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.

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

Year 1 (Coursework Year)

Compulsory subjects (normally taken in the second semester of full-time enrolment, fourth semester of part-time enrolment.

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 (see below for details)

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 (see below for details)

Research Methods in Education 25 points

Research Methods must be completed before the compulsory subjects (460-702 and 460-703) are undertaken (ie. in first semester of full time enrolment, in semesters 1 -3 of part-time enrolment)

Years 2 and 3 (Thesis)

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).

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.