Doctor Of Education

The Doctor of Education is an advanced professional doctorate for experienced professionals with educational responsibilities. Carefully designed to parallel their regular work, the course enables experienced educators to carry out advanced academic and professional study which has direct relevance to their professional role. It is undertaken over three years on a full-time basis or six years on a part-time basis.

Students who have completed the Doctor of Education should have:

• advanced their knowledge in areas of special significance to their profession;
• achieved an advanced level of education and professional development in respect to the operation, design and development of Victorian, Australian and other systems of education;
• been involved effectively in a program of study and research directly related to their professional settings and educational responsibilities;
• have participated in high level and systematic analysis of practical problems related to education in their profession through the application of appropriate discipline analysis and research methodology in a manner which has strong potential for changing professional practice;
• made a contribution to the wider theoretical and/or professional debates in the relevant field of study.

A student must gain at least an H2A average in the subjects undertaken in first year, including at least an H2A result in the DEd Thesis Proposal to proceed to the second year of the course. Students must present a report on their research during the first month of the second semester of their enrolment in the the thesis i.e. the fourth semester of the course, of equivalent for part-time students i.e. in the first month of the third semester of their part-time enrolment in the thesis. The report will be at least 4,000 words and present a detailed account of the implementation so far of the research proposal. The report will be considered by a panel consisting of at least three staff members. Students must also make a presentation speaking to the report, which, in normal circumstances, will be open to other members of the Faculty, including other research students. If the panel deems the report unsatisfactory, they may:

• refer the student to the Unsatisfactory Progress Committee immediately; or
• permit the student up to three months to revise the report. If the report remains unsatisfactory, the student will be referred to the Unsatisfactory Progress Committee.

Students who are not permitted to proceed at the end of either first or second year may take out a Master of Education degree if they wish, since they will have met the requirements of the 100-points coursework Masters. Students must publicly present a research paper in the last six months of their candidature.

Students must undertake Doctoral Research Seminar subject and the DEd Thesis Proposal subject immediately prior to the commencement of the thesis.

If the student has undertaken an Educational Research methodology subject in their Masters degree that is deemed sufficient methodological background for the proposed thesis they will undertake:

Coursework (3 x 25-point subjects) 75 points

If the student has not undertaken an Educational Research Methodology subject in their Masters degree, or the research methodology of their Masters degree is deemed insufficient background for the study, then they will undertake:

Coursework (2 x 25-point subjects) 50 points

Research Methods in Education 25 points

Coursework subjects available

An applicant may be eligible for entry into the Doctor of Education if the applicant has:

• completed a Masters degree or equivalent in the discipline of Education or a cognate field relevant to the proposed area of study, with at least an H2A average over the course;
• a documented record of at least five full-time equivalent years of professional or teaching experience in a field relevant to the proposed area of study: and
• evidence of capacity to undertake research. (Such evidence may be the completion of a research Masters thesis, producing a sustained policy document, conference presentations, articles in professional journals, etc).

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability