental data sources Path analysis, correlation and causality, sources of estimation-bias interpretation and limitations simultaneous equation models, confirmatory, factor analysis, measurement error and latent variable models, and structural equations.

Multivariate Analysis

Statistical techniques dealing with situations involving many variables. Multivariate analysis of variance, discriminant analysis, canonical correlations, and classification procedures.

Introduction to Structural Equation Modeling

Multivariate statistical model-building and applications of structural equation modeling techniques to date in the behavioral and psychological sciences. Path analysis, confirmatory factor analysis, and structural regression models.

Meta-Analysis

Statistical procedures, as well as practical issues involved in the conduct of meta-analyses.

Program Evaluation

Evaluation of human service programs reflected in students’ field placements. Evaluability assessment. Program description. Posing evaluation questions. Quantitative and qualitative methods of needs assessment, information management, process evaluation, outcome evaluation, cost analysis, reporting results.

Additional Information

Additional statistics classes are available in every department/program. Students should examine the course schedule every semester for possible research methods courses. Faculty advising/mentoring is necessary (there are courses that match specific student interests in observation research, experimental designs etc.) Students may also access the entire list of graduate courses offered in every department/program through the Syracuse University Course Catalog .

Helpful Links

Advanced Seminar in Quantitative Research (EDP791) Applied Statistics Minor

Research Methods Courses

Research methods requirement.

Students who matriculated prior to the of fall 2017 are required to take four research methods courses.  Two of the four courses must be quantitative research methods courses.

Students matriculating fall 2017 or later, are required to take four research methods courses.  Two of those four courses must be quantitative and one must be a qualitative research methods course.

The College’s Academic Matters Committee has vetted the following courses that meet the Research Methods designation.  Should you choose to take a course to meet the research methods requirement which is not listed here, please consult with your academic advisor or guidance committee in advance of registering for the course. Please note, Independent Studies may not be used to meet the PhD Research Methods Requirement.  

You may not use research methods coursework taken during a master’s program (at UMass Amherst or elsewhere) to fulfill the Research Methods Course requirement. (Applies to any student admitted into the Ph.D. in Fall 2016 or later.)

Qualitative Research Methods Courses

Quantitative Research Methods Courses

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Back to School for Graduate Studies in Clinical Research: A Snapshot of U.S. Programs

Blog September 12, 2024

As students and faculty began settling into the routines of a new academic year at universities across the U.S., ACRP reached out to experts from graduate programs in clinical research for a snapshot of how education in this field, especially at the master’s degree level, is holding up amidst rapidly evolving changes in the research enterprise itself. Presented below is the feedback we received from academicians at the University of Arizona, Rutgers, and University of Southern California who were generous with their responses at this busy time of year for their programs.  

Helping to keep us up to date on trends among clinical research graduate students are:  

ACRP: How well prepared are incoming students in clinical research master’s degree programs for their studies in the face of ongoing, rapid advances in the profession?  

Celaya: Many students are coming to our clinical research programs with diverse backgrounds and preparedness. Some are recent undergraduates and others mid-career professionals or clinicians. Even though these students come to us with strong scientific backgrounds, many of them need a deeper understanding of regulatory fundamentals, data management skills, and the knowledge of ethical considerations when designing clinical research projects. We are starting to integrate clinical research coursework in each level of student and trainee engagement to better position students for success in their graduate studies.  

Lechner: The incoming students to our master-level clinical research degree are from many different backgrounds and come from varying levels of preparedness. However, our master program has rigorous entry requirements including written and oral communications, which allow the best students to be brought into our program, ready to hit the ground running with their studies. Most of the students adapt rapidly after completing the foundational courses.  

Succar: The exciting world of clinical trials and research has seen tremendous advances in the profession, and while our incoming students often have strong medical, health, science, and clinical backgrounds, many are underprepared in terms of specific competencies, skills, and knowledge needed to conduct and manage modern clinical trials and research teams.  

Many incoming students in our programs come from varied professional backgrounds, including physicians, pharmaceutical industry employees, and PhD and postdoctoral students. This diversity suggests varying levels of prior research experience and knowledge. To address gaps in preparation, we have developed more accessible curricula integrating Good Clinical Practice, research processes, and regulatory requirements.  

Furthermore, the rapid advances mean even experienced professionals may need additional training since clinical researchers need to be competent in areas such as following complex regulatory requirements; ensuring compliance, ethical study conduct, and participant safety; communicating effectively with research participants; leading diverse research teams; and understanding study design, statistics, and data management. [These competencies are covered in more detail in a forthcoming article coauthored by Succar for ACRP’s Clinical Researcher journal.]  

The responsibilities and skills required of clinical research professionals have expanded over time. Many students interested in becoming clinical researchers struggle to find formalized training that prepares them to conduct safe, well-designed clinical research. Thus, our programs continue to evolve and adapt to provide more accessible options to help students gain these competencies. Ongoing evaluation and curriculum development are conducted to ensure our programs adequately prepare incoming students for the evolving demands of clinical research careers.  

ACRP: Are the kinds of undergraduate programs the younger students are coming from giving them a good leg up on tackling graduate studies in the field?  

Celaya: Traditional students coming from undergraduate training in health sciences or clinical disciplines often have a solid foundation. But since clinical research is a field that is constantly changing, these students still need a foundation that their traditional science backgrounds don’t necessarily give them in a scholastic setting.  

Succar: Unfortunately, there is limited education and training specific to clinical trials and research in undergraduate programs. We have a diverse cohort of incoming students with a range of experiences from years of extensive clinical research experience to no experience at all. Thus, we offer programs designed to help undergraduates prepare for graduate school, providing research experience and mentorship to undergraduates. For students coming from non-science backgrounds, we also offer science enrichment courses to help them prepare for our programs.  

On the flip side, students coming directly from undergraduate programs may have some advantages, as they are likely more accustomed to the academic environment and study habits required for graduate work. Recent exposure to foundational coursework may be fresher in their minds. They may have more flexibility and fewer outside commitments compared to older students who are balancing work and family responsibilities.  

Ultimately, success in graduate studies depends on individual preparation, motivation, and the specific skills and experiences gained during undergraduate education, regardless of age. Both younger and older students can excel in graduate programs if they have adequately prepared themselves and chosen a program that aligns with their goals and background.  

ACRP: Are the older students coming in for advanced studies as ways to change careers or climb their existing clinical research career ladder able to prepare themselves well for graduate studies based on resources from the graduate programs or elsewhere?  

Celaya: Non-traditional students, many of whom come from established careers in healthcare or related fields, bring practical experience to the table, often in areas like nursing, clinical areas, data management, or regulatory affairs. Many of them come to us from entry-level clinical research jobs. Their real-world experience is invaluable, but transitioning into academic study can present a different set of challenges, particularly for those who have been out of formal education for several years. In these cases, we’ve found that graduate programs need to offer additional support, such as modules or refreshers on academic writing, research methodologies, and current industry standards. Many programs, including ours, have started providing resources like boot camps or online primers to help these students bridge any knowledge gaps and ease back into academic life.  

Lechner: The master programs built for today’s working students are rigorous and allow application of what they have learned in their career and the classroom. Their professional experience allows them to build on their solid foundation, and our program fine tunes the gaps as they continue in their course journey.  

Succar: Adult learners often have different needs compared to traditional students coming directly from undergraduate studies, and the Master of Science in Clinical Trial Management is perfect for those learners seeking a career change or promotions within their existing clinical research careers and institutes.  

In addition, our institution offers career planning and development resources and courses specifically designed for older graduate and postdoctoral trainees in clinical research. These courses increase career readiness and awareness of career options for graduate and older students, which helps to expand their awareness of careers that align with their advanced skill sets.  

Many older students are employees with families who study as part-time rather than full-time students, so taking advantage of these career planning courses and resources offered is beneficial for them. We also offer mentoring opportunities, as mentoring relationships can be valuable for career development, as well as flexible scheduling and delivery options to accommodate work/life balance.  

Adult learners can leverage their work experience and transferable skills from previous careers and develop new career adaptability skills to navigate transitions. We accommodate the needs of adult learners and offer opportunities for both career changers and those advancing in their existing clinical research careers.  

ACRP: Can these academic programs really keep up with ever-changing developments in the field these days?  

Celaya: The landscape of clinical research education has rapidly evolved. Many changes have come about due to the need to keep pace with advances in technology, regulations, and research methodology. This can definitely be an issue for master’s programs that are stagnant within the same curriculum year to year when so many changes are happening in the regulatory arena, artificial intelligence, industry connection, and dissemination of scholarly activity. We take a more agile approach by examining the curriculum on an annual basis to make sure we adapt to those changes. We also have content experts as guest lecturers who are currently working and developing clinical research projects in real time. This allows our students to hear from faculty who know about current trends and include any anticipated changes. We also partner with our university clinical research office to ensure we are giving the most current information. A close relationship between academia and industry is essential for ensuring that graduates are well-equipped to thrive in this dynamic field.  

Lechner: Academic programs such as ours have advisory boards, core faculty, and adjunct faculty who are deeply rooted in clinical research management and who collaborate to assure our program is current with today’s environment. Our program allows faculty time to update their course content on an evolving basis to keep current with the ever-changing developments in clinical research as well as to include recent case studies. In addition to the more basic courses which lay out the foundation of the regulations and guidance, the program includes coursework to allow “hot topics” in the clinical research enterprise to be presented to the students.  

Succar: The dynamic nature of clinical trials and research means that formal education and continuous learning are necessary for professionals to remain up to date with the ever-changing developments in the field. Our department embraces these innovative changes and has established strong collaborations and relationships with pharmaceutical, biotech, and academic institutions to provide students with opportunities to pursue current clinical research projects and remain abreast of ongoing developments.  

Some of our adaptations include bringing in industry experts as guest lecturers or adjunct faculty; offering internships and co-op programs for real-world experience; and developing joint research initiatives on cutting-edge topics. These partnerships help our programs to stay more closely aligned with industry needs.  

We frequently update our curricula to incorporate emerging technologies and industry trends, by adding new courses on topics like artificial intelligence, machine learning, and data science; integrating project-based learning to give students hands-on experience with current tools and practices; and offering specialized tracks or concentrations in high-demand areas.  

I believe that a combination of formal education and continuous self-directed learning is necessary to truly keep pace with industry developments.  

Edited by Gary Cramer  

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A Perspective on Possible Applications of Artificial Intelligence to the Clinical Trial Workforce

What Inspires and Sustains Long-Term Principal Investigators?

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Numbers, Facts and Trends Shaping Your World

Read our research on:

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Latinx Awareness Has Doubled Among U.S. Hispanics Since 2019, but Only 4% Use It

• Methodology

Table of Contents

• Among U.S. Latinos, who has heard of Latinx and who uses it?
• Hispanic and Latino are the preferred pan-ethnic terms
• Awareness of Latinx among U.S. Hispanics grows
• Who uses Latinx?
• Do Hispanics view more widespread use of Latinx as a good or bad thing?
• 3. U.S. Hispanics’ preferences among pan-ethnic terms
• Acknowledgments
• Appendix: Supplemental table

The American Trends Panel survey methodology

The American Trends Panel (ATP), created by Pew Research Center, is a nationally representative panel of randomly selected U.S. adults. Panelists participate via self-administered web surveys. Panelists who do not have internet access at home are provided with a tablet and wireless internet connection. Interviews are conducted in both English and Spanish. The panel is being managed by Ipsos.

Data in this report is drawn from ATP Wave 138, conducted from Nov. 6 to Nov. 19, 2023, among a sample of U.S. adults who identify as Hispanic. A total of 5,078 panelists responded out of 8,720 who were sampled, for a response rate of 61% (AAPOR RR3). This included 1,524 respondents from the ATP and an additional 3,554 from Ipsos’ KnowledgePanel (KP). The cumulative response rate accounting for nonresponse to the recruitment surveys and attrition is 1%. The break-off rate among panelists who logged on to the survey and completed at least one item is 3%. The margin of sampling error for the full sample of 5,078 respondents is plus or minus 2.0 percentage points.

Panel recruitment

The ATP was created in 2014, with the first cohort of panelists invited to join the panel at the end of a large, national, landline and cellphone random-digit-dial survey that was conducted in both English and Spanish. Two additional recruitments were conducted using the same method in 2015 and 2017, respectively. Across these three surveys, a total of 19,718 adults were invited to join the ATP, of whom 9,942 (50%) agreed to participate.

In August 2018, the ATP switched from telephone to address-based sampling (ABS) recruitment. A study cover letter and a pre-incentive are mailed to a stratified, random sample of households selected from the U.S. Postal Service’s Delivery Sequence File. This Postal Service file has been estimated to cover as much as 98% of the population, although some studies suggest that the coverage could be in the low 90% range. 7 Within each sampled household, the adult with the next birthday is asked to participate. Other details of the ABS recruitment protocol have changed over time but are available upon request. 8

We have recruited a national sample of U.S. adults to the ATP approximately once per year since 2014. In some years, the recruitment has included additional efforts (known as an “oversample”) to boost sample size with underrepresented groups. For example, Hispanic adults, Black adults and Asian adults were oversampled in 2019, 2022 and 2023, respectively.

Across the six address-based recruitments, a total of 23,862 adults were invited to join the ATP, of whom 20,917 agreed to join the panel and completed an initial profile survey. Of the 30,859 individuals who have ever joined the ATP, 11,936 remained active panelists and continued to receive survey invitations at the time this survey was conducted.

The American Trends Panel never uses breakout routers or chains that direct respondents to additional surveys.

Sample design

The overall target population for this survey was noninstitutionalized persons ages 18 and older living in the U.S., including Alaska and Hawaii who identify as Hispanic. All eligible members of the ATP and a random subsample of eligible members from Ipsos’ KnowledgePanel were invited to participate in this wave.

Questionnaire development and testing

The questionnaire was developed by Pew Research Center in consultation with Ipsos. The web program was rigorously tested on both PC and mobile devices by the Ipsos project management team and Pew Research Center researchers. The Ipsos project management team also populated test data that was analyzed in SPSS to ensure the logic and randomizations were working as intended before launching the survey.

All ATP respondents were offered a post-paid incentive for their participation. ATP respondents could choose to receive the post-paid incentive in the form of a check or a gift code to Amazon.com or could choose to decline the incentive. Incentive amounts ranged from $5 to $20 depending on whether the respondent belongs to a part of the population that is harder or easier to reach. Differential incentive amounts were designed to increase panel survey participation among groups that traditionally have low survey response propensities.

Ipsos operates an ongoing modest incentive program for KnowledgePanel to encourage participation and create member loyalty. The incentive program includes special raffles and sweepstakes with both cash rewards and other prizes to be won. Typically, panel members are assigned no more than one survey per week. On average, panel members complete two to three surveys per month with durations of 10 to 15 minutes per survey. An additional incentive is usually provided for longer surveys. For this survey, during the last few days of data collection, KnowledgePanel members who self-identified as Black were offered 10,000 points (equivalent to $10) in addition to the regular incentive program in an attempt to boost the number of responses from panel members who identified as Black American.

Data collection protocol

The data collection field period for this survey was Nov. 6 to Nov. 19, 2023. Postcard notifications were mailed to all ATP panelists with a known residential address on Nov. 6. 

Invitations were sent out in two separate launches: soft launch and full launch. Sixty ATP panelists and 409 KP panelists were included in the soft launch, which began with an initial invitation sent on Nov 6. The ATP panelists chosen for the initial soft launch were known responders who had completed previous ATP surveys within one day of receiving their invitation. All remaining English- and Spanish-speaking sampled panelists were included in the full launch and were sent an invitation on Nov. 7.

All panelists with an email address received an email invitation and up to four email reminders if they did not respond to the survey. All ATP panelists who consented to SMS messages received an SMS invitation and up to four SMS reminders.

Data quality checks

To ensure high-quality data, the Center’s researchers performed data quality checks to identify any respondents showing clear patterns of satisficing. This includes checking for whether respondents left questions blank at very high rates or always selected the first or last answer presented. As a result of this checking, six respondents were removed from the survey dataset prior to weighting and analysis. Another four respondents were removed from the survey dataset after providing feedback that they were not Hispanic, and therefore not eligible for the survey.

The ATP data is weighted in a multistep process that accounts for multiple stages of sampling and nonresponse that occur at different points in the survey process. First, each panelist begins with a base weight that reflects their probability of selection for their initial recruitment survey. These weights are then rescaled and adjusted to account for changes in the design of ATP recruitment surveys from year to year. Finally, the weights are calibrated to align with the population benchmarks in the accompanying table to correct for nonresponse to recruitment surveys and panel attrition. If only a subsample of panelists was invited to participate in the wave, this weight is adjusted to account for any differential probabilities of selection.

Among the panelists who completed the survey, this weight is then calibrated again to align with the population benchmarks identified in the accompanying table and trimmed at the 1st and 99th percentiles to reduce the loss in precision stemming from variance in the weights. Sampling errors and tests of statistical significance take into account the effect of weighting.

The following table shows the unweighted sample sizes and the error attributable to sampling that would be expected at the 95% level of confidence for different groups in the survey.

Sample sizes and sampling errors for other subgroups are available upon request. In addition to sampling error, one should bear in mind that question wording and practical difficulties in conducting surveys can introduce error or bias into the findings of opinion polls.

Dispositions and response rates

• AAPOR Task Force on Address-based Sampling. 2016. “ AAPOR Report: Address-based Sampling .” ↩
• Email [email protected] . ↩

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MPhil in History (Women's, Gender and Queer History)

• Entry Requirements
• Funding and Costs

College preference

• How to Apply

About the course

The MPhil in History (Women's, Gender and Queer History) was established in 2021 to explore the different strengths of each of these approaches and provide a foundation for independent research into any aspect of these histories.

The MPhil has a sustained period devoted to archival research and writing, and is designed to give you a thorough training in historical research, improve your ability to conceptualise and engage with historical problems, and enlarge your understanding of the historical and historiographical context in which your own research is set. The course can serve as either a free-standing graduate qualification, or as a springboard to doctoral study. Students wishing to proceed to doctoral study will be encouraged to develop their doctoral proposals during the first few months of the second year. Skills training and option-choice are flexible and open-ended, to allow you to gain the knowledge and training needed to complete your research project. 

About one-third of the faculty have research interests in women’s, gender, and queer history. This means that you can combine your particular interests in women’s, gender or queer history with the specialist training you need in the history of any geographical area, period of time, or methodological approach. Women’s, gender, and queer history is integral to many of Oxford’s history seminars, with the Faculty also holding specialist seminars and discussion groups. There is also an Annual Lecture in Women’s History given by an international speaker as well as interdisciplinary groups. Oxford is home to the Hillary Rodham Clinton Chair of Women’s History (established in 2020) and the Jonathan Cooper Chair in the History of Sexuality (established 2023). Further information about WGQ History research and activities can be found through the Faculty website. All graduate students are encouraged to engage with the faculty’s lively research culture of seminars, workshops, and discussions groups . There’s something happening nearly every day of the week and sessions often involve leading international scholars. The faculty also runs the Oxford History Graduate Network , which fosters conversation and collaboration between graduate students. Interdisciplinary activities are available through The Oxford Centre for Research in the Humanities (TORCH) .

Course structure

You will take three compulsory core papers and two optional papers, as well as undertake an original research project. There is also a research masterclass, which is not assessed. This structure gives access to a wide range of both general and specialised training within the field of history.

Core courses

1. Sources and Historiography

This is a weekly 1.5 hour seminar in Michaelmas term of the first year. The Sources and Historiography core course creates a community of students who will together explore how we have reached today’s intellectually exciting moment in the study of women’s, gender and queer history. By reading in all three literatures, and considering the intellectual influence each has generated, you will develop the critical analytical tools that this coming generation of scholars of women’s, gender and queer history will need. 2. Theory and Methods

The format is a 1.5 hour weekly seminar in Michaelmas term of the first year. It will cover current methodological and theoretical approaches. Students and course tutors will choose six of these from a syllabus of nine. 

3. Writing History

This is a weekly class in Trinity term of the first year exclusively for MPhil students, with all MPhil students taught in one or two classes. The classes range widely across history and involve critical reading and thinking about published work.

4. Research Master Class

Taught in weekly classes in Michaelmas term of the second year, during which students present and receive feedback on their work. 

Optional subject course

A free choice of the options on offer taught in six weekly classes during Hilary term of the first and second year.  Options of particular interest to Women's, Gender and Queer history include:

• Selfhood in History: 1500 to the present
• Youth Culture, Generational Revolt and Sexual Politics in Britain and Europe since 1945
• Black Women in the Anglo-American Atlantic World, 1600-1850
• Approaches to Queer and Trans Histories
• Saints and Sanctity in Late Antiquity and the Early Middle Ages
• The Enlightenment, c.1680-1800: Ideas and the Public Sphere
• Off-Script and Off-Piste: Gender, Travel Writing, and Mobility, c.1880-1950.

More information on options is available through the faculty website. Not every optional subject listed may be on offer every year.

Research Project

You will work on original research project throughout both years, under the guidance of your supervisor. You are expected to commit the summer vacation between the two years and the Michaelmas term of the second year to archival research.

Recent topics of MSt and MPhil research have included:

• Subjective experiences of male cross-dressing and gender non-conformity in interwar Britain
• Women Writing History: Female Subjectivity and the Political Use of Memory in Women’s Accounts of the Easter Rising
• Entitled to Freedom: Black Women in the Mississippi Southern Claims Commission
• Virgin-Mothers and Chaste Wives: Conflicting Ideals of Womanhood in Anglo-Saxon England, 500 to 900
• Philanthropy and Women’s Experiences of Public Life in Early Third Republic France
• The activist subjectivities of Greenham Common Women's Peace Camp in the 1990s
• Offences relating to men who had sexual relations with other men in Berkshire in the period 1861-1919
• Ladies and Letters: The Political Activity of Three Aristocratic Women from 1678 to 1689
• Anglo-Jewish Women’s Everyday Experiences in London during the Second World War and the Formation of Wartime Identity
• The Bright Young People: Effeminacy, Queerness and Performativity in Interwar Britain
• The gender of martyrdom in early medieval England
• Constructing the Girl Citizen in England, 1870-1910
• The Censorship of Queer Culture in Inter-war Britain and Weimar Germany, 1918-1933
• The Churching of Women in Early Modern Denmark
• The ‘Third Sex’ on the British Home Front? Understanding Female Same-sex Sexuality during the First World War

More details of core and optional papers are available on the course webpage of the faculty's website (see the Further information and enquiries section for further details). 

Skills Provision

Additional lectures, classes, and tutorials take place in Michaelmas and Hilary terms to provide general and specific training. You will discuss what training you need to undertake your research project with your supervisor. Training available includes document and object handling, palaeography, oral history, text analysis software, GIS software, and statistical analysis.  Language training is also available, with the Faculty organising special courses for historians in French, German, Spanish, and Italian. Other modern language courses are available through the University’s Language Centre. Courses in Latin and other medieval languages are also available. Further details on language learning can be found on the faculty website.

The course is full-time and requires attendance in Oxford. Full-time students are subject to the University's Residence requirements.

Resources to support your study

As a graduate student, you will have access to the University's wide range of world-class resources including libraries, museums, galleries, digital resources and IT services.

The Bodleian Libraries is the largest library system in the UK. It includes the main Bodleian Library and libraries across Oxford, including major research libraries and faculty, department and institute libraries. Together, the Libraries hold more than 13 million printed items, provide access to e-journals, and contain outstanding special collections including rare books and manuscripts, classical papyri, maps, music, art and printed ephemera.

The University's IT Services is available to all students to support with core university IT systems and tools, as well as many other services and facilities. IT Services also offers a range of IT learning courses for students, to support with learning and research.

You will be able to draw on the specialist resources offered by the Bodleian History Faculty Library which provides dedicated support and training courses for all graduates. You can also access the many college libraries and college archives which house significant collections of personal papers as well as institutional records dating back to the middle ages.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Faculty of History and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Offers will only be made if appropriate supervision is available.

It is usual practice that MPhil students have one supervisor, but a co-supervisor will be appointed if additional specialist knowledge is required. One supervisor must be a member of the Faculty of History, but a co-supervisor can be appointed from a different department.

Your supervisor(s) is there to provide advice, guidance, and support throughout. You should arrange to meet your supervisor(s) early in your first term to establish a clear framework for your research and writing, and identify any skills training needed to undertake your research. There is no set timetable for the frequency of future meetings, but it is recommended that you arrange to meet your supervisor several times each term, to discuss progress of your research and writing. You should also agree a timetable for the submission and return of drafts of your dissertation.

If you contact a potential supervisor prior to submitting your application, any indication made by an academic that they may be willing to supervise a potential project, is not a guarantee that you will be offered a place, or that the supervisor in question has capacity to supervise you in that particular year.

The Sources and Historiography and the Theory and Methods core courses are examined by an assessed essay submitted at the end of Michaelmas term of year one. You must also submit an annotated bibliography and dissertation proposal at this time. The optional subjects will be examined according to the regulations governing the course, which could be by assessed essay or by examination, at the end of Hilary term in years one and two. The Writing History core course is examined by an assessed essay submitted at the end of Trinity term of year one.  The research project is examined by a 30,000-word dissertation that is submitted in week six of Trinity term of year two.

Graduate destinations

About a quarter of master’s students proceed to doctoral work at Oxford; others continue academic study at other institutions. Other career destinations are as diverse as, but broadly in line with, undergraduate history career destinations: law, finance, management consultancy, civil service etc.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made if a pandemic, epidemic or local health emergency occurs. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2025-26

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours (a minimum of 68% overall and 68% for the dissertation) in a relevant discipline in the humanities or social sciences.

For applicants with a bachelor's degree from the USA, the minimum overall GPA that is normally required to meet the undergraduate-level requirement is 3.6 out of 4.0. However, successful candidates normally have a GPA of 3.75 or higher.

Applicants are not expected to have a previous degree in history, but are expected to have experience of working historically. You will need to ensure that you link your proposed dissertation topic with your previous expertise, explain why you want to switch to study history, and show that you have already done some background research. Your submitted written work should show your writing and research skills in their best light, as it will be important to show that you have the necessary skills required for historical research.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• In the case of mature students/intended career changes professional experience in cognate areas may compensate for shortcomings in the formal academic record.
• Publications are not required.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are not normally held as part of the admissions process.

Assessors may get in touch with an applicant by email in case of any queries, but this is very rare.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the About section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

History in Oxford stretches from c 300 to the present, and embraces in addition to its British and European heritage an exceptionally broad range of World history. It comprises an active research community of up to 800 senior academics and graduate students, all contributing to a range of research seminars, lectures, academic societies, and personal contacts.

Research in the faculty is organised around historical periods and research centres, or in collaborative and individual research projects, and you will always be welcome at seminars, workshops and conferences across all periods and themes.

You will be encouraged to make use of these opportunities as widely as possible without endangering your own degree work. Striking the right balance between intellectual curiosity and temptation and intellectual discipline, and remaining focused without becoming blinkered, should be an integral part of a successful graduate career. The Oxford environment provides all the ingredients for this.

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For entry in the 2025-26 academic year, the collegiate University expects to offer over 1,000 full or partial graduate scholarships across a wide range of graduate courses.

If you apply by the January deadline shown on this page and receive a course offer, your application will then be considered for Oxford scholarships. For the majority of Oxford scholarships, your application will automatically be assessed against the eligibility criteria, without needing to make a separate application. There are further Oxford scholarships available which have additional eligibility criteria and where you are required to submit a separate application. Most scholarships are awarded on the basis of academic merit and/or potential.

To ensure that you are considered for Oxford scholarships that require a separate application, for which you may be eligible,  use our fees, funding and scholarship search tool  to identify these opportunities and find out how to apply. Alongside Oxford scholarships, you should also consider other opportunities for which you may be eligible including  a range of external funding ,  loan schemes for postgraduate study  and any other scholarships which may also still be available after the January deadline as listed on  our fees, funding and scholarship search tool .

Details of college-specific funding opportunities can also be found on individual college websites:

Select from the list:

Please refer to the College preference section of this page to identify which of the colleges listed above accept students for this course.

For the majority of college scholarships, it doesn’t matter which college, if any, you state a preference for in your application. If another college is able to offer you a scholarship, your application can be moved to that college if you accept the scholarship. Some college scholarships may require you to state a preference for that college when you apply, so check the eligibility requirements carefully.

Further information about funding opportunities  for this course can be found on the faculty's website.

Annual fees for entry in 2025-26

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees and living costs. However, as part of your course requirements, you may need to choose a dissertation, a project or a thesis topic. Please note that, depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees and any additional course-specific costs, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

Living costs for full-time study

For the 2025-26 academic year, the range of likely living costs for a single, full-time student is between £1,425 and £2,035 for each month spent in Oxford. We provide the cost per month so you can multiply up by the number of months you expect to live in Oxford. Depending on your circumstances, you may also need to budget for the  costs of a student visa and immigration health surcharge and/or living costs for family members or other dependants that you plan to bring with you to Oxford (assuming that dependant visa eligibility criteria are met).

Further information about living costs

The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. For study in Oxford beyond the 2025-26 academic year, it is suggested that you budget for potential increases in living expenses of around 4% each year – although this rate may vary depending on the national economic situation. For further information, please consult our more detailed information about living costs , which includes a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . 

If you are a current Oxford student and you would like to remain at your current Oxford college, you should check whether it is listed below. If it is, you should indicate this preference when you apply. If not, you should contact your college office to ask whether they would be willing to make an exception. Further information about staying at your current college can be found in our Application Guide. 

The following colleges accept students for the MPhil in History (Women's, Gender and Queer History):

• Blackfriars
• Brasenose College
• Christ Church
• Corpus Christi College
• Lady Margaret Hall
• Linacre College
• Lincoln College
• Magdalen College
• Mansfield College
• Oriel College
• Pembroke College
• The Queen's College
• Regent's Park College
• Reuben College
• St Catherine's College
• St Cross College
• St Hilda's College
• St Hugh's College
• St John's College
• Somerville College
• University College
• Wadham College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Application fee waivers

An application fee of £75 is payable for each application to this course. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to contact anyone in the faculty before you apply and you are not responsible for finding your own supervisor. However, you are strongly encouraged to familiarise yourself with the  research expertise within the faculty  when preparing your research proposal, to make sure that there is a supervisor available in the same area as your proposed project. Offers will only be made if appropriate supervision is available. The faculty determines supervision arrangements, taking due account of the workload and commitments of its academics. If you are made an offer, a supervisor will be assigned to you, and identified in the offer letter.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

It is not necessary for you to identify a potential supervisor in your application.

However, please check that a supervisor with expertise in your proposed area of research is available before applying. Details can be found on the faculty website. You are free to consult a specialist in your field for advice on your project, if you think that would be helpful.

Referees: Three overall, academic preferred

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

References should generally be academic, though if you are returning to study after extended periods of non-academic employment then you are welcome to nominate professional referees where it would be impractical to call on your previous university tutors.

Your references will support intellectual ability, academic achievement, motivation, ability to work in both a group environment and sustained individual and self-motivated investigation.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose and research proposal: A minimum of 500 to a maximum of 1,000 words in total

The statement of purpose and research proposal should be written as one combined piece.

You should convince the faculty that you have the right intellectual qualities, academic knowledge and skills to undertake the course, focusing on how you see the course as building upon your previous study

You should discuss what kinds of problems and issues you hope to engage with; what the current state of your knowledge and understanding of these is, and how you hope to advance that.

You should include a preliminary research proposal and title for your intended dissertation. This should supply a research question identifying the central issue or problem with which you intend to grapple, some account of the current state of scholarship in this area and an indication of the kinds of sources you hope to use.

You may also include what you hope to do with the qualification you gain.

Your statement and research proposal must be written in English. A bibliography may also be provided and is not included in the word count, though any footnotes should be included.

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Towards Inclusive Classrooms: Shaping South African Higher Education for Employability

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• Published: 11 September 2024

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• Xin Wang 1 , 2 &
• Xiulan Wan 3  

The employability of graduates in South Africa is a crucial issue that requires attention from educational institutions due to its impact on the economy, the challenges faced by graduates, and the need to support students in developing employability skills. Therefore, the present study aims to explore educational perspectives on fostering graduate employability in South Africa. The study underscores the significance of adopting a comprehensive strategy for education, emphasizing practical training, technological integration, and theoretical knowledge. The research investigates the role of policy and curriculum design in shaping graduate employability, specifically by prioritizing cultural, creative industries, and economic sectors. The study also analyzes the importance of creative teaching methods and the role of educators in encouraging students to think creatively. The novelty of this investigation is in its emphasis on inclusivity in the classroom as a means to engage students and develop skills that boost employability. The research investigates the impact of practical training, technology integration in teaching, and theory-focused lectures on the employability of graduates, assessing the potential benefits and implications of reshaping higher education policies to prioritize cultural, creative industries, and the economy, and explores the relationship between the integration of creative teaching methods by educators, involvement of students in the educational journey, and the creation of an inclusive classroom environment. The study findings offer a significant understanding of the perspectives of students and academic faculty regarding the enhancement of employability in tertiary education in South Africa.

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Wang, X., Wan, X. Towards Inclusive Classrooms: Shaping South African Higher Education for Employability. Asia-Pacific Edu Res (2024). https://doi.org/10.1007/s40299-024-00902-w

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