Subject overview

Research centres

In addition to interdisciplinary research with the Department of Social Work and Social Care, we host three research centres that provide the
intellectual bases for our research, consultancy and teaching activity:

• The Centre for Higher Education and Equity Research (CHEER) provides a platform for the growing field of research into Higher Education with a particular focus on the themes of identity, transition and assessment. Recent research has addressed race and equality issues in UK Higher Education, widening participation in Higher Education in low-income countries, gender and Higher Education, disability and Higher Education, doctoral pedagogy, transitions from vocational and further education, and postdoctoral transitions.

• The Centre for Inquiry and Research in Cognition, Learning and Teaching (CIRCLETS) examines the nature of learning and teaching. Current research includes teacher education, mathematics and science education, formative assessment, teachers’ professional learning, raising aspirations of disadvantaged students, children’s rights and student voice.

• The Centre for International Education (CIE) has an international reputation for its work on educational development, mainly in Africa, Asia and Latin America. Current research includes teacher education in sub-Saharan Africa, access to education in low-income countries, gender and development, education and conflict, sustainable financing of secondary education, aid and education development.

Specialist facilities

You will have access to extensive library support through the main University Library and, with prior permission, certain specialist research libraries on campus.
For full-time research students, we provide access to computing facilities (including PCs), which supplement those available through University IT Services. There are also research student workrooms, equipped with some PCs.

Academic activities

We encourage and, if possible, financially support research students in attending conferences, especially where they are presenting material based on their research. Students are encouraged to publish material from their higher degree work.

Programmes

• PhD in Education
• EdD in Education
• EdD in International Doctor of Education

Routes into doctoral study

There are two routes into doctoral study in the Department of Education. These are:

• the PhD in Education (+3 and 1+3), which benefits from research training within the MSc in Social Research Methods. Both +3 and 1+3 are available full time, part time or via independent distance learning
• the home EdD is offered in part-time mode and shares provision with the Doctor of Social Work (DSW) in the Department of Social Work and Social Care. The international EdD is offered in distance-learning mode. Both the international and home EdDs lead to the degree of Doctor of Education.

Doctoral research in Education at Sussex has ESRC recognition.

Funding

For details of ESRC studentships within the School of Education and Social Work, visit Search funding opportunities.

PhD in Education, minimum registration: 2-4 years full time/3-6 years part time

This PhD provides you with the support and resources necessary to complete an original and substantial piece of research, usually with a significant empirical component.

You will normally be required to take modules offered within the MSc in Social Research Methods (+3 PhD), or to complete the MSc as the first year of the 1+3 PhD. The MSc modules are supplemented by education-specific inputs, including individual tutorial support, research-student seminars to discuss work in progress, open research seminars, and student self-support groups.

Applicant profile

Our research students come from a wide variety of countries, educational settings and backgrounds. International students from a wide range of countries form the largest group of full-time participants.

Further- and Higher-Education lecturers, classroom teachers, teacher educators, middle and senior managers and administrators, and those in related professional fields such as health and social care, independent training, research and consultancy work are represented.

In exceptional cases, we consider applications from non-graduates who can demonstrate that they are sufficiently prepared for, and able to benefit from, the degree. This usually means extensive relevant professional experience.

Coursework

Depending on previous experience and qualifications, you may be required to undertake coursework in addition to attendance at research methods seminars.

Assessment and progression

For those following the 1+3 PhD, an overall pass in the MSc in Social Research Methods with a grade of B+ or higher in the dissertation is normally required for progression to the PhD.

Those following the +3 PhD may be required to undertake coursework, depending on previous experience and qualifications.

The research proposal developed in the first year of the PhD is reviewed by academic faculty before permission to undertake fieldwork is granted. Annual reviews of your progress and training needs are conducted. The research is written up as an 80,000-word thesis and judged by an internal and an external examiner. The examination includes an oral defence.

Recent thesis titles

All manner of becoming: identity, power and the spaces of knowledge production in A level student research

Helping struggling adolescent readers using a buddy reading and mentoring programme

Learning Palestine: the construction of Palestinian identities in South Lebanon

Lost in transition: the barriers to educational access for school-age Zimbabwe migrant children in South Africa and the influences of institutional and social networks in overcoming them

Multi-stakeholder partnerships under the Rajasthan Education Initiative: if not for profit, for what?

Participation of doctoral graduates in industry learning systems in Chile

Teacher learning in the adoption of non-traditional mathematics pedagogies

Teaching and learning social studies among hearing impaired learners in Kenya

The contribution of the Bolsa Familia Programme to educational achievement of economically disadvantaged children in Brazil

The dropout experience of basic school children in rural Ghana: implications for universal basic education policy

Also refer to Department of Education: Guidelines for PhD proposals

Doctor of Education (EdD): normally 5 years part time

The EdD is a part-time degree designed to complement your professional activities, enabling you to work and study at the same time. The EdD offers structured study at doctoral level.

You will reflect on problems that are of direct relevance to professional interests and institutional concerns, develop your research and inquiry skills and a deep understanding of the nature and conduct of research and evaluation in professional settings.

Course structure

Phase 1: Research and the professional: 8,000-word essay plus 10,000-word report

Phase 2: Developing critical perspectives: 18,000-word review

Completing Phases 1 and 2 normally takes two years.

Phase 3: Research component: 40,000-50,000-word thesis. Phase 3 normally takes three years.

In the first two Phases, individual preparation and study is extended through collaborative and participatory work in interdisciplinary groups. Currently participants meet at twice-termly weekend workshops in Phases 1 and 2 (ie six weekends per year). In Phase 3, skills and knowledge developed earlier in the degree are deployed in working with a supervisor towards a doctoral thesis. Termly day workshops help to conserve the momentum of co-operative, interprofessional learning.

Communication between workshops is sustained through a virtual learning environment.

Assessment and progression

The EdD is at a level equivalent to the traditional PhD, with structured progression through the degree, including a formal taught component for the first two years.

You will need to pass each assignment to doctoral standard in order to progress to the final phase of the degree. Award of the degree of Doctor of Education (EdD) at the end of the course is dependent on you satisfying examiners that your thesis and coursework are of doctoral standard.

Recent thesis titles

An investigation of the contribution school information-management systems make to teaching and learning

A theoretical framework to understand the role of aid in achieving the education millennium development goals in fragile states

Developing exploratory talk and thinking in secondary English lessons: theoretical and pedagogical implications

Managing the transition to a new life: a longitudinal study of learning processes and identity (re)formation among refugees in the UK

Policing the boundaries: the writing, representation and regulation of criminology

Teaching history in postmodern times: history teachers’ thinking about the nature and purposes of their subject

The use of levelled assessment tasks and their impact on teaching and learning in science education

Where do history teachers come from? Professional knowing among early-career history teachers

Young people constructing identities in the transition to Higher Education 

 

Linda's faculty perspective

'For me, convening the Doctor of Education at Sussex is particularly satisfying as I was once a student on the course. When I applied, I had just moved into the HE sector and was feeling quite daunted by the pressure to write and produce research, and my friend suggested that the doctorate might be a way of developing my ideas and skills, as well as my confidence, as a researcher.

'I think it was the "bite size" assignments in the first two years which appealed to me most as they really helped to give me a sense of progress. Some of the assignments are quite short which gave me practice at writing journal-length articles. 

'Another great aspect of this course is studying within a group and hearing about the research and professional concerns of others. It has really broadened my intellectual horizons and it does the same for my students. Being part of a community also gives the students that extra boost which is sometimes needed, say, on a Friday evening when you need to get yourself to the University after a tiring week. Once the group is together and gets into discussions, it’s fun and energising. 

'The thing about this course is that the academic work directly relates to the professional and organisational concerns of its students. It is hard work and the commitment shouldn’t be under estimated - I tell potential students to be willing to make big changes to their lives to fit around their studies. But everyone who completes their doctorate would agree that that the career opportunities it opens up makes it well worth the effort!'

Dr Linda Morrice
Senior Lecturer in Education,
University of Sussex

International Doctor of Education (EdD): full time, distance, 3-4 years

This course is aimed at professionals working full time in areas related to education and international development and designed to run alongside – and complement – your professional role, enabling you to work and study at the same time. The course offers structured study at doctoral level through intensive three- to four-week annual Summer Schools on the University of Sussex campus.

You will study issues and problems that are of direct relevance to your own professional interests and institutional concerns via collaborative, professional learning in which participants pool, share and benefit from each other's professional experience. 

Course structure

Year 1: Research and the professional: 8,000-word essay plus 10,000-word report

Year 2: Developing critical perspectives: 18,000-word review

Year 3: Research component: 40,000-50,000-word thesis.

Summer School includes lectures and seminars from top-level academics, and features collaborative learning seminars, individual research and presentations. You will also have access to a personal tutor.

It is expected that your thesis will take two years to prepare, depending on how intensively you are able to work on it alongside your professional commitments. During this period, you will need to prioritise your workload carefully and commit to making appropriate progress within the timeframe.

For the duration of your study you will be registered as an independent distant student of the University. As such, you will have remote access to the degree’s interactive website, and electronic journals and databases (you should ensure that you have reliable email and internet access). You will also have the benefit of full library support and access to the University’s computer and technical teams.

Assessment and progression

You will need to pass each assignment to doctoral standard in order to progress to the next element of work. Award of the degree of International Doctor of Education (EdD) at the end of the course is dependent on you satisfying examiners that your thesis and coursework are of doctoral standard.

The thesis is judged by external and internal examiners, who will also conduct an oral examination, which you will be required to attend in the UK in accordance with the regulations for the professional doctorate.

Recent thesis titles

A pilot project to design a culturally relevant curriculum for moving indigenous students in the Bolivian Amazon

Constructing Higher Education experiences through narratives: selected cases of mature undergraduate women students in Ghana 

Formative assessment and all that jazz: a collaborative action research in a US High School 

Gender and leadership in HE institutions, exploring perceptions and practices in the University of Cape Coast

Relations: a case study of Mfantseman Municipality, Ghana

Teachers in Peruvian public primary schools: views on teaching as a profession in a challenging context

The development and performance of professional identity within a resistance culture: Kosovo-Albanian teachers’ stories from the conflict years 

What goes on under the learning radar? Investigating learning in the Belgian Development Agency  

Entry requirements

PhD in Education

UK entrance requirements

You should hold at least a second-class undergraduate honours degree and normally a Masters degree, and have had at least three years' experience of work in education or a related area. In exceptional circumstances, we consider applications from non-graduates who can demonstrate that they are sufficiently prepared for, and able to benefit from, the programme. This usually means extensive relevant professional experience.

Overseas entrance requirements

Please refer to Overseas qualifications.

English language requirements

IELTS 7.0, with not less than 6.5 in each section. Internet TOEFL with 95 overall, with at least 22 in Listening, 23 in Reading, 23 in Speaking and 24 in Writing.

For more information, refer to English language requirements.

EdD in Education

UK entrance requirements

You should hold at least a second-class undergraduate honours degree and normally a Masters degree, and have had at least three years' experience of work in education or a related area. In exceptional circumstances, we consider applications from non-graduates who can demonstrate that they are sufficiently prepared for, and able to benefit from, the programme. This usually means extensive relevant professional experience.

To support your application, please provide an indication of your professional context, motivations and interests:
(a) describe your work and the organisation it is located within (100 words);
(b) explain why you want to apply for this degree (200 words);
(c) describe the key issues that might form the focus of your doctoral studies. Provide a rationale for this focus, describe any associated problematics and suggest how you might engage in this study (1,000 words including at least two references to relevant academic literature).

Overseas entrance requirements

Please refer to Overseas qualifications.

English language requirements

IELTS 7.0, with not less than 6.5 in each section. Internet TOEFL with 95 overall, with at least 22 in Listening, 23 in Reading, 23 in Speaking and 24 in Writing.

For more information, refer to English language requirements.

EdD in International Doctor of Education

UK entrance requirements

You should hold at least a second-class undergraduate honours degree and normally a Masters degree, and have had at least three years' experience of work in education or a related area. In exceptional circumstances, we consider applications from non-graduates who can demonstrate that they are sufficiently prepared for, and able to benefit from, the programme. This usually means extensive relevant professional experience.

To support your application, please provide an indication of your professional context, motivations and interests:
(a) describe your work and the organisation it is located within (100 words);
(b) explain why you want to apply for this degree (200 words);
(c) describe the key issues that might form the focus of your doctoral studies. Provide a rationale for this focus, describe any associated problematics and suggest how you might engage in this study (1,000 words including at least two references to relevant academic literature).

Overseas entrance requirements

Please refer to Overseas qualifications.

English language requirements

IELTS 7.0, with not less than 6.5 in each section. Internet TOEFL with 95 overall, with at least 22 in Listening, 23 in Reading, 23 in Speaking and 24 in Writing.

For more information, refer to English language requirements.

Visas and immigration

Find out more about Visas and immigration.

For more information about the admissions process at Sussex

For pre-application enquiries:

Student Recruitment Services
T +44 (0)1273 876787
E pg.enquiries@sussex.ac.uk

For post-application enquiries:

Postgraduate Admissions,
University of Sussex,
Sussex House, Falmer,
Brighton BN1 9RH, UK
T +44 (0)1273 877773
F +44 (0)1273 678545
E pg.applicants@sussex.ac.uk 

Related subjects

• Anthropology
• Development studies
• Gender studies
• Migration studies
• Social work and working with children and young people
• Sociology

Fees and funding

Fees

EdD in Education

Home UK/EU students: £3,100¹
Channel Island and Isle of Man students: £3,100²
Overseas students: £6,625³

¹ The fee shown is for the academic year 2013.
² The fee shown is for the academic year 2013.
³ The fee shown is for the academic year 2013.

PhD in Education

Home UK/EU students: £3,900¹
Channel Island and Isle of Man students: £3,900²
Overseas students: £13,000³

¹ The fee shown is for the academic year 2013.
² The fee shown is for the academic year 2013.
³ The fee shown is for the academic year 2013.

EdD in International Doctor of Education

Home UK/EU students: £7,350¹
Channel Island and Isle of Man students: £7,350²
Overseas students: £7,350³

¹ The fee shown is for the academic year 2013.
² The fee shown is for the academic year 2013.
³ The fee shown is for the academic year 2013.

Funding

The funding sources listed below are for the subject area you are viewing and may not apply to all degrees listed within it. Please check the description of the individual funding source to make sure it is relevant to your chosen degree.

Faculty interests

The research interests and areas of supervisory expertise of our faculty are listed below. For more information about the research conducted in Education, including information about the Centre for Higher Education and Equity Research (CHEER), Centre for Inquiry and Research in Cognition, Learning and Teaching (CIRCLETS) and Centre for International Education (CIE), visit the Department of Education.  

Dr Kwame Akyeampong Global, regional and national analysis of teacher education and impact on learning, curriculum and assessment reforms, impact evaluation of education interventions and programmes in low-income countries.

Dr Sarah Aynsley 14-19 education and training, transition from further to Higher Education, qualitative approaches and practitioner research.

Dr Janet Boddy Parents and families, parent and child health and well-being, parenting and family support, children in or at the edges of care, social pedagogy, crossnational research.

Professor PennyJane Burke Widening access to and participation in Higher Education; critical and feminist pedagogies; gender and identity formations; challenging inequalities in higher education; participatory methodologies.

Dr Andrew Chandler-Grevatt Science education: teaching and learning, progression of key concepts in science.

Dr Barbara Crossouard Doctoral education, Higher Education; assessment, formative assessment; educational ethnography; gender, identity.

Dr Naureen Durrani Teacher education, curriculum and textbooks, mathematics education, schooling and identity construction and South Asia.

Dr Mairead Dunne Sociological education studies of quality, equity and identity in the UK and low-income countries, curriculum practices.

Dr Louise Gazeley Social and educational (dis)advantage, education policy, exclusion from school, teacher education.

Professor Valerie Hey Feminist theory, postmodern methodologies, ethnography, identity, affects, social difference, gender.

Professor Brian Hudson Mathematics education; ICT and learning; didactics, learning and teaching; teacher education policy.

Professor Keith Lewin Educational planning, economics and finance of education, access and equity in education and development, teacher education, science and technology education policy in developing countries, educational aid and project evaluation.

Professor Colleen McLaughlin Head of the Department of Education. Action and practitioner research; educational reform; vulnerable children, counselling and care; sexuality education, including HIV/AIDS; school-university partnerships for reform and research.

Professor Louise Morley Sociology of Higher Education, national and international Higher Education policy, widening participation, identity.

Dr Linda Morrice Adult, Higher Education and lifelong learning. Refugee education and migration studies, learning and identity. Life history, biographical and longitudinal methodologies.

Dr Mario Novelli Education and conflict, global governance of education, education and globalisation, foreign aid and education.

Dr John Parry Education for sustainable development, role of ICT within citizenship, experiential learning, special educational needs.

Dr John Pryor Educational ethnography, international and intercultural education, identity and equity, pedagogy and formative assessment.

Dr Ricardo Sabates Education and social outcomes, links between education and health, education and crime, adult education.

Dr Yusuf Sayed Education assessment and rights, quality, education governance and leadership, education financing, international aid.

Dr Julia Sutherland The use of collaborative talk to develop secondary pupils’ higher cognitive thinking.

Simon Thompson Teachers’ professional knowledge, Initial Teacher Education in the UK, history of education.

Professor Rachel Thomson Childhood and youth studies, young people’s transitions to adulthood, sexuality and sex education.

Dr Jo Westbrook Learning to read, comprehension, wider reading, teacher education in the UK and developing countries, action research.

Dr Benjamin Zeitlyn Access to education, dropout, development, migration, transnationalism, childhoods, ethnic minorities, Islam.

Careers and perspectives

Our graduates work across public, private and non-profit-making sectors as researchers, consultants, advisors, educational practitioners and directors. This includes working in Higher Education institutions in the UK and internationally as lecturers, senior lecturers, course leaders or researchers. Others are practitioners in schools, and in further and adult education. Some have policy roles within education ministries, while a few work in large multilateral organisations such as the World Bank or UNESCO.

Andy's career perspective

‘I was a full-time teacher of secondary science when I started the Doctor of Education (EdD) at Sussex. I was becoming increasingly interested in how children learn and how we assess them, and I felt I needed to dig deeper to uncover more evidence about the practice of science teaching and assessment.

‘The doctorate changed everything for me. It widened my horizons from beyond my own classroom practice to teaching, learning and assessment on a national and international level. I started to interrogate theory, policy and practice in a way I never had before. It was challenging, exciting and daunting at times, but, as a group, my coursemates and I inspired and encouraged each other.

‘The EdD opened doors for me. As a teacher, it helped improve my practice and I was invited to teach on the teacher-training programme and I’m now a teaching fellow at the University. I’m recognised as an expert in school-based science assessment, which has opened up national and international consultancy roles (including working as an advisor to the Ministry of Education in Kazakhstan!), and I’m working for a major publisher, developing education resources for schools.’ 

Dr Andy Chandler-Grevatt
Tutorial Fellow and EdD student, University of Sussex

Lin's career perspective

‘I was an experienced headteacher newly arrived at a struggling inner-London primary school when I was accepted onto the Doctor of Education (EdD) course at Sussex.

‘It was clear that fundamental change was needed at my new school and I realised that, to bring this about, I needed information beyond all the usual strategies and documents that bombard a headteacher. I chose Sussex because of the reputation of its research degrees – a doctorate from Sussex carries weight and people recognise it. 

‘With the help of the EdD, I was able to think innovatively and get the sort of deeper understanding that can’t be gained on the job. The course has given me a powerful knowledge base, the courage to stand out, and to go against the grain when necessary.

‘My school is now in the top 5 for value-added in mainstream education and was recently judged by Her Majesty's Inspector to have made "outstanding progress in mathematics". That is down to the EdD. 

‘On a personal level, my doctorate has also had a huge impact. It’s enabled me to build my reputation as a leader in maths education and has brought me further opportunities above and beyond my headship. I can see how my doctorate has opened many doors for my future, both financially and professionally.’

Dr Lin Phillips
Tutorial Fellow and EdD student, University of Sussex

School and contacts