PhD in Education Resources

There will be two components to the Dissertation evaluation process which will take place simultaneous:

1. ​The written Dissertation; and
2. The quality of the oral presentation and in-camera examination.

The comprehensive exa​mination will take place after most course work, as well as, the required reading in the areas covered by the questions has been completed. All students are required to satisfactorily complete two written qualifying papers upon completion of course work. In the papers, students are expected to bring a variety of theoretical perspectives and research methodologies to their intended area of research, consistent with the commitment to the program's interdisciplinary approach to education studies (no course weight). The papers are to allow students the ​opportunity to situate their chosen area of research in the broad educational context. The papers serve as the Comprehensive Examination.

Students must identify the date on which they intend to submit the completed examination​, which​ must be at least four weeks prior to the intended completion date. Before submitting the preferred date for the examination, students must have defined their research area and identified their intended Dissertation Supervisor. The Dissertation Supervisor will serve as a reader for the Qualifying Papers and a second reader will be selected from the core faculty. The Graduate Chair will approve the submission date after consulting with the readers. There will be two questions on the exam. Each question will require students to situate their own research in the broader educational context. Grading will be either pass or fail.​​

Students may apply to complete the PhD Comprehensive Examination once they have completed the three core courses and the two consecutive summer residencies. Generally, students will have also completed the elective courses. The comprehensive examination consists of two written responses to questions identified by Graduate Studies in Education:

In the written responses to these questions, students are expected to bring a variety of theoretical perspectives and research methodologies to their intended area of research. The examination responses afford students the opportunity to situate their intended area of research in the broad educational context, consistent with the commitment to the program's interdisciplinary approach to education studies.

There is no course weight for the Comprehensive Examination.

Before applying to complete the comprehensive examination, students must:

• complete all core courses and two consecutive summer residencies;
• define their intended area of research;
• complete required reading in the areas covered by the questions and their intended area of research;
• establish and register, with Graduate Studies in Education, their Ph.D. Supervisory Committee;
• seek advice and consult with their supervisory committees to confirm their readiness for the examination and/or establish a plan to prepare the student to write the comprehensive examination.

It is recommended that:

• students have the opportunity to meet with their supervisory committee or individual members, as needed, to establish the scope of the comprehensive examination questions within their intended area of research and confirm/clarify interpretation of the comprehensive examination questions;
• the supervisory committee suggest additional readings or research experiences as necessary in order to help prepare the student to write the comprehensive examination;
• students adhere closely to the information encountered in the course work.

*Please note that the supervisory committee may not provide feedback on the actual written responses before or during the comprehensive examination process.

Ph.D. students must apply to complete their comprehensive examination at least four weeks in advance of the date upon which they intend to submit their written responses. The application will be approved by the Chair of Graduate Studies in Education, and the composition of the Comprehensive Examination Review Committee will be confirmed and communicated to the student. Potential conflicts of interest must be declared in writing to Graduate Studies in Education in advance of the commencement of the comprehensive examination period.

Two weeks prior to the student-identified submission date, the comprehensive examination period will commence. At this time, the Graduate Studies in Education office will provide students with details regarding the format, length, and procedures to be followed for the comprehensive examination.

The Ph.D. Comprehensive Examination Application is available on the SGS website under Supplementary Graduate Studies in Education forms.

The Comprehensive Examination Review Committee for each comprehensive examination response will be composed of:

1. the dissertation supervisor;
2. at the discretion of the dissertation supervisor, the supervisory committee or other full members of Graduate Studies in Education who are chosen for their level of expertise (optional);
3. a full member of the Education graduate faculty assigned by Graduate Studies in Education.

For each exam response, there is a minimum of two reviewers including the dissertation supervisor and one full member of Graduate Studies in Education, both of whom must indicate a grade of Pass in order for each exam response to be considered successful. In the case where the Supervisory Committee or other members of Graduate Studies in Education are also reviewing the comprehensive examination responses, their assessment is factored into the Dissertation Supervisor’s grade. Both comprehensive examination responses must receive a grade of Pass in order for the student to be deemed successful.

For each examination response:

• If both reviewers indicate a Pass, the comprehensive examination response is deemed to be successful, and no further work on the comprehensive exam question(s) is required;
• If one reviewer indicates a Pass, and the other indicates Revise and Resubmit, the comprehensive examination response(s) must be revised to the reviewer’s satisfaction by the date specified (see Guidelines for Decisions made by Comprehensive Examination Review Committees). If the comprehensive examination response(s) is not revised to the reviewer’s satisfaction, then it is considered a failed comprehensive examination;
• If both reviewers indicate Revise and Resubmit, the comprehensive examination response(s) must be revised to the satisfaction of the Comprehensive Examination Review Committee by the date specified (see guidelines for decisions made by Comprehensive Examination Review Committees). The same reviewers will evaluate the revised response(s). If the comprehensive examination response(s) is not revised to all reviewers’ satisfaction, then it is considered a failed comprehensive examination;
• If both reviewers are uncertain as to whether the student can Revise and Resubmit successfully, they may choose Fail (Fail #1), in which case it is a clear fail and the student does not progress to the next stage of their Ph.D. work until the comprehensive examination has been re-attempted (see Guidelines for Decisions made by Comprehensive Examination Review Committees). The same reviewers will evaluate the re-attempted comprehensive response(s). Students may re-attempt the comprehensive examination once after a six to twelve month waiting period. The same reviewers will evaluate the resubmitted response(s);
• On a second failed attempt (Fail #2), the student will receive an F and will be required to withdraw from the Ph.D. program. Students who are dismissed from the program due to a failed comprehensive examination are ineligible to reapply to the same degree program at any time.
• If a reviewer notes and verifies Academic Dishonesty, the student will receive an F, a charge of AD on his/her transcript, and will be required to withdraw from the Ph.D. program. Students who are dismissed from the program due to Academic Dishonesty are ineligible to reapply to the same degree program at any time.

1. If the student wishes to appeal the final outcome of the Comprehensive Examination on procedural and/or academic grounds, the appeal must be lodged formally with the Dean of Education.
2. The student will document in writing the reasons why he or she believes the academic decision was unjust and/or procedures were not followed. This should be done as early as possible after the decision is announced and, normally no longer than ten working days.
3. After reviewing the appeal, including consultation with the student, members of the Comprehensive Examination Review Committee, the office of Graduate Studies in Education, and the External Expert (if applicable), the Dean of Education may find that:
   
   1. The decision is academically and procedurally sound (a procedural review should be conducted even in cases where the appeal is on academic grounds);
   2. An error in procedure or academic judgment has been made. In this case, the Dean of Education will proceed to find a solution.
4. If the Dean finds that the decision of the Comprehensive Examination Review Committee was academically and procedurally sound, and recommends that the student be required to withdraw from the program, the student may appeal the Dean’s recommendation to the Senate Student Appeals Committee who will make a decision to deny the appeal or uphold the appeal.
5. If the appeal is not based on academic or procedural matters, but rather on extenuating circumstances, the Dean of Education will recommend to the student that he or she directly address the Senate Standings and Petitions Committee.

This degree extends the skills associated with the master’s degree and is awarded to students who have demonstrated the following:

A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice including, where appropriate, relevant knowledge outside the field and/or discipline.

1. The ability to conceptualize, design, and implement research for the generation of new knowledge, applications, or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems;
2. The ability to make informed judgments on complex issues in specialist fields, sometimes requiring new methods; and
3. The ability to produce original research, or other advanced scholarship, of a quality to satisfy peer review, and to merit publication.

The capacity to:

1. undertake pure and/or applied research at an advanced level; and
2. contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches, and/or materials.

1. The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations;
2. The intellectual independence to be academically and professionally engaged and current;
3. The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research; and
4. The ability to evaluate the broader implications of applying knowledge to particular contexts.

The ability to communicate complex and/or ambiguous ideas, issues and conclusions clearly and effectively.

An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.