Programme of study for the degree of Doctor of Education  Programme of study for the degree of Doctor of Education 2026/27

Postgraduate researchers (PGRs) may study for the degree of Doctor of Education (EdD) in the School of Education under the supervision of a member of staff who satisfies the eligibility requirements specified by the relevant committee.

Supervisors will be appointed at the start of the programme of study.

Candidates will normally be required to have obtained a relevant degree at least equivalent to a UK upper second class (2:1) honours degree. 

International candidates will normally be required to have achieved at least 6.5 in the International English Language Testing System (IELTS) (with no component below 6.0) or an equivalent English language qualification. Equivalent academic and English language qualifications can be found on our entry requirements page. 

Candidates will normally be expected to start the programme in October. 

Accreditation of prior learning (APL)

Candidates who have achieved Masters-level accreditation for study within an approved university or equivalent institution may apply for accreditation of prior learning (APL) with respect to taught module components of the programme as follows.

Candidates may be granted APL for up to 90 credits of modules specified for the programme, and therefore be exempted from the requirement to complete those modules.

PGRs on MA, MEd or MSc programmes in the School of Education at the University of Leeds who wish to cease their MA, MEd or MSc programmes and begin the EdD programme may apply for accreditation of up to a maximum of 120 credits in taught components. PGRs will complete the remaining modules specified for the programme. 

All applications for accredited prior learning are considered on their merits and awards of credit transfer are made at the discretion of the management committee, in accordance with published guidelines for the degree, and subject to approval by the relevant University committee. The following will apply:

• a) Applications should be made at the time of EdD application and, in all cases, applications must be processed by the end of the first semester.
• b) For credit to be eligible for transfer it must have been awarded within five years prior to the commencement of EdD registration.
• c) Accredited prior learning may be granted only against the taught modules within the EdD programme and may be granted only in so far as the prior learning relates to the applicant’s proposed EdD programme.
• d) Accredited prior learning is not allowable, in any circumstances, against the EdD thesis or the thesis preparation components.
• e) Other arrangements deemed acceptable by the relevant University committee, in lieu of points (a) to (d).

The standard period of study for full-time (FT) PGRs is three years and the maximum time limit is four years. The standard period of study for part-time PGRs studying at 0.5 full-time equivalent (FTE) is six years and the maximum time limit is eight years. The standard period of study for part-time PGRs studying at 0.75 FTE is four years and the maximum time limit is five years. Milestones and deadlines are provided on this page.    

This programme is not available for study by split-site or distance learning modes. 

All PGRs for the degree of PhD are expected to undertake appropriate generic training. In addition, PGRs are required to study modules totalling 150 credits (in the absence of accredited prior learning (APL)). 

Other requirements for the degree, including examination requirements are set out in Ordinance X and its associated regulations. 

On entry to the degree candidates will declare a specialist field of study, this is a general area in which they will concentrate their studies, and from which they will develop the topic of their thesis. On entry every candidate will be appointed an individual academic supervisor charged with discussing and advising on the coherence of modular choices in relation to the intended thesis area (specialist field of study).

Examples of specialist fields of study include:

• Educational administration and management
• Educational psychology
• Mathematical education
• Policy studies
• Post-compulsory and continuing education
• Lifelong learning
• Primary education
• Science education
• Special education
• TESOL
• Teacher education and mentoring
• ICT in Education
• Vocational education
• Education and Training 14-19
• Adult and continuing education
• Higher and further education.

Additional fields of study will be approved from time to time.

Taught modules

Candidates are required to study modules totalling 150 credits (in the absence of accredited prior learning (APL)) This will normally be five 30 credit modules.

The composition of the taught modular courses will be as follows:

A 30-credit research module, depending on the candidate’s area of interest. Candidates should choose one of the following:

• EDUC5000 Foundations of Educational Research 
• EDUC5862 Research With Children and Young People 

120 credits of thesis-related, Masters-level specialist content modules in the School of Education (with the approval of the candidate’s supervisor). The modules available are listed in the University’s Taught Postgraduate Catalogue. 

Up to 60 credits of the total 150 credits may be a directed study, that is either or both of:

• EDUC5054 (Semester 1) 
• EDUC5053 (Semester 2) 

Part-time candidates upon successful completion of taught modules totalling 120 credits may submit a formal application to the Graduate Board for a six month break from their studies for the purpose of maintaining their professional career. The career break will normally be taken immediately after submission of work totalling 150 credits and never before.

PGRs will in the first instance be accepted as provisional candidates for the degree of EdD. After the initial period of provisional registration, PGRs are subject to the process whereby they are formally assessed and, if successful in the assessment, are transferred to the specific degree category of EdD. 

Full-time PGRs must undergo assessment by no later than 24 months of study. Part-time 0.5 FTE PGRs must undergo assessment by no later than 36 months of study. 

The decision to transfer will be based on the submission of appropriate material for assessment. This will include presentation of relevant literature, indication of research questions, indication of methodology and its rationale (design, including indication of proposed analysis) and a timeline.

The study requirements for all of the taught modules must be completed before the transfer can take place. Study requirements refers to attendance at classes, tutorials, etc. rather than to assignment completion or grading.

All PGRs must undergo an oral examination by an assessment panel which must include at least two independent individuals who have not been involved in the supervisory support of the PGR. The PGR will be interviewed by the assessment panel in the form of a viva voce examination. 

A case for an extension to the period of provisional registration would have to be made on academic grounds to the relevant committee. In such cases any period of extension will be no more than six months.  

In addition to the transfer process, there must be formal reports on progress as follows:

• First formal progress review (FFPR) at the mid-point of the first year (six months for full-time PGRs and 12 months for part-time PGRs studying at 0.5 FTE).
• Annual progress reports (APR) each year following transfer.

The arrangements for formal reports on progress by the supervisor(s) are described in the University Code of Practice for Research Degree Candidatures published on the postgraduate research policies and procedures page. 

Research project

Candidates are required to submit a thesis for examination of up to 55,000 words in length in the area of their specialist field of study and satisfy the examiners as specified in Ordinance X and its associated regulations.

PGRs must submit their thesis for examination for the degree of Doctor of Clinical Education by no later than:

• 48 months of full-time study
• 96 months of part-time study at 0.5 FTE.

Where the progress and quality of the candidate’s research justify it, the relevant committee is empowered to reduce the required minimum period of study, as specified in Ordinance X provided that no candidate shall submit for examination before the completion of:

• a total of 24 months of full-time study or
• a total of 38 months of part-time study at 0.5 FTE.

Following examination, the examiners will be asked to make one of the following recommendations:

• a) Pass.
• b) Pass (subject to the correction of ‘editorial and presentational corrections’ or ‘minor amendments’): these corrections must be made within six weeks or six months respectively from the date of the oral examination. The internal examiner is responsible for ensuring that minor errors or minor amendments are corrected by the candidate. The degree will not be awarded until confirmation that the corrections have been completed is received.
• c) Referral (the ‘referral recommendations’ section that follows explains this in more detail). 
• d) Fail: the candidate has no further opportunity for submission.

The recommendation of the examiners is subject to confirmation by the Graduate Board’s Examinations Group which will consider the examiners’ report.

See the ‘learning outcomes’ section of this page for the learning outcomes for the degree of Doctor of Education.

Referral recommendations

If the thesis is not considered to be of sufficiently high standard to recommend the award of the degree but there is evidence of the potential of a successful EdD submission, then on the recommendation of the examiners the candidate will be granted permission to resubmit the work in a revised form for the degree of EdD within a period of eighteen months, on one occasion only and on payment of an additional fee.

Candidates will normally be deemed to have failed the course and be asked to withdraw from the programme if:

• they fail to meet the requirements for modular study namely: marks at or above 60% in 60% of their credits and no mark below 50% in the remaining 40% of their credits
• they fail to satisfy the transfer assessment panel
• they fail to satisfy the examiners in the research thesis.

Learning outcomes for taught components

PGRs will be able to:

• demonstrate in-depth, specialist knowledge and mastery of techniques relevant to the discipline and/or to demonstrate a sophisticated understanding of concepts, information and techniques at the forefront of the discipline
• exhibit mastery in the exercise of generic and subject-specific intellectual abilities
• demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship
• take a proactive and self-reflective role in the working and develop professional relationships with others
• proactively formulate ideas and hypotheses and develop, implement and execute plans by which to develop these
• critically and creatively evaluate current issues, research and advanced scholarship in the discipline.

Learning outcomes for research components

PGRs will be able to:

• discover, interpret and communicate new knowledge through original research of publishable quality which would satisfy peer review and/or contribute to scholarship within a professional context
• independently and proactively formulate ideas and design, develop, implement and execute plans by which to evaluate these
• demonstrate systematic and extensive knowledge of the subject and expertise in generic and subject/professional skills
• critically and creatively evaluate current issues, research and advanced scholarship in the relevant field of education
• demonstrate a comprehensive understanding of techniques applicable to own research and engage with the relevant ethical or legal issues in the specialist educational field
• present and defend research outcomes which extend the forefront of the discipline and/or relevant area of professional practice
• take a proactive and self reflective role in working and develop professional relationships with others where appropriate.

PGRs will have had the opportunity to acquire the following abilities through the research training and research specified for the programme:

• the skills necessary for a career as a researcher and/or for employment in a senior and leading capacity in a relevant area of professional practice or industry
• evaluating their own achievement and that of others
• self-direction and effective decision making in complex and unpredictable situations
• independent learning and the ability to work in a way which ensures continuing professional development.

The learning context will include the critical analysis of, and decision making in, complex and unpredictable professional situations.

The structure of the programme will provide research and/or professional training, breadth and depth of study and opportunities for drawing upon appropriate resources and techniques. 

Opportunities will be provided for PGRs to:

• develop to a high level interests and informed opinions
• develop to a high level their design and management of their learning activities
• develop to a high level their communication of their conclusions
• make an original contribution to the field.

PGRs will be expected to engage in the exercise of autonomous initiative in their study and work in professional environments.

Achievement will be assessed by the examination of the candidate’s thesis and performance under oral examination. During the course of the programme there will also be assessment of achievement by a variety of methods in accordance with the learning outcomes of any taught modules specified for the programme.

Final assessment will involve the achievement of the candidate in:

• evidencing an ability to conduct original and independent broad and in-depth enquiry within the discipline or within different aspects of the area of professional practice normally leading to published work
• drawing on and/or developing a range of research techniques and methodologies appropriate to enquiries into the discipline/area of professional practice
• demonstrating independent critical ability in the application of breadth and depth of knowledge to complex issues within the discipline or specialist area of professional practice
• drawing on a range of perspectives on the area of study
• evaluating and criticising received opinion
• making reasoned and well-informed judgements on complex issues within the specialism whilst understanding the limitations on judgements made in the absence of complete data
• the written style and overall presentation of the thesis.

Full-time 

• Standard period of study: 36 months 
• Overtime period: 12 months 
• Maximum time limit: 48 months 
• Earliest submission: 24 months 
• Reduction for earliest submission: 12 months 
• Training plan required: three months 
• First formal progress report: six months 
• Transfer deadline: 24 months 
• Maximum transfer after deferral: 30 months (six months after transfer) 
• Annual progress review: annual post transfer 
• Supervision meetings: 10 meetings per year 
• Meeting gaps: no more than eight weeks 
• Commitment to research activity: 37 hours per week 
• Annual leave allocation: 26 days per year 
• Maximum suspension/extension: 24 months 
• Maximum resubmission deadline following referral: 18 months 

Part-time (0.5 FTE) 

• Standard period of study: 72 months 
• Overtime period: 24 months 
• Maximum time limit: 96 months 
• Earliest submission: 48 months 
• Reduction for earliest submission: 24 months 
• Training plan required: three months 
• First formal progress report: 12 months 
• Transfer deadline: 36 months 
• Maximum transfer after deferral: 42 months (six months after transfer). The assessment panel could, where a lot of additional work was required for resubmission, make a case to the relevant committee (currently PGR Progression and Examinations Group) for an extension of up to 12 months (ie to the end of month 36). 
• Annual progress review: annual post transfer 
• Supervision meetings: five meetings per year 
• Meeting gaps: no more than 12 weeks 
• Commitment to research activity: 19 hours per week 
• Annual leave allocation: 13 days per year 
• Maximum suspension/extension: 36 months 
• Maximum resubmission deadline following referral: 18 months