EdD Education

Key facts

  • Start date: October
  • Study mode and duration: part-time or full-time study

Study with us

  • EdD provides the opportunity to develop your own area of academic expertise by undertaking research that is strongly aligned to your role and practice as an educationalist
  • taught element allows you time to develop your thesis proposal and to match your area of interest to the range of supervision expertise available in the School of Education

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Why this course?

The Doctorate of Education (EdD) is a professional doctoral degree aimed at those who have been working in the education sector for a number of years. It's comparable to a traditional PhD in terms of academic rigour but is characterised by its professional orientation and modular structure.

Rather than leading to a teaching qualification, it enables you to develop skills to study at Masters level and develop a sophisticated understanding the theory, practice and policy of policy relating to education. It will allow you to extend your interest and understanding of learning and engage in a range of other, education-related areas.

What sets the Strathclyde EdD apart is the ability to qualify in one of eight specialist areas that are aligned to the School of Education's research strengths. To qualify for a specialist EdD degree you must take all the optional modules in that area as well as your thesis topic.

The specialist areas and delivery routes are:

  • Supporting Teacher Learning (part-time and full-time)
  • Educational Leadership (part-time and full-time)
  • Philosophy with Children (part-time and full-time)
  • Bilingual Education (part-time and full-time)
  • Autism (part-time only)
  • Early Years Pedagogue(part-time only)
  • Inclusive Education (part-time only)
  • Digital Technologies (By Accreditation of Prior Learning only – please contact the School to discuss about this)
  • Philosophy and Culture (part-time and full-time; daytime taught modules)

For those who do not wish to specialise, a generic route is also available (part-time and full-time). If you choose to follow this route, you can choose optional modules from any of the specialist areas.

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What you’ll study

The EdD degree comprises 180 credits of taught core and optional modules and a 50-60,000-word thesis. The 180 taught credits take one year full-time and two years part-time.


Full-time students will attend a variety of taught modules through the week. Sessions will comprise elements of lecture, workshop and seminar. Some modules will include Scottish teachers learning alongside full-time students, other modules and EdD students will be taught as a single cohort.

Full-time schedule:

Year 1

  • Semester 1: Methods of enquiry, literature & scholarship
  • Semester 1: Choice of optional module(s)
  • Semester 2: Choice of optional module(s)
  • Semester 2: Advanced research methods & proposal 

Years 2 & 3

  • Thesis (supervised by two supervisors matched to your study area)


The majority of part-time students who undertake the EdD continue to work full-time. The part-time programme has been specifically designed to give a level of flexibility that facilitates part-time study. The core modules are taught on-campus on Saturdays from 10am to 4pm. The timing of the optional modules is more varied but is focused around evening and weekends.

Year 1

  • Semester 1: Methods of enquiry, literature and scholarship
  • Semester 2: Choice of optional module(s) 

Year 2

  • Semester 1: Choice of optional module(s)
  • Semester 2: Advanced research methods & proposal 

Years 3, 4 & 5

  • Thesis (supervised by two supervisors matched to your study area)

Support and development

Opportunities for shared learning with students engaged in MSc, MPhil, PhD programmes of study and EdD students from the range of cohorts will be encouraged through an invitation to participate in the Research Skills Seminar programme and course conferences. Students will also be encouraged to use email contact and electronic discussion fora to ask each other to comment on their attempts to construct and explore arguments.

There is additional support through the University’s Virtual Learning Environment, Myplace, and formative feedback loops are built into the structure of each module. All postgraduate students in Education are supported by the Faculty's Graduate School.

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Course content

Methods of enquiry, literature and scholarship
This class will introduce you to philosophical traditions in applied educational research and explores issues of research design. It's intended to inform the generation of argument and synthesis facilitating students in their engagement with the literature and to interrogate their own standpoint. Assessment will be based on a systematic review of the literature in their chosen topic area with specific attention to research done in the field.
Advanced research methods and proposal

This class will move you towards the completion of a research proposal. Their developing academic engagement with knowledge and skills around their topic area and advanced research methods will be critical. To gain credit, and demonstrate that they have met the learning outcomes for this part of the course EdD students must engage in academic argument with an audience of professional peers, through public output. Assessment will be through the production of a 6000 word thesis proposal.

Supporting Teacher Learning

How Teachers Learn

You'll have the opportunity to engage with cutting-edge research on teacher learning and use this knowledge to reflect on practice in your own institutional context. 

Contemporary Contexts for Teacher Learning & Teachers' Work

Teachers who are supporting the learning of their colleagues have a duty to be engaged with the wider world of education. This module will support engagement with wider contemporary issues impacting on schools and teachers, to enable you to adopt a wider perspective on your work.

Supporting Professional Learning in the Workplace

This module will draw on contemporary literature on coaching, mentoring, learning rounds etc. to develop frameworks for deploying in schools, and you'll gain the practical skills to implement such frameworks. You'll also focus on the evaluation and development of mentoring practice in your own organisational context.

Philosophy With Children

Introduction to Philosophy & Philosophical Practice
This class offers an introduction to the philosophy and logic that a facilitator of Philosophy with Children will require. It also provides opportunities for you to take part in philosophical dialogue at your own level.
Philosophy with Children Theory
In this class you’ll be introduced to different approaches to practical philosophy. You’ll learn how to:
  • choose stimulus material
  • select appropriate questions to generate philosophical dialogue
  • analyse dialogue
Philosophy with Children Facilitation
This class gives you the opportunity to bring together your learning in the previous two classes. You’ll undertake facilitation of Community of Philosophical Inquiry.


Conceptual Frameworks in Autism

This class will introduce key conceptual frameworks in relation to understanding the impact of the spectrum of autism. Focus will be given to the uniquely differing social, emotional, sensory and cognitive profiles for those with an ASD. Understanding these conceptual frameworks will enable participants to reflect on how and why these influence and inform practice.

The Spectrum of Autism

You'll consider the issues that impact on practice when supporting individuals with an ASD with and without an additional intellectual or learning disability.  

Responding to the Impact of Autism: Approaches and Interventions
You'll consider the broad range of approaches to intervention, their application and theoretical basis and practical stance. A range of approaches will be systematically reviewed in relation to key features of their application, functional focus of the approach, the personal or interpersonal focus of the approach and the social context of the approach.

Early Years Pedagogue

Taking Action: Child, Family & Community Efficacy
Currently, the shaping of childhood is strongly influenced by the United Nations Convention on the Rights of the Child. It has potential tensions between child protection and empowerment or efficacy as exemplified in ‘a risk-averse society’. This class asks you to critically analyse the perceptions around childhood including the changing historical perceptions.
Creating Stimulating Learning Environments: Indoors & Out
Children's learning environments need to stimulate and engage them and provide the challenges and opportunities to explore their own learning possibilities. You'll be asked to analyse and reflect on your current practice, the importance of play and the role of adults in supporting a child’s use of play.
Listening to Children & Hearing their Voices

This class will provide opportunities for you to explore and discuss current international examples of practice. This includes Reggio Emilia and Te Whariki and will consider the ways in which children communicate their interests and thinking through gestures, expressions, actions, interactions and play activities.

It will promote your understanding of the importance of listening to children and the concept of children as active agents in their own learning and development.

Inclusive Education

Understanding Inclusive Education

This class is designed for those who teach, or who might in the future teach children or young people with additional support needs. It focuses on:

  • return to study as an adult learner
  • historical development of provision for additional support needs and inclusion and on the ideas underlying patterns of provision
  • concepts of inclusion, additional support for learning and of educational support
  • effective provision for additional support needs and inclusion within the new legislative framework.
Providing Effective Educational Support

This is a practice-based class which requires current access to classroom practice. The class provides a framework that allows analysis and evaluation of the experience of the learner, of professional practice, provision and policy. Areas to be addressed may include:

  • theories of learning, teaching and the curriculum
  • consideration of the implications of the above for classroom experiences
  • strategies for observation and assessment of aspects of the learning environment
  • a consideration of barriers to learning and particpation in relation to the inclusion of all learners
Working Together in Educational Settings

The advent of Getting Right for Every Child and the Children and Young People Act (2014) creates a context in which those working in educational settings are required to work with a wide range of agencies, parents and carers, and children and young people themselves.  

This class will explore the opportunities, tensions, dilemmas and practical problems in implementing current policy and legislation. It aims to support collaborative practice by:

  • examining the concepts and issues involved in collaborative teamwork
  • identifying aspects of successful practice
  • recognising barriers to successful working, their source, and range
  • developing strategies to avoid or overcome barriers and build successful practice, thereby promoting and sustaining a positive learning environment.

Educational Leadership

Leadership for Equity, Inclusion & Social Justice

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

Leadership for School Improvement

This module will enable you to critique the concept of school improvement as it's portrayed within the policy context and to understand the role of leadership in furthering school improvement.

Contexts for Leadership

This module should enable you to develop an understanding of the international and national policy contexts, how this impacts upon educational establishments and the implications of such for leadership.

Conceptions of Leadership

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Leadership for Learning

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

Philosophy and Culture

Thinking about education

The module aims to enable students to reflect in a historically informed, deeply systematic philosophical way about the phenomenon, the theory and the practice of education.

It establishes the foundation of a conscious and reflected practice of educating and teaching as well as a basis for serious and far-reaching academic research within the field of Education Studies. Topics include:

  • Education Studies as discipline
  • Education and Education Studies
  • The Student
  • The Educator/ Teacher
  • The Act of Educating/ Teaching
  • The Object of Education/ Teaching
  • Education Theory in Context
  • Issues in Contemporary Education
Philosophy of Technology & Education

This module aims to enable students to develop a deep understanding of the philosophical issues raised by the understanding, affordances, and uses technology within education. The module will encourage substantive philosophical debate on a range of technologies and their application in education.

The technologies that arise within educational practice today raise a set of important questions around the nature of the learning society and how learning and technology have become mutually defined, questions that are increasingly urgent in the context of the development of 'Scotland's Digital Future', a strategy to prepare Scottish society for technological change.

Students in education need to understand how technological thinking shapes their practices if they are to become critical about the future direction of our technological and learning society. As technology is embedded ever more upon educational environments, the wider debates are increasingly urgent. As the world becomes increasingly globalised, and technologies employed more widely, the demand for courses of this nature is bound to increase.

Education & Self-Formation in Cultural Contexts

The module aims to enable students to identify, understand, and critically reflect on the ways the cultural sphere shapes and influences the (trans)formation of the self. With regard to the influence the cultural sphere has on personal development, there are two different perspectives that need to be reflected by those interested in the self-formation of the individual. On one hand, they need to reflect on the models of (trans)formative processes presented or maybe even prevalent in their own culture: How are educational processes depicted, understood, represented in modern culture, what characterises those processes in the eyes of the culture?

On the other hand, it needs to be understood what models of personality are represented, and how those cultural representations actually influence those who live and grow within this specific cultural sphere. In providing the opportunity to engage with this kind of hermeneutic analysis, the module establishes the foundation of a conscious and reflected practice of educating and teaching as well as a basis for serious, far-reaching and interdisciplinary academic research within the field of Education Studies.

The module attempts to add a more critical perspective with regard to the formative aspects of the cultural sphere and the structures of power inscribed in it. The need for this has been increasingly discussed within the international research community (Cultural Studies, Post-Colonial Studies, Gender & Queer Studies, Critical Whiteness, etc).

My work focuses on the development of innovative pedagogies and research methodologies (including visual approaches) that facilitate effective talk about learning (metacognition). I am interested in the development and exploration of democratic spaces where learners can talk about their experiences of learning.

Professor Kate Wall, Programme Leader for EdD Education

Professor Kate Wall, Programme Leader for EdD Education

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Entry requirements

Academic requirements

Applicants will normally have a Masters Degree (or equivalent) in education or a related discipline. Exceptionally, a candidate with substantive professional experience may be considered for admission provided they can demonstrate understanding of and a capacity to engage with the different dimensions of educational research.

English language requirements

Proof of English language proficiency (IELTS 6.5 in writing and reading required).

Accreditation of prior learning

There are opportunities to apply for accreditation of prior learning for Masters-level modules taken in the last five years. Please email the EdD Programme Director at kate.wall@strath.ac.uk for information.

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Fees & funding



£4,327 (full-time)
£2,163.50 (part-time)

Rest of UK

£4,327 (full-time)
£2,163.50 (part-time)


£13,550 (full-time)
£6,775 (part-time)

Additional costs

Course materials

Printing is provided free in the Graduate School.

Most books can be borrowed from the library or by inter-library loan. Students may decide to buy a limited number of key text which they may be able to purchase second hand. Students in years one and two may spend £150-£200. Years three and four are writing years, so less so.

Placements & field trips

When required, from £50 to £300 per year, though some assistance is provided from the Faculty's Research Support Fund.

Other costs

  • thesis binding - approx. £30
  • pen drives - approx. £20
Available scholarships

Take a look at our scholarships search for funding opportunities.

Please note: the fees shown are annual and may be subject to an increase each year. Find out more about fees.

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Scottish and non-UK EU postgraduate students

Scottish and non-UK EU postgraduate students may be able to apply for support from the Student Awards Agency Scotland (SAAS). The support is in the form of a tuition fee loan and for eligible students, a living cost loan. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

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Students coming from England

Students ordinarily resident in England may be to apply for postgraduate support from Student Finance England. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

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Students coming from Wales

Students ordinarily resident in Wales may be to apply for postgraduate support from Student Finance Wales. The support is a loan of up to £10,280 which can be used for both tuition fees and living costs. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

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Students coming from Northern Ireland

Postgraduate students who are ordinarily resident in Northern Ireland may be able to apply for support from Student Finance Northern Ireland. The support is a tuition fee loan of up to £5,500. Find out more about the support and how to apply.

Don’t forget to check our scholarship search for more help with fees and funding.

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International students

We've a large range of scholarships available to help you fund your studies. Check our scholarship search for more help with fees and funding.

Strathclyde Alumni

Faculty of Humanities & Social Sciences Alumni Discount

Alumni from undergraduate programmes who graduated between 2014-2019 can receive 10% off the fee for full-time programmes.

Find out more about our alumni discount
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International students

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Visit our international students' section

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You can apply for a postgraduate research degree at any point in the year. All you have to do is complete our online application.

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Contact us

Kate Wall

Director, EdD Programme

Email: kate.wall@strath.ac.uk

Lee Coutts

Associate Director of Postgraduate Research

Email: lee.coutts@strath.ac.uk

Have you considered?

We also offer a part-time MEd Education Studies programme.