auckland university phd in education

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Doctor of Philosophy (PhD)

The Doctor of Philosophy (PhD) is the University's highest qualification. The degree is undertaken by research only and leads to advanced academic and theoretical knowledge in a specialist area.

The PhD is suitable for students who want to pursue an academic or research career, or a senior position in the public or private sector. Doctoral studies present you with the opportunity to generate new ideas that can benefit business and society. You will make a significant original contribution to knowledge and understanding in your field of study and meet recognised international standards for your work.

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AUT's academic supervisors are recognised world-class researchers who have the expert knowledge in their fields to guide you throughout your studies.

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• Architecture & Built Environment (2025)
• Go further with a Doctoral Degree
• AUT Prospectus (2025)

Applications received after the application date will be considered on a case-by-case basis otherwise the application will be held over for the subsequent start date.

• Fees shown are based on a full-time workload for the points indicated next to the fee. The exact fee charged will depend on which courses you select at the time of enrolment.
• Fees are subject to change year to year. If you are planning for study beyond the current year, fees may vary from those stated.
• There may also be other fees and charges you need to pay .
• International students' tuition fees reflect the full cost of tuition. Domestic students' tuition fees are less due to a proportion of the tuition fees being funded by the New Zealand Government.

Indicative 2024 international fees

Scholarships

• Entry requirements
• Application process
• What you study
• Career opportunities

Minimum entry requirements

Must normally have completed the following in a discipline appropriate to the proposed research:

• Master’s degree with honours OR
• Bachelor’s degree with honours (equivalent to 4 years of study)

The degree must normally have been gained at the standard of first class or second class (first division) honours from this University or a recognised equivalent. The degree should include advanced learning in research, execution of a research project and a written report on the research.

International student entry requirements

English language requirements

Engineering, Computer and Mathematical Sciences

• IELTS (Academic) 6.5 overall with 6.5 in Writing and no band less than 6.0

All other study areas

• IELTS (Academic) 6.5 overall with 7.0 in Writing and no band less than 6.0

Other requirements

Acceptance is subject to the availability of staff for supervision, prior research preparation and appropriate facilities.

How to apply for the Doctor of Philosophy

• Apply online and submit all required documents at least three months prior to the intended start date
• The Graduate Research School will assess your eligibility and forward to the relevant faculty to confirm possible research areas and supervisors
• Where the faculty confirms the availability of resources, including supervision, they will request for you to complete the formal research proposal (PGR2). Your PGR2 Research Proposal, including supervisory signatures, must be submitted to your Faculty Postgraduate Office a minimum of four weeks prior to your intended start date. If you are planning to start on 1 February, submit your signed PGR2 by 15 December.
• Once the research proposal is confirmed by the faculty, it will be sent to the Graduate Research School for approval and to issue an Offer of Place

For general enquiries for the Doctor of Philosophy programme please contact [email protected] .

Preparing a PhD research proposal

Prospective PhD applicants are required to prepare a formal research proposal, specifying the field of research and a general research question you wish to investigate.

Admission to a doctoral programme

Guidelines for the Faculty of Business, Economics and Law

Guidelines for the Faculty of Culture and Society

Information we need to assess your application

We require the following information:

• Faculty and/or field you wish to conduct your study in
• Academic transcripts
• Grading scale for postgraduate qualification
• Degree certificates (undergraduate and postgraduate)
• Title of the thesis/dissertation/research project
• 1-2 page document (maximum) outlining your proposed research project
• Curriculum vitae (CV)
• If English is not your first language you need to provide evidence of English language proficiency – IELTS (Academic) test results or recognised equivalent. If your postgraduate study was completed in English within three years, this may be waived

Once the required information is received, we will forward your enquiry to the relevant faculty who will communicate to you about the outcome of your application, possible research areas and supervisors.

Requirements for specific subjects

Art & design.

We require a portfolio (between 10-15 annotated images as a pdf or PowerPoint file or a URL for a website)

Provide evidence of completing the courses Microeconomics, Macroeconomics and Econometrics at postgraduate level. Course syllabus or similar is required for assessment of comparability of those courses to those taken in New Zealand

Doctoral students will attain the knowledge, values and attributes to make significant contributions to their professional communities and societies through further high-quality research, and developments.

You put together a proposal that critically reviews work done in your area of research. This requires a suitable research methodology and a timeframe for completion of the degree. You are expected to publish one or more papers for a reputed international conference in your chosen area of research.

Once you have completed your research proposal, you refine your design, collect data and conduct your research as appropriate. Data is collected and analysed and the results are published at international conferences. A journal publication is also encouraged at this point.

The first step in the final stage of the PhD is finalising the data collection and analysis. You then write your PhD thesis and submit it to the supervisor for feedback. It could take two or three drafts before the thesis is ready for submission and examination.

Skills you will develop as part of the PhD

The outcomes for graduates of the Doctor of Philosophy are outlined in the Graduate Profile below.

Graduate Profile

It is expected that graduates with a Doctor of Philosophy will have gained the necessary skills and qualifications to follow an academic or research career. Alternatively, your research topic may lead you to a position of expertise in your chosen field. The opportunities to apply the knowledge and skills you gain through a PhD will be extensive, both in industry and academia.

The information on this page was correct at time of publication. For a comprehensive overview of AUT qualifications, please refer to the Academic Calendar .

• Washington State University
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Thomas-Brown named dean of the College of Education

A leader in organizational development and strategic planning, Karen Thomas-Brown has been named dean of Washington State University’s College of Education.

Thomas-Brown, currently the associate dean for diversity, equity, and inclusion (DEI) in the College of Engineering at the University of Washington, will begin her new role at WSU on Aug. 1. 

Provost Elizabeth Chilton announced the hiring following the completion of an extensive nationwide search.

“Karen Thomas-Brown’s vision, broad experience, and strong record of accomplishments poise her well to lead the next chapter of the College of Education’s evolution,” Chilton said. “Throughout her career and during the interview process, she demonstrated deep knowledge of challenges and opportunities for the college, as well as the ability to work collaboratively with faculty, staff, students, and stakeholders. Her commitment to inclusivity and her growth mindset will help advance the college, and provide opportunities to meet their strategic goals.”

Thomas-Brown said she’s honored to be part of the College of Education’s story.

“The research and discovery in the College of Education spans the entire state of Washington, and I am excited by the opportunity to advance the potential impact,” she said. “WSU’s existing foundation of cross-functional collaborations presents us with the unique chance to increase our partnerships with industry leaders and community organizations to ensure that our educational programs are accessible and impactful for all.”

A passionate advocate for innovation, equity, and inclusion in higher education, Thomas-Brown has dedicated her career to developing and implementing groundbreaking programs that empower individuals and cultivate learning communities and research environments where all can thrive. Thomas-Brown has a proven track record addressing critical challenges and driving positive change.

At the University of Washington, Thomas-Brown established the Office of Inclusive Excellence and led the College of Engineering’s DEI strategy and access programming. Under her leadership, the college launched the Inclusive Excellence Faculty Fellowship program, leading to a 30% increase in DEI knowledge and inclusive pedagogy among fellows. Recognized as a national leader in alternate pipelines for teacher certification, capacity building, and success by the Department of Education, Thomas-Brown has partnered with industry leaders and sponsors for graduate student STEM initiatives, such as Meta Day and Amazon Elevate Fellowship.

Before joining the University of Washington, Thomas-Brown was a professor in the Department of Education at the University of Michigan-Dearborn, where she led the College of Education Health and Human Services program review, which was administered by the Michigan Department of Education. She was also the disciplinary lead (social studies and geography) for the college’s reaccreditation through the Council for the Accreditation of Educator Preparation (CAEP) and the geography content writer for the C3 Social Studies Framework published by the National Council for Social Studies. Thomas-Brown was a teacher-educator expert with the National Geographic Advisory Board in Michigan and led the University of Michigan’s Fairness and Inclusion and Anti-Racism committees and co-directed the Center for Disparity Solutions and Equity on the University of Michigan-Dearborn campus.

Thomas-Brown was the primary investigator for the Wayne Schools Increasing Teacher Capacity (WSITC) initiative. This five-year project revolutionized teacher training, residence, and internships to meet district-level needs in the Detroit metro area and socially marginalized groups. During the effort, Thomas-Brown built the capacity of 240 teachers in over 45 schools, distributed teaching materials, and extended interventions that included community and religious organizations that served the demographic. WSITC has been recommended by the Michigan Department of Education and other partner institutions as a proven solution to meet teacher shortage needs while simultaneously providing a bridge to college for underserved youth.

Thomas-Brown will replace Dean Michael Trevisan, who has led the college since 2013 and announced his return to faculty last spring . 

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“It’s Just Lines”: A Qualitative Analysis of Emergent Structures and Experiences within STEAM Education Initiatives for Secondary-Level Students

Doctoral student John O’Meara recently published this article in the LASER (Linking Art and Science through Education and Research) Journal

Posted in: Research Publications

The article is a qualitative analysis of the experiences and discourse of high school students who participated in an art and science initiative that sought mathematics and physics education reform through an immersive and innovative approach to STEAM (Science, Technology, Engineering, Art, and Mathematics) experiences. This work focused on the concluding task of a one-day workshop wherein students were led on a campus walk to observe the local campus architecture, and then recreated one of the observed structures within the Desmos graphing utility. Student approaches and narratives revealed a willingness to explore the complexity of the modeling task that might not otherwise be encouraged in their traditional learning environments. The analytical framework of the three worlds of mathematics proved to be a particularly useful tool in making sense of the complexity of student engagement. Implications for the future of STEAM education and interdisciplinary curricula were explored, with emphasis on the roles of creativity and a non-traditional learning environment.

Congratulations, John!

Read the Article

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• News and opinion

If not journalists, then who?

Arts and culture , Education and society , Faculty of Arts

Opinion: News media are locked in a military strategist’s worst nightmare, fighting a war on multiple fronts. Media analyst, researcher and former editor Gavin Ellis suggests what could save NZ journalism

Journalists are very good at telling other people’s stories, but they fall well short when writing about their own profession. Perhaps that is why it is so undervalued.

Every successive poll on the public’s attitude toward journalism is more alarming than the last. In the last month we have seen that as many as two-thirds of New Zealanders do not trust the news available to them and three-quarters of us sometimes actively avoid the news.

At the same time, the industry that supports journalists – and I use the term somewhat wryly, given the number that are about to lose their jobs in television news – is fighting for its continued existence.

News media are locked in a military strategist’s worst nightmare. They are fighting a war on multiple fronts. They are under attack from a constellation of commercial, technological, legal, cultural, political and social elements that, in combination, have put them in defensive positions or contemplating retreat.

If journalists were doctors and nurses, the public would be registering acute alarm. Yet, in spite of their vital role in the health of democracy, members of the news media aren’t perceived by the community as essential workers. Their industry is not deemed worthy of protection.

We were left in little doubt of that when one of the most successful disinformation campaigns in recent New Zealand history persuaded some who should know better that this country’s journalists were collectively open to bribery.

If we do not have journalists, we have no acceptable means of holding to account the elements that collectively make up our democratic nation ... I know of no other institution that can speak truth to power in the way that journalists, and the organisations that give them aggregated influence, are able to do.

It was this pervasive sense that New Zealand news media were undervalued that led to the title of the position paper released today by Koi Tū: The Centre for Informed Futures. The paper, of which I was lead author, is headed If not journalists, then who?

The question I’m asking is rhetorical because there is no acceptable alternative answer.

If we do not have journalists, we have no acceptable means of holding to account the elements that collectively make up our democratic nation. Those elements range from our constitutional head of state and elected representatives to the commercial interests that affect our lives and the individuals that have their own impacts on our communities.

I know of no other institution that can speak truth to power in the way that journalists, and the organisations that give them aggregated influence, are able to do.

One of the recommendations in the Koi Tū paper is for media themselves to start the uphill process of persuading the public of the role they play in a democracy. The paper, drawing on the analogy that some financial institutions are too big to fail, suggests the institution of journalism is too vital to fail.

However, New Zealand’s media are in no fit state to battle on unaided. There are too many factors ranged against them and, to use the military analogy again, too much of their equipment is obsolete.

That does not refer to their printing presses or transmission towers – although both are starting to look like biplanes in the age of supersonic aircraft – but to the financial and regulatory environments that have been allowed to ossify.

The Koi Tū paper describes a complex matrix of inter-related issues that will require a coordinated effort to resolve. It recommends the conversion of the Broadcasting Commission – best known to the public as NZ on Air – into a multi-purpose commission. One of its roles would be to house autonomous independent regulatory bodies that would replace existing regulators such as the Broadcasting Standards Authority and Media Council. It would also be tasked with coordinating the review of no fewer than 17 Acts of Parliament affecting media and which, to one degree or another, are no longer fully fit for purpose.

Another of the commission’s roles would be media literacy, the lack of which is one of the reasons journalism is so devalued. Too few know enough about the democratically significant roles of journalism, how they have evolved, and how those duties are discharged by journalists employed in both the public and private sectors.

The lifeblood of the industry is being siphoned off by foreign digital platforms that make no material contribution to the news from which they benefit financially. Tokenism seems an inadequate word for the grants they make to media, relative to their income from New Zealand.

If not journalists, then who? does not spare the media themselves. I have criticised them in the paper for being overly negative, and conflating reportage and commentary to the point where consumers may be unable to distinguish one from the other. They are also accused of often placing too much emphasis on the third of BBC founder Lord Reith’s mantra – “to inform, educate, and entertain” – than on the first. These are issues for the media to resolve.

However, the single most significant assault they face is one they cannot resolve without the help of Government and, one hopes, support from both sides of the House. The lifeblood of the industry is being siphoned off by foreign digital platforms that make no material contribution to the news from which they benefit financially. Tokenism seems an inadequate word for the grants they make to media, relative to their income from New Zealand.

In the past decade total advertising revenue in New Zealand has increased by more than 50 percent, reaching $3.36 billion in 2023. The digital platforms’ revenue over that period has increased more than 400 percent while the share going to our print and broadcast media and their digital derivatives has dropped by close to a quarter. Last year, the international platforms accrued well over $1.5 billion in advertising revenue from this country.

The paper suggests an amendment to a Bill before Parliament – the Digital Services Tax Bill – to levy the platforms to compensate our news media for the past, present and future use of content (direct, or indirect through the flow-on provocation of online discussion). The money would then be equitably distributed to help fund the journalism that is now at risk.

Journalism costs money to produce; the more challenging the assignment the higher the cost. Without changes to the business model – and the paper also suggests a range of changes including charitable and low-profit models – journalism will fall below a credible minimum and lose its ability to give democracy some of its real meaning.

Dr Gavin Ellis is an honorary research fellow at Koi Tū: Centre for Informed Futures. He is a former University of Auckland lecturer and newspaper editor

This article reflects the opinion of the author and not necessarily the views of Waipapa Taumata Rau University of Auckland.

This article was first published on Newsroom, If not journalists, then who, 1 May 2024

Media contact

Margo White I Research communications editor Mob 021 926 408 Email margo.white@auckland.ac.nz  

Doctor of Philosophy in Dance Studies

This course is available

Level of Study

Doctoral Degree

Next start date

Expected Jul 2024

University of Auckland

The PhD is a globally recognised postgraduate research degree and the highest level of degree you can achieve. PhD students are critical, curious, creative thinkers who undertake original research over at least 3 years.

This course is also offered at overseas locations.

Using your physical, creative and intellectual abilities, Dance Studies explores the artistic, social, cultural and theoretical impacts of dance.

There is so much more to dance than moving your body, which is why our philosophy is “Move Your Thinking”.

Our programmes have a strong focus on how dance may contribute to and transform society. You can be involved in projects with artists, children, elderly or people with physical disabilities to see the benefits dance can provide. We also have deep respect for Maori and Pacific Islands dance and the place they have in our community and history.

Dance Studies immerses you in safe and professional industry practices, dance technology, academic writing and research. Our practical and choreographic classes allow you to express what you discover in your research and refine your performance capabilities.

In the Dance Studies programme, you are able to choose one of two ways to complete your doctoral study, depending on your research preferences.

The traditional PhD thesis is a formal piece of advanced research, with a final examined thesis of up to 100,000 words. Your thesis serves as a contribution to the field of dance research on both a local and international level.

PhD with a creative practice component

You can also consider completing your PhD with a creative practice component. This allows you to submit a creative work and a written component as examinable work.

Programme structure

The University of Auckland PhD is a three-to-four year full-time advanced research degree.

On possible to the PhD programme, you will be enrolled provisionally. By the end of your first year, you must meet a number of goals to be confirmed into the PhD programme, including developing a full thesis proposal. After confirmation, you will continue to work on your research before submitting your thesis for examination after three years and within four years of your start date. The examination process includes an oral exam.

As part of your PhD study, you can take part in our doctoral skills programme, designed to help you achieve success in your research and develop skills for your future. We have a dedicated postgraduate careers advisor, and our library service includes specialist subject librarians to help you in your research. The central School of Graduate Studies provides dedicated support and advice for the doctoral community.

Where could this programme take you?

Our PhD graduates are successful in a wide range of fields and careers, as well as the traditional academic research career path. The PhD gives you extensive specialist and transferable skills, which are sought after in many sectors, including industry and government, and can even help you to develop entrepreneurship skills to run your own startup.

Entry criteria

Masters-level qualification or the equivalent of a bachelors degree with honours

Evidence of significant research, usually undertaken as part of prior study

English language requirements

• IELTS (Academic) - Overall score of 6.5 and no bands below 6.0
• Internet-based TOEFL (iBT) - Overall score of 90 and a writing score of 21
• Paper-based TOEFL - Overall score of 68 and a writing score of 21
• C1 Advanced (previously - Cambridge English: Advanced (CAE)) - Overall score of 176 and no bands below 169
• C2 Proficiency (previously - Cambridge English Proficiency (CPE)) - Overall score of 176 and no bands below 169
• University of Auckland Foundation Certificate in English for Academic Purposes (FCertEAP) - Grade of B-
• University of Auckland English Pathway for Postgraduate Studies (EPPS) - Grade of B-
• Pearson Test of English (PTE) Academic - Overall score of 58 and no PTE Communicative score below 50
• Michigan English Language Assessment Battery (MELAB) - 85
• Trinity College London Integrated Skills in English (ISE) - ISE III with a pass in all 4 components
• LanguageCert - International ESOL - C1 Expert (LRWS) with a high pass overall and no less than a pass in each skill OR C2 Mastery with a pass overall and no less than a pass in each skill
• AEMG English for Academic Purposes Direct Entry Program (AEAP DEP) Final Exam - Overall score of 70% with no section below 65%
• English New Zealand Accredited Pathway Assessment - Assessment Level 3 overall and no skill below Level 2

Studying in NZ

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Mays Family Foundation Donates $25 Million For Graduate Education Building

A $25 million gift from the Mays Family Foundation will support the construction of a new graduate education building in the Mays Business Education Complex (BEC) at Texas A&M University. This gift was announced during a ceremony Friday, April 26.

The foundation’s donation is the largest single donation in Mays Business School’s history, and it is one of the largest gifts to an academic program at Texas A&M University. The gift, provided through the Texas A&M Foundation, continues the philanthropic legacy of the Mays family and highlights the powerful commitment of Texas A&M’s former students to their alma mater.

“Lowry Mays and his family have been giving back to Texas A&M for a lifetime,” said General (Ret.) Mark A. Welsh III, president of Texas A&M University. “This incredible gift adds another layer to their contributions to Texas A&M and to Aggies who want to follow in Mr. Mays’ remarkable footsteps.”

This gift also marks an important milestone in Mays Business School’s drive to become the nation’s preeminent public business school. “This generous investment by the Mays Family Foundation will help us continue to fulfill our vision of building a better future through business,” said Mays Dean Nate Sharp. “Having a building dedicated specifically to excellence in graduate education showcases our school’s commitment to recruiting the best and brightest graduate students and developing leaders of character who exemplify the Aggie Core Values throughout their careers.”

Mays continues to make its mark in graduate education. Several of the school’s graduate programs are among the top programs in the nation, such as the M.S. Analytics Program (ranked #1 online program in 2024 by  Fortune ) and the Executive MBA Program (ranked #1 in Texas in 2024 by  Fortune ).

The new building will support increased enrollments and innovative graduate learning opportunities for current programs as well as new programs designed to meet emerging needs, including a suite of new Mays Flex Online master’s programs and the new Engineering MBA program.

Enhancing and expanding graduate programs at Mays Business School will support the school’s drive to preeminence.

“Our foundation has a history of using philanthropy as a source of capital to fund projects for all types of nonprofits to generate free cash flow in support of their mission,” said Mays Family Foundation Chair Kathy Mays Johnson . “This is a perfect example of that strategy, so it is fitting that the Mays name will be associated with this project, which will be a tipping point for the Mays Business Education Complex. We believe Dean Sharp and his leadership team have a compelling vision and plan for Mays Business School, and it is our honor to help facilitate it.”

The Mays family’s involvement with Texas A&M began with Lowry Mays ’57, who earned a bachelor’s degree in petroleum engineering.

“My father credited his time at Texas A&M, which included serving in the Corps of Cadets and his studies in the School of Petroleum Engineering, as being one of the most important influences in his life,” Johnson said. “He was proud to say the lessons he learned at Texas A&M solidified his core values while the education he received enabled him to accomplish the success he had in his life.”

After a short period working in petroleum engineering, Mays changed direction to pursue a business career.

“Dad earned an MBA from Harvard, so he saw the value of that type of training firsthand,” Johnson said. “He wanted future Aggies to be able to benefit from a similarly top-notch MBA program but one that is steeped in Texas A&M’s Core Values.”

Mays initially entered investment banking in San Antonio and eventually formed his own company. He was asked to co-sign a note for the purchase of an FM radio station in the 1970s — and eventually became the station’s owner. His willingness to learn about the media industry, combined with his strong entrepreneurial sense and business acumen, led to the founding of Clear Channel Communications, a market leader in media and advertising.

Despite the professional demands of being Clear Channel’s CEO, Mays made time for his alma mater. The San Antonio businessman served two non-consecutive terms (1985-1991 and 2001-2007) on The Texas A&M University System Board of Regents, including a term as chairman from 2003-2005.

Over the years, he also provided significant financial support to the business school. His giving included a $15 million endowment to the school of business in 1996 that resulted in the naming of the school in his honor and another $25 million across multiple gifts to the school in 2017. The new $25 million gift now brings the Mays family’s support for Mays Business School to $72 million.

Lowry Mays passed away on Sept. 12, 2022, at 87 years of age. However, his influence lives on through his family’s involvement at Texas A&M. His granddaughter, Paige Johnson ’21, is a graduate of Mays Business School and a member of the Mays Dean’s Advisory Board.

The Mays Family Foundation’s latest gift will support the school’s commitment to extending and enhancing its graduate programs, something the school’s namesake would applaud.

“Dad was known for his entrepreneurial acumen and his leadership skills,” Johnson said. “He played a pivotal role in growing Mays Business School and we are looking forward to seeing the MBA program and other graduate programs grow beyond measure while meeting changing industry needs, so that we are the preeminent public business school in the country.”

This article originally appeared on the Mays Business School website .

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Moscow State Institute of Electronic Technology

Today MIET is a leading educational center of Russia in the sphere of training of specialists in the field of high technologies. The University has 13 faculties, 35 primary and 20 base (at the leading enterprises of electronics) departments, postgraduate and doctoral studies, Moscow Regional Center of New Information Technologies.

The university works 650 researchers and teachers, including 3 Academicians and 3 Corresponding Members of the Russian Academy of Sciences, 130 professors and doctors of sciences, 340 candidates of sciences, associate professors, 6500 students enrolled, more than 320 graduate and doctoral students. The University provides training in 25 profiles of undergraduate and 30 master's educational programs.

In recent years MIET open these new educational programs as "Nanotechnology in Electronics", "Microsystem Technology", "Telecommunications", "Secure Communication Systems", "Quality Management", "Translation Studies", "Design" and others, implemented a program of elite training in the field of high technologies with the involvement of leading foreign companies, in particular, Synopsys, Cadence, Motorola, and others, founded the College of electronics and Computer Science, where specialists are trained in the program of secondary vocational education for enterprises of Zelenograd. Developing new areas of training MIET retains this status of Technical University. Recent years, the official rating of the Ministry of Education University consistently ranks in the top five among the 160 technical universities in the country. In 2006, MIET is among the first 17 universities - winners of the national project "Education", introducing innovative educational programs.

MIET cooperates with leading universities in Europe, Asia and the United States, participating in student exchange programs, graduate students, teachers. The university regularly lectures of famous foreign professors and representatives of major international companies. Individual courses for undergraduates are taught in English by invited foreign lecturers.

For university studies, please contact