phd education university of toronto

School of Graduate Studies

Curriculum and pedagogy, program overview.

The Curriculum and Pedagogy (C&P) program is a forum for systematic reflection on curriculum and pedagogy, viewed in the broadest sense as educational experiences and the learning and teaching experiences that occur in both formal and informal settings. This includes a critical examination of the substance (subject matter, courses, programs of study), purposes, and the practices and relationships through which teaching and learning happen in educational settings. Given the diverse academic and research interests of faculty members, the program is organized into seven constituent but optional program emphases.

The C&P program offers the following seven program emphases:

• Arts in Education
• Critical Studies in Curriculum and Pedagogy
• Digital Technologies in Education
• Indigenous Education and Decolonization
• Qualitative Methodologies
• Science, Mathematics and Technology (SMT)

PhD, MA, and MEd students enrolled in C&P emphases are required to take three courses from a list of courses affiliated with the emphasis. Students who successfully complete emphasis coursework as part of their C&P degree requirements may request a letter of completion in the emphasis.

Quick Facts

Master of arts.

The MA degree program is designed to provide academic study and research training related to curriculum and pedagogy. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MA can be taken on a full-time or part-time basis.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

Admission normally requires an appropriate bachelor's degree, with the equivalent of at least a University of Toronto mid-B or better in the final year, in a relevant discipline or professional program.

Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

Responses to Faculty questions in the online admissions application: Applicants should state the reasons they wish to undertake a research-oriented program of study in curriculum and pedagogy. The chief academic interests and experience, professional concerns, and career plans related to any aspect of curriculum and pedagogy should be discussed. In order to identify their research interests in their responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page .

The Admissions Committee reviews these responses to determine the areas of study and/or problems of curriculum and pedagogy in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

At least 2.0 FCEs, normally CTL 1000-level courses undertaken in the Curriculum and Pedagogy program.

CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE).

A research methods course (0.5 FCE) from an approved course listing.

Additional courses may be required of some applicants, depending on previous experience and academic qualifications.

Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, and thesis ethical review.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S); 10 sessions part-time

3 years full-time; 6 years part-time

Master of Education

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MEd program is offered as a general program (no field) or as an Online Teaching and Learning field. The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education and who want to learn how to effectively instruct and design online courses.

The MEd can be taken on a full-time or part-time basis.

Note: The MEd is not a teacher certification program. Find out more about teacher certification programs .

MEd General Program (No Field)

Applicants are admitted under the General Regulations of the School of Graduate Studies, which specify an appropriate bachelor's degree from a recognized university. This degree must be completed with an academic standing equivalent to a University of Toronto mid-B or better in the final year. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans related to curriculum studies and teacher development should be discussed. In order to identify their research interests in the responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page . The admissions committee reviews these responses to determine the kind of focus or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

At least 2.5 FCEs, normally CTL 1000-level courses undertaken in the Curriculum and Pedagogy program.

Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications.

4 sessions full-time (typical registration sequence: F/W/S/F); 10 sessions part-time

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MEd program is offered as a general program (no field) or as an Online Teaching and Learning field . The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education, who want to learn how to effectively instruct and design online courses.

Field: Online Teaching and Learning

Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans related to curriculum studies and teacher development should be discussed. In order to identify their research interests in their responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page . The admissions committee reviews these responses to determine the kind of focus or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

1.5 FCEs in required courses: CTL1000H, CTL1620H , and CTL1624H .

1.5 FCEs from the following: CTL1603H, CTL1606H, CTL1608H, CTL1609H, CTL1615H, CTL1616H, CTL1617H, CTL1621H, CTL1622H, CTL1623H, CTL1625H, CTL1926H.

2.0 FCEs in elective courses.

Doctor of Philosophy

The PhD program demands a strong commitment to research. The Curriculum and Pedagogy program offers both full-time and flexible-time PhD program options. Degree requirements for both options are the same; only the length of time to completion differs (see Program Length below). Applicants must declare the option for which they wish to apply.

PhD Program

A master's degree in education from a recognized university with a grade equivalent to a University of Toronto B+ or better and in the same area of specialization as proposed at the doctoral level is required. Further documentation may be required to establish equivalence.

Applicants ordinarily have a minimum of two years' professional experience prior to applying.

Applicants are required to submit, along with the application:

Their master's thesis or a sample of single-authored scholarly writing; for details about what constitutes an appropriate writing sample, visit the Curriculum and Pedagogy program web page .

Responses to Faculty questions in the online admissions application describing their intellectual interests and concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and professional interests, and future career goals

Two letters of reference: one academic and one professional.

Coursework. Students must normally complete 3.5 full-course equivalents (FCEs) as follows:

At least 2.0 FCEs, normally CTL 1000-level courses.

CTL1899H C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE) if they did not complete it at the master's level

Additional courses may be required of some students.

One research methods course (0.5 FCE) from an approved course listing.

Comprehensive examination . The Curriculum and Pedagogy comprehensive exam is a 7,000-word paper usually written after students complete their coursework, and at the latest by the end of Year 3 of the PhD, before the candidacy deadline. The purpose of this exam is to demonstrate proficiency in major current theories and literature in the field of curriculum studies and is designed to ascertain whether a student has obtained the knowledge and skills to continue in the doctoral program. The exam has three possible outcomes: Pass, Pass-Contingent, and Fail. Students who receive the Pass-Contingent result will have the opportunity to address the reviewers’ concerns. Students who fail the first time will have one further opportunity to rewrite the exam.

A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, comprehensive examination, and thesis ethical review.

Full-time PhD students must maintain full-time status throughout their program of study.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

PhD Program (Flexible-Time)

Responses to Faculty questions in the online admissions application describing their intellectual interests and research concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and professional interests, and future career goals.

Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option. Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Coursework. Students must normally complete a total of 3.5 full-course equivalents (FCEs) as follows:

Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy (0.5 FCE) if they did not complete it at the master's level.

Comprehensive examination . The Curriculum and Pedagogy comprehensive exam is a 7,000-word paper usually written after students complete their coursework, and at the latest by the end of Year 4 of the PhD, before the candidacy deadline. The purpose of this exam is to demonstrate proficiency in major current theories and literature in the field of curriculum studies and is designed to ascertain whether a student has obtained the knowledge and skills to continue in the doctoral program. The exam has three possible outcomes: Pass, Pass-Contingent, and Fail. Students who receive the Pass-Contingent result will have the opportunity to address the reviewers’ concerns. Students who fail the first time will have one further opportunity to rewrite the exam.

Students must register continuously until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

Emphasis: Arts in Education

The emphasis in Arts in Education offers students specialized courses in the areas of music and sound; drama, theatre, and performance; media and visual arts; and other courses that manifest social justice concerns reflected through the arts and cultural production. This emphasis brings together students interested in the arts; elementary and secondary arts specialist teachers and community-based educators interested in arts education in the broader community. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and creative inquiry.

Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs) , which are counted towards the total FCEs required for the student's degree program:

CTL1062H, CTL1064H, CTL1099H, CTL1100H, CTL1104H, CTL1322H, CTL1811H, CTL1818H, CTL1822H, CTL3034H, CTL5013H, CTL5018H, CTL5019H, CTL5020H, CTL5048H.

Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

Emphasis: Critical Studies in Curriculum and Pedagogy

The emphasis in Critical Studies in Curriculum and Pedagogy (CSCP) encourages a critical exploration of educational phenomena, within and beyond the scope of schools, from local place-based and transnational comparative perspectives. CSCP courses focus on social justice issues in education, including those related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, conflict-peace, and cultural and linguistic differences.

CTL1011H, CTL1024H, CTL1031H, CTL1037H, CTL1048H, CTL1049H, CTL1062H, CTL1063H, CTL1064H, CTL1065H, CTL1099H, CTL1218H, CTL1219H, CTL1220H, CTL1221H, CTL1304H, CTL1306H, CTL1307H, CTL1312H, CTL1313H, CTL1318H, CTL1319H, CTL1330H, CTL1818H, CTL1822H, CTL3031H, CTL3034H, CTL5010H, CTL5048H, CTL5049H, CTL5050H, CTL5054H, CTL5055H.

Emphasis: Digital Technologies in Education

The emphasis in Digital Technologies in Education engages educators in an examination of technology and its effective use in educational contexts. Drawing on research from the fields of the learning sciences, psychology, diversity studies, and information and communication technology, learners will deepen their understanding of such topics as knowledge-building, computational thinking, gamification of learning, online knowledge communities, social media, immersive technologies (virtual reality, augmented reality), technology and assessment, and mobile learning.

CTL1602H, CTL1603H, CTL1606H, CTL1608H, CTL1609H, CTL1615H, CTL1616H, CTL1617H, CTL1620H, CTL1621H, CTL1622H, CTL1623H, CTL1624H, CTL1625H, CTL1926H, CTL5011H, CTL5038H.

Emphasis: Indigenous Education and Decolonization

The emphasis in Indigenous Education and Decolonization not only examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated — the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-) and the Misi-zaagiing (Mississaugas-Anishinaabek) nations — but also extends to lands across Turtle Island and Abya-Yala. Tkaronto, as a starting place to understand Indigenous Education and Decolonization more globally, is subject to the Dish With One Spoon Wampum Belt Covenant , an agreement between the Hodenosaunee and the Anishinaabe and allied nations to peaceably share and care for the resources around the Great Lakes regions.

This emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that these lands have existed, and still do exist, first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships. It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.

CTL1063H, CTL1110H, CTL1320H, CTL1321H, CTL1322H, CTL1331H, CTL1332H, CTL5039H, CTL5049H, CTL5050H, CTL5053H, CTL5054H, CTL5056H.

Emphasis: Science, Mathematics and Technology (SMT)

The emphasis in SMT is dedicated to exploring theory, practice, and contemporary issues pertaining to SMT education in diverse settings and contexts. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and inquiry.

Drawing on research and practice, students will explore and critique SMT education while supporting research, curriculum development, teaching, and innovation. With strong connections to the SMT Centre, and the collaborative specialization in Engineering Education, students will engage deeply with topics such as science, technology engineering, and mathematics (STEM) education; SMT education in formal and informal settings; equity; inclusion; diversity; activism; and social and environmental justice.

CTL1119H, CTL1120H, CTL1202H, CTL1206H, CTL1207H, CTL1209H, CTL1214H, CTL1215H, CTL1217H, CTL1218H, CTL1219H, CTL1221H, CTL1222H, CTL1224H, CTL1225H, CTL1602H, CTL1606H, CTL1608H, CTL1609H, CTL1841H, CTL1926H, CTL5043H, CTL5044H.

Emphasis: Wellbeing

The purpose of education should be to move people toward improved connectedness and happiness, as well as to further accomplish and to develop greater opportunities for growth. The emphasis in Wellbeing provides hope and healing for individuals and society through innovative educational experiences by helping people deal well and wisely with issues in their lives and times. The mission is to provide critical educational experiences that awaken the best in the human spirit by addressing issues of public concern.

Critical issues investigated through coursework may be related to mental health, environmental issues, and destructive ethnocentric patterns of behaviour, as well as the wise and ethical use of technology. In addition, strategies for managing anxiety and depression, and for raising awareness of inequitable and discriminatory conditions are similar across differing contexts. Therefore, one must examine one’s own life and circumstances and larger societal and institutional contexts before taking informed action for the greater good of all people.

The goal is agency through self-advocacy and advocacy for others. Through this process, one does not merely deconstruct but also reconstructs through learning about how one’s belief structures and patterns may become more beneficial to oneself and to those around. More specifically, these holistic approaches involve various forms such as narrative/biography, phenomenology, meditation, mindfulness practice, body work, mental health, and conscious use of technology.

CTL1016H, CTL1027H, CTL1106H, CTL1110H, CTL1121H, CTL1319H, CTL1331H, CTL1424H, CTL1817H, CTL1825H, CTL3037H, CTL5011H, CTL5042H.

Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the CSTD Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

“I’ve been lucky to find an incredibly supportive community of graduate students to go through this experience with.”

PhD in Adult Education & Community Development

Are you committed to social justice and activism and hoping to teach from a cutting-edge radical perspective at universities or elsewhere? This program provides opportunities for advanced study in the theoretical foundations of adult education and community development and in the application of such knowledge to practice.

Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .

OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.

OISE's Graduate Funding Package covers the cost of tuition and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.

Main Content

The Rotman PhD Program

Join a close-knit community of scholars at one of the world’s top-ranked centres of management research – at the University of Toronto, in the heart of Canada’s vibrant, culturally diverse financial capital. As part of Rotman’s PhD program, you’ll explore new ideas, develop insights that inspire solutions and help to spark broader conversations among corporate and public leaders

• Why Rotman?
• Student Life

PhD PROGRAM - APPLICATIONS FOR SEPTEMBER 2024 ARE NOW CLOSED. Applications for Fall 2025 will be open in September 2024.  

The PhD in Management is a challenging 5 year program which features course-work, cutting edge research training, and close working relationships with some of the best management academics in the world.  The success of our program is evidenced in the impressive careers of our graduates.

PhD students work closely with faculty in our research-led culture which emphasizes rigor, creativity and innovation. The PhD curriculum is carefully designed to support students as publishing scholars as early as possible in their doctoral studies and we have a terrific track record of  placements in leading business schools. Our program is divided into 7 distinct streams of research: Accounting , Economic Analysis and Policy , Finance , Marketing ,   Operations Management and Statistics ,  Organizational Behaviour and Human Resource Management , and Strategic Management .

Questions? We Have Answers   Research What's Happening   PhD Courses @Rotman

The Rotman School is ranked 16th in the world by the Financial Times for its faculty and research. PhD students at Rotman enjoy an academic culture of collaboration and research excellence. Our doctoral program is delivered in seven streams that reflect the organization of the school as a whole: 

• Economic Analysis and Policy
• Organizational Behaviour and Human Resource Management
• Operations Management and Statistics  
• Strategic Management

PhD students at Rotman study in small classes and form close working relationships with faculty. Take a moment to get to know our program requirements. If you are a strong candidate with an appetite for academic excellence, we encourage you to contact us to learn more about the Rotman PhD.

Academics at Rotman Learn More    Research at Rotman See What's Happening

The Rotman PhD is for ambitious scholars who plan to teach and research at some of the world's top business schools. If you are looking to study with leading faculty, publish in noted academic journals, and build a global network of like-minded scholars, the Rotman PhD program is for you. Our goal is to prepare our PhD students for exceptional careers in the field of management, and all aspects of the doctoral program are developed with your professional goals in mind. Find out how the Rotman School at the University of Toronto has been the launching pad for many stellar academic careers.

Careers Learn More   Rotman PhDs on the Market   Research at Rotman See What's Happening

Are you a promising scholar driven to achieve success in your studies? At Rotman we believe that your success is fueled by support that extends well beyond scholarship. Your ability to achieve both during the program and after graduation depends on strong networks with faculty and your peers. We aim to give you the tools you need to complete your program while achieving a balanced life outside of the classroom. Explore these pages to relevant resources.

Student Life Learn More    Research at Rotman See What's Happening

Each year, the Rotman PhD program at the University of Toronto selects a small number of outstanding candidates who will go on to make significant contributions to management research and education. The admission selection process is highly competitive: on average only 15-20 doctoral students are admitted from a pool of 400-500 applicants. 

The faculty admission teams in each area look for excellent academic records that include strong backgrounds in relevant disciplines and/or previous work experience related to the intended area of concentration. Attention is also paid to test scores, letters of reference, and to the applicants' own written descriptions of their backgrounds, interests, and career goals. Explore these pages to learn about Rotman's highly competitive application process. 

Getting In Learn More   

Doctor of Philosophy (PhD)

Discover Our PhD Program!

Interested in developing your expertise and conducting primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning?

Completing a PhD in Education: Language, Culture and Teaching will provide you with the skills and knowledge to conduct research in order to positively impact teaching and learning.

Admission Requirements

In addition to meeting standard Faculty of Graduate Studies requirements, applicants to the Doctoral Program in Language, Culture and Teaching will have undertaken a Masters-level Program (with a B+ average) including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.

Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of:

• Faculty of Graduate Studies admissions  application  form
• One official copy of  transcripts  of each post-secondary institution attended
• Three  letters of reference  (at least two must be from academic referees; the other may be from a professional referee)                - You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A  curriculum vitae
• A  statement of area of interest  with a discussion of intended research (see details below)
• Two  samples of written work
• English language test score  (if applicable)

Applicants of interest to the Program may be interviewed in the final stages of selection. This interview will be arranged at the convenience of both the Program and the candidate. The purpose of the interview is to assess the overall suitability of candidates and to determine if there are faculty members available in their area of research interest.

Final admission will be offered to candidates only if faculty supervision is available.

The Statement of Interest

What Makes a Good Doctoral Statement of Interest? Tips for applicants.

The statement needs to reflect who you are, what research interests you have and what would make you an asset to the program in 500 words minimum (2 pages, double spaced, 12 font).

It must be brief, concise, direct and clear. Use headings if needed. Make it easy to read. Remember the admissions committee reads hundreds of applications. Your Statement must stand out in form and substance.

At the doctoral level your statement should include:

• A brief comment of what you want to accomplish in the doctoral program, and what motivated you to choose your field and the particular program to which you are applying.
• Research questions you are curious about
• The kinds of theoretical framings you would like to engage in your research program
• The existing research you hope to extend
• Why you want to come to York’s Faculty of Education (as opposed to elsewhere)?
• Make an explicit connection between your interests and faculty expertise
• Have to offer the doctoral cohort you may potentially join
• Bring to the program and your colleagues
• Your active involvement in the field
• Identify in the statement how your past studies and/or work or other experiences are relevant to your research program choice

Do not repeat or list what is already in your CV. The statement is a chance for you to make sense of your application, in a holistic way, for the Admissions Committee.

Please note:

• It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.

Students who work full-time should register as part-time students.

Program Description

This program starts each September.

Students will undertake a program of studies with a minimum of 21 credits plus a doctoral dissertation.

Note: The program  does not  lead to teaching certification

Required Courses

A compulsory Seminar on Research and Issues in Language, Culture, and Teaching ( EDUC 5100 ) (6.0 credits). This seminar covers the conceptualizations of educational inquiry, theory and practice in relation to ongoing issues in holism, critical thought and the return to the humanities and arts as a way of informing human studies.

A compulsory  research methods course  beyond the introductory graduate level of at least 3.00 credits. (Students lacking pre-requisites must enrol in an introductory graduate-level course as an addition to their Program requirements. Equivalence of previous methods courses will be determined by the faculty supervisor in consultation with the Graduate Executive Committee). Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may vary in each academic year.

Elective Courses

A minimum of four half-courses (12.00 credits) or equivalent must be chosen from among the following:

• The formal course offerings of the Graduate Program in Education
• Courses in allied disciplines chosen from among the offerings of other graduate Programs at York University
• Courses in allied disciplines, to a maximum of one full course or equivalent, at other institutions
• Negotiated studies courses: Student Initiated Collaborative Inquiry (SICI), Directed Reading, Practicum Seminar. (Note: the content and weighting of negotiated studies courses must be determined by the faculty and approved by the Graduate Executive Committee).

NOTE:  Students may take no more than 6.00 credits outside the Graduate Program in Education toward their degree requirements.

Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may  vary in each academic year.

Comprehensive Examination

The Comprehensive Examination consists of a public defence of the dissertation proposal.

A Comprehensive Examination is set at the completion of all required course work, and typically held within six months of -- and no more than one year from -- the end of the student's course work. Additional details on the Comprehensive Examination are available in the Graduate Program in Education Handbook.

Doctoral Dissertation Proposal & Dissertation

For regulations on the Dissertation Proposal & Dissertation Oral Examination, please consult the  Faculty of Graduate Studies site  for details.

Residency & Regulations

All graduate students at York University are responsible for being familiar with and following policies and procedures, including registering and paying fees in accordance with  Faculty of Graduate Studies and University policies, deadlines and procedures.   By registering, each student becomes bound by the policies and regulations of York University, including the Faculty in which the student is registered.

Both full-time and part-time study options are available. Students must maintain continuous registration, including payment of applicable (tuition) fees, in every fall, winter and summer term up to and including the term in which all requirements for their program of study are successfully completed, in accordance with Faculty and program regulations.

Students who fail to maintain continuous registration, including payment of applicable fees, will lose their status as full-time or part-time graduate students and will be withdrawn from their program of study. Students who have been withdrawn as a result of failure to observe registration requirements may petition for reinstatement.

Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration. All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration.

Students who successfully complete a doctoral degree in less time than the program length will, prior to convocation, be responsible for payment of a balance of degree fee.

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto. Although mandated restrictions resulting from covid-19 have required classes to run online in the 2020-21 academic year, it is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.   

Connect with York University

MD/PhD Program

Our MD/PhD Program, the largest national program of its kind, trains and mentors the next generation of physician scientists.

Physician scientists are trained as medical doctors and scientists. They are in the unique position of pursuing both scientific research and clinical practice, translating academic excellence into health care excellence for Canadians every day. Our program attracts the very best medical researchers to U of T PhD programs, and has produced successive generations of innovative health leaders. Through collaborative and interdisciplinary research, we are advancing medicine and improving health around the world.

The MD/PhD Program trains physician scientists who are well prepared for both research and clinical practice, highly competitive and productive.

You may apply for admission into the MD/PhD Program at the same time as your MD application, or during your first year of medical school at U of T.

Research Training Opportunities

We have a wide array of research training opportunities available.

Research Application Support Initiative (RASI)

RASI is offered through the Community of Support and includes MD and MD/PhD student support with developing research CVs, publishing research, and finding research positions.

Black Student Application Program

The MD/PhD Program encourages applications for both the MD/PhD Program and BSAP.

Indigenous Student Application Program

Indigenous applicants are welcome to apply through both ISAP and the MD/PhD Program.

We live during a time of remarkable advances in the sciences that span the expanse of biomedical to health services research. Indeed, there has never been a time when it is so exciting to do science; never has there been such potential for discovery and application of these discoveries for the benefit of human health. Nicola Jones, MD, PhD, MD/PhD Program Director

MD/PhD student Hannah Kozlowski receives inaugural future leaders prize

Class of 2T6: What Drives Your Passion for Medicine?

Faces of Temerty Medicine: Mitch De Snoo

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PhD in Kinesiology

The Faculty of Kinesiology and Physical Education at the University of Toronto offers a unique learning environment where cutting-edge research takes place. Located in Canada’s most vibrant and culturally diverse city, the University of Toronto is consistently ranked among the world’s best research universities. Our location, size and diversity provide unique opportunities for collaboration and innovation.

The PhD program can be taken on a full-time or flexible-time basis.

Areas of Research

Our Doctor of Philosophy (PhD) program is immersed within a flourishing research culture encompassing the major disciplines of knowledge: life and physical sciences, social sciences and humanities. Our researchers are internationally recognized for important contributions to knowledge about physical activity, health and their interactions.

Areas of research cover the spectrum of physical activity, including exercise, play, sport, dance and physical inactivity.

BEHAVIOURAL STUDIES

Areas include:

• Exercise and sport psychology
• Motor behaviour/motor learning
• Physical activity and mental health

Explore the psychosocial determinants and consequences of physical activity, sport performance, injury and disability.

Researchers in this field also study sedentary behavior and the implications for mental health and well-being.

BIOPHYSICAL STUDIES

• Exercise physiology/biochemistry
• Exercise and sport nutrition
• Exercise and sport biomechanics

Investigate the impact of physical activity and exercise on physical health, performance, injury and adaptation in healthy and clinical populations, across a spectrum of ages.

PHYSICAL CULTURAL STUDIES

• Social sciences in health and sport (community and international development)
• Cultural studies in physical activity (gender, media, violence)
• Ethics in health and physical activity

Investigate the social construction, institutional structuring, and mass mediation of sport, leisure, health, physical activity and exercise.

Researchers in this area also propose concrete policy amendments and cultural adaptations to foster more equitable, enjoyable and ethical physical activity environments for all.

The Graduate Department of Kinesiology at the University of Toronto provides doctoral graduate students with a base funding package equivalent to $17,750 plus tuition and incidental fees for years 1 - 4 of the full-time PhD program.

The funding package may include funds from a variety of sources, including University of Toronto Fellowship (UTF) Stipend Award, Teaching Assistantship Hours, Research Assistantship Stipend, Departmental Awards, Teaching Assistant positions and/or Research Assistant positions, internal and external awards.

Learn more about tuition, fees and funding for the Doctor of Philosophy in Kinesiology program

PhD Top 30 Program

The Graduate Department of Kinesiology is seeking Canada's brightest and most talented graduate students in the field of Kinesiology. The PhD Top 30 program is an elite doctoral student recruitment initiative aimed at identifying top Master level students who want to pursue a PhD in the field of Kinesiology.

By pursuing a PhD in the Graduate Department of Kinesiology at the University of Toronto, you will be joining a vibrant community committed to creating, shaping and sharing new knowledge of physical activity, exercise, sport and health. Work alongside top internationally acclaimed scholars and take your research to the next level.

Successful applicants to our PhD Top 30 program will be invited to attend a personalized all-expense paid visit to the Faculty. You will meet hand-matched prospective supervisors, other doctoral students, and learn more about our commitment to excellence in teaching and research and what we have to offer you as a future PhD student.

Interested candidates can contact [email protected]

Learn more about the admission requirements for the Doctor of Philosophy in Kinesiology program and the steps required to submit an application.

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PhD: HSR Program Details

IHPME’s HSR PhD is designed for researchers interested in extensive training in health services research theory and methodologies. Graduates will feel prepared to take on senior leadership roles in academia, research, policy, and planning in both the public and private sectors.

Entry Term: Fall

Accepting Applications: September 23, 2023

HSR Application Deadline: November 15, 2023

Study Options: Full time, flex-time

Time Commitment: 4-6 years

Supervisor: Although it does not guarantee admission, communicating with potential supervisors is helpful in structuring the letter of intent required for your application . Review Faculty Profiles and Research and Initiatives to find potential supervisors that align with your research interests.

Fees and Funding: Accepted full-time PhD students are eligible to receive a funding package .

Studying with an Emphasis

HSR PhD researchers should select an emphasis that aligns with their professional background and interests. Students must select an emphasis in:

Health Economics

Faculty lead: Eric Nauenberg  & Boriana Miloucheva

Students will gain an in-depth understanding of fundamental economic principles as they relate to the healthcare sector. This emphasis builds capacity in mathematical and statistical techniques while providing students with practical knowledge on how to effectively communicate research motivations, study designs, findings, and implications to various audiences including academics and decision-makers. Students will feel equipped to critically analyze health policy issues and have a deeper understanding of resource allocation, health services supply, and how healthcare markets work.

Areas of study include: 

• Health economic theory
• Health economic evaluation
• Health econometrics and machine learning

Health Informatics Research

Faculty lead: Nelson Shen & Emily Seto

Students will design, evaluate, and use health informatics capabilities to better manage information and improve healthcare delivery. This highly interdisciplinary emphasis tackles major issues around the design, development, and evaluation of electronic solutions in consumer, community, and acute care settings. Students will be prepared with the necessary research tools, including the use of conceptual frameworks and research methods, to investigate specific areas of interest. 

• Development and evaluation of digital health innovations
• Implementation of digital health innovations
• Health informatics theory

Health Policy

Faculty lead: Fiona Miller

Students will investigate the political, social, and economic conditions that produce and distribute health and illness across populations and jurisdictions, and examine the systems devoted to sustaining public health and to financing, governing, and delivering healthcare and related social services.

• Comparative health policy and systems
• Public health policy
• Healthcare policy
• Health technology policy

Health Services Organization and Management Studies

Faculty lead: Whitney Berta and Liane Jeffs

Students will explore organizational behaviour, organizational theory, strategic management, implementation science, sociology, and industrial-organizational psychology to understand the organization of health services and the impact of management and organizational practices on performance. This highly interdisciplinary field will explore diverse topic areas including how healthcare organizations are managed, leadership, healthcare practitioners, patient safety and quality of care, team functioning, organizational change, inter-organizational relationships and networks, governance, and evidence-based management.

• Health practitioner outcomes (e.g. burnout, turnover)
• Motivation and leadership in HSR organizations
• Strategic decision making
• Change implementation

Health Services Outcomes and Evaluation

Faculty lead: Kelly Smith

The Health Services Outcomes and Evaluation emphasis draws upon several academic disciplines including epidemiology, program evaluation, and economics to systematically examine the impacts of health services on the health status of various populations. Students should have demonstrated knowledge of quantitative, qualitative and mixed methods, primary data collection and secondary data sources, and the strengths, weaknesses and appropriate application of different research designs and data analysis strategies.

• Program evaluation
• Comparative effectiveness, safety, economic and other outcomes of health systems, services & programs 
• Methods for health services research 

Health Technology Assessment

Faculty lead: David Naimark & Brian Chan

Health Technology Assessment (HTA) is an interdisciplinary field that advances and applies theories, concepts and methods in order to inform decision-makers on the introduction, use, and dissemination of health technology. The HTA emphasis encompasses quantitative and qualitative methods to equip students with skills within the main pillars of HTA to be able to critically analyze health policy issues related to health technology. 

• Evidence synthesis
• Economic evaluation
• Social, legal and ethical consequences of emerging technologies

Knowledge Translation

The Knowledge Translation (KT) area of study explores the broad domain of KT and implementation science in healthcare. Students will learn about theories and frameworks that help to inform KT, research approaches, methods and methodological challenges, and current and future KT and implementation science research relevant to the healthcare sector. Students interested in this area of study can add it to any of the HSR emphases (for both MSc and PhD), or the course-based MSc, by taking two of the KT courses.

See the KT courses within the HSR Course Descriptions .

Program Outcomes 

The PhD in HSR provides in-depth and comprehensive training that equips professionals with the necessary knowledge and skills necessary for senior roles in academic or within public and private sectors. HSR has cultivated collaborative research opportunities with prominent industry, government agencies, and non-government agencies. This extensive network provides students with unique research opportunities to publish in leading academic journals.

Finance Your Degree

At IHPME, we offer a variety of financial supports to help you succeed in our graduate programs.

Learn More About this Program

Hsr program director.

Katie N. Dainty Email Address: katie.dainty@​utoronto.ca

Graduate Administrator

Zoe Downie-Ross Phone Number: (416) 946-3486 Email Address: ihpme.grad.admin@​utoronto.ca

Coordinates student records, graduate funding, and student-related awards.

Graduate Admissions

Christina Lopez Email Address: ihpme.admissions@​utoronto.ca

Manages admissions and responds to all related inquiries.

Graduate Assistant

Nadia Ismail Phone Number: (416) 946-4100 Email Address: ihpme.grad.assist@​utoronto.ca

Coordinates various graduate initiatives including defences, student events, and graduation.

HSR Program Assistant

Anita Morehouse Phone Number: 416-946-3922 Email Address: ihpme.hsr.courses@​utoronto.ca

Manages the HSR courses including enrolment, grades, and access to Quercus.