Doctor of Education

Course 300CK (2011)

Note: This is an archived Handbook entry from 2011.

Year and Campus: 2011 - Parkville
CRICOS Code: 051658B
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Level: Graduate/Postgraduate
Duration & Credit Points: 300 credit points taken over 36 months full time. This course is available as full or part time.


Associate Dean (Research)


Education Student Centre

Alice Hoy Building

Course Overview: 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.
Course Structure & Available Subjects: The first year (full-time) of the program is coursework-based. Students must normally undertake the compulsory subject, Research Methods in Education. However, students who have completed an Educational Research Methodology subject previously may apply for exemption from this subject. The second year (full-time) of the program centres on a project and preparation for the thesis. In the third year (full-time), students undertake a thesis of 30,000 words.

At the end of first year of the course, students must submit and have approved by the Assistant Dean (Research Training) a research study plan for the remaining two years of the course, outlining how the coursework to be undertaken, the project, and the thesis relate to each other and produce a coherent investigation into a chosen area of study.

Students must undertake the Doctoral Research Seminar subject and the D Ed Thesis Proposal subject immediately prior to the commencement of the thesis (i.e. in Semester 4 of full-time enrolment, semester 8 of part-time enrolment).

An H2A average in the first year of the course, including an H2A result in Research Methods in Education (if taken) is required to proceed to second year.

Students must achieve at least an H2A result in the D Ed Thesis Proposal and at least an H2B result in the Professional Project to be permitted to proceed to third year.

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.

Subject Options:

Year 1 (Coursework Year)

Compulsory subject (unless exemption granted)

Coursework (3 x 25 point subjects) 75 points (See below for details)

If exemption is granted from undertaking Research Methods in Education, the student will select 100 points of elective subjects from the list below.
Study Period Commencement:
Credit Points:

Second Year

Compulsory subjects

Coursework (1 x 25 point subject) 25 points (taken in first semester of second year full time)

Study Period Commencement:
Credit Points:
Semester 1, Semester 2
Semester 1, Semester 2

Third Year

30,000 word thesis Subject code depends on whether you are studying full time or part time
Study Period Commencement:
Credit Points:

Students are able to undertake appropriate subjects from the Master of Education and the specialist Masters courses. For more information on available subjects

Entry Requirements:

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).
Core Participation Requirements:

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.

Graduate Attributes: The University’s general graduate attributes are located on the Office of the Provost’s website:
Links to further information:

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