Doctor of Education (EdD)


These Program Rules should be read in conjunction with the University’s policies (



  This document must be read in conjunction with:
  1. the General Academic Program Rules for Professional Doctorate Degrees (see under Adelaide Graduate Centre), and
  2. the Research Student Handbook, published by the Adelaide Graduate Centre.

The Research Student Handbook explains the procedures to be followed by students and contains guidelines on research and supervision for research degrees offered by the University.
All students must comply with both the General Academic Program Rules for Professional Doctorate Degrees and the rules following below, and the procedures outlined in the Research Student Handbook.
In addition to the General Academic Program Rules for Professional Doctorate Degrees in this publication, the following program specific rules apply to the Doctor of Education.


Academic Standing

  A candidate for the Doctor of Education would normally be expected to hold education qualifications, either in addition to the requirements laid down in 2.1 and 2.2 of the Academic Program Rules for the Professional Doctorates, or as part of the earlier awards, such as Class II Honours.


Duration of Candidature

  The normal program duration for the Doctor of Education will be 4 years of full-time equivalent (FTE) study.


Work for the Degree

4.1 For the Structured Program candidates must complete courses to the value of 24 units, comprising core courses to the value of 12 units and Elective courses to the value of 12 units from the following:
  1. Compulsory Core Courses
    EDUC 8058 Research Processes ... 6
    EDUC 8054 Research Design... 6
  2. Elective Courses
    EDUC 8009 Examination of Information and the Analysis of Frequency and Count Data ... 6
    EDUC 8011 Introduction to Quantitative Educational Methods ... 6
    EDUC 8020 Qualitative Approaches to Educational Research ... 6
4.2 For the Doctor of Education, the research undertaken shall take the form of a research project on a particular professional issue or context.
4.3 The project must contain an abstract that summarises the main findings presented and indicates how the project demonstrates a significant contribution to professional knowledge in education, learning or training.
4.4 The project must include an introduction which succinctly describes the professional problem or issue to be investigated, provides a critical review of the relevant literature in the area, identifies specific gaps in educational knowledge and understanding and outlines the aims of the project and the specific educational contexts in which the investigations take place.
4.5 The project must contain a conclusion showing the professional significance of the findings for educational theory and practice, making recommendations for their practical implementation in educational or broader learning contexts and for future research.


Published on: 
19 December, 2016 | 17:23:00