PhD Education
Queen's University Belfast
Key Information
Campus location
Belfast, United Kingdom
Languages
English
Study format
On-Campus
Duration
3 - 4 years
Pace
Full time, Part time
Tuition fees
GBP 18,900 / per year *
Application deadline
Request info
Earliest start date
Request info
* International fee
Introduction
You’ll be part of a dynamic doctoral research environment and will study alongside students from over 25 different countries; we supervise students undertaking research in key educational areas including education in divided societies; an effective education; children’s rights in education; educational assessment and inclusion.
As part of a lively community of over 200 full-time and part-time research students, you’ll have the opportunity to develop your research potential in a vibrant research community that prioritises the cross-fertilisation of ideas and innovation in the advancement of knowledge.
Staff in the School of Social Sciences, Education and Social Work publish world-class research which has a local and global impact. Our funders and partners include the research councils, government departments, the EU, the Council of Europe and the large foundations. School research is informing thinking and the development of policies in many areas including the well-being of children, social cohesion and mental health. Key interdisciplinary research themes in the School include:
Health, Well-Being and Inclusion
Research under this theme focuses on the health and well-being of children, young people and adults in schools, the community and in institutions such as prisons. Our research relates to issues as diverse as substance abuse, socio-economic inequality, disability and inclusion, social emotions and the formation of identity, as well as undertaking evaluations of interventions programmes designed to improve health and well-being outcomes, and the inclusion of people marginalised by inequality and injustice.
Children, Young People and Families: Policy and Practice
Research under this theme explores the development of children and adolescents into young adulthood in their full social and structural contexts. A particular focus of our work in this area is improving social policies and social work interventions into the lives of families and young people. This multi-disciplinary research draws on a range of theoretical and methodological traditions with an overarching social justice ethos.
Crime and Criminal Justice
Research under this theme explores the antecedents of offending behaviours across the life course with an emphasis on the impact of traumatic life events and structural inequalities. The research also seeks to better understand the behaviours of criminal justice and other systems for their role in controlling or exacerbating this offending. The overarching social justice perspective that characterises this work situates these questions in the wider sociopolitical contexts in which they occur.
Peace in Societies
Research under this theme seeks to understand the sources, manifestations and impact of ethnoreligious, national and social divisions in divided and transitioning societies, and the nature and effectiveness of efforts to build peace. Our particular interests relate to underpinning theories of conflict, the role of religion in divided societies, the impact of growing up in a divided society, the role of education and schools in promoting more positive intergroup relations in deeply divided societies, shared education, and issues relating to identity, culture and inclusion.
Education: Advancing Understanding, Improving Outcomes
Research under this theme focuses on education in schools, further and higher education, and on how to improve educational opportunities and outcomes. Our research encompasses issues relating to curriculum, pedagogy, assessment, inclusion and
identity, and includes, for example, the effectiveness of literacy and numeracy programmes; peer tutoring and cooperative learning; teacher education; the nature of identity and authorship in higher education; teaching English to speakers of other languages and applied linguistics; digital literacy studies; children’s rights; and Applied Behaviour Analysis. As in other strands, the research is informed by diverse and innovative research methodologies and methods such as random control trials, interventions and programme evaluations, participatory action research, writing practices and knowledge production, and systematic reviews.
Key Facts
Research students are encouraged to play a full and active role in relation to the wide range of research activities undertaken within the School and there are many resources available including:
- Access to the Queen's University Postgraduate Researcher Development Programme.
- Office accommodation with access to computing facilities and support to attend conferences for full-time PhD students.
Gallery
Curriculum
Research Information
Associated Research
Our research comprises a variety of methodologies, among which are randomised control trials; ethnographic, children’s rights-based, multidisciplinary, projective and constructivist methodologies, and large-scale attitudinal surveys. Innovations in methodology, as well as developing innovative practice, are key drivers of our research activity. The wider influence of research is also evident in the extensive involvement of staff and students in key national and international research networks and our ability to attract major international conferences to Queen’s.
Research Success
The School of Social Sciences, Education and Social Work provides a rich and vibrant context for educational research. The core discipline of Education at Queen’s is one of the leading areas for educational research in the UK and Ireland and our education research has been ranked 4th within the UK in relation to research intensity with 87 per cent of the research undertaken within this subject assessed as 'internationally excellent' or 'world leading' (REF, 2014).
PhD Opportunities
Our research is organised through a series of Centres and Networks in our core disciplinary research areas. Any project and funding opportunities can be found at the link below.
Research Impact
The Schools research funders and partners include the research councils, government departments, the EU and the Council of Europe. Our research is informing thinking and the development of policies locally and internationally.
Research Projects
Education is delivering a wide range of research projects including working with the CESI research centre at Queen's, supporting the dissemination of a Shared Education model with the Department for Education in Northern Ireland and internationally. Our researchers are also working towards improving literacy on an international level for primary school students with innovative methods and robust research.
Current PGR Student Profiles
Clare Kilgallon
An exploration of the links between SEN student’s acceptance of support and attainment in inclusive classrooms and their awareness of interventionist and pathognomonic practice.
The purpose of this study is to explore Special Educational Needs (SEN) student’s cognizance of interventionist and pathognomonic beliefs and practice, and how these affect their willingness to engage with additional SEN support, and their success and participation in inclusive schools.
I will examine SEN students’ own beliefs about whether their conception of inclusion and the interventionist-pathognomonic belief system conceived by academics and teachers matches their own conceptions and awareness. This conception will then be compared to existing academic models, and students’ beliefs will be examined for correlation with their acceptance of aid and personal sense of achievement at school. This research aims to refine our understanding of pathognomonic and interventionist beliefs and the associated teaching practices as a means of offering mainstream teachers an effective set of tools to aid the learning and inclusion of SEN pupils based upon said pupils own lived experiences and expertise.
I first graduated with a degree in Law and Politics from QUB, followed by a Masters in Irish History and Politics from Ulster University and finally a Masters of Inclusion and Special Education from QUB. My interest in my current research comes from having been a SEN student myself, followed by 8 years working as a learning support assistant with SEN pupils in mainstream schools and my completion of the Inclusion and Special Educational needs Master's program at Queens. I have chosen to use participatory action research and Young Person's Advisory Groups to ensure my research fully takes advantage of the expertise and knowledge of SEN pupils and to ameliorate some of the more traditional power imbalance between researcher and researched.
Current PGR Student Profiles
Mohammed Owianeh
Epistemic Injustices and Capability Opportunities: Understanding Palestinian Girls Well-being in Education
My research aims at assessing Palestinian young girls’ opportunities to inclusive and equitable quality education in lights of the political conflict, and the socio-economic difficulties they face. I will draw heavily on Miranda Fricker's (2007) account of Epistemic Injustice and Nussbaum’s (2011) version of the capabilities approach as the frame for my argument.
I am particularly interested in contemporary social epistemic studies, especially the ones that tackles epistemic relations from a decolonial perspective. I am interested in children, women, and people with disabilities rights in contexts of conflict, particularly Palestine. I am also interested in applying the philosophies of social epistemology on works of fiction, particularly anime and manga.
Current PGR Student Profiles
Jennifer Rose
A conceptual analysis of student voice exclusion in Higher Education testimony through the decolonization of Fricker’s epistemic injustice
Jennifer's research interests are in the philosophy of knowledge, decoloniality, ethics, related psychology, and epistemic relations in and between our social and material world. Her focus is on exploring the role of knowledge in our epistemic relational practices, its effects on the social spread of knowledge and understanding in testimony, and its effects in the broader society. Areas of concern that she explores are how knowledge is produced, what constitutes knowledge, how can theories of knowledge can be further developed, and the origins, nature, and limits of knowledge and the factors (such as epistemic vices, virtues, forms of ignorance, deception, or lay or structural or lay epistemic practices, needs or limitations) that impede or foster the social spread of knowledge and understanding in testimony and their relationship to social justice.
ychology, and a M.Sc. in Education, focused on Lifelong Learning and Social Justice
Current PGR Student Profiles
Emilia Symington
An Investigation into the Experiences of Parents and Young People with Regards to Freedom of Expression and Religious Beliefs
Emilia Symington is a PhD candidate in the field of Children's Rights. Her thesis will look at the relationship between parents and children in an Anglican context with regards to freedom of expression and religious beliefs. Data will be collected through dyadic biographical interviews, and interpreted through a theoretical lens based on theories of resolving conflicts in human rights.
Emilia completed her BA in Theology and Religious Studies at the University of Nottingham, and her MSc Children's Rights at Queens University Belfast. Her Master's thesis documented the experiences of young women in East Belfast with regards to their sex education, through holding a number of focus groups. In addition to her own project, Emilia leads a couple of undergraduate tutorials in the departments of Sociology and Social Policy.
Career Prospects
Introduction
Many of our PhD graduates have moved into academic and research roles in Higher Education while others go on to play leading roles in educational practice, the public sector or within NGO’s. Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Researcher Plus bolster our commitment to employability.
Employment after the Course
For further information on career development opportunities at PhD level please contact the Arts, Humanities and Social Sciences Career Development Team on [email protected] / +44 28 9097 5175 The AHSS Development Officers will be happy to provide further information on your research area career prospects.
Learning Outcomes
A research degree offers students an opportunity to foster their capacity for independent research and critical thought. It also allows students to explore an area of interest and so understand and solve theoretical and practical problems within the field. Undertaking a research degree can enhance a student’s written and oral communication skills and a PhD is almost always a formal requirement for an academic post.
Course structure
There is no specific course content as such. You are expected to take research training modules that are supported by the School which focus on quantitative and qualitative research methods. You are also expected to carry out your research under the guidance of your supervisor.
Over the course of study you can attend postgraduate skills training organised by the Graduate School.
You will normally register, in the first instance, as an ‘undifferentiated PhD student’ which means that you have satisfied staff that you are capable of undertaking a research degree. The decision as to whether you should undertake an MPhil or a PhD is delayed until you have completed ‘differentiation’.
Differentiation takes place about 9-12 months after registration for full time students and about 18-30 months for part time students: You are normally asked to submit work to a panel of up two academics and this is followed up with a formal meeting with the ‘Differentiation Panel’. The Panel then make a judgement about your capacity to continue with your study. Sometimes students are advised to revise their research objectives or to consider submitting their work for an MPhil qualification rather than a doctoral qualification.
To complete with a doctoral qualification you will be required to submit a thesis of approximately 80,000 words and you will be required to attend a viva voce [oral examination] with an external and internal examiner to defend your thesis.
A PhD programme runs for 3-4 years full-time or 6-8 years part-time. Students can apply for a writing up year should it be required.
The PhD is open to both full and part time candidates and is often a useful preparation for a career within academia or consultancy.
Full time students are often attracted to research degree programmes because they offer an opportunity to pursue in some depth an area of academic interest.
The part time research degree is an exciting option for professionals already working in the education field who are seeking to extend their knowledge on an issue of professional interest. Often part time candidates choose to research an area that is related to their professional responsibilities.
If you meet the Entry Requirements, the next step is to check whether we can supervise research in your chosen area. We only take students to whom we can offer expert research supervision from one of our academic staff. Therefore, your research question needs to engage with the research interests of one of our staff.
Application Process
Please review the eligibility criteria on the webpages. If you believe that you meet these criteria then follow the steps below:
Using the School filter option within our Find A PhD Supervisor Tool (https://www.qub.ac.uk/courses/postgraduate-research/find-a-phd-supervisor/), select ONE potential supervisor from our list of Academic Staff and send an email containing:
a brief CV (1-2 pages maximum)
a concise statement that you are interested in studying for a PhD, stating when you would start, and how you would plan to fund the research
a brief statement of the research question or interest, and how you think the question could be investigated
Our academic staff welcome approaches from prospective students; staff can liaise with applicants to develop a research proposal of mutual interest. The potential supervisor should get back to you within a couple of weeks. They may invite you to meet with them or they may invite you to apply formally.
If you have difficulty identifying or contacting an appropriate supervisor, please contact our Director of Graduate Studies, Dr Dirk Schubotz, or the SSESW PGR Team (email: [email protected] or [email protected]) who will be happy to help.
For part-time study – the closing date for this option is 31st August each year.
For full-time study (self-funding) – for those full time candidates who do not wish to compete for a studentship or who are not eligible to compete for a studentship the closing date is 31st August each year.
For full-time study and application for a scholarship/award; please be aware that awards are only available to full time students. Candidates wishing to apply for scholarships available within the School must apply for full-time study at the same time. Available scholarships and closing dates are detailed on the Find A PhD page: https://www.qub.ac.uk/Study/PostgraduateStudy/Postgraduate-research/
Assessment
Assessment processes for the Research Degree differ from taught degrees. Students will be expected to present drafts of their work at regular intervals to their supervisor who will provide written and oral feedback; a formal assessment process takes place annually.
This Annual Progress Review requires students to present their work in writing and orally to a panel of academics from within the School. Successful completion of this process will allow students to register for the next academic year.
The final assessment of the doctoral degree is both oral and written. Students will submit their thesis to an internal and external examining team who will review the written thesis before inviting the student to orally defend their work at a Viva Voce.
Feedback
Supervisors will offer feedback on draft work at regular intervals throughout the period of registration on the degree.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Full time PhD students will have access to a shared office space and access to a desk with personal computer and internet access.
Program Outcome
A research degree offers students an opportunity to foster their capacity for independent research and critical thought. It also allows students to explore an area of interest and so understand and solve theoretical and practical problems within the field. Undertaking a research degree can enhance a student’s written and oral communication skills and a PhD is almost always a formal requirement for an academic post.
Program Tuition Fee
Career Opportunities
Many of our PhD graduates have moved into academic and research roles in Higher Education while others go on to play leading roles in educational practice, the public sector or within NGO’s. Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Researcher Plus bolster our commitment to employability.
Accreditations
Admissions
English Language Requirements
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