The Doctor of Philosophy in Education is a full research programme meticulously crafted to cultivate a profound understanding and synthesis of knowledge within the diverse realms of education. Students will excel in communication, adeptly disseminating research findings, and engaging stakeholders, both within and beyond academia, to foster collaboration and advance educational practices. Ideal for those interested in education leadership, curriculum design, or learning technology, students will contribute to academic knowledge.
Upon completion, students will showcase a comprehensive grasp of a specific educational area, integrating insights from contemporary research. Equipped with refined research skills, graduates will be poised to drive meaningful change in education. Whether exploring innovative teaching methods or examining the role of sociolinguistics in learning, they will prioritize excellence and societal impact, thereby enriching the landscape of education for generations to come.
Career Opportunities
– School Administrator
– Educational Consultant
– Instructional Coordinator
– Teacher Trainer
– Professor / Lecturer
– Educational Researcher
– Curriculum Developer
– Instructional Designer
– Education Policy Analyst
– Educational Technology Specialist
– Educational Programme Evaluator
– Director of Academic Support Services
Programme Modules
| Modules |
A PhD Process | Expectation in a PhD |
|---|---|---|
| Year 1 – Year 3 – Research Methodology – Thesis |
1. Identifying Research Problems and Objectives 2. Conduct Literature Review 3. Identify Research approach and Design 4. Present Research proposal 5. Conduct Original Research and Collect Result 6. Present Research Conclusion 7. Write a Thesis and submit it as a Dissertation 8. Defend Thesis in an Oral Viva Vace Examination |
– Carry Out Research – Conference Presentation – Publication – Attending Workshop / Training |
PEO 1: Demonstrate a comprehensive understanding and the synthesis of knowledge in the field of Education.
PEO 2: Able apply a significant range of advanced and specialised skills and be able to act autonomously, professional and ethical practices in the planning and implementation of research.
PEO 3: Master numerical skills and research methodology, encompassing both quantitative and qualitative techniques and digital skills in educational setting.
PEO 4: Demonstrate ability to interact and communicate internally and externally in creative concepts or practices of educational research.
PEO 5: Demonstrate entrepreneurial mindset in progressing their career and profession.
*The programme module structure shown on this page is based on Intake A. The module is subject to change.
*The MPU Modules are translated to English. Please visit [here] for the original module name.
AREA OF DISSERTATION
| –Teaching and Learning in Higher Education –Management and Leadership in Education |
–Curriculum and Teaching |
–Educational Assessment |
If you are interested in other areas, please contact us to schedule a consultation with our programme director.
POSTGRADUATE SUPPORT
Centre for Postgraduate Studies (CPS)
Postgraduate Study Handbook
Postgraduate Study Admission Guideline
Postgraduate Study Support
Centre of Professional Development (CPD)
Networking & Industry Collaboration
Commercialisation
Industry Research
Workshop & Seminar
Short Training Course
Career and Professional Development
Research Management Centre (RMC)
Manage research project
Research Grant for RU Academician and student
Provide guideline and support in research publication
Centre for Innovative Teaching & Learning (CiTL)
Open Distance Learning (ODL) Support
ODL LMS Support
Technology in Teaching & Learning
ADMISSION PROCESS
Prospective students are encouraged to contact Raffles University’s education consultants for expert advice on programmes, entry requirements, and scholarship opportunities. The consultants offer clear and personalised guidance, helping individuals navigate the admission process and explore financial support options.
Applicants must submit their highest academic qualifications and English language test results to fulfil the entry requirements. Depending on the programme, additional criteria such as a CV or interview may also be required. It is essential for applicants to carefully review the specific requirements for their chosen programme to ensure all necessary documents are submitted.
Applicants have the option to receive a Supporting Guidance on Writing an Effective Statement of Research Interest (SRI) as part of the admission process. This guidance offers guidance on creating a well-structured SRI that aligns with their academic goals. Additionally, it provides insight for both the applicants and the university, ensuring that the university’s resources and research direction are well-suited to the applicant’s interests.
The guidance may cover
The structure and key components of a successful SRI.
How to align research interests with the expertise of faculty members.
Research design and feasibility.
Examples of well-structured SRIs.
Once the Statement of Research Interest (SRI) is completed, applicants are required to submit it to the university. The university will then appoint a Faculty Evaluation Panel to review the SRI. This panel will carefully assess the applicant’s research interests, ensuring alignment with the university’s academic resources and research directions.
An interview will be conducted with the Faculty Evaluation Panel to provide constructive feedback on the applicant’s Statement of Research Interest (SRI). This interview offers a valuable opportunity for applicants to engage directly with faculty members, receive insights on their research interests, and discuss how they align with the university’s resources and objectives.
Accepted and Proceed to Admission with Adjustments: If the alignment and quality of the Statement of Research Interest (SRI) are moderate to strong, and the applicant demonstrates openness, the research can proceed with some adjustments.
Revise Research Topic and Resubmit SRI: If the alignment and quality of the SRI are below moderate and weak, but the applicant shows flexibility and commitment, revisions will be recommended to better fit the programme and faculty’s expertise. The applicant will need to resubmit the revised SRI for further evaluation.
Rejection and Alternative Programme: If there is no alignment and the quality of the SRI is weak, and the applicant refuses to adapt, guidance will be offered toward other programmes that may better suit their research interests. This ensures that the applicant can find a more suitable academic path.
Entry Requirements
– A Master’s Degree (MQF Level 7) in the education field or Education-related fields accepted by the HEP Senate
– Other qualifications equivalent to a Master’s Degree recognised by the Government of Malaysia
Candidates without a related qualification in the field/s or working experience in the relevant fields must undergo appropriate prerequisite courses determined by the HEP.
Malaysian Student
MALAYSIAN STUDENT ENGLISH ENTRY REQUIREMENT
Completed a Master’s Degree in English
IELTS: 5.0
TOEFL: 500
TOEFL Essentials (Online): 7.5
TOEFL iBT: 40
PTE: 47
MUET: Band 3.5
Cambridge English / Linguaskill: 154
*Students who did not meet the English Requirement are required to enrol the RU English Preparation Programme (EPP) AND achieve the requirement of any equivalent English qualification.
International Student
INTERNATIONAL STUDENT ENGLISH ENTRY REQUIREMENT
Completed a Master’s Degree in English
IELTS: 5.0
TOEFL: 500
TOEFL Essentials (Online): 7.5
TOEFL iBT: 40
PTE: 47
MUET: Band 3.5
Cambridge English / Linguaskill: 154
*International Students who did not meet the International English Requirement are required to enrol the RU English Preparation Programme (EPP) AND achieve the requirement of any equivalent English qualification.
