Olen Gunnlaugson
Job Title
Associate Professor in Leadership and Organizational Development
Employer
Université Laval
Canadian Immigration Updates
Review details about the recently announced changes to study and work permits that apply to master’s and doctoral degree students. Read more
Overview
The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department, such as adult and community education and social movements; citizenship and human rights; continuing professional education; cultural politics, critical multiculturalism and feminist studies; educational leadership and policy; epistemology (the study of knowledge and knowing), ethics, and political philosophy; equity in education (on the axes of race, disability, gender, class, and sexuality); Indigenous education; international and comparative education; media, popular culture and representation or youth and children in schools, families, and communities.
Students are required to take two first-year doctoral seminars and a second-year doctoral seminar. All other courses in a student's program are determined in consultation with faculty. Students in the PhD program typically devote two years to coursework, and two to four years to developing and carrying out a research project designed to make an original contribution to knowledge in the study area.
Quick Facts
Program Enquiries
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Admission Information & Requirements
Program Instructions
Please ensure you follow the instructions in the online application system. After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted properly and by the application deadline. The Admissions Committee will only review complete applications. You can check the status of your application and supporting materials through the online application system.
1) Check Eligibility
Minimum Academic Requirements
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
English Language Test
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
TOEFL: Test of English as a Foreign Language - internet-based
Overall score requirement: 92
Reading
22
Writing
22
Speaking
22
Listening
22
IELTS: International English Language Testing System
Overall score requirement: 6.5
Reading
6.0
Writing
6.0
Speaking
6.0
Listening
6.0
Other Test Scores
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
The GRE is not required.
2) Meet Deadlines
Application open dates and deadlines for an upcoming intake have not yet been configured in the admissions system. Please check back later.
3) Prepare Application
Transcripts
All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.
Letters of Reference
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Statement of Interest
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Supervision
Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Instructions regarding thesis supervisor contact for Doctor of Philosophy in Educational Studies (PhD)
Applicants should browse faculty profiles and indicate in their application who they are interested in working with. No commitment from a supervisor prior to applying is necessary, but contacting faculty members is encouraged.
It is very important to contact at least one EDST faculty member who could be a potential supervisor of your PhD work (i.e. has expertise and interest in the area and/or topic you want to focus on) and inquire whether they would be willing to supervise your work.
Citizenship Verification
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
4) Apply Online
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
Tuition & Financial Support
Tuition
| Fees | Canadian Citizen / Permanent Resident / Refugee / Diplomat | International |
|---|---|---|
| Application Fee | $116.25 | $168.25 |
| Tuition * | ||
| Installments per year | 3 | 3 |
| Tuition per installment | $1,838.57 | $3,230.06 |
| Tuition per year (plus annual increase, usually 2%-5%) | $5,515.71 | $9,690.18 |
| Int. Tuition Award (ITA) per year (if eligible) | $3,200.00 (-) | |
| Other Fees and Costs | ||
| Student Fees (yearly) | $1,116.60 (approx.) | |
| Costs of living | Estimate your costs of living with our interactive tool in order to start developing a financial plan for your graduate studies. | |
* Regular, full-time tuition. For on-leave, extension, continuing or part time (if applicable) fees see UBC Calendar.
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.
Financial Support
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
Program Funding Packages
All full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD from September 2024. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
Average Funding
Based on the criteria outlined below, 22 students within this program were included in this study because they received funding through UBC in the form of teaching, research, academic assistantships or internal or external awards averaging $33,720.
- 5 students received Teaching Assistantships. Average TA funding based on 5 students was $5,974.
- 9 students received Research Assistantships. Average RA funding based on 9 students was $7,124.
- 8 students received Academic Assistantships. Average AA funding based on 8 students was $8,159.
- 22 students received internal awards. Average internal award funding based on 22 students was $20,418.
- 4 students received external awards. Average external award funding based on 4 students was $29,583.
Study Period: Sep 2022 to Aug 2023 - average funding for full-time PhD students enrolled in three terms per academic year in this program across years 1-4, the period covered by UBC's Minimum Funding Guarantee. Averages might mask variability in sources and amounts of funding received by individual students. Beyond year 4, funding packages become even more individualized.
Review methodology
Review methodology
Scholarships & awards (merit-based funding)
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Graduate Research Assistantships (GRA)
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate Teaching Assistantships (GTA)
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Graduate Academic Assistantships (GAA)
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Financial aid (need-based funding)
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Foreign government scholarships
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
Working while studying
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement.
Tax credits and RRSP withdrawals
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Cost Estimator
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
Career Outcomes
74 students graduated between 2005 and 2013: 3 graduates are seeking employment; 1 is in a non-salaried situation; for 4 we have no data (based on research conducted between Feb-May 2016). For the remaining 66 graduates:
RI (Research-Intensive) Faculty: typically tenure-track faculty positions (equivalent of the North American Assistant Professor, Associate Professor, and Professor positions) in PhD-granting institutions
TI (Teaching-Intensive) Faculty: typically full-time faculty positions in colleges or in institutions not granting PhDs, and teaching faculty at PhD-granting institutions
Term Faculty: faculty in term appointments (e.g. sessional lecturers, visiting assistant professors, etc.)
Sample Employers in Higher Education
University of British Columbia (15)Kwantlen Polytechnic University (3)
University of the Fraser Valley (2)
Vancouver Island University (2)
Universite Laval
Calvin College
Brock University
University of Calgary
Whatcom Community College
Simon Fraser University
Sample Employers Outside Higher Education
BC School District (2)World Vision International
Our Lady of Guadalupe Tonantzin Community Society
Yukon Department of Education
Kootenay Boundary Community Services Cooperative
Ismali Tariqua and Religious Education Board
Directions Evidence and Policy Research Group
Southern California Tribal Chairmen's Association
St Paul's Hospital Foundation
Canadian eLearning Network
Sample Job Titles Outside Higher Education
Consultant (2)Executive director (2)
Owner (2)
Director, Problematic Substance Use Prevention
Education Technical Lead, Integrated Programmes Department
VIce Principal
Author
Consultant (Therapist)
Contract Researcher
Teacher
PhD Career Outcome Survey
You may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.Disclaimer
These data represent historical employment information and do not guarantee future employment prospects for graduates of this program. They are for informational purposes only. Data were collected through either alumni surveys or internet research.Alumni on Success
Enrolment, Duration & Other Stats
These statistics show data for the Doctor of Philosophy in Educational Studies (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
ENROLMENT DATA
| 2023 | 2022 | 2021 | 2020 | 2019 | |
|---|---|---|---|---|---|
| Applications | 58 | 77 | 80 | 65 | 83 |
| Offers | 10 | 7 | 7 | 10 | 8 |
| New Registrations | 5 | 7 | 3 | 6 | 5 |
| Total Enrolment | 48 | 51 | 54 | 58 | 59 |
Completion Rates & Times
This program has a graduation rate of 85% based on 34 students admitted between 2011 - 2014. Based on 25 graduations between 2020 - 2023 the minimum time to completion is 5.12 years and the maximum time is 11.62 years with an average of 7.51 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each registration year, May to April, e.g. data for 2022 refers to programs starting in 2022 Summer and 2022 Winter session, i.e. May 1, 2022 to April 30, 2023. Data on total enrolment reflects enrolment in Winter Session Term 1 and are based on snapshots taken on November 1 of each registration year. Program completion data are only provided for datasets comprised of more than 4 individuals. Graduation rates exclude students who transfer out of their programs. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs.
Upcoming Doctoral Exams
Friday, 17 January 2025 - 9:00am - Room 200
Itamar Manoff
The Experience of Error in Adult Language Learning
Research Supervisors
Supervision
Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Instructions regarding thesis supervisor contact for Doctor of Philosophy in Educational Studies (PhD)
Applicants should browse faculty profiles and indicate in their application who they are interested in working with. No commitment from a supervisor prior to applying is necessary, but contacting faculty members is encouraged.
It is very important to contact at least one EDST faculty member who could be a potential supervisor of your PhD work (i.e. has expertise and interest in the area and/or topic you want to focus on) and inquire whether they would be willing to supervise your work.
Advice and insights from UBC Faculty on reaching out to supervisors
These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.
Doctoral Citations
A doctoral citation summarizes the nature of the independent research, provides a high-level overview of the study, states the significance of the work and says who will benefit from the findings in clear, non-specialized language, so that members of a lay audience will understand it.
| Year | Citation |
|---|---|
| 2015 | Dr. Denholm investigated the work of academic middle managers in a Canadian college. She revealed a discrepancy between expectations for leadership development and the reality of managerial obligations. Her insider's account suggests that professional development and changes in organizational culture are needed to enable college leaders to flourish. |
| 2015 | Dr. Gacoin studied how teachers and students taking part in an HIV prevention program in South Africa understand messages related to gender equity. She argues that it is crucial to pay attention to the complex educational spaces within which people make sense of social identities, and the power relations between those identities. |
| 2015 | Dr. Young developed an Indigenous teaching and learning approach with Anishnabe-Cree Elders. The study outlines the teaching methods that strengthen peoples' holistic health and maintain sustainable ecologies. The research benefits educators working with Indigenous contexts, land-based education and those interested in social justice leadership. |
| 2014 | Dr. Plaut's study brought together the worlds of journalism, human rights and socio- political change, across state and national borders. Over a period of two years, she interviewed 45 journalists and journalism educators from the Saami and Romani communities in six countries. Her findings inform best practices for teaching human rights journalism. |
| 2014 | Dr. Graham challenged the promotion of harm reduction as an appropriate response to prostitution. She drew on interviews with women active in anti-violence and advocacy work with women in prostitution. The study reveals the limitations of harm reduction, and supports feminist arguments for women's freedom, including the abolition of prostitution. |
| 2014 | Dr. Kerr conducted her research as a Settler-Scholar, meaning she considered the implications of her scholarly work as a person who has settled on lands that are the longstanding home of Indigenous peoples. Dr. Kerr developed a theory to help teachers in K-12 schools and in programs of teacher education who prioritize social equity in education. |
| 2014 | Dr. Tsukada examined how international students and universities in Japan engaged with internationalization. She found that they constructed imagined international communities that reflected not their local diversity but a neoliberal and Western-centered interpretation of globalization. Dr. Tsukada calls for a critical approach to internationalization. |
| 2014 | Dr. James investigated the connections between Emotional Intelligence and the experiences of first year students at a Canadian university. Her findings revealed a complicated relationship, but observed changes in EI suggest that, in general, the first year of university enhances the EI of students, especially intrapersonal and adaptability skills. |
| 2014 | The Northwest Coast bentwood box acted as a metaphor to frame this study. Dr. Parent examined four Aboriginal Early University Promotion Initiatives and three Aboriginal University Transition Programs at universities in British Columbia. Her findings will help us understand how universities can be wholistically transformed for Indigenous learners. |
| 2014 | Dr. Martin studied the effects of identity loss upon the She-KWE-pem people, caused by Indian Act legislation, Indian hospitals and Residential Schools. This intergenerational project demonstrates how Indigenous knowledge transmission, familial relationships, and land-based/culture-based experiences developed and sustained cultural identities. |
Pages
Sample Thesis Submissions
Further Information
Specialization
Educational Studies offers concentrations in Adult Learning and Education; Higher Education; Society, Culture and Politics in Education; and Educational Administration and Leadership.
Program Website
Faculty Overview
Academic Unit
Program Identifier
VGDPHD-G4
Classification
Program Enquiries
Still have questions after reviewing this page thoroughly?
Contact the program
Contact the program
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form.
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