Our PhD programme is unique as it is geared to support academics and professionals from different disciplines, especially those who value inter-professional collaboration within the settings of education, social work, and community learning and development.
Our PhD students come from all over the world and there is a strong community that students can draw on academically and non-academically.
Students can study our PhD programme at a distance, Internationally, enabling students to carry on with their careers in their home countries. Please contact our Research Administrator for more information: ESWemail@example.com
We provide Research Methods and Generic Skills Training and students are assigned two supervisors (relevant to the area of a students’ PhD) who meet with them regularly. Supervision can take place by telephone, email and video conferencing. Guidance can also be drawn from other relevant members of staff with specific expertise.
The University Code of Practice for Supervised Postgraduate Research provides clear guidance on your responsibilities as a student and how you will be supported. Students also receive a School Student Handbook which provides further detail.
PhD students also have access to doctoral student office accommodation, high quality IT facilities, telephones, printing/photocopying and access to financial support to attend research conferences.
You can study on this programme full or part-time. Full-time normally takes three years and part-time normally takes 5 years although there can be some flexibility depending on a candidate’s circumstances.
Part-Time Distance Learning Doctorate for International Students
Students can also study our Part-Time Distance Learning Doctorate for International Students enabling students to carry on with their careers in their home countries.
Please contact our Research Administrator for more information:ESWfirstname.lastname@example.org
There are a broad range of research interests in education, community education, and social work professions within the School.
Find out more about our research themes. The themes listed may indicate which members of staff may be allocated to supervise your research. Find out more about potential research supervisors.
- 1. How will my progress be monitored?
- Your progress will be monitored in a variety of ways:
Students meet with their supervisors at least every month to support and guide students through their Professional Doctorates.
Presentations and fora
From time to time students are expected to make presentations about their work to other students and staff. This aims to help support students with their work and to build on their work so far. There are also online fora for students to discuss issues relating to their research.
Thesis Monitoring Committee
A Doctoral student’s progress is monitored by an independent Thesis Monitoring Committee within the School. This Committee consists of at least two members of staff not concerned with a student’s supervision and it meets twice per year for full time students, and one per year for part-time students.
A doctoral candidate is registered initially as a research student. S/he then transfers to a PhD/DEd/DSW/DCLD after transfer from Ordinance 12 to 39 (now known as an Upgrade Review). This normally takes place between 9 months to 1 year of starting the studies for a full time student and 18 months to 2 years for a part time student.
At the end of study, students undertake an examining process called Viva Voce to present their thesis to an Examination Board who will determine whether a student’s work is of a high enough standard to be awarded a PhD.
- 2. What academic skills support will I receive?
- We provide Research Methods and Generic Skills Training and students are assigned two supervisors (relevant to the area of a students’ doctorate) who meet with them regularly. Supervision can take place by telephone, email and video conferencing. Guidance can also be drawn from other relevant members of staff with specific expertise.
- 3. How will I be guided through the process of studying for a PhD?
- The University Code of Practice for Supervised Postgraduate Research provides clear guidance on your responsibilities as a student and how you will be supported. Students also receive a School Student Handbook which provides further detail.
- 4. What facilities will I have access to?
- Professional Doctorates students have access to doctoral student office accommodation, high quality IT facilities, telephones, printing/photocopying and access to financial support to attend research conferences.
Enquiries & Applications
International students are required to achieve an IELTS score of at least a 6.5 in each component.
Enquiries & Applications
- Tel No: +44(0)1382 381512
- Email: email@example.com
Current PhD Students
We currently have many students studying on a doctoral research programme. Below are a small selection of profiles from our students:
Home country: United Arab Emirates
Thesis title: The Transition of Young Children with Special Educational Needs to the First Year in School Settings, Beliefs, Policies and Practices.
Thesis details: My study aims to investigate transition from prior to school programs e.g. home, special education centres and nurseries to first year in school for the children with SEN in Abu Dhabi, United Arab Emirates and to provide further understanding of the policies and practices that support children during this time.
Camila Biazus Dalcin
Home country: Brazil
Thesis title: Boundaries of care in community nursing practice: understanding the provision of care with the lens of Bourdieu
Research interests: Public Health, Public Policies, Peripheries, Community development, Primary Health Care, Community Nursing, Health Inequalities, Nursing education.
Joseph Angwekwe Lumbasi
Thesis title: Exploring the affordances of online support spaces for people who self-identify as ritual abuse survivors
Thesis details: My PhD study is aimed at understanding the barriers encountered by people who self-identify as RA survivors when trying to access offline services and strategies adopted in overcoming such barriers. Findings from my literature review indicate that people who have been stigmatised and marginalised by key offline services tend to use online services as a strategy for overcoming such barriers. More so, people with concealable stigmatised identities such as those ones living with HIV/AIDS, LGBTQ, mental health problems, and survivors of childhood sexual abuse (CSA) among others have resorted to using online support spaces to connect with us, articulate their survivor identities and engage in empowerment. My study is keen to understand how people who self-identify as RA survivors are using the affordances of online support spaces in overcoming barriers encountered in offline spaces, accessing social support, articulating their RA survivor identities and empowering themselves. My study intends to engage people who self-identify as RA survivors in an Online Participatory Action Research (O-PAR). The study will be conducted online using an online survey, online focus group discussion and online interviews.
Bio/Synopsis: Joseph is educated up to postgraduate level. A graduate of Sociology, Geography, Health Research, Child and Adult Protection and currently a PhD student at the University of Dundee School of Education and Social Work. He has worked in different sectors of the economy, as a media researcher specialising on issues surrounding cultural abuse and violation of human rights e.g. female genital mutilation, trafficking of children and women locally and internationally by use of ritual oaths for purposes of prostitution and other inhuman issues. Joseph is currently the Manager of Izzy's Promise and a PhD Student at the University of Dundee undertaking a study focused on understanding the views and experiences of Ritual Abuse (RA) survivors on their use of online support as places of identity, support and empowerment.
Lumbasi, J., & Barron, I. (2016). Male Survivor Perceptions of Seeking Support: Hermeneutic Analysis of a Cluster Case Study. International Journal of Social Work, 3(1), 91.
Lumbasi, J. A. (2012). An inquiry into pathways, triggers and support needs for adult male survivors of childhood sexual abuse (CSA), University of Dundee, Scotland (UK)
Lumbasi J.A., (2008). Participatory Social Research in HIV & AIDS Programming. Nairobi: Regional Capacity Building Partners.
Lumbasi, J. A. (2007) Does Community Participation Matter in the Decentralisation of HIV/AIDS Prevention Programmes in Kenya? A case study of the Constituency AIDS control Committees in Limuru, Kenya;Unpublished Thesis Submitted at the University of St. Andrews, Scotland (UK) in partial fulfilment of the degree of Master of Research in Health Geography.
Lumbasi, J. A. (2004) New Industrial Spaces in Kenya: A Case study of Export Processing Zones in Athi River and Nairobi; Unpublished Thesis Submitted at the University of Nairobi, Kenya (East Africa) in partial fulfilment of the degree of Master of Arts in Economic Geography.
Home Country: Malaysia
Thesis Title: The Use of Short Videos - Effect on Children's Language and Literacy Skills