phd thesis in art education

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PhD in Art Education

The Doctor of Philosophy in Art Education degree is designed for students who want to make a scholarly contribution to the Art Education field.

Allison Rowe, PhD (2021). “Work Like a River” (participatory lecture, 2017). Photo by Larissa Issler

PhD Art Education

At the University of Illinois, faculty and graduate students build a vibrant community of inquiry within the context of a Research 1 university. This community, including faculty whose breadth of interests span topics including contemporary art and visual culture in education, formal and informal learning, cultural policy and urban studies, and teacher training and identity, provides an intellectually stimulating environment for graduate students to stretch themselves intellectually and become world authorities on the particular topic of their dissertation.

Some doctoral students receive funding and support as teaching assistants for 4 years, and this funding is conditional upon academic standing. This funding includes a tuition waiver, a salary, health insurance, annual conference funding, plus many opportunities to gain competitive grants. Students complete coursework, consisting of 5 courses in art education, courses in research methodology and writing, courses in a minor that complements individual student interest, and courses that prepare students for the qualifying exam (taken after one year of full-time study) and the preliminary exam (at the conclusion of coursework). Examples of minors include Asian Studies, Art History, New Media, Museum Studies, and Women’s Studies. Following the conclusion of coursework, students write a dissertation that contributes new knowledge to the field of art education. Finally, students defend their dissertation.

During this course of study, there are numerous resources available to graduate students in Art Education, both within our program and across the University of Illinois:

• At our major comprehensive research university, students have access to the broadest possible range of elective courses.
• Visual Arts Research is a scholarly, refereed journal and has been published through the Art Education program for over 40 years. It is edited by Art Education faculty.
• The Everyday Arts Lab offers an excellent local site for graduate research for those interested in arts and social practice.
• With a total of 14 million titles the University of Illinois Library houses the largest collection of any public university in the world. The Ricker Library of Architecture and Art has 120,000 titles and 33,00 serials.
• The Unit for Criticism and Interpretive Theory is a program that promote conversations among a range of departments in the humanities, social sciences, and performing arts by organizing lectures, panel discussions, and conferences, as well as the Modern Critical Theory lecture series.
• The Krannert Art Museum includes an archive of over 8,000 works of art and rotating exhibitions of traditional and innovative art works.
• The Spurlock Museum highlights the diversity of cultures around the globe.
• Illinois is host to the  International Congress of Qualitative Inquiry , which brings a large contingent of art education scholars to campus.
• Regular visiting speakers from other institutions including Kevin Tavin, Amelia Kraehe, David Darts, Olivia Gude, Luis Camnitzer, Matthew Goulish, Marjorie Manifold, and Stephanie Springgay.
• Devoted room for Art Education PhD students including carrels for your use.

Faculty Interests

• Arts-based research
• Community arts education
• Conceptual art practices and theory
• Creative cities
• Cultural globalization
• Emerging curriculum theory
• Performance studies
• Psychoanalysis
• Social practice
• Socially engaged art
• Teacher identity
• Urban education
• Visual culture
• Youth studies

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Recent MAEd topics in Art Education

MAEd Applied Projects are found through the UGA Libraries repository ScholarWorksUGA . 

Walking, Listening, Making: A Collaborative, Arts-Based Investigation of Place & Belonging for a Group of College Freshman Women Ansley O’Neal, 2021

Relationships, Place, and Play: Connections Between Online Photo-Sharing and Making Pictures in the Middle School Art Classroom Mary Elizabeth Garrett, 2021

Student Choice and Voice: A Transition to Choice-Based Art Education Lisa Marie Chalfant, 2019

Discovering Cultural Capital and Funds of Knowledge Through Art Sketchbook Dialogues Dylan Chase Slaton, 2019

Understanding Black Feminist Theory and the Representation of African American Women’s Art in Museums: Engaging Black Women in Critical Dialogue Amber Coleman, 2018

Collaborative Art Installation Carlin Brownlee, 2018

An Invitation to Reimagine: Engaging with Social Justice in the High School Art Classroom Christine Wu, 2017

Art Education and Homeschooling: How Visual Arts are Integrated into Home School Learning Amber Waters Pitt, 2017

Recent PhD topics in Art Education

PhD dissertations are found through the UGA Libraries repository ScholarWorksUGA . 

Attuning to the Natureculture of Schooling in the Anthropocene: Ecologically-Responsive Art Provocations with Elementary Students Heather Hudgins Silver, PhD, December 2022

Gendered Threads: A Speculative Analysis of the Spacetimemattering of Women's Fiber Crafting Andrea Ezell Elliott, PhD, December 2022

Memes to Inspire: A Qualitative Case Study of Internet Meme-Making as Digital Art Activism Jhih-Yin "Diane" Lee, Ph.D., August 2022

A Foucauldian Genealogy of Teacher Effectiveness Discourse: Exploring the Impact on Art Education Abby Newland, Ph.D., May 2021

Encountering Rhizomatic Relations at the Rural External(Ity) of an Art Museum: A Deleuzian Inquiry on the Possibilities of Rural Access Mallory Lind, Ph.D., May 2021

Exploring Nuances of Culturally and Linguistically Diverse Children's Voices Through Art and Play Nara Kim, Ph.D., August 2020

Meshworks of Storied Matter: Becoming with Discarded Objects through Participatory Public Art Interventions Kira Hegeman, Ph.D., May, 2019

Making Art, Making Meaning: Examining the Experience of Artmaking in an Art Museum Callan Elizabeth Steinmann, Ph.D., August 2017 

Teachers’ Perceptions of a Collaborative Arts Professional Development Workshop Nancy D. Herlihy, Summer 2016

Instanbul Beloved: A Researcher in the Bound Unity of Others Sonya Turkman, Spring 2016

Piggies and Portraits Competing at the County Fair: An Ethnographic Case Study of Student Art Competitions Frances Vaughn, 2016

The Possibilities of Freedom Within A High School Mixed Media Classroom Amy Workman, 2016

Seeking Wide-awakeness: An Exploration of Engagement in a High School Visual Arts Course Rebecca Williams, 2015

Painting a Picture of Change: Veteran Art Teachers’ Perspectives of Standards, Assessments, and Accountability in the Art Classroom Drew Brown, 2015

The Triadic Tangle: The Influence of Implicit Beliefs and Expressive Outcomes on the Creative Becoming of Three Art Methods Students Tammy Catherine Cline, 2015

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Art Education, Ph.D.

Ph.D. in Art Education (+Dual Ph.D.)

TODO FIXME : DRAFT : WORK IN PROGRESS

Elevate your scholarship and the art education profession..

The Ph.D. in Art Education prepares students to become innovative researchers, informed educators, and leaders in higher education, schools, communities, and museums. At Penn State, you’ll enjoy all the resources of a large research university within a close-knit, collegial environment of faculty and fellow students committed to making an impact on the field of art education.

Program Application Deadline

The deadline for applications for AY 2023–24 is January 15, 2023.

To be assured full consideration, please review all details on program and admission requirements, and ensure that you apply by this deadline.

Earn a Ph.D. in Art Education at Penn State

Take your experience and research in art education to the next level. Penn State’s Ph.D. in Art Education–including unique dual-title options that incorporate African American and Diaspora Studies or Women’s, Gender, and Sexuality Studies –is ideal if you want to build on your experience in the field through original research projects that make significant contributions to art education theory and practice.

Coursework in art education and related disciplines such as philosophy, curriculum and instruction, sociology, anthropology, and other fields provides necessary theoretical and methodological background for dissertation research. Doctoral students are required to complete 32 credits of graduate coursework (20 of which are to be completed in art education), pass their Qualifying Examination, English Competency Examination, Comprehensive Examination, Final Examination, and submit a dissertation.

Faculty bring a range of teaching, research, and administrative experience from across the country and around the world. The international student body provides students with insight into a range of art teaching practices. You’ll benefit from all the resources of a large research university while studying as part of the collaborative, close-knit community within the Penn State School of Visual Arts.

Applicants apply for admission to the program via the Graduate School application for admission . Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies .

The language of instruction at Penn State is English. English proficiency test scores (TOEFL/IELTS) may be required for international applicants. See GCAC-305 Admission Requirements for International Students for more information.

Students who seek admission to the graduate program must make formal application to The Graduate School and admissions committee of the Art Education program. To be admitted without deficiencies, the student is expected to have completed either a baccalaureate degree in art education or a program considered by the admissions committee to provide an appropriate background for the application’s degree objectives. Related programs include work in studio art, art history, art education, education, museum education, etc. Deficiencies may be made up by course work that is not counted as credit toward an advanced degree. Students pursuing graduate degrees may simultaneously take course work leading to teaching certification and art supervisory certification. The students who plan to teach art education at the college level should note that some institutions require professors to hold a public school art teaching certificate and to have had public school teaching experience.

Students with a minimum 3.00 junior/senior grade-point average (on a 4.00 scale) and with appropriate course backgrounds will be considered for admission. The most qualified applicants will be accepted up to the number of spaces that are available for new students. Exceptions to the minimum 3.00 average may be made for students with special backgrounds, abilities, and interests. Transcripts should indicate high attainment in appropriate academic and creative work. Letters of recommendation should attest to scholarship and ability to work independently. In addition to the above requirements, there are specific requirements for each degree program:

M.S. and Ph.D. Application Materials

• Completed official Penn State Graduate School Application for Admission .
• professional objectives
• how these objectives would be furthered by graduate study,
• the areas in which research and creative work are planned,
• what the applicant hopes to do with the graduate degree he or she is seeking to attain, and
• evidence that the applicant is prepared to undertake graduate level work.
• Submit an example of scholarly writing.
• Submit three (3) letters of recommendation. Letters of recommendation should attest to the applicant’s scholarship and ability to work independently.
• Submit official transcripts from all post-secondary institutions attended .
• Submit a Portfolio (optional). Applicants may submit images of their creative works that represent arts-based research or images that illustrate their conception of art.
• Indicate in your Statement of Professional Intent if you would like to be considered for an Assistantship/Fellowship.

M.P.S. Application Materials

• Statement of purpose in pursuing the M.P.S. in Art Education.
• Three letters of recommendation.
• Teaching portfolio to include teaching philosophy and a sample of curricular materials developed by the applicant.
• A critical reflective written response to an article provided in the GRADS application site. The response should outline the key arguments made by the author(s), a critical evaluation of the logic and assumptions in the article, and a connection to the applicant’s own instructional or professional experience.
• Curriculum vitae with evidence of professional leadership and service.
• Official transcripts from all post-secondary institutions attended , including official military transcripts (if applicable). (All college or university transcripts are required regardless of the length of time that has passed, the grades earned, or the accreditation of the institutions attended.)
• International applicants whose first language is not English or who have received a baccalaureate or master’s degree from an institution in which the language of instruction is not English, please refer to GCAC-305 Admission Requirements for International Students .

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Ph.D. in Art Education Handbook

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

Art Education (AED) Course List

Graduate assistantships available to students in this program and other forms of student aid are described in the Tuition & Funding section of The Graduate School’s website. Students on graduate assistantships must adhere to the course load limits set by The Graduate School.

Current Cohort Bios

Dissertations

Aaron Knochel

• Associate Professor of Art Education

[email protected]

814.863.7309

Is the Ph.D. in Art Education right for you?

The Ph.D. in Art Education is for scholars who want to delve deeper into art education research topics. Students in the program conduct original research with the potential to impact art education theory and practice.

The program fosters collaboration, collegiality, and innovation within a close-knit environment where students also enjoy all the resources of a large research university.

Degree Options

Penn State’s Art Education program offers the opportunity to pursue one of two extraordinary dual-title Ph.D. degree options – Art Education + African American and Diaspora Studies, or Art Education + Women’s, Gender, and Sexuality Studies. Either of these novel, interdisciplinary options will position you to make a lasting impact on the art education profession.

Dual Ph.D. and Diaspora Studies

This dual-title Ph.D. is for scholars who want to delve deeper into art education research topics with a focus on African American life, art, and visual culture. Students in the program conduct original research with the potential to impact art education theory and practice, as well as the field of African American and diaspora studies.

In addition to art education and African American and diaspora studies, course work covers related disciplines such as philosophy, curriculum and instruction, sociology, anthropology, and other fields, providing the necessary theoretical and methodological background for a dissertation. Students must complete 47 credits.

Faculty bring a range of teaching, research, and administrative experience from across the country and around the world. The international student body provides students with insight into a range of art teaching and research practices.

Graduate Bulletin Links

• African American and Diaspora Studies Bulletin page.
• Graduate Studies information related to the dual-title Ph.D. in Art Education + African American and Diaspora Studies.

Dual Ph.D. and Gender Studies

The dual-title graduate degree in Art Education + Women’s, Gender, and Sexuality Studies is for students who want to focus on feminist and non-binary perspectives and pedagogy in their art education research.

Coursework in art education, gender and sexuality studies, and related disciplines such as philosophy, curriculum and instruction, sociology, anthropology, and other fields provides necessary theoretical and methodological background for thesis and dissertation research.

Faculty for the dual-title degree program bring a range of teaching, research, and administrative experience from across the country and around the world. The international student body provides students with insight into a range of teaching practices.

• Women’s, Gender, and Sexuality Studies Bulletin page .
• Graduate Studies information related to the dual-title Ph.D. in Art Education + Women’s, Gender, and Sexuality Studies.

Guides + Resources

• Art Education Ph. D. Handbook
• The Graduate School At Penn State

Considering the Ph.D. in Art Education? Consider this.

You’ll make an impact on the discipline through your research.

• Faculty bring experience from across the country and the world.
• Dual-title Ph.D. options layer diverse, interdisciplinary perspectives with Art Ed scholarship.
• Enjoy SoVA’s close-knit environment, along with all the resources of a major research university.
• Program fosters collaboration, collegiality, and innovation.
• Penn State has sponsored the annual Graduate Research in Art Education (GRAE) conference since 2005.

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School of Education

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Ph.D. in Curriculum and Instruction – Specialization in Art Education

Arts education.

Impact the next generation of art teachers and help develop the research that demonstrates the importance of art education on students’ overall academic performance. As a candidate for the Ph.D. in Art Education, you’ll work with faculty partners to investigate how art is taught in real classroom settings, how gender and ethnic background affect art education, and how technology is changing the way we teach art.

This 90-credit hour degree prepares you for a career as a university or college educator and researcher.

At the completion of your course work and before you begin your dissertation, you will need to pass a qualifying exam, in the form of portfolio of work and an oral examination.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Two letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Curriculum and Instruction – Specialization in Art Education Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 academic year.

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Request info

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• Art Education Graduate Student Portal
• Saturday Art Program

Marjorie Manifold

Gustave Weltsek

Associate professor.

Marjorie Manifold ED 3135 (812) 856-8133 mmanifol@indiana.edu

Start your life-changing journey

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Ph.D. Art and Design Education

Our doctoral program in art education will help you hone your skills as a researcher and theorist. You'll be prepared to become a teacher or scholar at a college or university. You'll also be ready for leadership positions in a variety of art education settings.

The program will enable you to conduct research on teaching and learning in fine arts and other forms of visual culture. You'll have opportunities to contribute substantial knowledge and exhibit original scholarship.

You'll benefit from:

• Financial support, such as scholarships and assistantships.
• Opportunities to conduct and present research.
• Our strong local community and extended network.
• Access to rich art and design education resources.

Program Requirements

The Ph.D. in art and design education requires 60 semester hours beyond a master's degree. The program emphasizes research, theory and philosophical development. It also focuses on the application of new knowledge in the visual arts and design education.

Course Requirements

• Core courses: 15 semester hours
• Research methodology: nine semester hours
• Cognate courses: 12-15 semester hours
• Elective courses: 12-15 semester hours

Please note: Some courses are offered online. Contact the doctoral program coordinator for more information.

Other Requirements

• Successful completion of a candidacy examination.
• Completion of a dissertation of original research.
• Successful oral defense of the dissertation.

Read more about program requirements .

Program Highlights

Financial support.

You can apply for scholarships, travel funding, tuition waivers and assistantships. A teaching assistantship will give you experience working with undergraduates. A research assistantship will give you a wide range of experience, from managerial work in a higher education program to providing assistance on a faculty research project.

You can apply for an assistantship by filling out a form when you apply to the program.

Research Opportunities

You'll have many opportunities to conduct and present your research. Our art and design faculty members will mentor you along the way. They are known around the world for their excellence in scholarship, as well as teaching and service. They will also guide your learning in areas such as conference planning, editorial experience and program planning.

Strong Community

Our program has a reputation for building a sense of community among students. We're also known for our networking with potential employers. Our faculty will work with you to ensure both collegiality during the program and employment after graduation.

You'll have opportunities to build your network by attending and presenting at conferences. Some of the conferences our students have been involved with include:

• National Art Education Association Convention
• Illinois Art Education Association Conference
• Art Education Research Institute Symposium
• International Congress of Qualitative Inquiry

You'll have access to resources at NIU that support study and research in art and design education. These include extensive library facilities and the NIU Art Museum. Due to our close proximity to Chicago, you can also make use of major museums and other resources in the area.

You'll have many chances to interact with the extended art education community and build your professional network. For example, we offer a scholar/speaker series that brings national and international leaders in the field to campus.

You'll work closely with our accomplished faculty members. They have published widely and received major awards and grants.

Douglas Boughton Professor of art education Area of focus: Assessment and curriculum

Kerry Freedman Professor of art   education Area of focus: Visual culture and curriculum

Kelly Gross Assistant professor of art education Area of focus: Disability studies and technology

Kryssi Staikidis Professor of art education Area of Focus: Multiculturalism

Shei-Chau Wang Professor of art education Area of focus: Studio pedagogy/cross-cultural curriculum

• How to Apply

We welcome you to apply for admission. You can find admission requirements and application deadlines on the Graduate School website.

View Application Instructions

• M.A. Art (Specialization in Studio Art) / M.F.A. Art and Design
• M.A. Art (Specializations in either Art History Research or Teaching at The Two-Year College Level)
• M.S. - Art and Design Education
• M.S. - Art and Design Education (online)
• Ph.D. - Art and Design Education
• Art History Certificate
• Museum Studies Certificate
• Digital Fabrication Certificate
• School of Art and Design Graduate Programs Handbook

Kerry Freedman , Ph.D Professor and Ph.D Advisor [email protected]

Ann Van Dijk Associate Professor and Graduate Coordinator [email protected]

School of Art and Design Jack Arends Building , room 216 815-753-1474

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Art Education (MA, PhD, Online)

The MA program in Art Education gives students the opportunity to gain the knowledge and skills necessary to be well-informed and reflective practitioners, teachers, and researchers. The program consists of a coherent pattern of courses and other educational experiences, either a research thesis or a final project, and a final oral examination.

The Online Master's Degree Program in Art Education at The Ohio State University is the first and premier online art education offering in the United States. The program has served art(s) educators teaching in a variety of settings, including public and private schools, community arts centers, museums, residential facilities, and colleges and universities.

College of Education and Human Development

Department of Curriculum and Instruction

Arts in education MA/PhD

The MA/PhD track in Arts in education offers the opportunity to conduct interdisciplinary research while specializing in your own focus area in art education. While we offer a strong K-12 focus, many students come into the program with interests in museum education or community arts organizations.

Graduates become educational leaders in diverse contexts – teaching in higher education, attaining leadership roles in school districts, museums, community arts organizations, government agencies, and foundations.

Quote from Wendy Friedmeyer

There are amazing thinkers within our faculty. I've been inspired by their work and every course has exposed me to new and important ideas. Wendy Friedmeyer PhD 2020

Doctoral curriculum

Your PhD coursework will center on your research interests. The program consists of 51 course credits and 24 doctoral thesis credits for a total of 78 credits. 

To see the curriculum requirements in detail, visit the course catalog, find Requirements > Program Sub-Plan Requirements > Arts in Education.

Master of arts students

Students can choose either a thesis (Plan A) or final paper (Plan B) to complete their degree. See the requirements for both curriculum plans.  

View the core requirements for the MA in art education in the course catalog, view Requirements, Program Sub-Plan Requirements, Arts in Education. 

Research opportunities

You can engage in research that advances the field of art education and ties into your area of interest. Faculty work closely with national, state, and local initiatives in art education. You are encouraged to collaborate on the development, implementation, and evaluation of these programs. Learn more about the student research experience in the Department of Curriculum and Instruction.

Areas of expertise include: 

• Place-specific, culturally relevant, arts education taught from a critical perspective
• Mentoring the future art teachers 
• Design process 
• Aesthetic problem solving 

James Bequette James Bequette

• Associate Professor
• 612-625-5286
• [email protected]

My current inquiry in art education centers on Minnesota Native populations and is inspired by 15 years spent teaching in K-12 schools with mostly American Indian students.

Betsy Maloney Leaf Betsy Maloney Leaf

• Assistant Professor in Arts Education
• she, her, hers
• 612-625-5129
• [email protected]

Betsy Maloney Leaf, PhD, MFA, is the co-License Program Lead in the Arts in Education program.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch

BYU ScholarsArchive

Home > Fine Arts and Communications > Visual Arts > Theses and Dissertations

Visual Arts Theses and Dissertations

Theses/dissertations from 2014 2014.

A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo , Raquel Malia Andrus

Accumulation of Divine Service , Blaine Lee Atwood

Caroline Murat: Powerful Patron of Napoleonic France and Italy , Brittany Dahlin

.(In|Out)sider$ , Jarel M. Harwood

Mariko Mori's Sartorial Transcendence: Fashioned Identities, Denied Bodies, and Healing, 1993-2001 , Jacqueline Rose Hibner

Parallel and Allegory , Kody Keller

Fallen Womanhood and Modernity in Ivan Kramskoi's Unknown Woman (1883) , Trenton B. Olsen

Conscience and Context in Eastman Johnson's The Lord Is My Shepherd , Amanda Melanie Slater

The War That Does Not Leave Us: Memory of the American Civil War and the Photographs of Alexander Gardner , Katie Janae White

Theses/Dissertations from 2013 2013

Women and the Wiener Werkstätte: The Centrality of Women and the Applied Arts in Early Twentieth-Century Vienna , Caitlin J. Perkins Bahr

Cutting Into Relief , Matthew L. Bass

Mask, Mannequin, and the Modern Woman: Surrealism and the Fashion Photographs of George Hoyningen-Huene , Hillary Anne Carman

The End of All Learning , Maddison Carole Colvin

Civitas: A Game-Based Approach to AP Art History , Anna Davis

What Crawls Beneath , Brent L. Gneiting

Blame Me for Your Bad Grade: Autonomy in the Basic Digital Photography Classroom as a Means to Combat Poor Student Performance , Erin Collette Johnson

Evolving Art in Junior High , Randal Charles Marsh

All Animals Will Get Along in Heaven , Camila Nagata

It Will Always Be My Tree: An A/r/tographic Study of Place and Identity in an Elementary School Classroom , Molly Robertson Neves

Zofia Stryjeńska: Women in the Warsaw Town Square. Our Lady, Peasant Mother, Pagan Goddess , Katelyn McKenzie Sheffield

Using Contemporary Art to Guide Curriculum Design:A Contemporary Jewelry Workshop , Kathryn C. Smurthwaite

Documenting the Dissin's Guest House: Esther Bubley's Exploration of Jewish-American Identity, 1942-43 , Vriean Diether Taggart

Blooming Vines, Pregnant Mothers, Religious Jewelry: Gendered Rosary Devotion in Early Modern Europe , Rachel Anne Wise

Theses/Dissertations from 2012 2012

Rembrandt van Rijn's Jewish Bride : Depicting Female Power in the Dutch Republic Through the Notion of Nation Building , Nan T. Atwood

Portraits , Nicholas J. Bontorno

Where There Is Design , Elizabeth A. Crowe

George Dibble and the Struggle for Modern Art in Utah , Sarah Dibble

Mapping Creativity: An A/r/tographic Look at the Artistic Process of High School Students , Bart Andrus Francis

Joseph as Father in Guido Reni's St. Joseph Images , Alec Teresa Gardner

Student Autonomy: A Case Study of Intrinsic Motivation in the Art Classroom , Downi Griner

Aha'aina , Tali Alisa Hafoka

Fashionable Art , Lacey Kay

Effluvia and Aporia , Emily Ann Melander

Interactive Web Technology in the Art Classroom: Problems and Possibilities , Marie Lynne Aitken Oxborrow

Visual Storybooks: Connecting the Lives of Students to Core Knowledge , Keven Dell Proud

German Nationalism and the Allegorical Female in Karl Friedrich Schinkel's The Hall of Stars , Allison Slingting

The Influence of the Roman Atrium-House's Architecture and Use of Space in Engendering the Power and Independence of the Materfamilias , Anne Elizabeth Stott

The Narrative Inquiry Museum:An Exploration of the Relationship between Narrative and Art Museum Education , Angela Ames West

Theses/Dissertations from 2011 2011

The Portable Art Gallery: Facilitating Student Autonomy and Ownership through Exhibiting Artwork , Jethro D. Gillespie

The Movement Of An Object Through A Field Creates A Complex Situation , Jared Scott Greenleaf

Alice Brill's Sao Paulo Photographs: A Cross-Cultural Reading , Danielle Jean Hurd

A Comparative Case Study: Investigation of a Certified Elementary Art Specialist Teaching Elementary Art vs. a Non-Art Certified Teacher Teaching Elementary Art , Jordan Jensen

A Core Knowledge Based Curriculum Designed to Help Seventh and Eighth Graders Maintain Artistic Confidence , Debbie Ann Labrum

Traces of Existence , Jayna Brown Quinn

Female Spectators in the July Monarchy and Henry Scheffer's Entrée de Jeanne d’Arc à Orléans , Kalisha Roberts

Without End , Amy M. Royer

Classroom Community: Questions of Apathy and Autonomy in a High School Jewelry Class , Samuel E. Steadman

Preparing Young Children to Respond to Art in the Museum , Nancy L. Stewart

DAY JAW BOO, a re-collection , Rachel VanWagoner

The Tornado Tree: Drawing on Stories and Storybooks , Toni A. Wood

Theses/Dissertations from 2010 2010

IGolf: Contemporary Sculptures Exhibition 2009 , King Lun Kisslan Chan

24 Hour Portraits , Lee R. Cowan

Fabricating Womanhood , Emily Fox

Earth Forms , Janelle Marie Tullis Mock

Peregrinations , Sallie Clinton Poet

Leland F. Prince's Earth Divers , Leland Fred Prince

Theses/Dissertations from 2009 2009

Ascents and Descents: Personal Pilgrimage in Hieronymus Bosch's The Haywain , Alison Daines

Beyond the Walls: The Easter Processional on the Exterior Frescos of Moldavian Monastery Churches , Mollie Elizabeth McVey

Beauty, Ugliness, and Meaning: A Study of Difficult Beauty , Christine Anne Palmer

Lantern's Diary , Wei Zhong Tan

Text and Tapestry: "The Lady and the Unicorn," Christine de Pizan and the le Vistes , Shelley Williams

Theses/Dissertations from 2008 2008

A Call for Liberation: Aleijadinho's 'Prophets' as Capoeiristas , Monica Jayne Bowen

Secondhand Chinoiserie and the Confucian Revolutionary: Colonial America's Decorative Arts "After the Chinese Taste" , Kiersten Claire Davis

Dairy Culture: Industry, Nature and Liminality in the Eighteenth-Century English Ornamental Dairy , Ashlee Whitaker

Theses/Dissertations from 2007 2007

Navajo Baskets and the American Indian Voice: Searching for the Contemporary Native American in the Trading Post, the Natural History Museum, and the Fine Art Museum , Laura Paulsen Howe

And there were green tiles on the ceiling , Jean Catherine Richardson

Four Greco-Roman Era Temples of Near Eastern Fertility Goddesses: An Analysis of Architectural Tradition , K. Michelle Wimber

Theses/Dissertations from 2006 2006

The Portrait of Citizen Jean-Baptiste Belley, Ex-Representative of the Colonies by Anne-Louis Girodet Trioson: Hybridity, History Painting, and the Grand Tour , Megan Marie Collins

Fix , Kathryn Williams

Theses/Dissertations from 2005 2005

Ideals and Realities , Pamela Bowman

Accountability for the Implementation of Secondary Visual Arts Standards in Utah and Queensland , John K. Derby

The Artistic and Architectural Patronage of Countess Urraca of Santa María de Cañas: A Powerful Aristocrat, Abbess, and Advocate , Julia Alice Jardine McMullin

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International

Mphil/phd art, course information.

3-4 years full-time or 6-8 years part-time

Course overview

We support innovative art research in Fine Art, Curating, Art Writing and across disciplines.

The MPhil/PhD Art is a 3-4 year (full-time) or 6-8 year (part-time) research project, the pursuit of which may involve your already-established practice or may require the development of new modes of practice specific to the project.

Research degrees in this department have two elements:

• The research work that you carry out individually under supervision
• A programme of seminars and installations which bring you into dialogue with other research students and a wider community inside and outside Goldsmiths

We welcome proposals for research in any area of fine art, curating and art writing. We give priority to those with proposals for research within the areas of interest of  our staff .

The  Department of Art  has 11  specialist Art Practice Areas  providing support for a wide variety of processes that complement and extend traditional disciplines, such as   metalwork, casting, woodwork, ceramics, textiles, print, photography, 3D printing, graphics, video editing, animation and 3D modelling.

Full-time students have access to studio space and all MPhil/PhD students may make use of bookable spaces subject to availability, and we encourage regularly exhibiting practice-based work. A programme of installations acts as a means of public engagement with research projects.

Research degrees are supported by further courses and professional development provided by the  Graduate School . 

There are three different pathways:

• Pathway 1 - Thesis by Practice (accompanied by a critical account)
• Pathway 2 - Thesis by Practice and Written Dissertation
• Pathway 3 - Thesis by Written Dissertation

To find out more about each of these pathways, please see the Structure section below.

Banner image by recent graduate Bahar Noorizadeh, 'Weird Economies’ Flows diagram (2023)

Contact the department

If you have specific questions about the degree, contact Programme Director Dr Edgar Schmitz or Pre-application adviser, Professor Michael Newman .

The Department of Art at Goldsmiths is committed to supporting and developing art research of the highest quality in the areas of Fine Art, Curating, Art Writing and across disciplines.

Programme pathways

Within the overarching programme of MPhil/PhD in Art, there are three different pathways for undertaking doctoral research, including:

Pathway 1: Thesis by Practice (with written critical account of research)

The thesis comprises a substantial body of studio practice, curatorial practice and/or art writing practice, presented as an integrated whole. This is accompanied by a considered form of documentation, as appropriate to the project, and a written component of approximately 20,000-40,000 words for PhD (10,000-20,000 words for MPhil) offering a critical account of the research.

For more information on Pathway 1, please refer to the  programme specification .

Pathway 2: Thesis by Practice and Written Dissertation

The thesis comprises a body of studio practice, curatorial practice and/or art writing practice AND a written dissertation of 40,000-80,000 words for PhD (20,000-40,000 for MPhil), presented together as an integrated whole. The thesis will be accompanied by a considered form of documentation, as appropriate to the project.

For more information on Pathway 2, please refer to the  programme specification .

Pathway 3: Thesis by Written Dissertation

The thesis comprises a written dissertation of 80,000-100,000 words for PhD (40,000-50,000 words for MPhil), presented as an integrated whole.

For more information on Pathway 3, please refer to the programme specification .

Research students will start on one of these three pathways when they apply and may change to a different option only up until the time of Upgrade.

Supervision

Every research student has a supervisory team consisting of a Primary Supervisor and a Second Supervisor. As we encourage and support interdisciplinary research, many of our research students have Second Supervisors in another Department. The exact structure of your supervision will be determined by the nature of your project and through discussion with your supervisory team; however, it is expected that you will maintain regular contact with your supervisors throughout the research project.

Programme Activities

Induction week.

A series of events and activities for all incoming MPhil/PhD research students in the College is organised by the Graduate School as part of Induction Week. The Department of Art hosts a specific induction session for all incoming art research students, who are also invited to attend a day of public presentations by current research students.

Research Presentation Seminars

The intention of the Research Presentation Seminar is to probe and develop your research project as it progresses through various stages. In this respect, the seminars can be formative and generative, open to questions, debates and problems, or they can be presentations of preliminary outputs or findings.

Academic Practice Workshops

Each of these workshops is dedicated to a key element of research and/or professional practice. Our training is responsive to the current concerns of postgraduate research in Fine Art, Curating and Art Writing.

Subjects covered in previous years are indicative of the scope of these workshops:

• The relationship of a ‘question’ to a research project e.g. can we understand practice as a mode of responding to questions?
• The role of ethics in research
• The relevance of interdisciplinary or ‘inventive’ methods for research
• How to explore validity and sufficiency in practice-based research
• The communication of research and the Contextual Review as part of doctoral research
• Heterogeneity in research outputs: e.g. the affordances of the exhibition, the website, the book, etc
• Documentation and the importance of sequence, narrative, detail, speculation
• The generation of publics in research dissemination

Installations

If you are a research student on one of the practice options, you are required to install your practice by means of a public-facing exhibition at least twice during your time on the programme. The installation is an opportunity to make public the practice component of the research in relation to the overarching claims and written components of your thesis, to test their boundaries, or to investigate how to productively disregard such categorisations. 

Annual Review Panels

Scheduled in Term 3, the Annual Review Panels are an opportunity to monitor progress and support research students at formative stages throughout the project.

Postgraduate Talks Series

The Art Department Postgraduate Talks Series is geared toward the MFA and MPhil/PhD cohorts. The series is informed by and informs ongoing discussions within the PhD research environment.

Contemporary Artist Talks

The Contemporary Artist Talks series runs throughout the year, showcasing prominent national and international artists.

What our students say

Sophie williamson, clémentine bedos.

See more profiles for this programme

Entry requirements

We expect all applicants to have a 2:1 or 1:1 honours degree (or equivalent), usually to have a Masters degree in a relevant discipline (or equivalent research experience), and to be suitably proficient in spoken and written English.

You might also be considered for some programmes if you aren’t a graduate or your degree is in an unrelated field, but have relevant experience and can show that you have the ability to work at postgraduate level.

International qualifications

We accept a wide range of international qualifications. Find out more about the qualifications we accept from around the world.

If English isn’t your first language, you will need an IELTS score (or equivalent English language qualification ) of 6.5 with a 6.5 in writing and no element lower than 6.0 to study this programme. If you need assistance with your English language, we offer a range of courses that can help prepare you for postgraduate-level study .

Fees, funding & scholarships

Annual tuition fees.

These are the fees for students starting their programme in the 2024/2025 academic year.

• Home - full-time: £TBC
• Home - part-time: £TBC
• International - full-time: £TBC

If your fees are not listed here, please check our postgraduate fees guidance or contact the Fees Office , who can also advise you about how to pay your fees.

It’s not currently possible for international students to study part-time under a student visa. If you think you might be eligible to study part-time while being on another visa type, please contact our Admissions Team for more information.

If you are looking to pay your fees please see our guide to making a payment .

Additional costs

In addition to your tuition fees, you'll be responsible for any additional costs associated with your course, such as buying stationery and paying for photocopying. You can find out more about what you need to budget for on our study costs page .

There may also be specific additional costs associated with your programme. This can include things like paying for field trips or specialist materials for your assignments.

Funding opportunities

Find out more about postgraduate fees and explore funding opportunities . If you're applying for funding, you may be subject to an application deadline.

Please also see our page on Funding for Postgraduate Research in the Department of Art  for information about scholarships, bursaries and other financial support for postgraduate research.

The Department of Art intends to offer a maximum of three one-year 'kick starter' fee waivers for part-time Home applicants beginning their studies in September 2023. Recipients are encouraged to work with supervisors on developing applications for funding sources such as CHASE. These fee waivers are not renewable.

Fully-funded CHASE collaborative doctoral award ‘The 4+ Dimensional Materialities of the Choreographic’

For September 2024 entry and in addition to the general applications rounds, we are delighted to also invite applications from outstanding practitioners for a fully funded  CHASE Collaborative Doctoral Award  on  ‘The Four-plus Dimensional Materialities of the Choreographic’,  which will be supported by  CHOREOGRAPHIC  in Art at Goldsmiths and the new  Rose Choreographic School  at Sadler’s Wells East. 

Applications will open on 6 October with a deadline of 16 February 2024 12pm GMT. 

We will be holding an online pre-application briefing session with the three supervisors on Wednesday 24 January, 5–6pm GMT.  You can join the meeting via Teams on 24 January.

How to apply

You can make an application to study for an MPhil or PhD with us at any time of the year but we have two preferred deadlines:

Students on this programme are eligible for  CHASE funding . If you wish to be considered for the CHASE funding for 2024 entry, your deadline for application to the programme is 20 November 2023 at 12 noon GMT.

The recommended deadline for self-funded students for 2024 entry is 16 February 2024

The application deadline for the CHASE Collaborative Doctoral Award 'The Four-Plus Dimensional Materialities of the Choreographic' is 16 February 2024. For full details please see the 'Fees, Funding and Scholarship' section above. 

Application process

Across the three recruitment strands, we recommend the following steps:

Check staff research interests 

In the first instance, you should have a look at the staff research interests to see if Art is the right department for you and whether a member of staff matches your research interests. You should then contact appropriate staff members who you think match your area of research to enquire as to whether or not they are interested in supervising your research. The University of London requires that students have two supervisors and we prefer applicants to have identified two supervisors in advance.

We recommend that you contact and liaise with prospective supervisors. If you are unable to do this, please indicate an appropriate supervisor from the Department’s staff list . Nominating supervisors indicates that you have a good grasp of your research and helps us to direct your application to appropriate members of staff and in determining a good match between your research and the Department. Please see the description of Art staff research interests on the Department of Art’s webpage. Some staff may not be available as they have reached a maximum number of MPhil/PhD students.

Develop a Research Proposal

At this point, you should start to develop a research proposal and determine which pathway is right for your project. Please see below for information on what is required for the research proposal, as this varies by pathway.

Make a formal application

If the member(s) of staff you have contacted is interested in supervising you then the next step is to make a formal application via the Goldsmiths online application system. On your application, you should name the supervisors who have indicated their willingness to supervise you. At this point, your application goes to Goldsmiths central admissions department and is subsequently sent out to the Department of Art’s admissions group for a first-pass review before it gets sent to the nominated supervisors.

We will email you a decision as to whether or not you have been selected for interview or if you have been accepted or rejected. Unfortunately, due to the number of applications we receive, we are not able to offer feedback on unsuccessful applications.    

Writing the Research Proposal

Your MPhil/PhD proposal should describe the programme of enquiry and investigation you anticipate pursuing with us. We recognise that your research direction is likely to change and become more detailed as you progress, so the proposal should be considered a starting point. Nonetheless, it should demonstrate that you are capable of framing your own agenda for research and that you have a sense of the larger field to which you wish to make a creative and critical contribution.

The Research Proposal should be no more than 3,000 words, and must include all the following information:

• Title of project  –   Be as concise and explicit as you can (we know this is provisional)
• Keywords  – Three or four words relating to your project
• Thesis option  – Indicate whether you will be applying for Thesis by Dissertation, Thesis by Practice and Dissertation, or Thesis by Practice
• Names of intended supervisors
• Background and research questions  – You should identify the broad field of study, your intervention into this, and how your proposal will offer an original contribution. Identify any deep concern or problem driving your research and why it is important to pursue this. Typically, applicants highlight the research questions by way of three or four bullet points.
• Role of writing and research methods – You should indicate how the written component of your chosen Pathway will enable you to address your research questions. Please state why the chosen Pathway is suitable for this project and what research methods you will use.
• Stages of research and schedule – This should include an indicative timetable for the completion of artworks, exhibitions, written works, etc.
• References – Include a list of works cited, in a standard format such as Harvard, listing any books and articles to which you refer in the proposal as well as other sources, such as artworks. This is indicative, not exhaustive.

In addition, if you are applying for practice-based pathways you must include

• Approach to Practice-Led Research   – You should describe how you understand the ways in which the methods/forms of your current practice function as research, and how the planned methods/forms will function to answer your research questions (no more than 700 words). 

See here for  general advice on writing a Research Proposal . 

Write a Personal Statement

In addition to your Research Proposal, you will be asked to submit a Personal Statement at the time of your application. This should be no more than 1,500 words.

The Personal Statement must include all of the following information:

• Brief biography  – A short biographical statement
• Research background  – Identify how your professional or other experience has prepared you for this research.
• Motivations and capacity  – Provide a brief statement about your motivations for embarking on an MPhil/PhD, and your capacity to undertake a long-term research project

See here for  general advice on writing a Personal Statement .

Formal Applications Process

You will apply directly to Goldsmiths using the  online application system .

You should upload the following materials under ‘Other Documents’:

• Research Proposal  (3,000 words) – including Approach to Practice-Led Research , if required
• Personal Statement  (1,500 words)
• Writing Sample  (2,000-5,000 words) – A sample of academic writing, such as an essay, an extract from your MA dissertation, or a piece of published writing.
• Practice Portfolio  – If your research involves practice, you should include examples of your recent work in an appropriately documented form. We would prefer an annotated portfolio in the form of a PDF (ten-page maximum).
• CV  – A full CV, which includes the classes of your educational degrees.
• Transcript  – If available, an electronic copy of your educational transcript (this is particularly important if you have studied outside of the UK, but isn’t mandatory). 

Other information

Graduate schools and chase workshops .

Please note that the  Graduate School and  CHASE are planning to run applicant workshops. You should consult their websites for this information as it becomes available. It is strongly recommended you attend a CHASE workshop if you are intending to be funded through this route.

Find out more about applying .

We have a dedicated team of staff who work on the PhD Programme, including: 

• Dr Edgar Schmitz , Programme Leader
• Professor Michael Newman

All members of staff in the Department of Art are available to supervise PhDs. Please see our Departmental Staff Page  for more information about individual staff and their research interests.

Please note that you will be asked to indicate your preference for potential supervisors on your formal application; however, it is not expected that you will make contact with potential Supervisors in the early stages of your application process.

Other Involvement

Members of Staff in the Art Department as well as from other Departments at Goldsmiths are involved in many of the programme activities. External guests are also invited to participate, including running the Skills Workshops.

Throughout the course of your research, it may be possible to have ‘ad-hoc tutorials’ with members of Goldsmiths staff and external artists and academic in order to key into particular expertise and support your research.

Our art programmes aim to equip you with the necessary skills to develop independent thought and confidence in your practice. In addition, these skills are of use in other career paths you may wish to follow.

Our researchers have been successful in many fields including media, museums, galleries, education, the music business and academia. Many have continued to be successful, practising artists long after graduating, and have won major prizes and exhibited around the world.

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This twelve-month, intensively taught practice-based Masters is aimed at artists and graduates working within the field of artists’ film and moving image who wish to develop their practice and professional networks with the support of Goldsmiths' Art Department and its uniquely high concentration of accomplished artist filmmakers.

MFA Curating

MFA Curating is designed for students who wish to take up the challenge of artistic, social and critical curating with a contemporary approach to the subject. It also helps students to develop their professional practice.

MFA Fine Art

This MFA, subjects art-making to critical scrutiny. Artists on the programme strengthen the motivation, self-reflection and ambition of their practice and its leading ideas.

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Doctor of Philosophy

Application & Tuition

Develop a career as an educator in the arts, and gain a PhD in Education. Combine critical arts studies and arts educational theory, while developing an arts specialization and building a broad interdisciplinary knowledge across the arts.

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Program Overview Program Design & Courses Locations Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

MA holders who want to deepen their knowledge of education theory, while specializing in arts education.

Program Format

• 20 units of coursework plus Doctoral exam and thesis
• In-person classes, typically at the Burnaby campus
• Late afternoon or evening classes

Intake Schedule

Applications are accepted biennually.

Next Start Term Fall 2024

PROGRAM DESIGN & COURSES

Program design.

Our Arts Education PhD program:

• is firmly grounded in critical arts studies and educational theory affecting arts education
• allows for specialization in a particular arts area while maintaining interdisciplinary across the arts
• ensures links between arts students and other doctoral students

Students are required to complete a minimum of 20 units of course work and the successful completion of both the Doctoral Comprehensive Examination and the Doctoral Thesis.

Courses in research methodology may be required depending upon the student's research interests.

Students complete: Either 901A/901B or 902A/902B: 

EDUC 901A-3 - Seminar in the History of Educational Theory A

The historical roots of educational thought are examined from a broad cultural perspective. Major works in disciplines such as philosophy, psychology and sociology which have had significant impact on educational theorizing will be studied. Special attention will be paid to the relationship between theory and educational practice. Corequisite: EDUC 901B.

EDUC 901B-3 - Seminar in the History of Educational Theory B

A further consideration of concepts explored in the EDUC 901 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 901A.

EDUC 902A-3 - INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY A

Contemporary educational theories and theories from supporting disciplines (e.g., psychology, sociology, philosophy) will be examined and analysed. The relationships among contemporary theories, current practice and educational change will be focal. Corequisite: EDUC 902B.

EDUC 902B-3 - INTERDISCIPLINARY SEMINAR IN CONTEMPORARY EDUCATIONAL THEORY B

A further consideration of concepts explored in the EDUC 902 "A" course, with a view to providing students with opportunities to apply these ideas within their own educational settings. Corequisite: EDUC 902A.

Plus all of:

EDUC 943-5 - ARTS-BASED INQUIRY IN EDUCATIONAL RESEARCH

This doctoral seminar will explore modes of inquiry through the arts that are important for education. Participants will be introduced to, and learn to practice, various arts-based methods including narrative, performative, poetic, autobiographical and living inquiry.

EDUC 944-5 - AESTHETIC WAYS OF KNOWING AND EDUCATION

This course explores, critically, the historical and emergent role and responsibility of the arts in human development, learning and personal transformation. Aesthetic ways of knowing with a focus on metaphor, imagination and archetype are examined together with various Indigenous and cultural perspectives. The course will consider how differing conceptions of arts and the work of artists can influence and have value for education and society, and in particular for arts education and educational researchers.

EDUC 945-5 - DOCTORAL SEMINAR IN ARTS EDUCATION

The course provides a broad theoretical overview of problems and ideas associated with the nature and provision of arts education in the schools.

EDUC 983-5 - DOCTORAL COMPREHENSIVE EXAMINATION

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.

EDUC 899-15** - DOCTORAL THESIS

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-15 Doctoral Thesis.

**Effective January 1, 2018, the unit value of EDUC 899 increased to 15 units from 10 units.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

Our Vancouver campus transformed the landscape of urban education in downtown Vancouver. The campus comprises multiple facilities clustered in the core of one of the world’s most liveable cities.

Simon Fraser University respectfully acknowledges the unceded traditional territories including, the Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Vancouver is located.

The non-departmental structure of this faculty makes it relatively easy for students to take advantage of a wide variety of faculty expertise, and for students to develop a view of arts education which encompasses the curriculum as a whole.

• Lynn Fels  (Academic Coordinator)
• Celeste Snowber  (Academic Coordinator)
• Vicki Kelly
• Ching-Chiu Lin
• Michael Ling

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await.

Occupations

• Faculty members at universities and colleges
• District arts leaders for school boards
• Leaders in arts education at the provincial ministry level
• Community arts workers
• Performers and artists
• Educational consultants
• Researchers

STUDENT EXPERIENCES

Meet some Arts Education PhD alumni.

"Each faculty member I have encountered thus far has been generous with their time and supportive in their roles."

"I was attracted to SFU by the way in which the creative and interdisciplinary aspects of my research were embraced."

"Having worked with the PDP program, I was aware of Simon Fraser University's excellent reputation in the field of education. So much innovative thinking has come out of this faculty and it is a true honor to be a part of it."

"Follow your heart and your path will be revealed as you walk it."

Shannon Leddy , 2018 Graduate

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about Arts Education

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Home > Dissertations and Theses > Education (PhD) Dissertations

Education (PhD) Dissertations

Below is a selection of dissertations from the Attallah College of Educational Studies. Additional dissertations from years prior to 2019 are available through the Leatherby Libraries' print collection or in Proquest's Dissertations and Theses database.

Dissertations from 2024 2024

Rising from the Abyss: A Grounded Theory Exploration on How Afghani and Ukrainian Mothers Navigate Major Milestones Following the Onset of Political Conflict , Rabab Atwi

Investigating Factors Influencing Chinese Private College Students’ Engagement in Emergency Online Learning , Limei Cao

“Caught in the Continuum”: How Special Educators Facilitate Access for Students With Extensive Support Needs , Megan Doty

Exploring Community College Faculty and Administrators Work Providing Educational Opportunities for Students with Intellectual and Developmental Disabilities (IDD): An Integral Framework for Inclusive Postsecondary Education , Stacy Eldred

Leading Towards Racial Justice: Counterstories of TK-12 Latinx Men Administrators , Pedro Espinoza

Experiences of Latine LGBTQ+ High School Students in California , Michael Gorse

Shattering the Glass Ceiling: A Grounded Theory Exploration of Barriers and Facilitators to Women Leaders’ Career Advancement Within Private Universities in China , Xiuying Han

Peacing it Together: Post 9/11 Enlisted Student Veterans’ Awakening to Peace Leadership , Nicholas J. Irwin

The Experiences of Postsecondary Students with Disabilities Utilizing One Stop Student Services: A Grounded Theory Approach , Ivan Noe

Personalized Learning for Art Major Students Based on Learner Characteristics , Jiayu Shao

Influences of Cultural Capital and Internationalization on Global Competence: Evidence from China’s Higher Vocational Education , Yiying Teng

Visit the Imprisoned: A Heuristic Inquiry into the Experiences of Catholic Detention Ministry Volunteers , Christopher Tran

Factors Influencing College Students’ Learning Satisfaction With Educational Videos , Fei Wang

A Positive Psychology Perspective on Chinese EFL Students’ Well-Being, Language Mindset, and English Performance , Qian Wei

Becoming and Thriving as an EFL Instructor: Exploring Key Factors Contributing to Positive Identity Construction , Weiyi Xia

Fair or Unfair? Chinese Undergraduates’ Perceptions of College Classroom Assessments , Ying Zhu

Dissertations from 2023 2023

All Things Weird and Wonderful: A Creative Exploration of Disability Representation , Lara Ameen

Generalizability of the Scale of Teachers’ Attitudes Towards Inclusive Classrooms (STATIC) to School Psychologists , Abraham Aryadad

Understanding the Relationship Between Organic Chemistry Misconceptions and Students’ Chemistry Self-efficacy in Higher Education Organic Chemistry Courses , Lauren A. Dudley

Women’s Pornography Use and Sexuality Education in U.S. Public Schools , Julie Fraumeni-McBride

Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study , Sara Morgan

Phenomenological Study on Veteran Resource Center (VRC) in California Community Colleges , Darl Park

Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership , Thomas Joseph Peterson

A Discourse Analysis of Parents' and Teachers' Social Constructions of School Readiness and Transition to Kindergarten for Children With Disabilities , Ronica Senores Toyota

How Market-Driven Policies Impact a Private Vocational College Department in China , Huiru Zhu

Dissertations from 2022 2022

Disabled IDF Veterans in Israeli Higher Education: Disability Identity and Use of Support , Einat Ben Dov

A Critical Discourse Analysis of Teacher Preparation Standards within Inclusion-Intensive States , Kay Lynn Ceja

Beta Drift: Forecasting the Manifold Relationships between Students and their Pursuit of STEM Careers , Douglas D. Havard

Radical Belonging: School as Communion of Peoples, Place, and Power , Joey Yung-Jun Liu

“I Just Learn Differently”: The Experiences of Dis/abled Students of Color Interpreting and Resisting Normalizing Forces in the Mathematics Classroom , Dina Mahmood

The Efficacy of a Key Word Signing Workshop , Krista McMorran-Maus

The Relationship Among Social and Psychological Inclusion, Marginalized Group Membership, and Student Outcomes , Katheryn Munguia

Higher Education Housing Professionals and Disability: A Grounded Theory Exploration of Resident Directors’ Understandings of Disability , Christopher Toutain

Dissertations from 2021 2021

Understanding First-Generation Latinx Students' Experiences in a Predominantly White Private Institution: A Grounded Theory Study , Jacqueline Aparicio

Constructing Critical Change: Learning from Elementary Teachers' Engagement with Inclusive Critical Education , Courtney Beatty

Fighting An Uphill Battle: Black Undergraduate Women Navigating Higher Education While Acknowledging and Challenging Media Portrayals of Black Women , Kandace Branch

Community College Success of Students with Disabilities , Shayne Brophy-Felbab

Searching for Balance: The Reading Choices, Experiences, and Habits of Women in Higher Education Leadership Roles , Laura Burns

Leading Climate Action Planning: A Case Study of Local Community Practices , Mackenzie Crigger

Bidimensional Assessment of Youth Mental Health: Evaluation of the California Healthy Kids Survey as a Measure of Youth Subjective Well-Being , Michael Doria

Exploring the Relationship Between Religion and Resilience Among Latina Academics in Higher Education , Rocio Garcia

Special Education Parent Perceptions of Involvement and Parent–Educator Relationships During IEP Meetings at Nonpublic Schools , Alex Huynen

Systemic Functional Linguistics in the Community College Composition Class: A Multimodal Approach to Teaching Composition Using the Metalanguage of SFL , Jennifer James

School Psychologists as Leaders in Professional Practice: An Examination of Leadership Roles and Perceived Support , Jodi LaChance

An Examination of Chinese Private College Students’ Intercultural Competence , Li Li

Relationships Among Mentoring Support and Student Success in a Chinese First-Year Experience Program , Tianxiang Liu

Contributing to Engineering Colleges Students' Development Through Out-of-Class Involvement: A Survey of Chinese Private Colleges' Engineering Students , Wanlu Li

Understanding the Lived Experiences of Autistic Adults , Sneha Kohli Mathur

Using a Dual-Factor Model to Understand the Mental Health of Students with School Refusal Behavior , Zachary D. Maupin

The Effects of Internationalization Activities on Undergraduates' Global Competence: An Exploratory Study at A Chinese Private University , Haiying Meng

Resilience and Mental Health of Students Attending California's Continuation High Schools , Brianna Meshke McLay

'Training' the Body Politic: Essays on the School Reform Orthodoxy , Jahan Naghshineh

Mitigating Risks for Youth in At-Risk Living Conditions Through School-Based Protective Factors , Cora Palma

Seeing the Tress For the Forest: An Analysis of Novice and Experienced Teachers' Self-Efficacy and Stress , Allison Serceki

An Examination of Chinese Undergraduates’ Contemplativity and Academic Stress , Ran Tao

Teachers’ Experiences of a District’s Transformational Leadership Design Program: A Qualitative Study , Jarit Unrau

California Elected City Council Women of Color: Building a Collaborative Vision With Inclusive Voice , Beatriz T. Valencia

Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education , Qin Xiang

An Examination of Chinese Adolescents’ Resilience and Their Perceptions of Parental and Peer Attachment , Jingwen Xing

Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing? , Feijun Yu

Empathy Among Nursing Undergraduates at a Chinese Private University , Yuanyuan Zhang

A Study of Critical Thinking Dispositions of Undergraduates in Foreign Language Discipline at One Private College in Mainland China , Yuanyuan Zheng

Dissertations from 2020 2020

Hidden Power: Journalistic Representations of Mental Health Labels , Elise Anguizola Assaf

Finding Voice from the Inside: How Postsecondary Education Impacted Perceptions of Higher Education for Long-Term Incarcerated Juveniles , Gregory Barraza

Experienced Pediatric Oncology Nurses Using Self-Reflective Practices in the Clinical Setting: A Descriptive Phenomenological Investigation , Daniel Josue Bonilla

The Labyrinth of Autism: Heuristic Journeys of Fathers Who Have a Child on the Autism Spectrum , Lisa Boskovich

Developing Trust in a Cross-Functional Workgroup: Assessing the Effectiveness of a Communication Intervention , Scott De Long

A Place of Yes? Experiences of Educators Participating in Site-based Teacher-led Reform , Elizabeth Hind

Vietnamese Resilience Assessment: Exploratory and Confirmatory Factor Analysis for Scale Validation , Loan Le

School Psychologists and School Counselors’ Perceptions of Preparation Received for the Provision of School-Based Mental Health Services , Sherika McKenzie

The Perceived Effectiveness of School-Based Accommodations for Students with Systemic Lupus Erythematosus , MaryAnn Seng

Secondary Traumatic Stress in Teachers and School Communities Impacted by the Opioid Epidemic , Anne Steketee

Performative Possibilities in the Development of Protagonistic Agency Among Graduate Students in China , Yan Wang

Dissertations from 2019 2019

Laughing Back: A Phenomenological Study of Disability Humor Using Culturally Responsive Methodologies , Kinda Abujbarah

Women’s Right and Education in Saudi Arabia: Raising Critical Consciousness in Arabic Studies Courses in Female High Schools in Saudi Arabia , Eman Almutairi

Exploring Gender Roles and Gender Equality within the Evangelical Church , Christopher Bishop

Minding the Gap: A Grounded Theory Exploration of Transition from Secondary School to Community College for Students Identified with Autism , Douglas Highlen

#BLACKQUEERLIVESMATTER: Understanding the Lived Experiences of Black Gay Male Leaders in Los Angeles , Christopher Jackson

The Power of Partnership: Understanding the Dynamic of Co-Teaching Pairs , Amanda M. Lozolla

The Intersection of Speech-Language Pathologists’ Beliefs, Perceptions, and Practices and the Language Acquisition and Development of Emerging Aided Communicators , Margaret Vento-Wilson

On the Move: Storying the Authentic Leadership Development of Millennial Gay Men , Kyle Williams

The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis , Meng Zhao

Dissertations from 2018 2018

Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society , Miznah Alomair

Counter-stories of First-Generation Latinx Alumnae: A Critical Race Theory Analysis , Pamela Ezell

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle , Edward Resnick

An Analysis of Mentoring and Job Satisfaction in Public and Private College and University Academic Libraries in California , Kevin M. Ross

Dissertations from 2017 2017

Queer Teachers in Catholic Schools: Cosmic Perceptions of an Easter People , Kevin Stockbridge

Dissertations from 2016 2016

Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood , Charlotte Achieng-Evensen

Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators , Mindi Ellen Benditson

The Repatriation Experiences of American Third Culture Kids , Nicole Mazzo Bennett

Academic Factors that Predict Community College Students’ Acceptance of Evolution , Meredith Anne Dorner

Operation Transition: Post-9/11 Combat Marines Transitioning to Civilian Life and the Role of Higher Education in their Identity Formation , Jamie M. Fenton

Towards a New Understanding: Complex Familial Constructs of Autism , Joanne Kim

The Development of the Scale of Contemplative Practice in Higher Education , Maryann Krikorian

Bridgers in the Third Space: An In-Country Investigation of the Leadership Practices of US-Educated Chinese Nationals , Maria L. Martinez

The Experiences of Siblings of Individuals with Disabilities: A Holistic View , Ashley Mc Adams

¿Dónde Pertenecemos? Narrative Analysis of Afro-Boricua Women’s Experiences of Belonging Within and Beyond College , Marie Nubia-Feliciano

Nontraditional Student Risk Factors and Gender as Predictors for Enrollment in College Distance Education , Tammy Crews Pao

The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education , Jillian Wood

Dissertations from 2015 2015

A Narrative and Poetic Exploration into Self-Defining Asperger’s: Ceasing to be X-1 , Lisa Boskovich

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Doctorate in the Arts

ARIAS advises post-MA researchers on the possibilities for doctoral degrees in the ARIAS network, usually on the basis of a written research proposal. ARIAS can’t appoint doctoral degree positions. On this page: > What is doctoral research in the arts? > Possibilities for 3rd cycle trajectories > Further reading

What is doctoral research in the arts? Definitions of what a doctoral degree (PhD, or alternative degrees like Creator Doctus) in the arts is, and understandings on how it should be implemented and assessed, still widely differ since it got introduced in Europe by the Bologna declaration in 1999. The definition ARIAS is using is as follows: A doctoral degree in arts is a degree awarded based on research conducted through the arts – by the means of art / art practice – on the highest level. It is an artistic research doctorate that gives a remarkable and extraordinary contribution to the field of art, and proposes (a) different insight(s) to existing ways of knowing. Artistic Research Research conducted ‘through the arts’ means that an artistic discipline is used as the field that provides ways of thinking and knowing; using the art practice’s methods, tools, materials, and so forth to do research. Artistic Research is an extraordinary realm of research particularly suited to engage with a diversity of subject-fields and thus for addressing inter- and trans-disciplinary issues. Doing Artistic Research is therefore concerned with experimental processes of knowing and their articulation. Ways of knowing Artistic Research brings with it an embrace of particular ways of knowing and of thinking about knowledge. It is therefore more about enacting processes of knowing than it is about the accumulation of knowledge. It uses a diverse range of approaches and methods from for example science, arts, and social embodied practices. As such artistic research problematizes the demand for knowledge production by entering and generating different ways of knowing as spaces for thinking.

Possibilities for 3rd cycle trajectories As mentioned above, ARIAS does not have its “own Doctorate-in-the-Arts trajectory”, although it acts in the role of mediator in between WO (Academic Education) and HBO (Higher Professional Education) institutions within the ARIAS network for post-MA researchers interested in obtaining a doctoral degree in the arts. Below is an overview of different trajectories for: pre-PhD’s and third cycle trajectories; PhD’s with artistic component; and doctoral degrees in the arts, within the ARIAS network. To obtain a doctoral position the general requirements follow: 1. Have an MA-degree (exceptions can be made – check the Universities promotion regulations.) 2. Write a +- 1000 word summary of a research proposal.

(See for example the ASCA guidelines ). 3. Find a ‘promoter’ (supervisor) willing to supervise. 4. Be accepted by one of the research schools or centers of the University, for which a PhD-proposal has to be prepared following the rules dependent on the chosen research school. Tip → Ask the supervisor about their understanding of a doctorate in the arts. It’s crucial that the promoter is willing to stand behind the research and help make way for it in the institution. Especially when bringing in artistic methods into academic contexts; specific conditions are needed and some institutional ideas challenged.

WO Partners The University of Amsterdam and VU Amsterdam do not offer practice-based doctoral degrees in the arts as defined above. Enrolling into a promotion trajectory at either of these universities demands the writing of an academic dissertation. It is however possible to set up a connection with one of the art academies and give shape to a PhD with an artistic component. We are here to think along about the particular conditions your research might need and mediate in making suitable connections within our network. The possibilities at UvA and VU differ:

University of Amsterdam | UvA Since 2017 at the University of Amsterdam, it is possible to obtain a PhD degree with an artistic component which asks the candidate to write an academic PhD dissertation and to also produce a “high quality artistic performance”. An advisor from the field of arts can be added to the commission on a motivated request. In the promotion regulations of the UvA a supplementary regulation on ‘Doctorate in Arts’ can be found that describes the conditions further in detail. Find here the download links for the Doctorate Regulations. Find here more information about doing a PhD at the UvA. Find here step-by-step overviews from admission to completion. Find here information on obtaining a position with or without employment.

VU Amsterdam | VU In 2019 the VU Amsterdam adapted their PHD-regulations on two points, with regards to practice-based components as part of the academic doctorate.

1. The doctoral thesis can be combined with an artistic or technological component included in the theses as being crucial to knowledge development; one could think of an exhibition, dataset, or artistic work. The commission acknowledges this as part of the overall doctoral thesis and reviews it as such, the artwork will thus not be examined separately as the product of research in and of itself. (See article 16.2 of their promotion regulations.) 2. Usually a commission consists of members that have obtained the PhD title themselves. On a motivated request of your promotor the dean can decide to add an advisor without such title to the commission because of the needed expertise they bring: from for example the arts, the industry, civil society.

(See article 13.7 of their promotion regulations). Find here general information about doing a PhD at the VU. Find here the promotion regulations of the VU (in Dutch). Find here info about the Graduate School of the Humanities. Interdisciplinary research schools and LAB’s at the VU: Hybrid Forms CLUE+

HBO Partners Within the Dutch educational system art schools are not considered Universities, they can’t grant PhDs. Gerrit Rietveld Akademie (GRA), Amsterdam University of the Arts, (AHK), and Amsterdam University of Applied Sciences (HvA) offer higher professional education in the arts and applied sciences. These knowledge institutions have the potential to be collaboration partners in setting up a doctoral degree in the arts between WO and HBO. ARIAS assists potential PhD candidates in creating a connection between such institutions. On some occasions these HBO’s offer other interesting third-cycle education (meaning studies on doctoral level) trajectories or research programmes – listed below. Find an overview of research groups (lectoraten) in the academies here .

Gerrit Rietveld Academie | GRA Creator Doctus (CrD) Creator Doctus (CrD) is set up by the Gerrit Rietveld Academie as a pilot for a whole new doctoral degree in the arts (equal to but not the same as PhD*). It is a three-year research trajectory within the so-called third cycle of higher education for doctorate embodied artistic research. The promotion results in a series of artworks that answer research questions formulated by the artists within the context of a framework provided by a commissioning societal partner. At the end of the three years the results are presented to an evaluation committee, the involved partners and the public. If judged sufficient the artist will be awarded the title Creator Doctus (CrD). The title will serve to help promote the degree of profession and skill of the artist. To obtain European recognition the title is developed in collaboration with several European partners. Read more about CrD here and here .

Amsterdam University of the Arts | AHK docARTES docARTES is an international inter-university doctoral programme for practice-based research in musical arts, designed for musician-researchers. The Conservatorium of Amsterdam (part of AHK) participates in docARTES. Read more about admission to docARTES here . DAS Research | THIRD – 3rd Cycle DAS Graduate School (AHK) houses several MA programmes besides a department for research for post-graduates called DAS Research. DAS Research leads a 3rd Cycle programme called THIRD that facilitates artists interested in pursuing post-graduate education. Since 2016, THIRD has hosted cohorts (research groups) of each seven fellows exploring research opportunities for artistic research at the PhD or PhD equivalent level. This peer-to-peer learning environment takes place over the course of 3 years with four quarterlies (meetings of 4 days) per year. Currently, few programmes in Europe cater to performing arts research in higher education. Though DAS Graduate School cannot bestow a terminal degree of PhD yet, they support performing artists who wish to expand their knowledge(s) by supplementing PhD candidatures in the Netherlands and abroad. The aim of the THIRD is to prepare, coach, and facilitate individual artists working in or in relation to the performing arts in articulating a long-term research project for enrollment in a university PhD or Research Fellowship programme. Read more about DAS Research / THIRD here .

Amsterdam University of Applied Sciences | HvA The HvA is one of the largest schools of the Benelux, connected to ARIAS through its faculty of Digital Media and Creative Industry (FDMCI). The research groups (lectoraten) related to design, digital media, and visual culture based there are vivid and engaged actors in our network. These lectoraten bundled in CREATE-IT, the department for applied research, work together with other in-school Labs and external partners from different industries. After being taken on as a doctoral candidate by a supervisor at one of the universities, PhD researchers can be co-promoted by the HvA and hosted within their research department. Find more information in our network & research group overview. Find more information about CREATE-IT .

Further Reading For further reading on artistic research we refer to our library . Specifically recommended: The E-flux article “ The Academy is Back: On Education , the Bologna Process, and the Doctorate in the Arts” by Dieter Lesage (2009), for a more historical and contextual understanding of doctoral degree developments for the arts (in relation to the Bologna agreement). “ ANTI THESIS ” by Janneke van Leeuwen (2020), an insightful view of a recently promoted researcher on embedded artistic research. Find an overview of research groups on our network page.

Tip → This page aims to guide you in your orientation and consideration of what is best suitable for the kinds of research you want to conduct. Ask yourself if doctoral research – both artistically and scientifically – is actually what you want to be busy with for a longer period of time (3 – 4 years at least). Maybe there is an answer to doing artistic research as either a PhD at one of the Universities in collaboration with an art HBO, or rather in another form or degree at one of the alternative routes.

In exploring possibilities and creating your own way, stretching the limits of how research is thought, you help pave the road for others that come behind. At ARIAS we help you to try and find those new possibilities. Doctoral degrees in the arts ‘are young’, yet we remain hopeful for the future in that exciting and innovative ways are developing through our collaborative efforts.

Left with questions after reading this page? Please contact us!

ARIAS focus in on Amsterdam. If you want to make a connection between one of our partner’s institutions and another Dutch knowledge institution, the platform kunst = onderzoeks provides a shortlist of third cycle options. If you want to connect with an international partner refer to this overview by ELIA is a good start. See also the Artistic Doctorate in Europe website for more info, case studies, and insights on research other possibilities.

A Daily Practice

Embodied Lines: Movement as a method of inquiry for imagined, perceived and temporal bodily lines

The Plant-Machine Project

Home > FACULTIES > Visual Arts > VISUALARTS-ETD

Visual Arts Theses and Dissertations

This collection contains theses and dissertations from the Department of Visual Arts, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2023 2023

sweeping the forest floor of frequencies , Maria A. Kouznetsova

Achy Awfulness , Rylee J. Rumble

Nonstop Digital Flickerings; , Sam Wagter

Theses/Dissertations from 2022 2022

Credulous Escapism , Brianne C. Casey

At Dusk , Michelle Paterok

Theses/Dissertations from 2021 2021

Marvelous Monsters , Thomas Bourque

On Ground , Matthew Brown

Pharmakon: From Body to Being , Jérôme Y. C. Conquy

The Other Neighbour of El Otro Lado , Anahi Gonzalez Teran

Neoliberalism, Institutionalism, and Art , Declan Hoy

Strings of Sound and Sense: Towards a Feminine Sonic , Ellen N. Moffat

Cyber Souls and Second Selves , Yas Nikpour Khoshgrudi

The No No-Exit Closet: An Alternative to No-Exit Pathways , Faith I. Patrick

Fleet: Nuances of Time and Ephemera , Rebecca Sutherland

Theses/Dissertations from 2020 2020

The Hell of a Boiling Red , George Kubresli

still, unfolding , Ramolen Mencero Laruan

Theses/Dissertations from 2019 2019

Spanning , Mary Katherine Carder-Thompson

The Medieval Genesis of a Mythology of Painting , Colin Dorward

Philosophical Archeology in Theoretical and Artistic Practice , Ido Govrin

Bone Meal , Johnathan Onyschuk

Inventory , Lydia Elvira Santia

Collaborative Listening and Cultural Difference in Contemporary Art , Santiago Ulises Unda Lara

Absence and Proximity , Zhizi Wang

Theses/Dissertations from 2018 2018

Then Again, Maybe I Won't , Claire Bartleman

and where is the body? , Tyler Durbano

Next to a River: Mobility, Mapping, and Hand Embroidery , Sharmistha Kar

Interfaces of Nearness: Documentary Photography and the Representation of Technology , Mark Kasumovic

Buffer , Graham Macaulay

The English Landscapes in the Seventeenth Century , Helen Parkinson

SuperNova: Performing Race, Hybridity and Expanding the Geographical Imagination , Raheleh Saneie

Slower Than Time Itself , Matthew S. Trueman

Skim , Joy Wong

Theses/Dissertations from 2017 2017

Gardening at Arm's Length , Paul Chartrand

Lesser Than Greater Than Equal To: The Art Design Paradox , Charles Lee Franklin Harris

Skin Portraiture: Embodied Representations in Contemporary Art , Heidi Kellett

Midheaven , Samantha R. Noseworthy

Drum Voice , Quinn J. Smallboy

Theses/Dissertations from 2016 2016

Beyond the Look of Representation: Defamiliarization, Décor, and the Latin Feel , Juanita Lee Garcia

Emphatic Tension , Mina Moosavipour

Symbiotic: The Human Body and Constructs of Nature , Simone Sciascetti

Thin Skin , Jason Stovall

On Coming and Going , Quintin Teszeri

Theses/Dissertations from 2015 2015

Crowdsourcing , Sherry A. Czekus

From Dust to Dust , Lynette M. de Montreuil

Hand-Eye , Michael S. Pszczonak

Abstraction And Libidinal Nationalism In The Works Of John Boyle And Diana Thorneycroft , Matthew Purvis

Tangled Hair: Uncertain Fluid Identity , Niloufar Salimi

Liminal Space: Representations Of Modern Urbanity , Matthew Tarini

Theses/Dissertations from 2014 2014

Creative Interventions and Urban Revitalization , Nicole C. Borland

What Lies Behind: Speculations on the Real and the Willful , Barbara Hobot

Turning to see otherwise , Jennifer L. Martin

Come Together: An Exploration of Contemporary Participatory Art Practices , Karly A. McIntosh

A Photographic Ontology: Being Haunted Within The Blue Hour And Expanding Field , Colin E. Miner

Matters of Airing , Tegan Moore

Liquidation , Amanda A. Oppedisano

Just As It Should Be: Painting and the Discipline of Everyday Life , Jared R. Peters

Clyfford Still in the 1930s: The Formative Years of a Leading Abstract Expressionist , Emma Richan

From 'Means to Ends': Labour As Art Practice , Gabriella Solti

Across Boundaries , Diana A. Yoo

Theses/Dissertations from 2013 2013

Following the Turn: Mapping as Material Art Practice , Kyla Christine Brown

Queer(ing) Politics and Practices: Contemporary Art in Homonationalist Times , Cierra A. Webster

Some Theoretical Models for a Critical Art Practice , Giles Whitaker

Lines of Necessity , Thea A. Yabut

Theses/Dissertations from 2012 2012

Out of Order: Thinking Through Robin Collyer, Discontent and Affirmation (1973-1985) , Kevin A. Rodgers

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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65 Comments

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Special education

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Research title related to school of students

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Research title related to students

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You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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parental involvement and students academic performance

Science education topics?

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Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

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Am a PhD student in Educational Foundations would like a sociological topic. Thank

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Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

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PhD and postdoc projects at the Royal Danish Academy of Fine Arts

The Royal Danish Academy of Fine Arts hosts a small group of practice-based arts research projects on PhD and postdoc level. Every year, the Royal Danish Academy of Fine Arts holds a round of applications for research positions. Deadline for applications 2023 is September 15, 12:00 (noon). You can find the application link at the bottom of this page.

In practice-based arts research, the candidate applies methods developed in the artistic practice onto a relevant field of research. The main focus for all our projects is the development of the individual artistic practice. Consequently, the final PhD project combines practice elements such as works, performances, and/or exhibitions with a written reflection (a dissertation).

At the Art Academy, you will develop your Ph.d. or postdoc-project in a professional environment built on mutual exchange of knowledge as well as individual initiative. We offer teaching experience in an arts education environment, as well as professional and pedagogical feedback. We expect you to contribute actively to the teaching and learning environment within the institution.

All PhD and postdoc projects within practice-based art research at the Royal Danish Academy of Fine Arts are supported by the Novo Nordisk Foundation (NNF). The projects are based at the Royal Danish Academy of Fine Arts and the PhD degree is given by a Danish university. That means that the University provides academic supervision through a main supervisor. It is possible to have a secondary supervisor at the Art Academy  

Applications 2023: Hosting of PhD and postdoc projects

If you wish to apply for an NNF-funded PhD position through the Royal Danish Academy of Fine Arts, you must first apply for a hosting agreement from Art Academy. A hosting agreement means that the Royal Danish Academy of Fine Arts recognizes a research proposal as meting both the highest professional standard as well as being in line with the Academy’s current teaching and research.

The hosting agreement confirms that the Royal Danish Academy of Fine Arts will employ the candidate, provide a work space if they obtain funding; and that they must teach in one of the Academy’s departments as part of their work obligations. PhD and postdoc researchers can use the Art Academy’s laboratories (workshops) as an integrated part of their research, and it should be clearly stated in the application if this pertains to your research project. Applicants who obtain a hosting agreement will be offered feedback and assistance on the steps towards the final application.

The application must contain:

• Research Proposal (not exceeding 2 pages of 2400 characters including spaces)
• 1-page CV (size 12 font)
• 1-page statement (not exceeding 2000 characters including spaces) on how your research proposal connects to the Academy’s teaching and research.
• Visual portfolio of maximum 3 pages in length, that both documents the artistic practice and supports the proposed project.

Applications exceeding these page limitations will not be considered.

We assess applications on the basis of the following criteria:

• The originality and potential of the individual project
• The relevance of the project to the Academy’s teaching and research
• The feasibility of the project within a timeframe of 3 year’s full-time study

We expect applicants to have

• A professional artistic practice on the highest level
• A substantial and well-documented artistic practice

If your application is approved you will be asked to document education on MFA-level.

Please note that it is a requirement for the continued funding of the Ph.D-project that the PhD candidate contributes actively on a daily level to the development of the institution’s research environment, with the exception of periods when they are on relevant research trips and stays abroad. If you are not currently living in Copenhagen please include a plan for how you will maintain an active presence at the Academy for more than 60% of your Ph.D.

We welcome applications from the broadest possible fields of artistic expression as well as projects that are interdisciplinary at their core. We encourage applications from artist who have established a solid artistic practice and therefore also from artist who are at an advanced stage of their career.

The Art Academy encourages all qualified applicants to apply and does not discriminate on the basis of gender, race, religion, ethnicity, age or sexual orientation.

Non-EU applicants should investigate the relevant tax and employment conditions before embarking upon the application process, as we are only able to provide limited guidance on this subject.

The Royal Danish Academy of Fine Arts are unable to provide detailed answers if an applicant is not granted a hosting agreement.   

Procedure for postdoc applications

Applicants for postdoc scholarships should document qualifications on Ph.D-level. Applications should be submitted using the PhD applicant link. The application must contain:

Applications exceeding these page limitations will not be considered. We assess applications on the basis of the following criteria:

Please note that it is a requirement for the continued funding of the Ph.D-project that the PhD candidate contributes actively on a daily level to the development of the institution’s research environment, with the exception of periods when they are on relevant research trips and stays abroad. If you are not currently living in Copenhagen please include a plan for how you will maintain an active presence at the Academy for more than 60% of your project.

The Royal Danish Academy of Fine Arts does not provide feedback on rejected applications.

Applicants who obtain a hosting agreement will be offered feedback and assistance on the steps towards the final application.

Important dates and application link 2023

Thursday June 15, 2023: Information meeting at the Royal Danish Academy of Fine Arts. We recommend all applicants to attend, since our ability to answer general questions about applications is limited. The meeting will be hosted by Maibritt Borgen, Head of the Laboratory for Arts Research. Venue: The Royal Danish Academy of Fine Arts, Den Gule Risalit, Kongens Nytorv 1 Date: Thursday June 15 Time: 2.30 to 4.00 pm

September 15, 2023: Deadline for submitting a hosting agreement application to the Royal Danish Academy of Fine Arts. Applications should be submitted using this link:  https://candidate.hr-manager.net/applicationinit.aspx?cid=5001&projectid...

The Novo Nordisk Foundation holds an annual inspiration meeting about the postgraduate study of artistic subjects, providing information about funding opportunities and featuring presentations from previous funding recipients. For further information about this and other matters, visit: https://novonordiskfonden.dk/en/what-we-support/

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Doctoral Theses

School of education doctoral theses 2008-2023.

All theses can be found by searching in the Library catalogue . PDFs may be available where indicated from the research repository.

• Walsh, Nicki (2023)  Continuous Professional Development to Support People with Diabetes: The Perspective of UK General Practice Nurses.  PhD thesis, University of Lincoln.
• Constantinou, Marina (2022)  The effectiveness of a must-have practical work in tertiary Life Sciences' education: A case study of undergraduate courses at a British university.  PhD thesis, University of Lincoln.
• Shaw, Rachael (2022)  CAN A TEACHER CHALLENGE CHILDREN’S PERCEPTION OF GENDER?  PhD thesis, University of Lincoln.
• Smith, Alison (2022)  THE CONTROL, CONNECTIVITY AND COMMAND OF KEY STAGE 1 EDUCATION: A SMALL-SCALE STUDY USING DEWEY’S PHILOSOPHY ON ‘EXPERIENCE AND EDUCATION’ TO EXPLORE THE DELIVERY OF KEY STAGE 1 EDUCATION.  PhD thesis, University of Lincoln.
• Stevens, Gary (2022)  Meet, Mingle and Transform: Exploring the Value of Interdisciplinary Approaches in Science Journalism Education.  PhD thesis, University of Lincoln.
• Marcroft, Liesl (2022)  Teaching the Anti-Bias Approach to Early Childhood Care & Education Practitioners in Ireland: A Mixed Method Comparative Case Study to Determine which Pedagogy Produces Praxis. PhD thesis, University of Lincoln.
• Lane, Steve (2022)  “Hearing the Need” A study of the implementation of Social and Emotional Learning (SEL) Programmes in nine schools in the West of Ireland. PhD thesis, University of Lincoln.
• Keenan Fitzgerald, Siobhán (2022)  PUBLIC SPEAKING IN PRIMARY SCHOOL: POLICY, PRACTICE, PERCEPTIONS OF PARENTS AND TEACHERS AND THE POTENTIAL TO EMPOWER LEARNING. PhD thesis, University of Lincoln.
• Johnston, Audrey (2022)  Investigation of Understandings of Relationships and Sexuality Education provision for children with Moderate General Learning Disabilities in Ireland . PhD thesis, University of Lincoln.
• McQuade, Laura (2021)  Factors Affecting Secondary Teacher Wellbeing in England: Self-perceptions, Policy and Politics.  PhD thesis, University of Lincoln.

Aldossari, Ashwaq Mohammed (2021) Academic Freedom in Saudi Arabia: a comparative analysis. PhD thesis, University of Lincoln.

Alsalamah, Aljawharah (2021) An Evaluation of the Perceptions of In-Service Training Programmes Provided for Female Head Teachers of Girls’ Schools in Saudi Arabia. PhD thesis, University of Lincoln.

Duignan, Brendan (2021) “So I Can Speak Two Speaks”: Identifying the Conditions Necessary for Primary Modern Foreign Languages to be Introduced in the Republic of Ireland. PhD thesis, University of Lincoln.

Gray, John Anthony (2021) Becoming Older, Being Well An Empirical Study in a Village Community in the English East Midlands. PhD thesis, University of Lincoln.

McHugh, Rita (2021) A Mixed Methods Exploration of Factors Impacting the Psychosocial Well-Being of Irish Primary Principals. PhD thesis, University of Lincoln.

Smyth, Kathleen Sarah (2021) Teaching Reading Comprehension for the Development of Literacy Skills in Children with Special Educational Needs (SEN) in Mainstream Schools: Pedagogy, Practices and Perceptions. PhD thesis, University of Lincoln.

• Taylor, Kathleen Yvonne (2020)  Teachers’ stories: ‘Living out’ a principled pedagogy.  PhD thesis, University of Lincoln.

Butler, Paul (2020) Educational leadership in a neo-liberal era: How leadership coaching psychology impacts principal leadership and well-being. A mixed methods study. PhD thesis, University of Lincoln.

Curran, Tracy (2020) A theory-driven evaluation of Lesson Study as a model of professional development to support Irish teachers to enact the new primary mathematics curriculum. PhD thesis, University of Lincoln.

Mifsud, Ian (2020) Notions of Quality Education through an Educational Policy–the Reflexive Case Study of a Collegial School Network in Malta. PhD thesis, University of Lincoln.

Mutabbakani, Raghad (2020) Autism Spectrum Disorder (Inclusion of Children on the Spectrum). PhD thesis, University of Lincoln.

Nicholson, Nyree-Anne (2020) Supporting Children with Identified Speech, Language and Communication Needs at Two-Years-Old: Voices of Early Years Practitioners. PhD thesis, University of Lincoln.

• Pinn, Keith (2020)  Transnational Higher Education Students Finding their Voice: The Experts and Ultimate Insiders.  PhD thesis, University of Lincoln.

Sweeney, Joan (2020) The Policy of Inclusion and the Support of Primary School Children with Dyslexia: A Comparative Study of the Republic of Ireland and Northern Ireland. PhD thesis, University of Lincoln.

Valtonen, Päivi Hannele (2020) Can We Do Better? An International Comparison From Government Expectations to Teacher Perceptions of School Readiness and Curricula for Six-Year-Olds Within England and Finland. PhD thesis, University of Lincoln.

Zammit, Sean (2020) Education for All: Deficit-Thinking vs. Inclusive and Culturally Responsive Schooling. PhD thesis, University of Lincoln.

• Marriott, Theresa Marie (2019)  You Can Go Your Own Way: Exploring the professional characteristics of modern day further education teachers.  PhD thesis, University of Lincoln.

Alghofaily, Lama (2019) Investigating the Perceived Barriers to Women’s Rise to Leadership in Higher Education in Saudi Arabia. PhD thesis, University of Lincoln.

Flynn, Mark (2019) The Prospects and Possibilities of Broadening the use of the Irish language in an English-medium post-primary school: A Case Study. PhD thesis, University of Lincoln.

• Alharbi, Mayada Abdulaziz A (2019)  The challenges and the possibilities to the use of technology in the teaching and learning of English language as a casestudy.  PhD thesis, University of Lincoln.
• Alotaibi, Ashwaq Faleh (2019)  Benchmarking best practice - preparing primary school principals for staff management: female headteachers in Saudi Arabian girls’ schools.  PhD thesis, University of Lincoln.
• Bishop, Daniel (2019)  Conceptualising the Student-University relationship within a UK higher education university: A case study into the involvement of students in assuring and enhancing teaching and learning and the wider student experience.  PhD thesis, University of Lincoln.
• Bufalino, Giambattista (2019)  Distributed Leadership in Middle Management: a comparative study of the educational and private sectors.  PhD thesis, University of Lincoln.
• Harris-Lock, Ann (2019)  Cognitive Immobilisation in Dyslexic Higher Education Students: Exploring Possible Triggers, Links with Aspects of Memory and Fluctuating Emotional Status, Informing Effective Coping Strategies.  PhD thesis, University of Lincoln.
• Johns, Anthony (2019)  “I REMEMBER WHEN …”: THE IMPACT OF TEACHERS’ STORYTELLING ON TEACHING and LEARNING IN HIGHER EDUCATION.  PhD thesis, University of Lincoln.
• McGinn, Janine (2019)  Towards a model for creative climates in higher education organisations: A constructivist grounded theory case study of Irish academics’ experiences of creativity and innovation in curriculum development.  PhD thesis, University of Lincoln.
• Norris, Stuart (2019)  The effect of the Open Event on students’ attitudes towards science in school across the transfer from primary to secondary education.  PhD thesis, University of Lincoln.
• Early, Patrick Henry (2018)  Moderating Performance Assessment: Computer or Connoisseur? Comparing Objective and Subjective Measurements of Violin Proficiency.  PhD thesis, University of Lincoln.
• Farrell, Elizabeth (2018)  An investigation into the implementation and impact of literacy initiatives on disadvantaged primary schools in urban Ireland.  PhD thesis, University of Lincoln.
• McGowan, Jean (2018)  Learn Where We Teach: A journey to critical intersubjective awareness via self study and action research with primary school teachers.  PhD thesis, University of Lincoln.
• Muscat, Matthew (2018)  The essential nature of on-the-job thinking: A phenomenological study of health and fitness professionals engaged in learning experiences.  PhD thesis, University of Lincoln.
• Coffey, Thomas Patrick (2018)  An investigation into the teaching of numeracy in subjects other than Mathematics across the curriculum: a case study of a post-primary disadvantaged school in Ireland. PhD Professional thesis, University of Lincoln.
•  Kehoe, Elizabeth (Betty) (2018)  An investigation into the perceptions, experiences and abilities of young students in mathematics word problem solving. PhD Professional thesis, University of Lincoln.
•  O'Connor, Mary (2018)  How does early life adversity impact on social interaction and school engagement in middle childhood in Ireland? PhD Professional thesis, University of Lincoln. 
•  Macken, Aisling (2018)  A state of abject terror: Corporal punishment and the emotional dimensions of teaching and learning in 1950's Irish primary schools. PhD Professional thesis, University of Lincoln.
•  Abdulrahman, Hadiza (2018)  “The men they become” – Northern Nigeria’s former almajirai: A postcolonial critique of discourses and representations of knowledge, education and identity . PhD thesis, University of Lincoln.
• Adu Gyamfi, Stephen (2017)  Information and Communication Technology Acceptance in Education: A Study of Pre-service Teachers in Ghana.  PhD thesis, University of Lincoln.  
•  Backhouse, Anita (2017)  The PGCE (primary) experience: a mixed-methods case study . PhD thesis, University of Lincoln.
•  Alghamdi, Abdullah (2017)  The potential of adopting smart mobile tools for learning and teaching activities in Saudi Universities . PhD thesis, University of Lincoln.
•  Alhammad, Mohammed  (2017)  The issues of implementing inclusion for students with Learning Difficulties in mainstream primary schools in Saudi Arabia. PhD thesis, University of Lincoln.
•  Alabri, Waleed (2017)  The Inclusion of children with Down’s syndrome in mainstream primary schools in Saudi Arabia: understanding the perspective of school principals. PhD thesis, University of Lincoln.
•  Alzaidi, Faten Abdulhadi (2017)  An exploratory study on educating learners with ASD in primary inclusive setting in Saudi Arabia: issues, attitudes, and challenges. PhD thesis, University of Lincoln.
•  Hernon-Jarvis, Jane (2017)  The role of emotions in initial teacher training in English further education. EdD thesis, University of Lincoln.
•  Indans, Claire (2017)  Marketisation, values and behaviours: An investigation of how marketisation in post-sixteen vocational further education institutions within government funded private and state market environments impacts on the quality and ethics of hairdressing training in England . EdD thesis, University of Lincoln.
•  Zhao, Zhenhong (2016)  Confucianism in the classroom: interactive EFL teaching and learning in a Chinese university. PhD thesis, University of Lincoln.
•  Almarwani, Manal Ahmad (2016)  E3-Electronic Education for English: developing mobile learning and teaching in Saudi Arabia. PhD thesis, University of Lincoln.
•  Alzahrani, Abdulrahman Mohammed (2016) Factors that influence secondary school teachers' acceptance of e-learning technologies in teaching in the Kingdom of Saudi Arabia. PhD thesis, University of Lincoln.
•  Simpson, Diane (2016)  Being and becoming a social work academic: negotiating transitions and identities. EdD thesis, University of Lincoln.
•  Bubbers, Fiona (2016)  The Bologna Process in Germany: reform Kairos or Chimera . EdD thesis, University of Lincoln.
•  Mulligan, Maria McMahon (2016)  Giving teachers a voice within the teacher effectiveness paradigm: a mixed methods study focusing on teachers’ perceptions of the impact of their classroom practices on student outcomes in mathematics.  EdD thesis, University of Lincoln.
•  Jones, Janet Rosemary (2016)  Teaching undergraduate sociology: the effects of transformational teaching practices on student learning experiences in an English further education college. EdD thesis, University of Lincoln.
•  Penney, Esther (2016)  Mirrors of educational potential: can learning styles predict academic achievement on short-courses for food industry students? EdD thesis, University of Lincoln.
•  Vella, Kenneth (2015)  Middle leadership progression in Maltese catholic schools a case study in enclosed succession . PhD thesis, University of Lincoln.
•  AL-Kahtani, Mohammed Ali (2015)  The Individual Education Plan (IEP) Process for Students with Intellectual Disabilities in Saudi Arabia: Challenges and Solutions. PhD thesis, University of Lincoln.
•  Tian, Zezhong (2015)  A case study of the internationalisation of Higher Education in China: meaning, implementation and evaluation. PhD thesis, University of Lincoln.
•  McCarthy, Ann Marie (2015)  A leader developing leadership: a case study. EdD thesis, University of Lincoln.
•  Mousley, Perdita (2015)  Dangerous and severe personality disordered patients' engagement in education: extent, rationale and developmental impacts. EdD thesis, Lincoln University.
•  Munday, Keith (2015)  Workplace bullying and survivorship in the teaching profession . EdD thesis, University of Lincoln.
•  Lindley-Baker, Julia (2015)  Leaders of special education state schools facing pressures, finding solutions? EdD thesis, University of Lincoln.
•  Caulfield, Ann (2015)  The contribution of the practice of mindfulness to stress reduction among school teachers: a qualitative study of Irish primary teachers. EdD thesis, University of Lincoln.
•  Healy, Anita (2015)  Teacher-principles of primary schools in rural Ireland: retirement motivations, preparations and experiences . EdD thesis, University of Lincoln.
•  Gavin, Adrian (2015)  The perceptions of sub-clinically anxious children, their parents and teachers, of a targeted intervention based on the ‘FRIENDS for Life’ programme. EdD thesis, University of Lincoln.
•  Murphy, Kathleen (2015)  Preceptors in nursing education: striking a balance between nursing student learning and client care. EdD thesis, University of Lincoln.
•  Walker, Janet (2014)  Social work practice education in Russia Exploring curriculum change . EdD thesis, University of Lincoln.
•  Zarb, Nicholas J (2014)  Aligning governmental and organizational missions building a model of FE organizations in Malta . PhD thesis, University of Lincoln.
•  Fhailghigh, Máire Nic An (2014)  Beginning principalship exploring the perspectives of newly appointed principals in rural Ireland . EdD thesis, University of Lincoln.
•  Tynan, Fionnuala (2014)  Experiencing educational inclusion: children with Williams syndrome in Ireland. EdD thesis, University of Lincoln.
•  Thurlby-Campbell, Ian (2014)  The function of personal agency in determining education, employment and training outcomes .EdD thesis, University of Lincoln.
•  Pace, Claire Felice (2014)  Pursuing academic post-secondary education a study of retention and withdrawal factors at the junior college in Malta. PhD thesis, University of Lincoln.
•  Page, Lorna Jane (2014)  Further education teachers' perceptions of being observed teaching a single institution case-study. PhD thesis, University of Lincoln.
•  Alothman, Abdulaziz (2014)  Inclusive education for deaf students in Saudi Arabia: perceptions of schools principals, teachers and parents. PhD thesis, University of Lincoln.
•  Grant, Amanda (2013)  Inducting newly qualified Primary Level Teachers in the Republic of Ireland: rhetoric and reality.  EdD thesis, University of Lincoln.
•  Thornton, Maura (2013)  States of mind roles of primary school teaching of traditional Irish music in creating Irish identity.  EdD thesis, University of Lincoln.
•  Grant, Derrick (2013)  Becoming a primary school principal in Ireland: deputy-principalship as preparation. EdD thesis, University of Lincoln.
•  Walsh, Frank (2013)  Extra-mural and ultra vires? Professional duties of Irish post primary school principals an empirical analysis. EdD thesis, University of Lincoln
•  Turnbull, Margaret (2013)  Education policy and social justice: the experience of South African school principals. EdD thesis, University of Lincoln.
•  Lyng, Anthony (2013)  Leadership Practice: an investigation of the perceptions of secondary school headteachers in South East England. EdD thesis, University of Lincoln
•  Aubrey, Karl (2012)  Teacher education in further education 2000-2012 analysis of teacher educators' perspectives . EdD thesis, University of Lincoln.
•  Warr, Christine (2012)  From industrial expert to vocational tutor stories of transition. EdD thesis, University of Lincoln.
•  Joyce, Maria (2012)  Towards an understanding of career progression for female professors of nursing: a small scale study.  EdD thesis, University of Lincoln.
•  Ware, Nicholas (2012)  A case study investigation into how the role of middle managers has changed in secondary schools in England. EdD thesis, University of Lincoln.
•  Scanlon-Feeley, Úna M (2012)  Understanding the influence of previous achievement, student choice and attitude on achievement levels in mathematics in Ireland. EdD thesis, University of Lincoln.
•  King, Fiona (2012)  Developing and sustaining teachers' professional learning: a case study of collaborative professional development. EdD thesis, University of Lincoln.
•  Smith, Elizabeth Jane (2011)  Features of a school's specialist status as a sports college used to affect inclusion perceptions of school staff. EdD thesis, University of Lincoln.
•  Morgan, Wye (2011)  Inside a learning community a structure for supporting collaborative partnerships. EdD thesis, University of Lincoln.
•  Chimbetete, Beauty (2011)  An investigation into the roots of African primary school headship in Zimbabwe. EdD thesis, University of Lincoln.
•  Beckton, Julian (2010)  Modelling university educational development units. EdD thesis, University of Lincoln.
•  McFarquhar, Edwena (2010)  African Caribbean parents and their children's schooling exploring perceptions and experiences of participation. EdD thesis, University of Lincoln.
•  McEwing, Wendy (2009)  Investigating the conceptualisation and management of plagiarism a higher education case study . EdD thesis, University of Lincoln.
•  Crawford, Karin (2009)  Continuing professional development in higher education: voices from below. EdD thesis, University of Lincoln.
•  Dixon, David (2009)  Developing a green leader model for primary schools. EdD thesis, University of Lincoln.
•  Rosen-Webb, Sarah (2009)  SENCO Identity and Roles Nobody tells you how to be a SENCO. EdD thesis, University of Lincoln.
•  Roberts, Lesley (2008)  The challenges facing leaders and managers in the independent special school sector: a changing agenda. EdD thesis, University of Lincoln.
•  Wilde, D. N. M (2008)  Challenges and Rewards Expectations and realities experienced by school business managers in transition from the primary to the secondary sector. EdD thesis, University of Lincoln.