phd education wolverhampton

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Professional Doctorate in Education

Entry requirements.

• a first or upper second class honours degree, or, a Master’s degree from a relevant subject area (Computer Science, Linguistics) • or relevant professional experience • IELTS 7.0

Months of entry

Course content.

Combining traditional PhD-style research elements with support for researchers in professional practice, this course embodies dual philosophies which appeal to both academic student researchers and experienced educational practitioners. It has been designed to develop the individual’s capacity to work and progress in a professional context, supporting the growth of a research culture in the workplace. Opportunities for strategic thinking are maximised, your path through the curriculum being flexible and responsive, guided by the University of Wolverhampton’s diverse, professionally experienced teaching team whose expertise is employed throughout the course. Areas such as secondary school improvement, educational leadership, early years education and policy & practice in further & higher education are covered with first-hand understanding.

Fees and funding

Financial support for research study:

Before applying, you should consider carefully how you will finance your studies for the duration of your programme, including tuition fees, research support fees and living costs.

Government loans (Home Fee Status):

Government loans are available for postgraduate research students of up to £27,265, to cover fees and living expenses. More information can be found at Doctoral-loans website.

Studying in the UK: Guidance for EU students

For 2021/22 new entrants, EU, other EEA and Swiss nationals will no longer be eligible for home fee status and financial support from Student Finance England.

Self-funded:

We are able to take payments in instalments, to spread out the cost of your studies, and it is possible to switch between full-time and part-time modes of study. For more information go to How to pay.

Postgraduate Research Loyalty Discount:

To students progressing from an undergraduate programme and/or a taught postgraduate programme to a postgraduate research programme, where both courses are University of Wolverhampton Awards.

There is no time limit on how long ago you completed your degree and/or Masters level qualification, as long as the new award is at a higher level.

For full terms and conditions please see: Loyalty Discount for Postgraduate Research Students

Qualification, course duration and attendance options

• Campus-based learning is available for this qualification
• Distance learning is available for this qualification

Course contact details

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University of Wolverhampton

The University is a place of knowledge, innovation and enterprise. We pride ourselves on these three tenets. They underpin our strategies in learning and teaching, in research, and help us to engage with the business world. That is why we have come to play a vital role in the region's economic and cultural development. Our vision for higher education goes beyond opening minds and widening individual horizons. We want our graduates to be valuable assets to the global economies they will come to serve; businesses come back to us because we provide them with solutions that help them to sustain their future. Our research focuses on aspects of life that affect us all.

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Postgraduate Study

At the Sport and Physical Activity Research Centre (SPARC)

Former Postgraduate Students - Case Studies

PhD Enquiry Form

The Sport and Physical Activity Research Centre (SPARC) has a vibrant and successful postgraduate community, which collectively contributes to all three of our research themes:  Performance Enhancement ,  Physical Activity and Health , and  Sport Cultures; Equality, Diversity and Inclusion.  SPARC attracts both national and international postgraduate research (PhD) students, undertaking laboratory based and applied research in a diverse range of disciplines. Under the guidance of our academic experts, and with access to our state-of-the-art laboratories and collaborations with our external partners, our postgraduate students are at the heart of SPARC and contribute to our excellent and dynamic research.

PhD Studentship Opportunities

We currently have 1 PhD studentship Opportunity as part of the EDGE project. Please click the link below to see the full details and how to apply. The closing date is 16th December 2021.  Interview Date: Week commencing 10th Jan 2022. PhD Studentship Exercise in Disease manaGement and rEhabilitation (EDGE): Rheumatoid Arthritis

• 2nd listing PhD Studentship Exercise in Disease manaGement and rEhabilitation (EDGE): Rheumatoid Arthritis

For an informal discussion about this opportunity please email Dr Mark Burnley [email protected] or Dr Ian Lahart [email protected]. Applicants should email a CV and covering letter detailing their suitability for the project and contact details of two referees to [email protected]. Please clearly indicate the reference “PhD EDGE Rheumatoid Arthritis” in the title of the email and on your cover letter.

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Blog post Part of series: BERA Conference 2024 and WERA Focal Meeting

Who really belongs in higher education? Insights from research with disabled staff and PhD students in the UK

Ben Whitburn, Associate Professor at University of Southampton Jonathan Vincent, Lecturer in Higher Education at Lancaster University 3 Sep 2024

In this blog post we offer some insights from a recent study among disabled staff and PhD students in the UK to consider what it means to un/belong in the current higher education (HE) sector.

What is belonging?

Though the concept of belonging is difficult to define, there is increasing evidence of its application within EDI discourses as well as scholarly attention with particular reference to students. For instance, a collaboration between WonkHE and Pearson examined students’ sense of belonging, reporting that connection, inclusion, support and autonomy are the ‘four foundations of belonging at university’ (see Blake et al., 2022). Elsewhere, researchers have advanced an argument that belonging is a relational, situated and processual experience, which is complexly linked to the digital and physical environment of a university (see Gravett & Ajjawi, 2022). Under such dynamic conditions of uncertainty, Gravett & Ajjawi (2022, p. 1388) contend that ‘there is an urgent need to question who can belong, how, and to where/whom?’ We designed our project to address these sorts of questions specifically as they apply to disabled staff and PhD students, whose support necessarily falls within institutional EDI efforts .

So what did we do?

As disability can no longer be understood in simplistic medical or social model positions but – like belonging – might be understood as an almalgum of social, material and critical knowledge-making capacities, we were eager to learn how disabled people navigate and contribute to higher education in ways that affect their sense of belonging. In total, we interviewed 19 participants: 13 disabled staff members, 2 PhD students, and 4 members of staff who were also completing doctorates from a range of universities across the UK. In keeping with our intention to engage ‘inclusive disability-orientated research’ (see Nind, 2017), we enhanced accessibility for participants by offering various adjustments including having access to interview questions in advance, additional processing time, holding shorter interviews, and movement breaks. Ethical clearance was granted by the institutional review board at both institutions.

What we found

As we will discuss at the BERA Conference 2024 and WERA Focal Meeting in Manchester in September, there were a number of pertinent themes which situated un/belonging along intersecting affective, relational, spatial and political lines.

Belonging was predominantly articulated in affective terms, often associated with feeling valued by and within institutions. As one participant explained:

‘it’s sort of feeling … comfortable with the people in your community, comfortable with knowing how you can accomplish different things, whether it be a part of life or part of your professional requirements. So it’s a feeling of comfort, I guess.’

Relational belonging, or a sense of connection, also played a significant role for many participants. They expressed this sense of the concept as fostered through staff networks, management, supervisors and peers; as another participant stated:

‘So there’s a bit of a feeling of solidarity … it’s definitely a contributor to belonging.’

However, experiencing un/belonging was also prevalent and experienced as practical and political encounters with ableist structures and policies. Participants highlighted challenges such as a lack of necessary reasonable adjustments , continually having to negotiate for accommodations, and inaccessible physical spaces. As one participant told us:

‘I’ve definitely felt – I’m made to feel like a nuisance and I’ve been made to very much feel like I’m the problem in terms of when I [inhales] when I ask for “unreasonable” things like videos being captioned. I’ve been copied into, again, 10, 20 emails about how much extra work it is that has to be done now.’

‘Actively creating space for un/belonging was viewed by some as a political act of subversion, therefore problematising the notion that belonging is inherently positive.’

These encounters often led to self-disciplining mechanisms, including the masking of impairments for those who could do so or withdrawing from social interactions. Interestingly, for others, actively creating space for un/belonging was viewed as a political act of subversion, therefore problematising the notion that belonging is inherently positive.

Our study develops some important implications for fostering disability knowledge and experience within institutional policies, curriculum and procedures. Under the increasingly neoliberal conditions within higher education, accessibility and reasonable adjustments have become highly individualised, which has reduced the capacity for relational and political belonging. However, what is starkly clear from our data is that disabled staff and PhD students can offer vital insights into the nature and experience of un/belonging and its potential to transform higher education.

This blog post relates to a paper presented at the BERA Conference 2024 and WERA Focal Meeting on Tuesday 10 September at 9:00am. Find out more by searching the conference programme here .

Blake, S., Capper, G., & Jackson, A. (2022) Building belonging in higher education: Recommendations for developing an integrated institutional approach . Pearson and WonkHE.

Gravett, K., & Ajjawi, R. (2022). Belonging as situated practice. Studies in Higher Education , 47 (7), 1386–1396. https://doi.org/10.1080/03075079.2021.1894118

Nind, M. (2017). The practical wisdom of inclusive research. Qualitative Research , 17 (3), 278–288. https://doi.org/10.1177/1468794117708123

BERA Conference 2024 and WERA Focal Meeting series

Blog post 3 Sep 2024

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MA Education

University of wolverhampton, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, university information, similar courses at this uni, key information data source : idp connect, qualification type.

MA - Master of Arts

Subject areas

Education Studies

Course type

Why choose this course?

The MA in Education offers a strong foundation for careers in a range of educational settings, both public and private, in the UK or abroad. The course is designed for ‘Highly skilled Education Professionals’ such as teachers, lecturers, educational managers, and leaders in a variety of educational contexts including schools, colleges, universities, the military, and nursing. For those seeking new roles, promotion, or are in the early stages of their career, the MA in Education offers relevant career progression through the development of an extensive knowledge base and advanced transferable skills. Through the development of critical enquiry, reflection, and research informed practice, the MA in Education provides high-quality learning experiences that can lead to a greater understanding, expertise and knowledge within an educational context and add professional credibility to any resume. This course also offers the first step for those interested in extending their research focus and leads directly to a pathway for doctoral or PhD studies. For more information please see the University of Wolverhampton’s doctoral programmes.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Academic Pathway: A degree in the area of Advanced Practice with Children and Families, Early Years, Childcare, Education Management or Studies, Leadership, Learning, Special Educational Needs or an international equivalent. Work Experience Pathways: Any degree subject area and 12 – 24 months of supervisory work experience in a related educational setting, demonstrating knowledge of the subject matter you are interested in pursuing or 3 – 5 five years of relevant managerial work experience, demonstrating in-depth knowledge of the sector for the subject matter you are interested in pursuing. All work experience-based applicants will be required to provide a reference detailing your role(s) and responsibilities from your line manager this would be requested after you have successfully applied.

The University of Wolverhampton is a fantastic place for postgraduate study, putting students firmly first, and encouraging them to “Be who you want to be.” To discover what that means for each student, the university provides the guidance, facilities and expertise needed, including: High-quality education and training World-leading research (REF2021) Excellent student support Opportunities for social mobility (Higher Education... more

PhD Postgraduate research in Education

Full time | 4 years | SEP-24

Academic Practice in Higher Education PG Cert

Part time | 1 year | 09-SEP-24

Further Education PGCE

Full time | 1 year | SEP

PG Cert Postgraduate Certificate Mentoring and Coaching for Further and Higher Education Professionals

Distance without attendance | 1 year | 18-SEP-24

Professional Doctorate in Education

Part time | 5 years | 25-SEP-24

California Health Care Foundation

Graduate medical education (gme) expansion in california, a progress update: 2013-2023.

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Postgraduate Research Degree Fees

Research fees 2024/25, full-time courses.

*Full time programmes will be charged at the fee for 2024/25 per annum plus a yearly increase in line with inflation for the entirety of the programme (up to the maximum registration period of 4 years). Students will have the option to apply for a reduced write-up fee of £1000 charged for a maximum of 12 months (terms and conditions apply, see the Research Student Handbook for details). Any student who does not complete and submit the written thesis within this 12-month period will revert to full fees for the remainder of their maximum registration period. 

Part -time courses

**Part time programmes will be charged at the fee for 2023/24 per annum plus a yearly increase in line with inflation for the entirety of the programme (up to the maximum registration period of 8 years). Students will have the option to apply for a reduced write-up fee of £1000 charged for a maximum of 12 months (terms and conditions apply, see the Research Student Handbook for details). Any student who does not complete and submit the written thesis within this 12-month period will revert to full fees for the remainder of their maximum registration period. 

All the above fees are provisional and are subject to final ratification.

Please note: The university does not offer Tier 4 sponsorship for part-time courses. If you are an international student you will need to demonstrate you have a right to study in the UK.

  Other Fees

How long are the research programmes?  

Research Support Fees

Research Support fees (sometimes called Bench fees) are a fee charged to provide funding to cover research-related items/activities which are essential in order to carry out the research. Research Support fees are an annual charge which will apply in addition to the tuition fee in each year of the programme, except the writing up year.

The amount of such charges will be agreed at the outset. For full details of the fees and what they cover view the  Policy on Research Support Fees for Postgraduate Research Students (Word doc 25k)

Need funding?

Check out the opportunities for  financial support for research study .

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Congratulations to the 2024 EPP/MSI Graduate Fellowship Program recipients

The NOAA Office of Education selected two recipients, Keneshia Hibbert and Nigel Lascelles, for the José E. Serrano Educational Partnership Program with Minority Serving Institutions (EPP/MSI) Graduate Fellowship Program, class of 2024.

The EPP/MSI Graduate Fellowship Program announced two recipients in 2024, Keneshia Hibbert (left) and Nigel Lascelles (right). Keneshia is a Ph.D. student supported by the NOAA Center for Earth System Science and Remote Sensing Technology II. Nigel is a Ph.D. student supported by the NOAA Center for Coastal and Marine Ecosystems II. (Image credit: Elvis Efamba/NOAA Office of Education)

The EPP/MSI Graduate Fellowship Program is a one-year research and professional development experience at a NOAA facility. Applicants must be current full time students attending one of NOAA’s EPP/MSI Cooperative Science Centers and pursuing graduate degrees in disciplines aligned with the NOAA mission. 

Keneshia and Nigel will each conduct their research at a NOAA facility under the guidance of a NOAA mentor and their graduate advisors. Through this fellowship experience, they will become familiar with NOAA’s mission of science, service, and stewardship and build their professional networks at NOAA.

"I am delighted to welcome Keneshia and Nigel! They bring so much great expertise. We look forward to seeing their valuable contributions to NOAA’s research and professional community," said Louisa Koch, Director of Education.

2024 Graduate Fellowship Program awardees

Keneshia Hibbert

Keneshia Hibbert is an atmospheric and ocean sciences Ph.D. student at the City University of New York and a NOAA Center for Earth System Science and Remote Sensing Technology II fellow. Keneshia will conduct her fellowship research in NOAA NESDIS STAR under the mentorship of Thomas Smith, Ph.D., and her academic advisor, Jorge González-Cruz, Ph.D.

I look forward to mentorship from experienced NOAA scientists and subject matter experts who can offer guidance, professional development, and insights into career pathways within NOAA. Keneshia Hibbert , 2024 EPP/MSI Graduate Fellow

What do you expect to accomplish during your tenure as an EPP/MSI graduate fellow?

My goal is to expand and build on my research experience and skills, and to build my understanding of how my research aligns not only to the NOAA mission, but also to my personal professional goals. I expect publication and presentation opportunities, personal growth, and insight on development of policy and operational decision-making within NOAA. I look forward to mentorship from experienced NOAA scientists and subject matter experts who can offer guidance, professional development, and insights into career pathways within NOAA.

Can you briefly describe your fellowship research and how it aligns with NOAA’s mission?

My fellowship research will examine sea surface temperature warming trends and extremes, and their implications, in the Wider Caribbean Region. It will focus on the association between rising sea surface temperatures and marine heatwaves in the North Atlantic and Wider Caribbean. My findings have implications for coral reef restoration, marine ecosystem health, and vulnerable species populations. The project is associated with the NOAA Caribbean Climate Adaptation Network initiative, a NOAA Climate Adaptation Partnerships program to bridge the gap between scientific research, results, and stakeholder use within local communities. 

This work aligns with NOAA’s mission to understand and predict environmental changes while conserving and managing our coastal and marine resources to support the nation’s economic, social, and environmental needs.

Nigel Lascelles

Nigel Lascelles is a coastal and marine system sciences Ph.D. student at Texas A&M University – Corpus Christi and a NOAA Center for Coastal and Marine Ecosystems II fellow. Nigel will conduct his fellowship research at the National Centers for Coastal Ocean Service Hollings Marine Laboratory under the mentorship of Marie DeLorenzo, Emily Pisarski, and Ed Wirth, and his academic advisors, Hussain Abdulla and Paul Montagna.

I aim to refine my analytical chemistry skills while deepening my understanding of ecotoxicology, ensuring that my work contributes to meaningful, big-picture research to help advance NOAA’s mission of protecting coastal ecosystems. Nigel Lascelles , 2024 EPP/MSI Graduate Fellow

I anticipate significant growth as a scientist by conducting cutting-edge research alongside NOAA experts. My goal is to refine my analytical chemistry skills while deepening my understanding of ecotoxicology, ensuring that my work contributes to research to help advance NOAA’s mission of protecting coastal ecosystems. I want this experience to provide a pathway to a career in the future with NOAA, where I can continue making meaningful contributions to environmental science and conservation through the lens of environmental chemistry.

During my fellowship, my research will focus on the leachate from tire wear particles and its potential impact on aquatic species as a source of organic contaminants. This work continues to build on my dissertation research, which previously found that tire wear particle leachate contains a complex mixture of contaminants. It will help close research gaps regarding how these complex contaminant mixtures affect marine ecosystems. Specifically, I will research tire wear particle leachate’s direct toxicity to amphipods, a marine invertebrate, and their potential for bioaccumulation of organic contaminants.

This research aligns with NOAA’s mission to protect coastal ecosystems and supports efforts to mitigate pollution.

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