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Policy & Professional Pratice - Research

Entry requirements

To register for a postgraduate research degree, a candidate must normally have obtained a primary degree classification equivalent to Second Class Honours or above, from an approved University or an approved equivalent degree-awarding body, or have an approved equivalent professional qualification in an area cognate to the proposed research topic.

I.PhD applicants should hold a masters degree by research from a recognised university.

II.Applicants who do not hold a postgraduate research qualification e.g. Masters by Research (or equivalent) are only eligible to register on the 'PhD-track register' which is stage 1 of the PhD programme. On successful completion of the transfer process (report and interview within 21 months of their start date) a student on the 'PhD-track register' will be transferred to the 'PhD register' with effect from their original start date in the university. Students who do not successfully complete the transfer may be eligible to graduate with a Masters at this stage.

III.For those interested in applying for a Masters degree by research, an honours primary degree is necessary (preferably at least 2:1) in the discipline in which they intend to undertake the research.

It may also be possible to move from the Masters register to the PhD register on successful completion of a transfer process, as outlined above, if the student made sufficient progress.

Duration

DCE34 PhD Policy & Professional Practice (Full-Time)
DCE35 PhD Policy & Professional Practice (Part-Time)
DCE36 MA Policy & Professional Practice (Full-Time)
DCE37 MA Policy & Professional Practice (Part-Time)
DCE38 PhD-track Policy & Professional Practice (Full-Time) DCE39 PhD-track Policy & Professional Practice (Part-Time)
DCE65 MEd Policy & Professional Practice (Full-Time)
DCE66 MEd Policy & Professional Practice (Part-Time)

Research areas

Research Interests and Expertise

Research Area

Adult, Continuing Education & Lifelong Learning
Assessment
Citizenship Education
Communication
Communities of Practice
Creativity
Digital Learning
Education Policy
Ethics
Evaluation
Further Education & Training
Gender in Education
Higher Education Policy
History of Education
Identity
Inclusion
Initial Teacher Education
Intercultural Education
Intergenerational Learning/Education
Leadership
Parents in Education
Partnerships
Pedagogy and Curriculum
Policy in Further Education and Training
Reflective Practice
Research Methodolgoy
Teacher Education / Professional Development
Vocational & Skills education and Training
Well-being

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