Our BSc Science with Education programme is designed to qualify students to graduate with a second level teacher qualification to teach two Science subjects. Students study for four years as an undergraduate for a two subject Science degree, while also completing 60 credits in Education. After four years, students are awarded a BSc Science with Education (Level 8 honours degree). To become a fully qualified teacher, you must complete one further year. Students participate in school-based placement during years 2-4 of the programme gaining invaluable knowledge and experience for their future career. The full course descriptor for the BSc Science with Education programme including course structure, entry requirements and how to apply can be found here.
You can find information on the BSc Mathematics with Education and BSc Mathematics and Computer Science with Education programmes here.
Having graduated with the Level 8 BSc Science with Education degree after four years, you are guaranteed a place in year five - the second year of the Level 9 Professional Master of Education. At the end of year five, you will be a fully qualified and registered second level science teacher. Depending on the subjects chosen during the course of the degree, graduates will be in a position to teach any two of the following subjects to senior cycle level: Mathematics, Biology, Chemistry, Physics. Graduates will also be qualified to teach Junior Cycle Science (and Mathematics if it is one of their subjects in this grouping).The 2020-21 fees list for postgraduate courses can be found here. The full course descriptor for the Professional Master of Education programme can be found here.
The minimum requirement from Leaving Certificate applicants:
2H5 & 4O6/H7 - Irish, English & Science subject (one of Agricultural Science, Applied Mathematics, Biology, Chemistry, Computer Science, Physics, or Physics with Chemistry)
O4/H7 - Mathematics
Mature students must complete the CAO section for mature applicants fully, indicating clearly past or current studies, and outlining educational goals and objectives. Applicants are assessed on the basis of the information provided on their CAO application form. All questions should be answered in full.
The Maynooth University Access Programme (MAP) encourages under-represented groups to enter third level and provides these groups with support through their time at Maynooth. These groups include under-represented school leavers, mature students, students with disabilities and members of the Irish Traveller community.
More information on these supports can be found on the Access Office’s Website
The Professional Master of Education (PME) is a two-year, full-time programme designed to qualify graduates to teach at second level. Entry to the PME is dependent in the first instance by your undergraduate degree, which must be a recognised as relevant by the Teaching Council.
As a prospective candidate to the PME you must have gained an undergraduate degree in at least one subject that is taught in second level schools and be studying it to degree level. Registration on the programme is also subject to having achieved no less than an honours class 2 grade level 2 (2:2) in your final year.
The Teaching Council sets out the 'Curricular Subject Requirements' that must be met for the purposes of registration as a second level teacher. These requirements have been revised for the coming year we recommend this document be read carefully to determine whether your degree qualifies you to teach at second level.
The onus is on you to ensure you have met the requirements as set out by the Teaching Council to teach your chosen subject.
Details of the subject methodologies offered on the Professional Master of Education Programme are available here.
The Postgraduate Application Centre (PAC) manages the application process to the PME on behalf of Maynooth University (among others). Please direct all queries in relation to the application process directly to PAC. More information about the application process is available here and you may contact them by email at: firstname.lastname@example.org
Your next opportunity to apply for the PME will be for 2022/23, the application system will open in October 2021.
The fee for the PME in 2020/2021 was €6,150 for Year 1 and €4,950 for Year 2. Please note that fees and student levy (currently €150) are subject to annual review.
All information regarding fees can be found at the following here.
The PME Year 1 timetable is arranged so that all course work occurs from Monday to Wednesday while School Placement takes place on Thursday and Friday. This switches in Year 2, with School Placement from Monday to Wednesday PME Year 2 students attending university on Thursdays and Fridays.
Currently, all PME year 1 lectures start at 10am. Core modules are generally held in the mornings with subject-specific lectures about teaching and learning occur in the afternoon. Depending on your subjects the daily timetable can extend up to or past 6pm. But subjects are generally grouped in such a was as to allow for shorter days each week.
Information on school placement is available at the following here
The Future Leaders Gateway Programme
Maynooth University Department of Education offers an innovative and flexible Future Leaders Gateway Programme designed for teachers who are seeking or already in, school leadership roles, as well as for teachers who are seeking to develop leadership skills in their classrooms and schools. The programme is designed specifically to build your knowledge, competences and expertise as you undertake your journey in school leadership, offering a combination of practical skills and theoretical foundations to support preparation for leadership and management positions at all levels. It is designed and delivered by experienced leaders, educators and academics from a variety of professional education roles and has input from national and international academic/practitioner experts in the areas of educational leadership and management, thereby enabling you to link your learning to your professional practice. The structure of courses has been designed to facilitate the participation of practising teachers.
Candidates have 3 options within the Future Leaders Gateway Programme:
Masters in Educational Leadership & Management (MAELM)
- Master’s programme (Level 9, 90 ECTS) focusing on educational leadership and management.
- Year 1 incorporates the PGDELM, available in a range of regional venues
- Year 2 is available in Maynooth University
- Full Day Seminars (Sept & March – Maynooth University), Four half-day workshops (Sept-Dec) in Maynooth University, interactive on-line lectures and one-to-one meetings with a research supervisor
- The programme is delivered via a blended-learning approach, with workshops, seminars and on-line engagement
Masters in Educational Leadership & Management (Top Up)
This “Top-Up” Masters programme is only available to students who are graduates of the PGDELM, subject to availability of places from September 2021. Graduates of the PGDELM have a four-year window from the time of graduating in which to undertake this programme.
- Masters programme (Level 9, 30 ECTS) focusing on educational leadership and management.
- Available in Maynooth University
- Two full-day Seminars (Sept & March inMaynooth University)
- Four half-day workshops (Sept-Dec) in Maynooth University, interactive on-line lectures and one-to-one meetings with a research supervisor
Postgraduate Diploma in Educational Leadership & Management (PGDELM)
Postgraduate Diploma (Level 9, 60 ECTS) focusing on educational leadership (the existing Future Leaders diploma).
- Offered in a range of regional venues and Maynooth University
- Delivered with a blended-learning approach - lectures, workshops, seminars and access to special CPD events
What will you gain from the programme?
- A deep understanding of leadership and management in the field of education and insight into your preferred leadership style
- Development of your communication, persuasive and influencing skills to help you inspire people
- Self-awareness around your strengths and areas for development.
- Knowledge around how to introduce, mediate and successfully manage well-being, anti-bullying and other policies withing the school setting
- A comprehensive understanding of the legal and policy context relating to management and leadership in educational settings
- Creative strategies to help you to deliver innovative solutions for your workplace
- Coaching and mentoring skills to optimise your team’s potential
- A repertoire of pedagogical and assessment approaches that have been designed to build your competences
Contact us: email@example.com
Our website will be updated at the end of February 2021 with revised closing dates for the Master of Education (modular programme) 2021/2022. The Postgraduate Application Centre (PAC) will open at the end of February for Master of Education applications.
MH52G Master of Education – 1 year Full-time
MH57G Master of Education (Part-time modular) – 2 year Part-time
You can view the current
Master of Education Timetable 2020 21
and access the
Pathways through the Master of Education 2020-21
document. Please note this timetable and pathway docment are for students who are currently undertaking the M.Ed., it is to be used as a guideline only. An annual review of the M.Ed. programme is in progress and some changes may arise as a result.
For further details on this course, please see the Courses section of our website.
Are you interested in becoming a School Guidance Counsellor or in developing your practice as a School Guidance Counsellor? The Postgraduate Diploma in Educational Guidance Counselling (PGDEGC) is a one-year, part-time taught postgraduate diploma which is designed to prepare teachers and other education professionals to provide and manage a school guidance counselling service. The programme is recognised by the Irish Department of Education and Skills, the National Centre for Guidance in Education and the Institute of Guidance Counsellors as a professional, international qualification in Guidance Counselling.
About the Postgraduate Diploma in Educational Guidance Counselling
This is a one-year full- time taught postgraduate diploma (Sept – August) which is designed to prepare qualified second-level teachers to provide and manage a school guidance counselling service. The programme is recognised by the Irish Department of Education and Skills, the National Centre for Guidance in Education and the Institute of Guidance Counsellors as a professional, international qualification in Guidance Counselling. Participants attend Maynooth University one day per week (Friday) and engage in school placement one day per week (Monday-Thursday) in a school other than where they work. The programme begins with an early-September Induction Week. Intensive training in Psychometric Testing is scheduled for the October mid-term break (dates to be confirmed) and there will be 2/3 Saturday workshops in semester 1. A flexible work-based placement is scheduled for 3 days in June/July. There will be a 2-day May workshop in ‘engaging with difference’ as a preparation for this.
Who should apply?
Qualified second-level teachers with at least three years teaching experience.
What career pathways are open to graduates of the programme?
Successful completion of the Postgraduate Diploma in Educational Guidance Counselling with qualify participants to provide and manage a School Guidance Counselling Service. The programme is recognised by the Irish Department of Education and Skills, the National Centre for Guidance in Education and the Institute of Guidance Counsellors as a professional, international qualification in Guidance Counselling. Graduates can apply for guidance posts at second level, further education institutes and third level colleges.
The Doctor of Education with Specialism is a four-year programme offered by the Department of Education in Maynooth University. It is designed for those who wish to undertake doctoral studies specifically related to their work in the field of education and offers specialist study in teacher education, educational leadership and curriculum studies. This programme will appeal to students whose learning is best supported in a group setting.
Years 1 and 2 of the programme give students the opportunity to participate in modules in their chosen specialism areas. These modules will assist them in refining the research proposal for their independent research in years 3 and 4. These modules will also facilitate the development of the cohort’s identity as a class group. The specialism and thesis topic will strongly correlate with their work as practitioners in the field of education
Programme Duration: 4 years
In years 1 and 2, modules are offered on two days per month, with a week long summer school in July 2020. In years 3 and 4, students are supported in the completion of their theses through working with a supervisor and engaging in small group workshops
Year 1 Modules:
Knowledge and Policy in Educational Practice
Philosophy and Practice
Academic Writing 1
Communicating your Research
Developing Professional & Practitioner Knowledge
The first module on the programme is designed to develop students’ capacity to engage critically with educational theories, particularly in areas such as policy, knowledge development and epistemology, while the second module focuses explicitly on the specialism strand chosen by the student. The summer school focuses on the design and execution of educational research, with emphasis on research methods appropriate to practitioner research. There are two year-long modules designed to develop the student’s writing skills and create opportunities to reflect on the application of the knowledge gained on the Ed D programme to the student’s professional life.
Year 2 Modules:
Academic Writing 2
Communicating your Research
Developing Professional & Practitioner Knowledge
Year 2 of the programme builds on the work of the first year, beginning with a strand specific module in semester 1. In semester 2, students attend a series of research support seminars, designed to assist them with the development of their thesis proposal. By the end of year 2, the student will have developed the research dimension of the thesis, including application for ethical approval, and will be ready to begin his/her research in Year 3. Year-long modules on academic writing and developing professional and practitioner knowledge are again available to build on Year 1 development in these areas.
Years 3 & 4 Modules:
Developing Professional & Practitioner Knowledge 3
Analysing Research Data (Easter School)
Developing Professional & Practitioner Knowledge 4
Years 3 and 4 are spent on the execution and completion of the 50,000-word thesis. During those two years, a team of supervisors provide support to the student as s/he works on designing, implementing and writing up the research project. Seminars, workshops and an Easter School on Data Analysis also provide structure and support to the student. In consultation with his/her supervisor, the student will also undertake 2 – 3 modules designed to develop his/her academic and professional skills.
Full details on the application process are available here. Applications are accepted from 1st February 2021. We would be happy to answer any questions you might have. You can reach us at the following email: firstname.lastname@example.org
Meet Our Current Ed.D Students
William Donnelly is a Post-Primary Inspector with the Department of Education and Skills since 2016. Prior to this, he was a Business, Accounting and Economics teacher. Since qualifying as a teacher, he has been involved in many areas across post-primary education. While on secondment with the Professional Development Service for Teachers (PDST), he worked closely with Maynooth University in delivering modules on team teaching to schools. He has also previously been involved with the National Induction Programme for Teachers (NIPT) as a facilitator, mentor and Droichead associate to newly qualified teachers for five years.
The main focus of William’s research is to see how the role of assessment practices in schools can contribute to developing learner outcomes. He intends to focus on the specific area of why assessment practice develops students’ skills, with a particular focus on the eight key skills of junior cycle. His current role in the Inspectorate has developed his understanding of education policy and he is closely aligned to the roll out of the Junior Cycle Framework in Post-Primary schools. This research would further enable him to make more informed judgements on assessment practices.
Claire Doran is a secondary school teacher and research student in the Education Department in Maynooth University. After graduating with a Bachelor of Religious Education and Music from Mater Dei Institute of Education in 2010, Claire began her teaching career while also continuing her studies at Mater Dei, completing a Masters in Theology in 2011. In 2013, Claire completed a Certificate in Holocaust Education with the Holocaust Education Trust Ireland and Trinity College Dublin. Since then Claire has worked with the Trust to create a transition year resource pack to facilitate the teaching of Holocaust Studies in Irish secondary schools. She has also continued her studies in this area and participated in programmes at the Caen Memorial in Normandy, facilitated by Yahad-in-Unum, and at the Jan Karski Institute for Holocaust Education at Georgetown University in Washington D.C.
Claire currently teaches Religion and Music and a transition year Holocaust Studies Module in Scoil Mhuire Secondary School in Carrick-on-Suir and is pursuing a Doctorate in Education at Maynooth University. She is focused on Holocaust Education and its ability to enable students to recognise the ‘other’ in society.
Feargal Flanagan is practicing as a Guidance Counsellor in Boyne Community School in Trim and is also an English and History teacher. He has also designed a short course in History for the National Council for Curriculum and Assessment (NCCA). His main research interests centre around how key skill development is understood by senior cycle students and how leadership in schools can positively affect this. This is important as many students struggle with the transition from second level education to further education or into the world of work. Furthermore, with technological advances and the ongoing development of Artificial Intelligence., it is important that students are equipped to embrace the opportunities and overcome the difficulties that are associated with these developments in the years to come. There is a need to explore what structures schools can put in place to effectively develop students’ understanding of the key skills that they have developed throughout their school life and in turn how this can help them map their next step within their personal development.
Paul Gaffey is principal teacher of a very unique school called Youth Horizons, where he leads the Leaving Certificate programme. The school caters mainly for those from a disadvantaged socioeconomic background and who have, for a variety of reasons, not completed their Leaving Certificate.
After initially qualifying as an electrician, Paul returned to education and very successfully completed his BA in History and Ancient Classics here at Maynooth. He received a scholarship from the History Department and completed a major thesis for the degree of Master of Literature by Research. He also successfully completed a Postgraduate Diploma in Education and a Higher Diploma in Theology. He embarked upon his teaching career in 2007 and has taught in a variety of Post-Primary educational settings.
Paul is interested in teacher education. By international standards, Ireland compares quite favourably in terms of students fully completing post-primary education, yet there is still a consistent cohort of students annually who fall out of education between the ages of fourteen and seventeen. Although teacher education could be viewed as relatively successful in terms of the vast numbers of students who do indeed complete their Leaving Certificate, he is interested in investigating whether there is anything within teacher education and training that could be altered in order to reach out even further to those who fall out of our education system annually.
Michael Hanley is an advocate of using Technology in Education to unlock peoples' potential.
With a background in workplace education and professional development, he focuses on finding innovative ways to create effective approaches to work-based learning & development programmes for organisations.
Michael has an MSc (Hons) in Education and is a member of the Irish Institute of Training and Development (IITD). As Head of Education for the Innovation Value Institute (IVI), a Maynooth University research institute, he directs IVI's academic education, professional training, and practitioner certification programmes.
While undertaking his Ed D. in Educational Leadership, Michael’s goal is to research and evaluate the connections between pervasive digital technology and education policy and practice. He is interested in exploring how current and emerging educational leadership strategies, approaches, and models can be applied to negotiate the challenges inherent in how people, society, and technology will combine to create entirely new ways to access education and learning services, that are potentially more effective, less costly, and more responsive to learners’ needs.
Annette Kearns is passionate about ensuring all children have the best possible learning opportunities in early years’ settings. Having achieved a BSc in Education & Training, an MSc in Education and Training Management and a Post Graduate Diploma in Special Educational Needs and Inclusion, Annette worked as an Early Years Specialist with Early Childhood Ireland supporting practitioners throughout the country to achieve best practice. Now, as the Placement Coordinator and a lecturer in the Froebel dept. in Maynooth University working primarily with Early Years educators, Annette believes the best way to ensure this quality provision is to provide a curriculum for the trainee educators that meets their needs in a relatively young and evolving sector.
To this end, Annette’s doctoral research is in the area of curriculum development for mature students. Her particular interest is in researching what influences should impact on a curriculum for mature students who are already practitioners working in the sector. She believes that with the funds of knowledge the mature students have, and the professional knowledge they bring with them from within the sector, the curriculum should be different from that taught to school leavers and new entrants to the sector.
Bill Lynch qualified with a B.Sc. from UCG (now NUIG) and a H. Dip. In Education from Maynooth. He also obtained a Master of Studies degree from Trinity College. Bill taught Maths, Physics, Applied Maths and Science in a variety of schools for 25 years. He joined the NCCA in 1998, initially on secondment and then as a Director of Curriculum and Assessment, working on post-primary STEM subjects. Following his retirement from the NCCA, Bill resumed teaching maths on a part-time basis. He also works as a school placement tutor for the BSc Science/Mathematics with Education programme at Maynooth University.
In his doctoral studies, Bill plans to explore curriculum development in the context of post-primary education in Ireland, with a focus on the role and engagement of teachers in the process of curriculum development and implementation of change. He hopes this will contribute to a broader understanding among educators of the challenges presented by curriculum change in schools, so that students can benefit from improved educational experiences that are both relevant and empowering.
Trevor McSharry is Head of Department of Civil Engineering and Construction at IT Sligo since 2011 and is passionate about bridging the gap between education and industry through collaboration. He has led the development of Ireland’s largest suite of construction related online part time educational programmes, which includes industry partners such as Irish Water, the Department of Transport and the Society of Chartered Surveyors Ireland (SCSI). He is a Chartered Engineer, certified Project Management Professional and holds an MBA with DCU Business School. With extensive industrial and academic management experience, Trevor’s research interests include project and quality management, lean and process optimisation. Trevor is undertaking a Doctorate in Education with a leadership specialism to research key opportunities for quality assurance and change management improvement within the higher educational sector, which will help it develop to meet its evolving needs.
Andrea Murphy is a post-primary Deputy Principal in Waterford. Andrea has held a number of key roles including Assistant Principal, Special Educational Needs Coordinator and Associate with Junior Cycle for Teachers. Andrea has taught English and Music in Dublin and Meath, and her qualifications include a Bachelor of Arts, Postgraduate Diploma in Education, Masters in Musicology and Masters in Education Management and Leadership.
Andrea’s area of interest looks at change through collaborative educational programmes and research that responds to the complex learning needs of individuals and organisations. One aspect of this is Music Generation Waterford (MGW), which is part of Music Generation, Ireland’s National Performance Music Education programme. MGW 2018 – 2021 was established to create access for young people to a range of opportunities throughout Waterford City and County, regardless of their socio-economic background.
Deirdre Murphy is a post-primary teacher in Co. Wicklow with over 20 years' experience teaching physical education and mathematics. Following collaboration with the National Council for Curriculum and Assessment (NCCA) on a school-based formative assessment project, Deirdre enrolled in the Teaching and Learning for the 21st Century (TL21) programme with Maynooth University. Through TL21, Deirdre continued to develop active learning methodologies and established a professional learning community in her school. These areas of interest formed the basis for research for her M.Ed. in Maynooth in 2013. Deirdre also holds Postgraduate Diplomas in Applications of ICT in Education and School Leadership.
Having worked in designated disadvantage schools for most of her teaching career, Deirdre is keen to examine the factors which motivate and support entrants to the teaching profession from lower socio-economic backgrounds. In order to examine diversity within the teaching profession, she will utilise a narrative inquiry methodology for her doctoral research. She aims to identify barriers which can become limiting factors to entry into the profession and to suggest supports to overcome these barriers.
Emmet O’Doherty is Head of the recently established Yeats Academy of Arts, Design and Architecture at IT Sligo. Emmet’s pursuits are wide ranging and diverse, along with being a father of four small children, he is an architect, an educator and an accomplished sportsperson. For Emmet, the common thread connecting his interests is the importance placed on high-performance and the process of constant never-ending improvement. He is passionate about how both individuals and groups can live, lead and operate at the highest level. Emmet’s upcoming research centres upon notions of high-performance and mastery. It aims to understand and analyse the organisational cultures and identities at the best art colleges and design schools in the world and to explore if there are strategies that could be employed that would allow the Yeats Academy to optimise its talents and succeed in reaching its full potential in an environment of high expectations and limited resources.
Joanne Parry is the Guidance Counsellor in Athy College currently undertaking doctoral studies in education at Maynooth University.
Joanne holds a BA in Modern History and Sociology (1996), MA in Modern History, Higher Diploma in Education (1999) and Postgraduate Diploma in School Guidance Counselling. Joanne recently completed studies towards Postgraduate Diploma in Educational Leadership and Management (2019). Her Master’s thesis entitled ‘Women and Madness in Nineteenth-Century Ireland’ focused on the interplay between gender and mental illness and this work was recently cited in Professor Brendan Kelly’s work ‘Hearing Voices The History of Psychiatry in Ireland’ (2016).
Joanne has taught in the Prison Education Service and represented the Department of Education and Skills in the Visiting Teacher Service for Traveller Education. Her research interests include gender, psychiatry, wellbeing and the development of whole school guidance and resilience programmes for the post-primary school setting.
Tazila Ramputh has more than a decade of experience in the Education sector. With a BSc (Hons) in Biology from the University of Mauritius and her multilingual abilities, she has had a distinguished professional career under various roles as Conservationist, Educator and Head of Biology Department.
Tazila graduated with her Masters in Higher Education from TU Dublin and is the co-founder of Liffey College, a well-established private further education institution and language centre in Dublin. Based on the breadth of her experience, she fulfils the role of Assistant Centre Director where she oversees the Quality Assurance and management affairs while liaising with accreditation bodies.
While pursuing her Ed D in Curriculum Studies at Maynooth University, Tazila intends to refine her critical thinking skills and explore transformative strategies that contribute towards advancing knowledge. She aims to study and evaluate how pressing issues underpinning educational practice, policy and research can be addressed. Her main research focus revolves around institutional change through development and implementation of sustainable assessment and learning skills for guiding learners towards lifelong success.
Ciara Sloan is a graduate of St. Angela’s College, Sligo, where she studied to become a teacher of Gaeilge and Home Economics. She also has a Masters in Education (Cooperative Learning) from Trinity College Dublin in which she obtained a distinction for her research. Her teaching career to date has been vast; she has worked in both mainstream and non-mainstream settings, she has also worked for the Professional Development Service for Teachers in the areas of Formative Assessment, Differentiation, Subject Planning, Active Learning, DEIS planning, JCSP and Home Economics.
Ciara’s research interests are rooted in formative assessment pedagogies as a central component in teaching, learning and assessment. In a time of transition in the education system, translating research into practice is crucial and this is a core value in Ciara’s research. The skills needed to deal with different variables within education, such as student to teacher feedback, changes in educational curricula, working in different school settings and contexts etc. will be explored to deal with the ever-changing landscape of education to ensure the highest standard of student experience and outcomes.
Frances Ward is a post-primary teacher and assistant principal, with over twenty-five years teaching experience. She holds a Bachelor of Education degree from NUIG, a Masters of Science from UCD, a Masters of Education and a Post Graduate Diploma in Educational Leadership from NUI Maynooth.
Frances has worked in education all of her adult life. She has taught at Junior and Leaving Cert level and has taught a Postgraduate Diploma in Information Technology at third level. Frances has also worked with the second level support services, providing training to teachers in areas such as program planning, differentiation, and formative and summative assessment. She set up and managed an after-school program for primary school children, specialising in enrichment education, for which she devised a specific curriculum. She is currently undertaking Doctoral studies with a specialism in curriculum development. Her area of research will focus on a comparative study of the Finnish and Irish post-primary education systems, with a specific interest in curriculum development.
Students registered on the Structured PhD degree engage in an original research project or study in education that is in principle worthy of peer reviewed publication. The Structured PhD is designed to support students’ research and to foster a deeper understanding of their chosen topic of study and knowledge of the wider field of education. Students are supervised by a supervisory team. This research work is supported by a customised series of taught modules (agreed annually with the department and the supervisors) which are completed with a cohort of fellow PhD students. Students undertake these modules both in the department and in the wider university. The diverse modules on offer support their research and their knowledge of education and cognate areas relevant to their research and fostering transferable skills. The PhD can be pursued either full time (typically 4 years) or part time (typically 6 years). Students will normally take taught modules to the value of 30 credits over the course of their Structured PhD. Students entering the programme without a Master’s degree will generally be required to take 60 credits of taught courses. Such students will first be registered for a Master’s degree such as an M.Litt from which an application may be made to transfer to the PhD. Applicants for the PhD programme will normally hold a Master’s level degree in Education or a related discipline.
Interview with Professor Sharon Todd
Tell us about the PhD and MLitt programmes?
Our Structured PhD and MLitt programmes offer students an opportunity to delve deeply into their chosen topic and learn advanced research skills to produce an original contribution to the field of education. Because the programme is structured, there is ample opportunity for students to meet other students and faculty and become part of an exciting and vibrant community of educational scholars. Students can choose from a range of modules to make up their credit requirements and work independently with a supervisor and co-supervisor on their dissertation project. It really combines the best of both worlds.
Who should apply?
One of the most important characteristics of an applicant is someone who is passionate about their prospective research topic! They should be graduates in Education or closely related discipline. Applicants should also be capable of conducting independent critical research and highly motivated to commit time to their studies, which includes building in lots of time for reading and thinking!
What career pathways are open to graduates of the programmes?
Careers within the education sector, broadly defined, require highly skilled individuals capable of conducting and designing independent research. A PhD will also prepare students well for an academic career at third level.