phd research and evaluation

Evaluation & Applied Research Methods

Phd in psychology.

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• Claremont Evaluation Center
• The Evaluators’ Institute
• Institute for Research on Social Issues
• Social Identity Lab
• Health Psychology & Prevention Science Institute

The Evaluation & Applied Research Methods PhD program focuses on training you in the design and implementation of impactful evaluations that improve the lives of people across a range of settings, including federal health agencies, educational programs, philanthropic foundations, academia, and more.

Program Highlights

• All graduate students in Evaluation & Applied Research Methods are encouraged to gain practical experience through projects, internships, or jobs. These opportunities can be frequently accessed through our research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute
• The curriculum balances technical training in research methods, statistics, and evaluation approaches with your interests by allowing you to select multiple elective courses to develop an area of specialization that fits your career goals and objectives (e.g. health evaluation, educational evaluation, foundation evaluation, international development evaluation, etc.).
• We have a generous transfer-of-units policy if you have already earned a master’s degree with an empirical thesis from another institution. If applying for a PhD, you may transfer up to 24 units of relevant coursework and a master’s thesis.
• All Evaluation students who request financial aid receive fellowships. DBOS also regularly hires students for paid research positions and teaching assistantships.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Provides basic understanding of prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, and more.

Studies descriptive techniques, probability theory, basic statistical distributions (binomial, t, z, X2, F), measures of central tendency and variability, sampling distributions, selected nonparametric methods, and hypothesis testing.

Explores the three facets of evaluation practice as well as the stages of and methods for conducting program evaluations that are theoretically grounded, practical, and useful.

Examines the prevalent ideas that underpin evaluation and its practice.

Requires a 10-hour-per-week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of evaluation research.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

  Evaluation Core Courses (12 units) Theory-Driven Program Evaluation (4 units) Comparative Evaluation Theory (4 units) Evaluation Procedures (4 units)

Evaluation & Related Electives (32 units) Students are often encouraged to take elective courses that help meet their specific career goals. These courses can be selected from the home department of any of the other CGU schools, including the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Evaluation (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: Four additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company
• Kaiser Permanente
• Orange County Rapid Transit District
• Riverside County Department of Mental Health

Faculty & Research

Core faculty.

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Research Interests

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Tiffany Berry

Dean, School of Social Science, Policy & Evaluation Full Research Professor

Educational Program Evaluation, K–12 Educational Curricula, Comprehensive School Reform

Extended Faculty

Eusebio Alvaro

Full Research Professor

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Jason T. Siegel

Professor of Psychology

Social Psychology, Health Psychology, Persuasion, Survey Research

Michael Scriven

Distinguished Professor

Philosophy, Mathematics, Evaluation methodologies, Critical thinking, Technology studies, Computer studies

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Where You Can Find Our Alumni

Missouri Foundation for Health

Director of Evaluation

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Foundation for Behavioral Health

U.S. Department of State

Foreign Affairs Officer

Lanterman Development Center

Chair of Psychology

National Institute of Justice

Senior Social Science Analyst

Delaware Division of Alcohol and Drug Services

Deputy Director

Brigham Young University

Loma Linda University

Associate Professor of Nursing and Psychology

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Regina Burch

Assistant Director of Admissions T: 909-607-9421 E: [email protected]

PhD in Qualitative Research and Evaluation Methodologies

If you have a deep interest in the methodological, theoretical, and ethical procedures and challenges inherent to social science research and evaluation, this is a program for you. Our students contribute to the methodological and theoretical development of qualitative research and program evaluation.

Our program prepares research methodologists to study and develop theories and methods for conducting empirical and conceptual social science research and evaluation in education and other social science fields. Specifically, this program develops scholars and methodologists who are prepared to contribute to the advancement of innovative theories and methods used in qualitative research and program evaluation.

• Focus on qualitative methodologies with interdisciplinary topics
• Open to students with a variety of educational backgrounds and experiences
• Small cohorts support individual faculty attention and mentorship

Video: Overview of Programs Offered by the Qualitative Research Program

Video: Meet the Qualitative Research Faculty

The organization of the research and evaluation methods degree program recognizes the wide variety of specialties in which you might develop research agendas.

Our mission is to build your capacity to contribute methodological expertise to collaborative research efforts through real-world opportunities in which you develop and practice the skills needed in your area of emphasis. As a result of this experience, you will have a broad knowledge of research methods along with specific expertise in a focused methodology. You can use this knowledge to pursue careers as research methodologists and evaluation specialists in higher education, corporations, and non-profit agencies.

The Ph.D. degree is a 54-credit hour degree program in which students engage in advanced study of qualitative theories and methods, mixed methods, and approaches to evaluation.

• Core Coursework - 21 hours
• Research Seminar - 3 hours
• Elective Coursework - 18 hours
• Internship - 6 hours
• Doctoral hours Minimum of - 3 hours
• Dissertation Minimum of - 3 hours
• TOTAL - 54 hours

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Qualitative Research and Evaluation Methodologies

Please upload the following materials in your online application:

• Personal statement
• Curriculum vitae
• Writing sample (20-25 pages maximum)

Summary of Application Materials

Both the Graduate School and the academic department review application materials simultaneously. The Graduate School then reviews the department’s recommendation and makes the final determination on admission. As an applicant you will receive a formal letter regarding your admission from the Office of Graduate Admissions. You must be admitted to a program to be eligible to register for courses. Admission is granted for a specific semester and is validated by registration for that semester. Applicants must be admitted to the Graduate School before they are eligible to register. International applicants whose primary language is not English must submit scores from the TOEFL or IELTS tests in addition to a Certificate of Finances form. No application will be considered until all materials are received. To apply to the Ph.D. in Qualitative Research and Evaluation Methodologies, applicants must have completed a master’s degree. GRE scores are required for all applications.

Personal Statement

The program requires a personal statement, usually in the form of a letter of 2 to 3 pages, describing your background, work and research experience, interests in research and/or evaluation methodologies, and career aspirations. Specifically, you should be sure to address the following questions:

• What experience or background do you have in research methodologies?
• Why are you interested in the study of qualitative or evaluation methodologies?
• What research or evaluation questions do you hope to pursue, and why?
• In what way will the study of research or evaluation methodologies shape your career?

Writing Sample

You are required to submit a sample of formal writing (20-25 pages maximum). Scholarly or academic writing is preferred whether or not it has been published. If you have not published, recent course papers or work-related reports are appropriate.

Admissions Interviews

After a review of applications, selected applicants will be interviewed by the Ph.D. in Research and Evaluation Methodologies (REM) Admissions Committee early in the Spring semester for a subsequent Fall semester admission.

Deadline To Apply

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Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty View Affiliated Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

In this program, you will take focused coursework with individual attention from faculty mentors .

Each semester, you will also take part in a seminar that brings together faculty in the qualitative research program to discuss topics of relevance to scholarship and teaching in qualitative research methodologies in higher education.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

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Useful Links

• Affiliate Faculty
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• Graduate Handbook
• Summary of Materials Required by Area of Emphasis
• Projected QUAL Course Schedule
• Qualitative Research Program Community Practices

Testimonials

What first attracted me to the Qualitative Research and Evaluation Ph.D. program was the balance it offers between the philosophy of science and the practical application of research and evaluation. The program’s faculty members are amazing at supporting students’ learning, and at pushing us to be creative, deep thinking, and daring as we explore methodologies. Nuria Jaumot-Pascual, Doctoral Student

My path through the Qualitative Research and Evaluation Ph.D. program had me exploring the depths of qualitative research rarely visited by researchers in the health sciences but that have been essential in my current position as Senior Research Associate at Evidera. Now I find myself often referencing qualitative research theory and history when selecting strategies for new studies or when arranging trainings across my organization. Moreover, the breadth of interests across students in the program provided unique perspectives that enriched my journey. Most of all though, I am impressed with how well the faculty helped guide me through the program, making theory, history, and applied work relevant for my own career goals. Sean Halpin, Former Doctoral Student

I really discovered the world of qualitative research with the Qualitative Research and Evaluation Methodologies Ph.D. program, and the instructors made me adore it. Their support for the students’ learning was so impeccable. They had genial ways to encourage students to think outside the box and to be creative from every point of view, especially when it comes to methodologies. Bidossessi Mariano Ghislain Dossou Kpanou, Former Doctoral Student

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Public Health Sciences

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Applied Health Research & Evaluation, Ph.D.

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The Department of Public Health Sciences offers a Ph.D. in Applied Health Research and Evaluation (AHRE). This innovative, advanced research program rigorously prepares future scholars to conduct relevant research on issues critically important to public health.

Students in this program learn to design and employ cutting-edge methodologies with community, private sector, and public partners to provide effective solutions to challenging health problems. The core curriculum emphasizes a full spectrum of methodological skills that enable students to design and implement research focused on health outcomes, effective and efficient health delivery services, comparative effectiveness of clinical and cost outcomes, and program evaluation, with substantial attention devoted to implementation science: that bridge between health research and health practice. This combination of advanced research skills and strong conceptual framework produces independent leaders in health research capable of working across traditional disciplinary boundaries.

AHRE graduates possess skills to analyze and interpret complex health problems and data and provide structure for data-informed decision making to empower change in population health and healthcare practice, making them highly employable in state and federal agencies, private research and evaluation firms, health delivery systems, and academia.

Applications for the fall terms are due by December 31st.

• Rising health care costs, limited resources, and the need to make timely, evidence-based decisions about program impact on population health are driving the demand for researchers skilled in making meaningful use of data collected across diverse settings.
• This program responds to a nationally recognized need for researchers skilled in rigorously evaluating clinical and population health data and are capable of working across traditional boundaries.  Professionals with such training are in high demand in state and federal agencies, private research and evaluation firms, academic, and health systems.
• Students, under one or more faculty mentors, are involved in assisting with teaching, research, and evaluation beginning on day one of the program.
• Departmental faculty have expertise and funded research in the following areas: health promotion and behavior, dissemination and implementation, epidemiology and outcomes research, public health informatics, global health, healthcare economics, and evaluation.
• Our learning framework combines theory and application through rigorous instruction in the collection, analysis, and interpretation of health data and practical experience applying these tools and methods to improve both health systems performance and population health.
• The AHRE PhD program fosters transdisciplinary faculty collaboration and involves research partnerships in communities and healthcare settings in the region.
• We have a 100% employment rate for AHRE PhD programs.  See Graduate Program Alumni for more details.
• Clemson is an internationally respected, Tier One Research Institution, and the Department of Public Health Sciences has trained professionals going into a variety of health settings for over 25 years.

The Ph.D. in applied health research and evaluation is designed for individuals from a wide range of backgrounds, career interests, and employment settings. The program is well suited for:

• Scholars who desire to become leading, independent researchers solving real-world health problems
• Aspiring methodologists who seek advanced skills in research design, mixed-methods, data science, and quantitative methods
• Those who wish to pursue a career in academia, industry, government, and non-profit sectors

Graduates of this program possess skills to assess program/intervention effectiveness, enhance oversight and accountability, improve the efficacy and efficiency of health services, and provide structure for data-informed decision making to empower change in population health and healthcare practice.

• The Ph.D. in applied health research and evaluation requires a total of 64 hours of approved coursework, including a 34-credit core, 12-credit cognate, and 18-credit dissertation. 
• Upon completion of core coursework (between years 2 and 3), Ph.D. students sit for a comprehensive exam.  Successful passage of the comprehensive exam marks the transition into candidacy.
• Ph.D. candidates must successfully present and defend their dissertation proposal before their dissertation committee during the 3rd year of the program.
• Ph.D. candidates must successfully defend the final dissertation, usually during the 4th or 4th year in the program.

Coursework (64 credit hours):

Core Courses (34 credit hours)

• HLTH 8030 – Theory and Determinants of Health
• HLTH 8090 – Epidemiological Research
• HLTH 8110 – Health Care Delivery Systems
• HLTH 8210 – Health Research I: Design and Measurement
• HLTH 8220   Health Research II: Qualitative and Mixed Methods
• HLTH 8290 – Epidemiology II: Study Design & Data Analysis
• HLTH 8310 – Quantitative Analysis in Health Research I
• HLTH 8320 – Quantitative Analysis in Health Research II
• HLTH 8410 – Foundation of Evaluation in Health
• HLTH 8420 – Applied Evaluation Methods in Health
• HLTH 8890 – Doctoral Seminar (1-credit, repeated 4 times)

Cognate Courses (12 credit hours)

Elective courses planned by the student and academic advisor and approved by the department that improve the depth of understanding of the student’s primary research interest area.  A minimum of 12 credit hours is required, one of which must include 3 credits in advanced statistics, analysis, or methodology relevant to the student’s research area.

Dissertation (18 credit hours)

• HLTH 9910 – Doctoral Dissertation Research

Other Requirements:

• Comprehensive Exam
• Dissertation Proposal
• Final Dissertation Defense

For more information about the program, please contact our program coordinator at  [email protected] .

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Evaluation studies PhD

Become an expert in program evaluation. This Evaluation Studies (ES) track program equips you with the knowledge, experience, and resourcefulness needed to be a professional evaluator, evaluation researcher, or educator in a variety of settings.

In this program, you will hone an interdisciplinary set of skills for designing and implementing effective evaluation strategies. Through advanced research techniques, you will be able to quickly and astutely discern issues in processes and systems, develop incisive solutions to bottlenecks and roadblocks, and manage organizational paradoxes with confidence.

You will gain experience in a full array of quantitative, qualitative, and mixed methods, and you will sharpen your skills in designing evaluation studies, data collection, data analysis, and how to effectively communicate results to improve policies and programs.. Through new and ongoing organizational partnerships, you will work in real-life evaluation cases and get hands-on experience.

We're sorry -- this program is not accepting applications at the current time.

Doctoral students in Evaluation Studies gain the capacity to:

• Teach evaluation and research methods courses.
• Serve as lead evaluators and consultants on evaluation and research methodology and program design.
• Measure both the economic and social impact of public policies and programs.
• Communicate the value, vision, possible strengths and potential flaws of a project with clarity and precision.
• Conduct original research on evaluation theory and practice in a range of contexts.

72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students.

OLPD departmental core

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative research course (3 cr) selected with approval of advisor
• Qualitative research course (3 cr) selected with approval of advisor
• Additional methods courses (6 cr) selected with approval of advisor

Evaluation studies program core

Students must take OLPD 8596 twice in two different semesters for 3 credits each time.

• OLPD 5501—Principles and Methods of Evaluation (3 cr)
• OLPD 8502—Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives (3 cr)
• OLPD 8595—Evaluation Problems (3 cr)
• OLPD 8596—Evaluation Internship I (3 cr)
• OLPD 8596—Evaluation Internship II (3 cr)

Additional coursework

Minimum of 17 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the ES track or for a minor. Courses not specifically listed should have advisor approval.

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits (OLPD 8888) after completing the preliminary oral exam. These must be taken over two or more terms.

We’re here to help. Simply complete this form and a member of our department will be in touch.

Measurement and Evaluation PhD

Doctor of philosophy (ph.d.) in measurement & evaluation.

The Ph.D. in Measurement & Evaluation is designed to prepare graduates for careers in a wide range of educational settings. Graduates acquire specialized knowledge and skills in test theory, test and instrument development and validation, program evaluation, and quantitative analysis of educational and psychological data. Some graduates pursue careers as college professors. Some are employed in city or state departments of education in the planning and supervision of testing programs and research and evaluation projects. Others work for test publishers, licensure and certification boards, and government agencies in the construction of tests or in the management of large-scale testing programs. Still others work in evaluation, research design, and statistics in contrast research firms, as well as health care and business settings. 

A doctorate is required for most college teaching positions and for positions of professional responsibility in testing organizations, departments of education, and licensure and certification boards. The Ph.D. is appropriate for individuals with strong quantitative and technical skills who wish to focus on theoretical issues in measurement and evaluation or who have a strong background in a substantive area of psychology in which they wish to further the development and application of measurement techniques.

Both the Ed.D. and Ph.D. are accepted as qualification for faculty positions in schools of education in the United States.

PhD MEAS Program Requirements 23-24

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Measurement Core (15 points):

HUDM 5059 Psychological measurement (3)

HUDM 5124 Multidimensional scaling and clustering (3)

HUDM 6051 Psychometric theory I (3)

HUDM 6052 Psychometric theory II (3)

HUDM 6055 Latent structure analysis (3)

Evaluation Core (9 points):

HUDM 5130 Meta-analysis (3)

HUDM 5133 Causal inference for program evaluation (3)

ORLJ 5040 Research methods in social psychology (3)

Quantitative Methods Core (21 points):

MSTM 5030 Topics in probability theory (3)

HUDM 4125 Statistical inference (3)

HUDM 5123 Linear models and experimental design (3)

HUDM 5126 Linear models and regression analysis (3)

HUDM 6026 Computational Statistics (3)

HUDM 6030 Multilevel and longitudinal data analysis (3)

HUDM 6122 Multivariate analysis I (3)

Measurement, Evaluation, and Statistics Electives (18 points):

In consultation with an advisor, students select courses from the following list, as well as more generally from courses offered at other Departments and Schools at Columbia University:

HUDM 5058 Choice and decision making (3)

P8120 Analysis of categorical data (3) (at Mailman School of Public Health)

P8121 Generalized linear models (3) (at Mailman School of Public Health)

W4640 Bayesian statistics (3) (at the Columbia Statistics Program)

HUDM 5250 Research practicum in measurement and evaluation (0-4)

Psychology (minimum of 9 points):

In consultation with an advisor, a group of courses aimed at substantive preparation in the field of psychology.

Dissertation Advisement and Seminar (minimum of 3 points):

HUDM 7500* Dissertation seminar (1-3 credits each for two semesters) HUDM 8900 Dissertation advisement (0)

Special Requirements:

The first two years require full-time study. In addition to the above coursework, an approved empirical paper, an approved theoretical research paper, successful performance on the certification examination, and completion of an approved doctoral dissertation are required for the Ph.D degree.

M.Phil. Degree

The M.Phil. is an en passant degree awarded to those nearing the completion of the Ph.D. degree. Students contact the Office of Doctoral Studies (ODS) to file for the award of the degree.

To receive the M.Phil., the student must satisfactorily complete the following requirements:

Register for courses through Teachers College and maintain continuous registration.

File, in the Office of Doctoral Studies, an approved Program Plan of Study, including transfer credit.

Complete not less than six courses with evaluative grades, under Teachers College registration, with a minimum composite grade decile of 6.

Pass the Departmental Certification Examination (i.e., Research Methods Examination).

Complete an approved empirical research paper and an approved theoretical research paper.

Satisfactorily complete a minimum of 75 points of graduate credit, as indicated on the Program Plan, and all program requirements for the Master of Philosophy degree.

Be recommended by the Program Advisor and Department Chair for the award of the M.Phil. degree, which signifies certification as a Ph.D. degree candidate who may continue the dissertation requirement under the auspices of the Teachers College faculty.

Candidates should provide copies of the Program Plan and both research papers to the Department of Human Development for inclusion in the student’s records.

Transfer Credit

Relevant courses completed in other accredited graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the degree.

Only completed graduate courses with earned grades of B or higher that appear on the student’s transcript from a regionally accredited institution may be considered for transfer credit.

The student files a “Request for an Allocation of Graduate Credit” with the Office of the Registrar. Once the Registrar's Office determines the eligibility of courses for transfer, final determination of transfer credit is awarded at the discretion of the faculty advisor after evaluation of the courses for content and relevance to program requirements. The Office of the Registrar notifies the student of the results.

Satisfactory Progress

Students are expected to make satisfactory progress toward the completion of degree requirements. Program faculty annually review each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty. If a student is performing below expectations, remedial work within an appropriate timeline may be required. If satisfactory progress is not maintained, a student may be dismissed from the program.

Satisfactory Progress for the Ph.D. degree is a B+ or above. 

Satisfactory progress for a doctoral research fellow scholarship is a B+ or above. 

• View Other Degrees

Program Director : Dr. James Corter

Contact Person: Jonathan Chastain

Phone: (212)-678-4190

Email: hud1@tc.columbia.edu

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Quantitative methods, doctor of philosophy (ph.d.), you are here, a doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses. .

The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.

What Sets Us Apart

About the program.

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.  

Fall: 4 courses; Spring: 4 courses

Research apprenticeship Yes

Culminating experience Dissertation

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities as well as important responsibilities at research and assessment organizations. Graduates will be prepared to design first-rate empirical research and data analyses and to contribute to the development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the  M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART)  and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge. The research apprenticeship provides students with an opportunity to collaborate with a faculty sponsor on an ongoing basis and to participate in field research leading to a dissertation. 

For information about courses and requirements, visit the  Quantitative Methods Ph.D. program in the University Catalog .

Our Faculty

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor   Adjunct Associate Professor, Penn GSE 

"Penn GSE’s Quantitative Methods Ph.D. program equipped me with the methodological skills to do impactful applied education research as soon as I graduated."

Anna Rhoad-Drogalis

Our graduates.

Graduates go on to careers as university professors, researchers and psyshometricians for government agencies, foundations, nonprofits organizations, and corporations. 

Alumni Careers

• Assistant Professor, Texas A&M University-Corpus Christi
• Associate Director, Bristol-Myers Squibb
• Lead Psychometrician, American Institute of Certified Public Accountants
• Research Analyst, Penn Child Research Center, University of Pennsylvania
• Senior Director, Educational Testing Service
• Senior Researcher, Mathematica

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Christine P. Lee Program Manager (215) 898-0505 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

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Educational Research, Measurement, and Evaluation (Ph.D.)

Program director.

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

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PHD, Qualitative Research & Evaluation Methodologies

If you have a deep interest in the methodological, theoretical, and ethical procedures and challenges inherent to social science research and evaluation, this is a program for you. Our graduates contribute to the field of qualitative inquiry.

Degree Type: Doctoral

Degree Program Code: PHD_QREM

Degree Program Summary:

The organization of the QREM degree program recognizes the wide variety of specialties in which students might develop research agendas. Therefore, our mission is to build students’ capacities to contribute methodological expertise to collaborative research efforts through real-world opportunities in which they develop and practice the skills needed in their area of specialization. Through their research in a variety of substantive fields, students will contribute to the development of innovative theory and methods employed in research and evaluation methodologies. As a result of the QREM program experience, students will a have broad knowledge of research methods along with specific expertise in a focused methodology, which they can use to pursue careers as research methodologists and evaluation specialists in higher education as well as corporate and non-profit agencies.

Program of Study: Ph.D. in Qualitative Research and Evaluation Methodologies

• Core Coursework – 18 hours
• Area of Specialization – 12 hours
• Research Seminar – 3 hours
• Elective Coursework in Research Methods – 12 hours
• Cognate in Area of Interest – 9 hours
• Doctoral Directed Study Hours – Minimum of 3 hours
• Dissertation Hours – Minimum of 3 hours
• Total – 60 hours

The purpose of the Ph.D. degree program in Qualitative Research and Evaluation Methodologies (QREM) at The University of Georgia is to prepare researchers and research methodologists to study and develop methods for conducting empirical and conceptual social science research in education and other social science fields. The graduate experience in the QREM degree program consists of focused coursework and individual supervised research with faculty mentors leading to expertise in one of two methodological areas of emphasis: (1) qualitative research; or (2) program evaluation. All students are expected to complete an initial study of the traditions commonly used in the social sciences—qualitative, quantitative, mixed, and evaluation methods. Additionally, students study the philosophical, theoretical, and conceptual aspects of an array of research designs through a course entitled “The History and Philosophy of Social Science Research Methods,” as well as develop proficiency in writing for a variety of audiences in “Writing and Reporting Academic Research and Evaluation.”

Locations Offered:

Athens (Main Campus)

College / School:

Mary Frances Early College of Education

110 Carlton Street Athens, GA 30602

706-542-6446

Department:

Department of Lifelong Education, Administration, and Policy

Graduate Coordinator(s):

Diann Jones

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Educational Leadership, Research and Technology

Doctor of philosophy in evaluation, measurement and research, doctor of philosophy.

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Admissions requirements

• Spring semester start deadline is October 15
• Fall semester start deadline is January 15
• A professional resume or CV.
• Three letters of recommendation.
• A written personal narrative describing your familiarity with EMR and how this has led you to apply.
• Official transcripts of all undergraduate and graduate coursework.
• English language proficiency scores (for international applicants only). 

Student TEstimonial

"The EMR program has been central to many of the opportunities I have had and the opportunities I am continually asked to be a part of...The EMR faculty are devoted to the success of each of their students and strive to assist each student in their own career goals." Alycia Sterenberg, 2022

Read more from Alycia and other students

Program overview

This program is offered in-person, online, and hybrid.

The Ph.D. program in Evaluation, Measurement, and Research in the Department of Educational Leadership, Research and Technology at Western Michigan University is designed for highly qualified students and seeks to prepare them as evaluators, assessment specialists, or researchers for leadership and teaching positions in schools, non-school organizations, institutions of higher education and government. This program is 93 credits.

Why evaluation, measurement and research at Western Michigan University?

• You will work with national and internationally recognized faculty.
• You can take advantage of opportunities to engage in grant-funded research.
• You will engage in cutting-edge coursework and be exposed to the latest advances in evaluation, measurement, and research.
• You will feel supported in a small program with faculty interested in individualizing and maximizing your experiences.
• You will have opportunities to present research and evaluation studies at the peer reviewed professional conferences.
• You will be encouraged and supported to prepare publications with faculty or on your own.
• We are the  only institution in the U.S.  that includes an optional co-curricular designation known as the  WMU Signature . Pathways include: Teaching & Student Success, Leadership, Diversity, Inclusion, Equity & Justice, and more! 

Application information

The admissions deadline for students hoping to start the program in the Spring semester is  October 15  and for the Fall semester start is  January 15 . The admissions application process is completely online . If you wish to be considered for department funding as a graduate assistant (GA or DGA), please complete that  application by February 15 deadline. Please note there are two different admission deadline dates for starting classes, but just one deadline for consideration of departmental funding, which is awarded will begin in the Fall semester. Please review the following web pages for information about graduate and doctoral assistantships: Fellowships and Grants  and Scholarships

Application deadlines (applications MUST be COMPLETE by the due date listed below in order to be considered for that semester)

• October 15 for Spring semester classes
• January 15 for Fall semester classes

Note: There are no "conditional admissions" for any EMR degree or certificate program.

EMR has permanently suspended the GRE requirement as an admission requirement.

Application requirements

• A professional resume or curriculum vita.
• Three letters of recommendation
• These must be obtained from three different individuals in a position to address the applicant’s ability to successfully complete doctoral level work.
• Applicants must request such recommendations from within the online system. The recommenders will respond via the online system as well.
• Please be aware that references will only be sent an electronic request with an online link for the reference AFTER a student has submitted their application.  Therefore, do not wait until the last day to submit your application.  It is a good idea to forewarn your references that a request for an electronic reference is forthcoming and needs to be submitted by the admissions deadline.
• Applicants must clearly describe their professional goals and how this doctoral program fits with those goals.
• This narrative should be no more than four double-spaced pages and will be considered as a writing sample.
• Applicants must submit an  official transcript  from the institution from which you received your Bachelor’s degree, as well as a transcript from institution(s) where any graduate level courses or degrees have been taken/completed.  Applicants are not required to submit an official transcript of courses taken/completed at Western Michigan University.
• English language proficiency scores (for international applicants only).
• As required by WMU, international applicants must provide proof of English competency, unless they have successfully completed either four years of upper secondary school or one year of full-time tertiary (university-level) education within specific countries ( view the list of such countries ).
• English proficiency scores may be reported within the online application system and official scores must be uploaded within the online by the application deadline to which you are applying.
• Desired minimum English language proficiency scores for this Ph.D. include: 7.0 on IELTS; 233 on TOEFL (CBT), 577 on TOEFL (PBT), or a 90 on TOEFL (iBt), with the following minimum sub-scores on the TOEFL (iBT): 22 in reading, 20 in listening, 24 in speaking, and 24 in writing. Students not meeting these desired minimums may still apply for the program; however, lower scores will be a factor in the admissions decision and discussed within your Personal Narrative.
• Students not meeting these minimum desired scores may apply after having met the requirements for advanced-level students within WMU’s Center for English Language and Culture for International Students program (to be considered, students must pass all advanced-level classes with a final grade of “B” or better in each class). No conditional admissions are granted for potential applicants who are enrolled in but have not yet successfully completed the CELCIS program.
• Copies of article reprints, white papers, evaluation reports, etc., or other artifacts that represent your scholarship if available.

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Why a PhD in Research, Measurement and Evaluation?

The Ph.D. in Educational Research, Measurement, and Evaluation will prepare education professionals who seek advanced research, statistical, and evaluation skills for positions in a wide variety of educational institutions including higher education, K-12 school districts, for-profit companies, nonprofit agencies, community colleges, think tanks, government organizations, and other institutions concerned with solving problems in education.

The Ph.D. program will target experienced educators who hold a masters’ degree in a related educational field. Individuals that are attracted to the new program often seek to deepen their research skills for improving education programs. Other students may pursue the Ph.D. as a means of transitioning into a career in higher education. For those going into higher education, the teaching internship is required.

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Educational research, measurement, and evaluation, ph.d..

The Doctoral (Ph.D.) program is intended for students who are interested in becoming an expert in research methodology, the measurement sciences, or program evaluation. Individuals applying to the Ph.D. program are assumed to have previous foundational training in quantitative methodology and/or evaluation, such as a master’s degree in a related field (methodology, measurement, evaluation, statistics, or mathematics) or other graduate training that aligns with the training provided by the ERM M.S. degree. Those who are interested in pursuing the Ph.D. in ERM, but have not completed the necessary graduate training in quantitative methodology and/or evaluation, are encouraged to apply to the joint M.S./Ph.D. program.

The program aims to develop students into expert methodologists who are appropriately prepared to pursue influential careers in the fields of research methodology, educational measurement, and program evaluation. To this end, the training offered by the Ph.D. program has the joint focus of providing students with a comprehensive training across the major domains of research methodology, while also having students gain extensive knowledge in one or more areas of concentration that align with the student’s professional and intellectual interests.

Program Distinctions

The rigor of academic training in ERM is enhanced by hands-on, practical evaluation, measurement, and assessment work with clients in a variety of diverse local, national, and international program settings. 

Our internationally recognized faculty have developed a comprehensive range of academic and hands-on program experiences to enrich student understanding of the field of educational research methodology in either program evaluation or measurement and quantitative methods.

The Student Experience

There are two concentrations available for this degree:

• Measurement and Quantitative Methods
• Program Evaluation

Students will choose to officially pursue only one of these degree concentrations. In addition to the required core courses of the program, students will complete the additional required core for their chosen concentration based on professional and academic goals. Students may take courses from both cores, but double-concentrations are not recognized at this time. Students who complete both core concentrations will need to choose which concentration appears on their official transcript.

After Graduation

The Ph.D. program is intended for students who are interested in becoming an expert in research methodology, the measurement sciences, or program evaluation.

Want more information? Let’s get started!

Program details.

Degree Type: Doctoral

College/School: School of Education

Program Type: Majors & Concentrations

Class Type: In Person

Learn More About the Department of Educational Research Methodology (ERM)

Similar Degree Offerings

• Educational Research, Measurement, and Evaluation, M.S./Ph.D.
• Educational Research, Measurement, and Evaluation, Ph.D. Measurement and Quantitative Methods Concentration
• Educational Research, Measurement, and Evaluation, Ph.D. Program Evaluation Concentration

Dr. Kyung Yong Kim 232 School of Education Building [email protected]

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• Office of Assessment, Evaluation, and Research Services (OAERS)
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• PhD in Education with an emphasis in Research & Evaluation Methodology

Research & Evaluation Methodology (REM) is a community for intellectually curious, and academically motivated students who want to learn about quantitative research methods for analyzing research methodology with an eye toward influencing education policy and practice with the goals of facilitating learning and increasing equity, particularly for marginalized groups. Students frequently specialize in either mastering psychometrics and educational assessment or in applying statistics towards program and policy analysis, though some students pursue additional approaches.

 All REM students can expect to be involved in the Center for Assessment, Design, Research and Evaluation (CADRE) . CADRE’s mission is to produce generalizable knowledge, to assess and improve student learning, and to evaluate programs and methods that may have a meaningful effect on student learning and promote more equitable student outcomes. CADRE projects represent a collaboration with the School of Education, CU Boulder, and the broader national and international communities of scholars and stakeholders involved in educational assessment and evaluation. View examples of CADRE projects .

Financial Support

All of our doctoral students are awarded generous funding packages. Stipends and grants cover tuition costs and provide experiential graduate assistantships that further prepare you for your future as a researcher, educator, and leader in the field. Fellowship and assistantship packages are awarded on a competitive basis and vary for each student. All funding packages guarantee coverage for five years of full-time study.

A typical package will include a total of a 50% appointment (~20hr/week) through a Graduate Research Assistantship and/or Teaching Assistantship, full tuition remission and a fellowship to assist with student fees, the majority of the CU Student Health Gold Insurance Plan , and a stipend of approximately $23,464 per academic year. Please note that these figures are subject to change and summer funding is not guaranteed.

Our Miramontes Doctoral Scholars Program not only provides five years of funding for full-time doctoral study, but also includes one year of support focused solely on the dissertation year. The program offers a dedicated, supportive community for doctoral students with research interests focused on educational equity and cultural diversity, and prospective students from underrepresented groups and those who are first-generation college graduates are encouraged to apply.

Admissions Requirements

• A Personal Statement
• 3 Letters of Recommendation
• Unofficial Transcripts (official transcripts are required after admission)
• REM encourages students to demonstrate their motivation and preparation for studying advanced quantitative methods. This could be satisfied through GRE scores or any number of alternative methods, such as prior work or research experience.
• TOEFL scores for international students
• Application Fee ($60 domestic application/$80 international) along with the application

Admission to all our graduate programs is competitive and based on multiple criteria, including undergraduate academic record, scores on exams, letters of recommendation, personal statement, evidence of special accomplishments, and relevant past experience. Criteria are considered holistically. Candidates from historically underrepresented groups are especially encouraged to apply.

How to apply FAQ

• December 1, domestic
• November 15, international 

For more information about courses and program requirements, visit the CU Boulder Course Catalog . 

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We warmly invite you to apply for the Doctoral Mentorship Pathway Program for 2023-24

This program is designed to create a pathway for historically underrepresented and marginalized education scholars and practitioners who are considering doctoral studies in Fall 2024. We hope to use this program to make the sometimes mystifying process of applying to a PhD program more visible, to provide an opportunity for you to get to know our students and faculty, and participate in sessions where we’ll talk about how to apply and what the realities are for students of color studying in a predominantly white research institution. 

Applications due Aug. 4—apply today!

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• Concentration in Research, Assessment & Evaluation

Ph.D. in Education, Concentration in Research, Assessment and Evaluation

The Research, Assessment, and Evaluation concentration of the Ph.D. in Education offers training in advanced educational research methodologies and applied experiences across a variety of educational systems and contexts. 

Our program  offers training in advanced educational research methodologies and applied experiences across a variety of educational systems and contexts. Our graduates work in a range of careers including faculty, educational assessment, program evaluation, and non-profit positions. Faculty and students in our program  engage across a range of research areas including social network analysis, machine learning, multilevel modeling, structural equation modeling, mentoring in higher education, STEM education, program evaluation, educational assessment, critical quantitative methodologies, QuantCrit, and queer studies in education. Students in the program also have numerous applied opportunities to work with schools and other educational organizations, write grants, perform program evaluations, present at conferences, and publish their work. Students in the program have nationally recognized expert faculty advisors and mentors who work with them to reach their educational and professional goals. In our current admissions cycle, Dr. Mike Broda, Dr. Chi-Ning (Nick) Chang, and Dr. Kamden Strunk are actively recruiting new Ph.D. students. 

Curriculum requirements

The Ph.D. in education, concentration in research, assessment and evaluation requires a minimum of 60 total graduate credit hours:

Degree requirements for the Ph.D. in education, concentration in research, assessment and evaluation »

Please keep in mind, however, that the exact course requirements may vary depending on when you matriculated into the program, so please consult your advisor or the program coordinator with any additional questions.

VCU BULLETIN INFO Ph.D. in education, concentration in research, assessment and evaluation PROGRAM BASICS How to apply:   Graduate application Semester of entry:  Summer or fall Application deadline:  Jan. 15 Additional materials: VCU School of Education Graduate Assistantship Application RAE Handbook March 2023 ADA Faculty listing: Foundations of Education Faculty areas of interest:  Research areas Resources and Checklists Application Checklist - Ph.D. Programs [PDF] ADMISSION REQUIREMENTS General admission requirements of the VCU Graduate School Master’s degree in appropriate discipline Three letters of recommendation addressing the student’s potential for graduate study in education Statement of intent GRE optional Transcripts of all previous college work A personal interview and additional writing sample (may be requested) Professional vitae/resume FOR MORE IN-DEPTH INFO Foundations of education degree programs Project CRESST curriculum Dr. Broda's Fun With Statistics website Centroid Lab website

The VCU Holmes Scholars Program  is a selective program that provides accepted doctoral students from  historically underrepresented groups  with resources and professional development to best position them for  tenure track faculty positions in high (R2) and very high (R1) research universities . Our cross-disciplinary scholars create a network that leverages the collective and individual strengths of each member to maximize their VCU School of Education program. Learn more about how we live our values  through the Holmes program!

• Meagan Rawls Lewis (2023), A longitudinal analysis of academic self-concept among preclinical medical students ( Read full document here )
• Arami Nika Anwell (2022), Exploring predictors in the receipt of patient/family-centered care ( Read full document here )
• Robert Craig (2022), Development and Validation of a Volunteer Adult Literacy Tutor Perception Feedback Scale ( Read full document here )
• Yingying Jiang (2022), Understanding Chinese International Students' Engagement and Belongingness in U.S. Universities ( Read full document here )
• Stephanie Moore , THE INFLUENCE OF SHIFTING LEARNING ENVIRONMENTS ON TEACHERS’ DATA USE PRACTICES ( Read full document here )
• Hannah Seward , Supported Employment Services and Employment Outcomes for Low-Income Youth with Intellectual and Developmental Disabilities: A Case Control Study ( Read full article here )

You can experience elements of our program and learn more through some of these experiences:

• Connect with current Research, Assessment, and Evaluation students. Contact [email protected] to be connected with one of our current doctoral students.
• Visit one of our required track classes. Contact [email protected] to arrange a visit to one of our classes.
• Review Dr. Broda’s statistics website to learn more about educational statistics, resource support materials for our statistics courses, and more!
• Join our Critical Quantitative Methodologies Reading Group sessions, or drop in for our Critical Quantitative Methodologies Speaker Series. Contact Dr. Kamden Strunk ( [email protected] ) for more information on this initiative. 
• Lisa Abrams, Ph.D.
• Michael Broda, Ph.D.
• Chi-Ning Chang, Ph.D.
• Xun Liu, Ph.D.
• David Naff, Ph.D.
• Jesse Senechal, Ph.D.
• Kamden K. Strunk, Ph.D.

Ready To Get Started?

• Kamden Strunk, Ph.D.
• Coordinator
• (804) 828-3738
• [email protected]
• Jenna Lenhardt, Ph.D.
• Recruitment specialist
• (804) 827-2479
• Email: [email protected]

Alternate contact email for this program: [email protected]

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PhD in Educational Studies, Quantitative Research, Evaluation and Measurement

The Quantitative Research, Evaluation and Measurement (QREM) program prepares you to become an expert in research design and statistics, program evaluation, and applied measurement and testing. These skills are an essential component as you seek careers in education, government or business settings. This applied program teaches you the critical skills needed for educational inquiry and quantitative techniques. Students in the program need strong analytical backgrounds, critical thinking, and communication and writing skills. 

Program features 

The faculty keeps you the focus of the QREM program, allowing you to make the program your own. 

The tight-knit QREM community lets you get to know faculty and student colleagues on and off campus. 

An active student organization that includes members from all over the world.

Teaching opportunities for graduate students.

Career Paths 

Funding Options 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support. 

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition. 

The college annually awards scholarships to its students to support their academic goals. 

Degree Requirements

Minimum program hours

credit hours total

Deadline to apply

Program start

Autumn Semester

View Quantitative Research, Evaluation, and Measurement (EDUCST-PH, QREM) Curriculum Sheet

Additional Application Requirements

Academic Writing Sample

Special Statement of Intent

• Why are you interested in studying Quantitative Research, Evaluation, and Measurement? Why are you interested in the QREM doctoral program at Ohio State more specifically?
• Describe any experience you have with educational, psychological, or other research. What was the nature of the research? What was your involvement?
• Explain how the Ph.D. in QREM fits into your long-term professional goals. At this point, what type of goals or career do you plan to pursue after earning your doctoral degree?
• What faculty member(s) associated with the OSU QREM program do you see as a good fit for you as a mentor?

Apply to Ohio State

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View application checklist

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Doctorate in Educational Research and Evaluation

Program code: ph6277.

The doctoral program in Educational Research and Evaluation (EDRE) is intended to prepare graduates for faculty positions and for leadership roles in research organizations. Additionally, the degree is intended to allow students the flexibility necessary to develop programs that meet their individual needs and interests.

Students are encouraged to develop their Program of Study in consultation with their advisor to include quantitative, qualitative, psychometrics, and evaluation. Students are required to identify four core areas for their programs, which will serve as areas for a comprehensive examination. We suggest students submit their Program and Comprehensive Committee during the first or second semester of coursework.

Although students are encouraged to develop programs that will help meet their academic and professional goals, all students majoring in Educational Research are typically expected to include at least 60 credit hours of courses (i.e., not including dissertation credits) in their Program of Study. The dissertation credits are maximally 10 credit hours.

At least two scholarly tool courses are required. These tool courses usually are advanced methodological courses necessary to fulfill the requirements of a dissertation.

Students, working with their advisors, must develop one or two elective areas for the Ph.D.  An elective area should be related to the student's academic or professional goals and must constitute a coherent set of courses that represent either breadth or depth of study in the area. Typically, at least 3 courses are expected in an elective area. Note that methodology courses in other departments may be considered either as parts of core areas that include Educational Research courses or as a separate elective area of specialization as appropriate. Note also that elective areas are not required to contain methodology courses.

Main Course Curriculum

Educational research faculty.

• Gordon Brooks, Professor
• Krisanna Machtmes, Associate Professor
• Adah Ward Randolph, Professor 
• Yuchun Zhou, Associate Professor

Ray Asik Stats Lab

Admissions Requirements

You will need to supply Graduate Studies with three letters of recommendation, official transcripts, GRE scores, and a statement of goals that describe why you wish to be admitted to the program. International applicants must provide proof of financial responsibility and proof of English proficiency (e.g., TOEFL/IELTS scores). For full consideration, please apply before March 31st for the Fall semester and November 1st for the Spring Semester.

For more information, contact:

Yuchun Zhou Program Coordinator, Associate Professor  Patton 302G 740.597.3370  

Educational Research and Evaluation (Ph.D.)

Relevant, Research-Based Offerings

The Educational Research and Evaluation Program at Virginia Tech supports all programs in the School of Education and provides students with courses in the areas of evaluation/assessment, qualitative methods, and quantitative methods (i.e., applied statistics and measurement), as they are applied in education, the behavioral sciences, and the social sciences in general. Students are prepared for academic positions as research methodologists, corporate positions in research and testing agencies, or government and nonprofit positions as researchers, evaluators, or administrators in research programs in education and the social sciences in general.

Educational Research and Evaluation courses are available on the Blacksburg campus; the introductory course sequence may be taken at the Northern Virginia campus. Two 5000-level EDRE courses are offered on-line.

RIGOROUS, RESEARCH-BASED PROGRAM

Central to the mission of the Educational Research and Evaluation Program is a commitment to achieving excellence in teaching, research, and service to various communities. The Educational Research and Evaluation Program emphasizes high-quality teaching and learning and is aimed at preparing students to achieve success in their professional lives and to be active contributors to the academic community. The program is also committed to fostering the highest quality research and scholarly practice in its faculty and students. It also strives to provide research expertise and other forms of service that effectively meet the needs of the School of Education, other parts of the university community, and the broader community. In each facet of its mission, the Educational Research and Evaluation Program embraces respect for, and a commitment to, diversity in its various forms.

The Ph.D. program in Educational Research and Evaluation is not accepting applications at this time. Current students can find their relevant program information here on the School of Education website.

Reimagining the future begins with practices that put educational excellence, innovation, and equity at the fore. At the Virginia Tech School of Education, you will develop the knowledge, skills, and dispositions necessary to transform teaching and learning, conduct effective research, and engage with learning communities around the globe. 

As a global catalyst for individual transformation, we are pushing the boundaries of knowledge and practice to reimagine a more equitable and just world.

Educational Research & Evaluation News

Educational Research & Evaluation News Events: Past, Present, and Future

Coming soon!

NATIONALLY RECOGNIZED FACULTY

Our Educational Research and Evaluation program faculty include widely published, nationally recognized authors and researchers.

ACCREDITATION AND MEMBERSHIP

The  Educational Research and Evaluation Program is approved by the  Virginia Department of Education . 

• Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
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Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The MERM Program is dedicated to advancing the science and practice of measurement, program evaluation, and research methodology in the social and behavioral sciences (e.g., Psychology, Education, Quality of Life Studies, Health Studies). For more than 25 years, the faculty and students of the MERM program have been contributing to its international reputation as a leader in the field. Our students and faculty have done research in human and health services, psychological, educational, community and health settings.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

The MERM Program is the only Program in Canada, and among a short list in North American, in which the students are awarded a degree in "Measurement, Evaluation, and Research Methodology"; that is, a degree in the discipline of MERM rather than a degree in some other social or health science discipline with a focus or specialization in MERM. Being awarded a MERM degree, with interdisciplinary foci, makes our students unique in an international setting.

UBC boasts a prestigious reputation as a leading institution in academia and research, which aligns perfectly with my aspirations for a high-quality education.

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 3 students received Research Assistantships. Average RA funding based on 3 students was $17,421.
• 5 students received Academic Assistantships. Average AA funding based on 5 students was $6,528.
• 9 students received internal awards. Average internal award funding based on 9 students was $16,744.
• 2 students received external awards. Average external award funding based on 2 students was $20,000.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

15 students graduated between 2005 and 2013. Of these, career information was obtained for 13 alumni (based on research conducted between Feb-May 2016):

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

MERM graduates are in high demand because of their technical skills and trans-disciplinary perspectives. Our former students are employed as university faculty, data analysts, research scientists, test developers, directors of research in private sector and government, research consultants, assessment and testing specialists in business, industry, and education, certification and credentialing professionals, and psychometricians at research and testing organizations.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Hubley, Anita (Psychological and health measurement; test development and validation; adult neuropsychological, personality, and mental health topics and assessment; research with general community and vulnerable populations (e.g. elderly, homeless, drug addicted))
• Kroc, Edward (measurement; applied and theoretical research methodology and best practice; spatio-temporal modelling; Causal inference; urban ecology; life cycle of gulls)
• Mathison, Sandra (Evaluation theory and practice; student assessment; standardized testing; school and program evaluation; critical theory; interpretive and critical research methodologies, qualitative research methods; sociology of assessment)
• Wu, Amery (Development of new psychometric methods (e.g. reliability of complex assessment designs, validation methods using structural equation modeling or item response theory); methodology for group comparison in item responses (e.g. detection of differential option functioning in multiple choice tests); understanding response processes; large-scale educational assessment and English Language assessment)
• Zumbo, Bruno (Psychological methodology design and analysis, and psychometrics; Statistical theory and modeling; Educational assessment and evaluation; Psychometrics and Test Theory; Mathematical sciences of measurement; Latent Variable Models, Item Response Theory, Factor Analysis, Mixed models; Validity Theory and Validation; Multivariate Analysis)

Doctoral Citations

Related programs, same specialization.

• Master of Arts in Measurement, Evaluation and Research Methodology (MA)
• Master of Education in Measurement, Evaluation and Research Methodology (MEd)

Same Academic Unit

• Doctor of Philosophy in Counselling Psychology (PhD)
• Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
• Doctor of Philosophy in School and Applied Child Psychology (PhD)
• Doctor of Philosophy in Special Education (PhD)
• Graduate Certificate in Orientation and Mobility (GCOM)
• Master of Arts in Counselling Psychology (MA)
• Master of Arts in Human Development, Learning, and Culture (MA)
• Master of Arts in School and Applied Child Psychology (MA)
• Master of Arts in Special Education (MA)
• Master of Education in Counselling Psychology (MEd)
• Master of Education in Human Development, Learning, and Culture (MEd)
• Master of Education in School and Applied Child Psychology (MEd)
• Master of Education in Special Education (MEd)

Further Information

Specialization.

Measurement, Evaluation and Research Methodology (MERM) focuses on the preparation of graduate students to be methodological and measurement specialists. MERM students generally fit into one of three categories:

• Students who have an applied interest in educational and psychological measurement, program evaluation, or data analysis. These students are more oriented toward the use of measurement, program evaluation, or data analysis techniques in fields such as education, psychology, or health.
• Students who have strong theoretical interests in technical problems related to areas such as test theory, item response theory, assessment, statistics, factor analysis, and multi-level modelling.
• Students who find it compatible with their career goals to give equal attention to both applied and theoretical aspects of this program.

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Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Sophie Ma Zhu

I had a very positive experience in my master’s program at UBC. As for the reason I applied to UBC back then, it was because I was interested in the research method developed by Dr. Richard Young, who became my supervisor in my master's program. So once again, the people here are the number one...

Why should you choose UBC?

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Online PhD in Monitoring, Measurement and Evaluation

Quick access, program type, school / institute.

Online (Asynchonous)

USD 169 per credit hour

Scholarships

Full (officials of PS); 15% off (ECOWAS and IGOs)

EUCLID’s online PhD in monitoring and evaluation is the only doctoral degree program offered by an institution that is itself an intergovernmental   treaty-based institution (EUCLID). To master monitoring and evaluation means to be able to manage and oversee complex programs with external funding sources. M&E is defined as:

Monitoring and Evaluation  ( M&E ) is used to assess the performance of projects, institutions and programmes set up by governments,  international organisations  and  NGOs . Its goal is to improve current and future management of outputs, outcomes and impact. Monitoring is a continuous assessment of programmes based on early detailed information on the progress or delay of the ongoing assessed activities. [1]  An evaluation is an examination concerning the relevance, effectiveness, efficiency and impact of activities in the light of specified objectives.

Moreover, EUCLID is an academic partner of other intergovernmental organizations lacking degree-granting authority such as  LLPI  and  CAFRAD . Remarkably, EUCLID’s associated MBA (Sustainable Development) has been consistently ranked in the world's top 20.

Historically, EUCLID grew out of the cooperation between universities and the  International Organization for Sustainable Development (IOSD) which was the original SD international organization and which became a EUCLID-affiliated institute in 2008.

This PhD degree program was officially designed for and by senior civil servants over 4 continents. It is also highly relevant to managers and executives working for multinational companies.

EUCLID’s online PhD in monitoring and evaluation offers a strong coursework core capped with a dissertation and associated project. Graduates can expect to complete the program transformed and enhanced in their ability to make a difference in global research and governance.

Academic Presentation

OECD governments and international organizations play a vital role in today’s global and complex international development scene. These governments and organizations fund complex development programs that call for rigorous and professional monitoring and oversight. The employment opportunities in this field are vast, exciting and geographically diverse.

The EUCLID PhD in monitoring and evaluation program is the program you need to obtain the skills necessary to become a desirable and valuable asset for employment with these governments (often through their development agencies like SIDA) as well as international organizations (such as the World Bank or AfDB) and universities: you will receive advanced training in project management and auditing, project monitoring, relevant IT tools, etc.

Although spending 2 years in Geneva or Washington DC is exciting and possibly the best approach for those who can take the campus-based route, the EUCLID program has the advantage of being offered completely online, with a very low tuition designed to make international careers possible for residents to developing countries.

Within certain parameters, the EUCLID Online PhD in Monitoring and Evalution (M&E) is customizable, with elective courses focusing on:

• Global Business Leadership
• Management and Marketing applicable to NGOs and IGOs
• Project Management within IOs
• IO role in Sustainable Economic Development
• Governance and leadership of Non-governmental organizations (NGOs)
• International Law and Treaty Law for IGOs and NGOs.
• Public and Global Health modules

MORE INFORMATION:

• Admissions Checklist
• Accreditation
• Admissions Group
• Alumni Profiles

Requirements

Featured video, program outline.

ELECTIVE COURSES

Note: All courses available in the EUCLID database can be considered elective, after review and approval by your EUCLID counselor. Graduate level degrees may include a certain number of undergraduate electives. Likewise, undergraduate roadmaps may be built using graduate level courses. Again, prospective students are reminded that the final degree roadmap must be reviewed and approved by the Admissions Officer to ensure logical progression of subjects covered and conformity with international standards.

Note: to consult the current and official curriculum/list of courses from the EUCLID CMS database, please visit: EUCLID Available Degree Programs and follow the program link.

Employment Outlook

Why Study @ EUCLID?

EUCLID is the only intergovernmental, treaty-based university with a UN registered charter and recognized expertise in diplomacy. Join the alma mater of ambassadors and senior officials globally.

Note: if the PDF brochure is unavailable (or outdated by 2 years), please contact [email protected]

EUCLID AT WORK: RECENT NEWS AND ARTICLES

EUCLID publishes 2023 Annual Report

The EUCLID Secretariat General is pleased to announce the release...

EUCLID Secretary-General Dookeran delivers UN ECLAC lecture

As part of the commemoration of the seventy-fifth anniversary of...

EUCLID Delegation at COP28

EUCLID (Euclid University) was officially approved as an intergovernmental observer...

EUCLID Convocation and Graduation held in Gambia

On November 29, 2023, EUCLID (Euclid University) organized a recognition...

The appropriate office and officials will reply within 2 business days. If calling a EUCLID office, make sure to call the correct location based on your profile.

The application review process takes 4-6 business days after receipt of documents.

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Headquarters: Bangui, Central African Republic Commonwealth / ECOWAS Headquarters: Banjul, The Gambia

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EUCLID | WWW.EUCLID.INT: THE GLOBAL, INTER-DISCIPLINARY, TREATY-BASED UNIVERSITY

To read this content please select one of the options below:

Please note you do not have access to teaching notes, construction of a competency evaluation index system for postgraduates of educational technology.

Education + Training

ISSN : 0040-0912

Article publication date: 2 May 2024

The purpose of this study is to determine the competency characteristics required for the employment of master’s degree students in educational technology.

Design/methodology/approach

A combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master’s students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method.

The results show that when recruiting educational technology master’s students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master’s students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master’s students.

Originality/value

A competence model for educational technology master’s students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master’s students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master’s students. The study enriches the research objects and competence dictionary in the field of competence research.

• Competency model
• Master’s degree in educational technology
• Analytic hierarchy process

Acknowledgements

The authors thank two anonymous reviewers who provided helpful and constructive comments that improved the manuscript substantially. This work was supported by the Chongqing Normal University [grant numbers xyjg20014]; the Chongqing Science and Technology Bureau [grant number cstc2019jscx-mbdxX0061]; and the 13th Five-Year Plan project of Education and Science Planning of Chongqing [grant number 2019-GX-105].

Luo, L. , Ji, H. , Chen, S.-N. and Chen, X. (2024), "Construction of a competency evaluation index system for postgraduates of educational technology", Education + Training , Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ET-03-2023-0075

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Mental health still suffers stigma in the medical and research fields

Lindsay demers says she suffered discrimination and retaliation when she became vocal about equality and accessibility concerning her autism at work, by monica madeja • published april 30, 2024 • updated on april 30, 2024 at 7:16 pm.

Lindsay Demers holds a PhD. and a role as assistant professor of medicine at Boston University.

As the director of the Education Evaluation Core, she studies the effectiveness of education interventions in medical schools. Then she needed to stage her own workplace intervention.

She says things started to change in 2021 and 2022 when she disclosed an invisible disability and requested accommodations. Lindsay was diagnosed with autism in 2020. She found a way to successfully manage her workday after asking for and receiving accommodations.

But despite working at an esteemed university with its own research in this field, she felt unheard.

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"It wasn't until I started to become more vocal, about kind of equality and accessibility that I noticed, a few key people that I worked alongside really kind of having outdated views," she said.

She says she tried to engage in constructive conversations. When that didn’t work, she went to superiors and the institution’s equal opportunity office.

She later filed a claim with the Massachusetts Commission Against Discrimination, or MCAD, a free resource for anyone who feels they have been discriminated against.

In her complaint, she named a comment that a supervisor made about disabled individuals, saying they were unreliable and could not be trusted to get the job done.

“I don't think this person has malintent,” she said, “but just that they have a really internalized sense of the medical model of disability, which really looks at disability as, a problem that needs to be cured.”

Lindsay also alleged retaliation after disclosing her disability. Boston University’s Equal Opportunity Office later concluded there was insufficient evidence of discrimination because her employment and pay were not affected.

“ When I arrive in Boston. So that was with the framework I where I've kind of like, okay, t his is the place I really want to be trained,” said Jonas Attilus. He started his medical education at Boston Medical Center where his experience turned sour quickly. “There was that sense of you don't understand things because you don't speak English enough or you don't understand things because your accent is too strong... I would say most of the things that were kind of like, part of my identity, they're kind of like being used against me.”

Jonas, a Haitian immigrant, who deals with an anxiety and PTSD diagnosis, says he was put in positions where his anxiety would create physical reactions. He ultimately left the program, without filing any complaints.

“My observation is that in institutions where there are a lot of, PhDs and etc. in the titles and so on, that the discrimination is at least as rampant,” said attorney Robert Hernandez. He works with the Mental Health Legal Advisors Committee. He says people who request accommodations are protected under Massachusetts law.

But coming forward is not easy and many don’t.

A 2023 study published in the National Library of Medicine looked specifically at the experiences of doctors with autism .

Of those who requested workplace accommodations, only half actually got them.

The study also found the mental health of those respondents was poor, with high rates of suicidal ideation, especially when autism was viewed as a disorder.

“Generally, in our top three of complaints that are filed or at the MCAD are complaints of discrimination based on disability. And those have started to climb within the last, you know, past year, few years,” said Michael Memmolo, the new executive director of the Massachusetts Commission Against Discrimination.

MCAD reports mental health claims dropped during the pandemic, last year they rose to 203, from 133 the previous year. Lindsay’s claim has not been resolved yet. “ I came forward because my concern really extends beyond my experience,” she said.

But when asked if this problem is exclusive to the university, she said “ I think this is an everywhere problem."

“And I think that I'm most discouraged because of the setting that I'm in, because I'm in a medical setting that sees a lot of vulnerable patients. I would think that there would be a little bit more understanding.”

Boston University could not offer specific comments to our story but did refer us to their equal opportunity office whose mission is to “ uphold equal opportunity principles throughout the university community, fostering an environment where faculty, staff, and students can engage in work and study free from unlawful harassment, discrimination, or access barriers.”

Boston Medical Center tells us, “The mental health and wellbeing of our patients, employees, residents, fellows, attending physicians, and advanced practice providers are top priorities.”

MCAD will investigate a complaint and determine if there’s been discrimination, remedies include compensation for lost wages and mediation services.

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