doctorate in education reddit

EdDPrograms.org

Is an Ed.D. Worth It?

Depending on your goals, an Ed.D. may or may not be right for you. If you’re not sure yet, we’ll help you resolve the debate. Learn whether an Ed.D. will be respected in your workplace. Find out which roles may require a doctorate in education. And use our tips to find—and fund—an Ed.D. program that will pay dividends in the job market.

Who Should Consider an Ed.D. Program?

The best candidates for an Ed.D. have often reached a plateau in their education careers. They’ve spent a number of years gaining experience in teaching and/or administration, but they’re looking for a leadership-focused, practice-based doctorate that they can apply to their workplace. Examples of ideal Ed.D. candidates include:

• K-12 teachers or administrators who need an education doctorate in order to apply for leadership positions in their field (e.g. principal, superintendent, curriculum developer, district administrator, etc.) and/or qualify for a pay raise
• Folks with master’s degrees in other fields who specifically want to acquire educational expertise in fields like curriculum & instruction, educational technology, etc.
• Higher education administrators who would like to deepen their understanding of educational leadership & administrative issues within their college or university but don’t want to apply for faculty positions
• Professionals who are seeking to establish themselves as organizational leadership consultants, public policy analysts, adjunct education professors, chief learning officers, or education lobbyists
• Top-level experts who would like to use an Executive Ed.D. to connect with their peers, explore educational work around the world, and implement major initiatives

Ed.D. students usually have full-time jobs and family responsibilities. They can’t afford to devote 5-7 years of study to a Ph.D. and they’re not interested in pursuing original, high-level research. Instead, they want a degree that will allow them to:

• Remain in their job while they earn a doctorate
• Take advantage of Ed.D. laboratories of practice to test innovative concepts in the workplace
• Use their Ed.D. dissertation or capstone project to tackle a specific problem of practice
• Transform their ideas around leadership and education

For more on the purpose of an Ed.D., check out the Carnegie Project on the Education Doctorate (CPED) and its comprehensive framework. CPED also organizes monthly events, annual convenings, and more.

Is an Ed.D. as Good as a Ph.D. in Education?

The answer depends on your situation! Many would argue that the Ed.D. is a “tick the box” degree with a lot of puffy coursework. It doesn’t add any appreciable value in most applications. It can’t compete with the prestige and intellectual rigor of a research-focused doctorate like the Ph.D. And it’s an expensive undertaking.

Others would counter that a solid Ed.D. provides excellent training in practical leadership skills, data-driven decision-making, and sustainable interventions. It teaches doctoral students how to move beyond their daily concerns and take a 30,000-foot-view of challenges within their schools, districts, or organizations. Generally speaking:

• Ed.D. Programs: The Ed.D. is often a good fit for K-12 teachers & administrators who are seeking to climb the career ladder. In some cases, you can even pursue state-specific educational certifications & endorsements while you are earning your doctorate (e.g. superintendency). A reputable Ed.D. with a strong research base could also set you up for adjunct teaching positions and non-faculty positions in higher education administration.
• Ph.D. Programs: The Ph.D. in Education is the best choice for aspiring college professors, academic researchers, and policy experts, especially if you wish to qualify for tenure positions and publish books on education. See our section on becoming a professor for more on this path. If you’re in charge of a large school district or university, you may also feel that a Ph.D. in Education gives you more freedom to investigate complex ideas.

We recommend you do a lot of field research before you make a decision. Talk to faculty and recent alumni of Ed.D. and Ph.D. programs, dig deep into the curricula, read through dissertation examples, and explore our Ed.D. vs. Ph.D. Guide.

Are Ed.D. Programs Respected in the Workplace?

Again, the answer will depend on your workplace and—more importantly—where you earned your doctorate. An Ed.D. from one of the best teaching universities in the country is going to have a lot more clout than an online doctorate from an obscure school. Especially if your Ed.D. professors are engaged in groundbreaking projects! In broad terms:

• In K-12 circles, an Ed.D. may be on its way to becoming a standard qualification for educational leaders. According to NCES’s report on Graduate Degree Fields, in the decade between 2011 and 2021, the total number of doctoral degrees awarded in education increased by 42%.
• In subject-specific fields like science education and health & physical education , your work experience may be more valuable than the title of your doctoral degree. A science educator with an Ed.D. and 10+ years of experience as a K-12 science teacher or administrator trumps any Ph.D. graduate with little exposure to classrooms.
• In medically-related fields like counseling & psychology or nursing education , an Ed.D. is often regarded as the country cousin. For example, CACREP is willing to accredit Ed.D. programs in counseling, but APA only accredits Ph.D. or Psy.D. programs.
• In higher education circles, a Ph.D. in Education is going to be more respected. That’s usually the degree required for tenured and full-time faculty positions. You may also discover that a university likes to promote from within—elevating faculty members to administrative roles like dean, provost, and chair. In this scenario, an Ed.D. can’t compete.

At some point in time, you will have to deal with the preconception that the Ed.D. is a “lesser” degree. However, it won’t matter if you feel like your doctorate has improved your practice, inspired your colleagues, and made a difference in your field. That’s when you are respected in the workplace.

What Jobs Have Ed.D. Requirements?

A doctorate in education becomes a standard job requirement once you reach top-level positions in PK-20 education and policy & consultancy work. Many employers are willing to consider the Ed.D. or the Ph.D. unless it’s for tenure-track positions in academia. We’ve created a long list of opportunities in our Ed.D. Career & Salary Guide . We also explore career possibilities for Ed.D. graduates within each specialty page.

Try not to overthink it. An Ed.D. will usually present itself as the next logical step in your career development. For example:

• You may be advised by your K-12 district or university that the time has come to earn a doctorate in educational leadership to qualify for high-level administrative openings.
• You may be working in the private sector and hearing from clients that they will only hire consultants who have a doctorate in organizational leadership .
• You may be hoping to transform the reputation of your community college by pursuing an executive-style doctorate in higher education .
• You may be eager to implement large-scale projects in AI and instructional technology , but you’re lacking the research and planning skills.
• You may be interested in using your experience with adult learners to create & manage unique professional development programs in adult education .

How to Choose an Ed.D. Program

Basic quality factors.

Choosing the right Ed.D. program requires thought, research, and a monstrous pot of coffee. Before we get into the nitty-gritty, here are a few rules to live by:

• Check that the college or university is regionally accredited in the USA or holds the equivalent standing in its native country. A diploma from an unaccredited school is worth about as much as one you print yourself. All of the schools in our listings are regionally accredited.
• Avoid earning your Ed.D. from a for-profit institution, even if it’s regionally accredited. Make sure the institution that awards your Ed.D. is either a private nonprofit or a state-funded public institution. This should not be difficult, as the vast majority of traditional regionally accredited schools are.
• Online Ed.D. programs have become more acceptable in a post-pandemic climate, but look for ones that are backed by reputable universities with a track record of quality and experience in distance learning. There’s nothing more frustrating than a poorly taught online doctorate.

In-Depth Quality Factors

So let’s say that you’ve examined our specialty guides, state guides, and/or rankings. You’ve come up with ~10 local and online Ed.D. programs that look intriguing and created a spreadsheet to keep track of your choices. How do you decide which ones are going to be worth the agony of the application?

• Program Reputation: Find out who is running your program within the College of Education. What research institutes does the department fund? What projects are Ed.D. faculty currently working on? What connections does the program have to outside partners (e.g. George Washington University and the military)? Can you take advantage of this expertise for your dissertation or final project?
• Location: Texas universities may have more of a stake in Latinx education than Minnesota schools. California schools may have funding for educational technology research. Chicago and NYC schools will have expertise in urban education. Appalachian schools may be well-versed in rural issues. Location will matter, even if you’re choosing an online doctorate in education.
• Class Profile: Many Colleges of Education will monitor the makeup of each Ed.D. cohort. We love to see class profiles that feature diversity in ages, genders, and backgrounds. But we also favor programs that foster collaborations between classmates who are facing similar challenges at work.
• Research Components: Some Ed.D. programs have an academic feel, with heavy coursework in quantitative & qualitative research, a traditional 5-chapter dissertation, and opportunities to publish in journals. Others are more workplace-based, with group capstone projects, internships, and laboratories of practice. Which one would your employers value more?
• Real-World Training: In addition to courses that allow you to explore new theories of practice, look for training in areas like statistics, analytics, and AI. Educational leaders are expected to know how to deploy 21st century tools.
• Dissertation/Capstone: Your final project is going to consist of a dissertation, Dissertation in Practice (DiP), or a capstone project. We talk more about these options in our No Dissertation guide. Take the time to browse through projects from recent Ed.D. students in the program to assess their quality and focus. Shoddy work means shoddy professors.
• Portfolio/Dossier: A number of Ed.D. programs now provide their graduates with more than one deliverable (e.g. dissertation + portfolio of projects + journal-ready article). These elements can be particularly valuable if you’re thinking of applying for new jobs or moving into consultancy after graduation.
• Career Outlook: Contact each school to see if they have any career outlook information for their Ed.D. alumni. Some schools maintain lists of prominent alumni, median salary of graduates, and other information that could tip the balance in their favor (e.g. University of Miami’s section on Student Outcomes and Alumni Stories for the Executive Ed.D. in Higher Education Leadership).
• Pragmatic Considerations: We’re talking about boring factors like commuting times, cost, GPA requirements, and your level of work experience. If you’re not yet qualified for an Ed.D. program that you adore, you may want to wait a couple of years and get to the point where you feel financially and professionally secure.

Practical Tips on Funding Your Ed.D. Studies

The cost of an Ed.D. at a regionally accredited school ranges from under $20,000 for the most affordable online options to $100,000+ for the best of the best. Unlike Ph.D. programs, Ed.D. programs are rarely funded by the university. That means you’re going to be on the hook for tuition bills. Fortunately, there are multiple ways to cover the cost.

• Part-Time Study: If you’re planning to pay for the program yourself while you work, you’re in luck—nearly all Ed.D. programs offer classes on a flexible part-time schedule. Ask the Ed.D. program coordinator for a comprehensive budget that includes per semester fees. And see if you can sign up for a monthly payment plan.
• Online Learning: Choose an online doctorate in education and you won’t have any regular commuting costs. Nor will you be required to pay campus-based fees. If you like the human touch, think about hybrid Ed.D. programs that limit on-campus time to weekends and the summer.
• Scholarships & Fellowships: Ed.D. scholarships are not common, but they do exist! On each state page, we’ve created a unique section on funding, with links to scholarship & fellowship opportunities listed under each school. You may find you qualify for unique funds.
• Tuition Reimbursement: A number of states and districts are willing to provide tuition reimbursement for doctoral education. This may not cover the cost of the entire degree, but it will give you a solid start.
• Tuition Remission:  College & university employees are often eligible for tuition remission on the institution’s degrees—this may be especially attractive if you’re looking move up the career ladder in higher education administration. You’ll need to check what remission covers and what you’ll be responsible for (e.g. taxes, fees, books & materials, etc.).
• Student Loan Forgiveness: Some student loan forgiveness options may be available for K-12 professionals who volunteer to teach or work in underserved areas.
• Third Party Support: Educational leadership and teaching associations often have some funding available for members who are committed to advancing their education (e.g. AASA’s Educational Administration Scholarship ). The money may be modest, but every little bit helps.
• Pay Increases: Many states reward K-12 teachers and administrators with a higher payscale than peers with a bachelor’s or master’s degree. In certain cases, this fact can put hiring committees off, so talk to your mentors about your decision before applying for an Ed.D.

What Do Ed.D. Graduates Say About Their Experience?

Reddit is full of threads where Ed.D. students talk about their experiences. The ones who focused on Ed.D. programs that met their career goals, engaged with professors on projects, and recognized that they were pursuing a practice-based degree are very happy with their choice. The ones who were hoping for a Ph.D.-like experience are not.

Some universities conduct their own surveys on Ed.D. graduate outcomes & satisfaction levels. If they don’t, we recommend you reach out to recent Ed.D. graduates through LinkedIn and/or the university’s alumni network. Here are a few questions you can ask them to get the conversation rolling:

• Why did you decide to earn an Ed.D. at this point in your career?
• What conversations did you have with your employer before making the decision?
• How did you fund your degree? Did you receive a pay rise after graduation?
• Did you look at Ph.D. programs as well? What made you reject them?
• Did you know what your dissertation was going to focus on before you applied? How did you land on a topic?
• How did you fit your studies around work & family life?
• Which parts of the program did you enjoy? Which parts did you think were superfluous?
• Do you feel like the Ed.D. gave you enough training in research?
• Can you see your studies making a positive impact on your work?

Final Considerations

Whether an Ed.D. is worth it ultimately depends on which program you choose and how you use it. For example, if you currently teach with an Ed.S. and make $43,000 per year, a doctoral pay increase to $48,000 per year would quickly cover the cost of a $20,000 program, but would take 20 years to pay off a $100,000 program. On the other hand, a $100,000 Ed.D. program that eventually moves you from a $90,000/year administrator position to a $180,000/year administrator position may justify the investment.

If you’re not 100% sure you have a good reason to pursue an Ed.D. program, focus on building up your work experience. Or choose one of the lower-cost regionally accredited options to reduce your tuition burden and satisfy your employer’s demands. However, if your career plan allows you to pursue a more expensive program, there are few terminal degrees that are a more reliable investment—dollar for dollar—than the Doctor of Education.

If You’re a School Teacher, Should You Pursue a Doctorate of Education (Ed.D.)?

It all depends on how you answer these ten questions..

Albert Arnesto

The Faculty

The path to earning a doctorate of education (typically abbreviated as Ed.D.) is fraught with many challenges and hazards, especially for a school teacher. Therefore, please carefully consider the following ten questions before pursuing the degree.

1. Why do you want to pursue a doctorate in education?

If your primary reason involves looking forward to being publicly addressed as “doctor,” then you should not pursue the degree. Most school teachers drawn toward the doctorate, though, likely aren’t interested in spending a great deal of money and a significant portion of their lives chasing a doctorate for the sake of vanity.

We expect lawyers to complete law school, which involves not only coursework but probably a judicial clerkship as well: they are awarded a Juris Doctor degree and, with passage of the bar exam, can practice law. Medical doctors don’t have the option to obtain a doctorate — they must do so, as a bare minimum, before they can practice medicine. (We formally address doctors who practice medicine as doctors, yet we don’t address lawyers as doctors. There is an argument to be made that only those who have medical degrees should formally be called doctors, though that is a debate for another day.)

But teaching is quite different: teachers are not required to obtain a doctorate to practice their craft, and, indeed, most choose not to. If you plan to remain in the classroom for the foreseeable future, there is a professional designation expressly designed for school teachers you can earn instead of an Ed.D.: National Board Certification , which most states recognize as the gold standard in elementary and secondary school teacher certification programs. Unlike the variability inherent in doctoral programs, National Board Certification is standardized — and thus a known (and respected) quantity; consequently, become Board certified and you will likely be rewarded with incentives exclusive to your state. Plus, many school districts nationwide not only help fund their teachers’ pursuit of Board certification, but they also raise their salaries upon its successful completion.

2. What do you believe to be the purpose of a doctorate of education?

Much of the difficulty in defining the Ed.D. involves arriving at a clear definition of what education is, to begin with. As strange as it might seem to intellectually corral or circumscribe “education” into a framework suitable for packaging and delivery to doctoral students, stranger still is to almost hubristically believe that “educational leadership,” or leadership in any sense, can be taught. Are there certain qualities that those judged to be effective educational leaders have in common? Perhaps, although what appears to be great leadership today might in retrospect look very flawed and naïve tomorrow. (Of course, some Ed.D.-granting institutions offer concentrations besides educational leadership, such as curriculum design and development, but any concentration still suffers from the same philosophical problem: How, precisely, to teach an educational skill.)

Yet even if we can identify those qualities, those best practices of effective educational leadership, the hurdle of actually teaching leadership remains. The assumption seems to be that teaching the skills of leadership is akin to teaching the skills of any other trade, such as mechanical engineering or candlestick making, and are thus transferable from master to apprentice. But this is a questionable assumption at best. As Barbara K. Townsend correctly notes in Rethinking the Ed.D., or What’s in a Name? the doctorate of education is a “beleaguered degree. In the field of practice, the Ed.D. is criticized for its failure to be neither fish nor fowl”:

Some educational leadership positions require a doctorate in a particular area on the assumption that a doctoral program in this area provides the degree recipient with knowledge and skills that will positively affect the degree recipients’ performance in positions in this area…. Because there is no conclusive evidence that the Ed.D. improves the field of practice, one way to rethink the Ed.D. is to see it as a degree that should be eliminated. Another reason to eliminate the degree might be its status in research institutions.

Consider that you will be committing years of blood, sweat, and tears to earn a degree that might soon be on the chopping block because its ontological foundations are suspect. Twenty or thirty years from now, will you call yourself a “doctor” but be shifty about what, precisely, your doctorate is in — because you will be too embarrassed to admit that you earned a degree in a field of study largely or completely rendered defunct?

3. What kind of return on investment (ROI) are you seeking?

You might argue that there are other considerations besides money when contemplating ROI — such as knowledge, enlightenment, and purpose. No doubt this is true, but let’s focus strictly on the financial here. In the brief discussion of costs below, we’ll only consider the present value of money. (Plus, if you are interested in pursuing the doctorate of education solely for knowledge’s sake, you might want to reconsider. The Ed.D. is a practitioner-focused, managerial-prep track of study; by contrast, the Ph.D. in education prepares you for a more scholarly, research-oriented path in academia. If you’re a philomath, pursue the Ph.D. instead.)

Suppose your doctoral program costs $20,000 per year, and, in a best-case scenario, you spend three years in the program before successfully obtaining the Ed.D. If your district offers you a pay raise for earning the credential, does the pay raise, taken over the projected remainder of your career, sum to at least $60,000? In other words, do you anticipate that you’ll break even? Will the degree pay for itself?

But what if you instead invested that $60,000 — if you have it on hand, of course — in a low-risk portfolio, and then left it untouched for the remainder of your career? With the magic of compound interest, you might end up far exceeding the small yearly salary bump after leveling up with a doctorate.

“But it will be much more of an increase over time than just breaking even,” you might claim, “because I’d be able to leave my teaching job for an administrative role.” Which leads us directly to our next question.

4. Are you sure you want to obtain a doctorate before applying for an administrative position?

Perhaps you’ve come to believe that you have hit a ceiling in terms of career advancement, and the only way you’ll ever have the opportunity to move up is to earn a doctorate. This belief, though understandable, is not grounded in the facts.

The great majority of school administrators do not have doctorates. The degree is not required for obtaining most formal educational leadership positions; furthermore, it’s far from clear that earning a doctorate in, say, educational leadership correlates to improved leadership outcomes. As Barbara Townsend observes, “We need more conclusive evidence that individuals with an Ed.D. are more qualified and skilled than individuals without the Ed.D. when serving in educational leadership positions.”

Plus, holding an Ed.D. might even be viewed as a negative, since school districts typically have to pay more to employ the credentialed. Stay stuck in the classroom too long after completing your Ed.D., and your resentment might build, in the form of “I’m overqualified for my job.” Then, your work quality will suffer, as will your students, who’ll have a keen sense of the fact that you’re no longer content to “merely” teach them. Imagine if you never manage to move out of the classroom — then how will you view your ROI?

True, if you wish to climb the leadership ladder to the rarefied air where a school district’s director of education, assistant superintendent, or even superintendent resides, you might not even be granted a single interview without the credential in hand. Thus, if your long-term goal is to ascend to the top of a school district’s leadership food chain, then you’ll probably need a doctorate.

But if you intend to one day find work as an administrator supervising teachers in a single school — as a vice-principal or even a principal — then earning a doctorate, in and of itself, won’t necessarily make you a more appealing candidate on paper for the position. Consider obtaining your administrative certification first.

Yet if you still, despite the downsides, insist on pursuing the doctorate first, make absolutely certain that the doctoral program you choose has the necessary requirements for administrative certification in your state built into the coursework; not all of them do. Caveat emptor.

5. How will you deal with the people who’ll never respect your achievement — without losing your own self-respect?

About a decade ago, after one of my teaching colleagues earned a doctorate of education and his accomplishment was lauded publicly at a faculty meeting, a veteran teacher next to me mumbled, “Oh, he’s a doctor now? Can he take a look at my rash?”

Let’s put all our cards on the table here: An Ed.D., all things being equal, is not viewed anywhere near as prestigious as is a Ph.D. Some people even pejoratively refer to the doctorate of education as a “doctorate-lite.” Recall Barbara Townsend’s telling words: “Another reason to eliminate the degree might be its status in research institutions.” And it is a low status indeed.

In fact, teachers who earn Ed.D.s and then go on to teach at universities are generally relegated to the bottommost rungs of the academic totem pole (among full-timers with doctorates, career higher ed administrators who hold Ed.D.s occupy the lowest rung); for all their talk about ensuring equity, correcting injustice, and practicing anti-racism, enforcement of a degree-holding caste system among the professoriate is very much alive and well on college campuses. (If by some miracle you land full-time work as a junior faculty member, rather than cobbling together part-time or even full-time work as an adjunct, chances are, in the best of all possible worlds, that you will be instructing adult teachers in the very same courses that you successfully completed for your doctorate of education. You certainly won’t be teaching Victorian literature to bright-eyed graduate students.)

And although there is only anecdotal data to back up this assertion, the doctorate-holders most insistent that you address them as “doctor” are Ed.D.s — as if the insecurities that come with earning a “doctorate-lite” need to be managed by ensuring that the unwashed masses demonstrate proper respect through repeated public expressions of fealty. (Indeed, this particular quality is especially prevalent among higher ed administrators.)

It’s a shame that some school teachers and administrators are so concerned with titles. There is plenty of pride to be had in practicing and refining your craft enough to one day be known as a great classroom teacher, an effective and caring school administrator, or even both. Accept who you are, embrace what you do: the title doesn’t make the person, the person makes the title. As Dr. Martin Luther King Jr. famously said , “If it falls to your lot to be a street sweeper, go out and sweep streets like Michelangelo painted pictures. Sweep streets like Handel and Beethoven composed music. Sweep streets like Shakespeare wrote poetry. Sweep streets so well that all the hosts of heaven and earth will have to pause and say, here lived a great street sweeper who swept his job well.”

The first Ed.D. was awarded at Harvard nearly a century ago. But in 2012, Harvard announced that they would stop offering the degree and collapse the Ed.D. program into the Ph.D. program. The less rigorous reputation of the Ed.D. foreshadowed its termination at Harvard; other top-tier institutions are bound to follow suit, sooner or later (as goes Harvard, after all…).

The author of an article from the magazine Inside Higher Ed put it this way:

“The Ed.D. typically has traditionally been designed like a research degree,” said Jill Perry, co-director of the Carnegie Project on the Education Doctorate, “but was delivered to teachers seeking to advance into administration positions as practitioners. This is where the confusion began,” she said. Many studies indicate that differences between Ed.D. and Ph.D. programs centered around differences in the number of credits and dissertation topics. “As a result, the Ed.D. was viewed as less rigorous than a Ph.D., and was labeled a ‘Ph.D. Lite.’”

This “less rigorous” reputation was also the result of a celebrity effect: when the media reported on public figures such as Shaquille O’Neal earning doctorates almost as a lark, usually these were Ed.D.s being awarded. Making matters worse, most for-profit schools, if they have doctoral programs, usually offer doctorates of education, whether completely online, on campus, or via a blended approach. (Look in your email spam folder for the exciting details of their latest overpriced offerings.) Yet you’ll be hard-pressed to find for-profit universities that award doctorates in mathematics, chemistry, or English literature.

Worse yet, too many Ed.D. dissertations simply don’t read much like scholarly literature, with writing that screams of a surface-level, cursory analysis of the topic at hand — from the surveys performed to gather data, the phenomenological case histories collected, and the painfully apparent lack of rigor (and reliance on cookbook algorithms, oftentimes clumsily) when performing statistical analyses. Compared with Ph.D. dissertations in education, Ed.D. dissertations are, on the whole, quite a bit shorter. After all, Ed.D. programs are designed around the needs of working adults, not academics-in-training who have been preparing their whole lives to churn out one research paper after another. Working adults are more likely to view research and writing as a chore rather than as a marketable skill to be mastered. Therefore, it should come as no surprise that so many Ed.D. dissertations are substandard efforts, contributing little if anything to scholarly discourse. For the great majority of Ed.D. students, the dissertation marks the last time they will engage in any sort of serious academic writing.

Thus, the “less rigorous” reputation accorded the doctorate of education is not entirely unfounded; many Ed.D. programs are watered down, as compared to their Ph.D. counterparts, in order to boost enrollments and ensure that cohorts are sufficiently large. Could you imagine any serious Ph.D. program offering group dissertations ? If the answer is no, then we have arrived at the crux of the problem: Despite their superficial similarities, we shouldn’t be comparing Ph.D.s and Ed.D.s to start with, any more than we should be comparing degrees earned by lawyers with those earned by medical doctors. Of course Ed.D. programs are going to be found wanting by that standard — they are designed to serve an entirely different clientele.

The “soft” nature of educational research is lamented in Reforming the Doctorate in Education: Three Conceptions by Luise Prior McCarty and Debora Hinderliter Ortloff, who quote from a National Research Council Report:

This [educational] knowledge is thoroughly soft because it is an effort to make sense of the collective consequences of actions of large numbers of willful individuals who are making decisions about teaching and learning within a complex and overlapping array of social systems in response to multiple and conflicting purposes…. Under such circumstances of great complexity, vast scale, uncertain purpose, and open choice, researchers are unlikely to establish valid and reliable causal claims that can be extended beyond the particulars of time, place, and person. As a result, research claims in education tend to be mushy, highly contingent, and heavily qualified, and the focus is frequently more on description and interpretation than on causation.… Educational knowledge is also thoroughly applied because it arises in response to the needs defined by an institutional arena rather than emerging from a particular theoretical problem.

McCarty and Ortloff conclude that the Ed.D. suffers from an identity crisis because it’s not clear precisely what “education” is to begin with:

To ask after the purpose of doctoral education is already to presume that we know what that education is. One cannot improve a table or decorate a cake apart from the knowledge of what a table is and is supposed to be, or what a cake is and is supposed to be. This simple point is even more telling when it comes to a complicated phenomenon like doctoral education. We need a clear and widely agreed-upon vision of what the doctorate is in itself, before we can sensibly propose to improve it. If we start only with practical questions about the purposes that doctoral education is intended to fulfill, we have skipped over the essential questions about what it is supposed to be, and what it now is. The question of the doctorate is therefore a philosophical question about that vast and mysterious undertaking we call “education.”

If you journey on the difficult path with a doctorate of education as the end goal, you’ll experience firsthand how challenging it is to cross the finish line with a degree in hand and health intact. Still, you will need to forever hold your head high and remain proud of your achievement, despite the whispers behind your back and the demonstrable disrespect shown toward your degree. But that still shouldn’t mean that you demand everyone call you doctor.

6. To compensate for the perceived “less rigorous” reputation of the doctorate of education, are you willing to apply only to top-tier programs, despite their more difficult entrance requirements and higher costs?

Certainly, for-profit schools are out of the question; don’t even give them a first look, no matter their claimed accreditations.

Yet there are plenty of non-profit colleges that promote their doctorate of education as, in effect, a status marker in the form of an advertising gimmick: “We offer everything from undergraduate degrees to doctorates!” they boast. Such Ed.D.-programs-as-money-grabs are not worth your consideration, either, no matter how “flexible” or “accommodating” they seem for working professionals like yourself. Don’t be swayed by slickly produced video testimonials of those supposedly highly successful graduates of the program. The investment of time and money is far too great for the doctorate not to be worth the paper it’s printed on.

Thus, you’ll have many hours of serious research ahead of you, poring over the details of doctoral programs and the schools that offer them, in order to make an informed decision. You should also ask probing questions of people who have been through the process: How did they fare? Was it what they thought it would be like? What piece of advice would they give someone searching for a quality doctoral program? Would they do it again if they had to do it over?

Even once you think you’ve found a match, consider delaying the application process for six months to a year, taking the time to make absolutely sure you’ve picked a reputable school (the school in which you earn your degree can and should be a calling card) and a program that you are comfortable with and that you can realistically finish (research the attrition rates!). Make sure to investigate whether, and how much, your employer will subsidize this continuing education. Most of all, make sure you’re really ready to go forward with such a huge commitment.

In addition, you should find ways to offset the high upfront costs, including applying for merit-based scholarships and low-interest rate student loans, while recognizing that such opportunities are nowhere near as abundant as those for Ph.D. students.

It will take a lot of work, over a long period of time, to get to the finish line; your life will be totally upended. You’re likely not as young as the average Ph.D. student and therefore have additional adult responsibilities to factor in, which can include everything from family to financial.

So make absolutely sure your eyes are wide open before you take the plunge, especially if you anticipate that you’ll simultaneously be working full time as a school teacher while you slog through the coursework and write the dissertation.

7. Are you ready to transition from a consumer of knowledge to a producer of knowledge?

You will spend so many hours reading books, research papers, articles, and various other studies during your doctoral program coursework that your eyes will hurt and you’ll trigger migraines. You will consume a great deal of content, and learn much in the process. But merely reading passively is not enough: a key goal of any quality doctoral program should be to transform you from a consumer into a producer of knowledge.

To that end, as early into the program as possible, you should brainstorm ideas for your dissertation. Would you be more comfortable engaging in quantitative or quantitative research — or a mix of both? What theoretical framework or frameworks might best suit your topic? What has already been written about your topic, and how do you see yourself contributing something new? Will you have to collect data and, if so, how will you go about it: with interviews, ethnographic analyses, surveys? What about participatory-advocacy writing — would that be the right course of action, or does that strike you as too politicized? Will you be synthesizing extant texts and performing archival research? Or will you discover “emerging” themes narratively hinged (post hoc) upon participants’ interview responses?

All of the above assumes, of course, that you opt for a doctoral program that has a dissertation component.

8. Are you open to considering a non-traditional program, such as one without a dissertation?

Not all reputable doctoral programs require a traditional dissertation; some, instead, demand you produce a product, such as a capstone project. For a school teacher interested in becoming an administrator, a dissertation seems an odd hurdle to overcome on the road toward earning the terminal degree. If the Ed.D. really is supposed to serve as a proving ground for scholarly practitioners, then an actionable project might be a more relevant culminating experience rather than a long-form paper disconnected from practice (even if you write that paper in collaboration with others in your cohort). After all, typical Ed.D. programs are ostensibly designed with the hectic schedules of working adults in mind — residency requirements are minimal if they exist at all — and a relevant capstone ideally should, in some way, contribute positively to real-world educational experience rather than be a two-hundred-page doorstop filed away in the shelves of a stuffy university library never to be seen again (except on ProQuest).

Organizations like the Carnegie Project on the Education Doctorate (CPED) have taken the lead in rethinking the Ed.D. for the twenty-first century, and a number of top-tier schools have adopted their framework for Ed.D. program redesign. The basic idea involves taking a step back and asking: What is the Ed.D., and what is it good for? If the doctorate of education is to survive and have appreciable value over the long term, we must carefully reconsider its purpose and what these doctoral programs are supposed to prepare students for.

9. Can you pursue the doctorate of education not as a means to an end, but as an end in itself?

Typically, institutions offering Ed.D. programs, such as the doctorate in educational leadership, will pointedly advertise numerous potential professional outcomes as a result of program completion — as if earning their Ed.D. might conceivably lead directly to anything , such as full-time work in an ivory tower.

The reality is, most especially for the public school teacher looking to polish off a résumé with an Ed.D., post-graduate employment outcomes are usually limited to administrative work in primary and secondary schools: you are, if anything, preparing to become a professional school administrator, not a professional scholar.

You could certainly find plenty of opportunities to teach college courses as an adjunct professor, but landing a job as a full-time higher education junior faculty member requires, at a minimum, an extraordinary leap of faith on your part: You’d not only have to have earned your Ed.D. or be close to graduating from the program, but you would also have to quit your full-time job as a school teacher or administrator. But even after you’ve crossed that bare-minimum rubicon, expect to adjunct at multiple institutions for some time, repeatedly churn out publications in peer-reviewed journals, and present at a number of symposia before even being considered for something more than a glorified higher ed temp job. And even then, there are no guarantees that you’ll ever be able to land at any reputable institution as a junior faculty member (let alone the prospect of obtaining tenure, which makes building a rocket ship to take you to the moon look easy by comparison). University teaching is a hyper-competitive, publish-or-perish, dog-eat-dog world, with a glut of overeducated contenders ferociously competing for precious few prizes. After all, who wouldn’t want to land full-time work in which you get paid to think all day?

With no employment outcomes guaranteed, it is especially important for you to not only have a passion for education but to also have a strong interest in what you’ll be studying in the doctoral program: namely, methods classes in the form of “content courses” (e.g., social justice, ethical challenges, organizational theory, professional development and supervision, and the like) and “research courses” (e.g., qualitative, quantitative, and mixed-methods research; for more information, see John W. Creswell’s comprehensive book Research Design: Qualitative, Quantitative, and Mixed Methods Approaches ). If you have little or no interest in these lines of inquiry, then you should reconsider your goals.

10. Are you ready to walk away from the doctoral program without obtaining the terminal degree?

Not everyone who starts a doctorate finishes it, either at the school in which they took their first doctoral class or at any school at all; the attrition rate is far from zero percent, otherwise, there would no such thing as the ABD (all but dissertation) — a permanent status for some walking among us. (One of the vice principals in my school building, an ABD, has told me that “interacting with other instructional leaders in school settings taught me much more than the doctorate classes ever taught me about leadership and teaching.”)

If you’ve hit the point where you feel that staying in your doctoral program for even one more day is infeasible or torturous beyond measure, you have to be prepared to walk away and not commit the sunk-cost fallacy of throwing good money after bad. In such situations, it is better for your long-term health and well-being to quit than to press on — perhaps because you dislike the classes or the content, or you find the amount of reading and/or writing intolerable, or you’ve hit a wall while assembling your literature review or writing your dissertation, or trying to defend it, or because your adviser turns out to be the most unhelpful, least empathetic person on the planet.

By walking away and not earning the terminal degree, you’ll still owe money to the institution(s) you attended. And you may indeed feel like a failure for a long time afterward — especially when you have to tell the same people who believed in you enough to write sterling letters of recommendation on your behalf, helping grant you entry into the program, that you dropped out. Not to mention the heartache involved in breaking the bad news to your friends, family, and work colleagues. You might question your decision-making skills, and your life choices, for years to come. At times, you will avoid looking at yourself in the mirror.

But someday you won’t feel as bad about quitting the program, and the dark clouds will lift. You will realize that you don’t need to hold a doctorate in order to feel whole. You will better accept who you are, and even come to embrace your limitations. You’ll even be able to write about it, posting your experiences for all the world to read.

You’ll finally come to believe that, despite it all, walking away turned out to be the best decision you ever made.

S ometimes it can be difficult to separate the romantic notions surrounding doctoral study from the sobering realities.

I studied under a brilliant professor of education who reached a crossroads around a decade into her teaching career. She quit her full-time job in the classroom and earned a Ph.D. in education from the University of Wisconsin-Madison, the home of luminaries like curriculum theorist Thomas S. Popkewitz (himself the rare Ed.D. that is a scholarly leader in his field); in fact, Popkewitz was her advisor. I once asked what motivated her to leave behind a public school career to pursue a Doctor of Philosophy at a top-tier institution.

“I had to decide whether to save enough money for a house and a family or if I wanted to pursue my dream and have crushing student loan debt instead,” she told me. “I chose the dream.”

I’m hardly in a position to advise you not to follow your dream. But I can warn you about the very real possibilities of decision regret — wasted time, wasted money, and crushed spirits — if you don’t tread very carefully.

So, if you desperately want to pursue a doctorate of education, then pursue it. But just do yourself a favor first by ruminating on its many downsides: the lack of applicability of the degree; the expenses you’ll accrue coupled with the potentially limited return on investment; the fact that the degree isn’t truly necessary for building-level leadership positions at primary and secondary schools and may in fact serve as an albatross when seeking them; the limited respect accorded the Ed.D.; and so on. Perhaps most importantly, consider the opportunity cost: Could you be doing something better with your precious time and hard-earned money?

Think long and hard, because the commitment will be all-consuming and overwhelming for many years — and you won’t emerge the same person on the other side.

Written by Albert Arnesto

Albert Arnesto is the author of “The Antiracist Grading Handbook for Teachers.” He lives in Ohio with his family. amazon.com/author/albertarnesto

Text to speech

Earning A Doctoral Degree In Education: What You Need To Know

Updated: Oct 31, 2023, 10:19am

For many professionals working in education, earning a doctorate is a great way to learn new skills, explore challenges, and reach personal and career goals.

Earning a doctoral degree in education can help advance your career in research, academia and leadership. With this degree, you could engage in impactful research to solve challenges in education or develop practical ways to support faculty and staff at every level.

This article explores doctoral degrees in education, including admission requirements, specializations, common courses and job options. Keep reading to see if pursuing this degree is right for you.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• Over 3,868 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

What Is a Doctorate in Education?

A doctorate in education equips scholars and education professionals with the advanced knowledge and skills needed to move into higher-level positions. Graduates may earn a doctor of education (Ed.D.) or a doctor of philosophy in education (Ph.D.) . Doctorates in education often specialize in certain areas, such as educational leadership, special education or literacy.

A doctorate in education typically requires between 48 and 72 credits of coursework. Students can usually earn their degree within three or four years, including time to complete a dissertation. However, each school determines its own requirements, so total credits and time commitment will vary.

Admission Requirements for a Doctoral Degree in Education

While each program sets its own standard for admissions, the following list covers common requirements.

• Master’s degree
• Academic transcript showing a minimum GPA, typically 3.0 to 3.5
• Résumé or curriculum vitae detailing relevant professional experience
• Statement of purpose and/or personal statement
• Letters of recommendation
• Writing sample, such as a published article, term paper or thesis
• Demonstration of English proficiency, sometimes through a test

Prospective students often must submit an application fee and complete an interview with program faculty.

Specializations for Doctoral Degrees in Education

Doctoral students can pursue a wide variety of specializations. Offerings vary by institution and degree type, though some specializations apply to both Ph.D. and Ed.D. programs.

Popular focus areas for doctoral degrees in education include:

• Agricultural education
• Career and technical education
• Curriculum and teaching
• Early childhood education
• Educational technology
• English language learning
• Exercise science
• General education
• Instructional leadership
• International education and globalization
• Leadership and counseling
• Learning analytics in higher education
• Organizational leadership
• Science and mathematics education
• Special education
• Trauma-informed educational practices

Common Courses in a Doctorate in Education

Doctorate coursework includes both core classes and concentration courses. Below, review a few common courses you might encounter in an education doctoral program.

Foundations of Advanced Graduate Study and Research

This course provides an overview of a doctoral program’s many concepts, practices and expectations. Students learn about university resources, such as learning and research technology.

Scholarly Literature Review

In this class, learners develop an understanding of research and writing strategies, an essential skill for their doctoral program and future careers. They learn techniques for surveying scholarly literature, avoiding bias, identifying themes and theoretical perspectives, and reflecting different viewpoints in their writing.

Introduction to Statistics: Inquiry, Analysis and Decision Making

In this course, learners study approaches to analyzing quantitative information. Enrollees evaluate real-world data and learn about the importance of statistics in policy decisions.

Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus

Students enroll in this class after completing their foundation, specialization and research coursework. Using the knowledge and research techniques they’ve learned, students create a prospectus that addresses a problem within an educational context, which may serve as the starting point for their dissertation.

Accreditation for Doctoral Degrees in Education

Accreditation affirms that a college or program meets high standards for quality education and state licensing requirements. Educational institutions may be accredited nationally or regionally.

Programmatic accreditation applies to specific departments, degree programs and colleges within educational institutions. For education degrees, this distinction is crucial. It ensures the program properly equips graduates for high-level work in classrooms, universities and education-focused organizations.

Programmatic Accreditation

The Council for the Accreditation of Educator Preparation is the largest professional accrediting body for doctoral degrees in education. This organization focuses on metrics like student performance data, program impact, fiscal responsibility and clinical practice.

Departments may also earn accreditation from the newer, smaller Association for Advancing Quality in Educator Preparation (AAQEP). AAQEP uses a collaborative, flexible, improvement-focused, holistic approach to accreditation.

Finally, some agencies provide accreditation for specific areas of study within education. For example, the American Psychological Association accredits school psychology programs .

Ph.D. in Education vs. Ed.D.: What’s the Difference?

While an Ed.D. and a Ph.D. in education can both prepare you for high-level careers in academia, these two degrees differ in scope.

A Ph.D. in education is ideal if you want to conduct scholarly research or teach at a college or university. It will help you develop research techniques, understand the principles of inquiry and hone your teaching skills.

If you aim to use your knowledge in practice rather than research, an Ed.D. may suit you better. A doctor of education degree readies you to work in leadership positions directly with students, teachers and other education professionals.

What Can You Do With a Doctorate in Education?

Earning a doctorate in education prepares you for various careers in academia. Consider the following list of potential jobs, including education requirements and salary information. We sourced salary data for this section from the U.S. Bureau of Labor Statistics and Payscale in October 2023.

Average Annual Salary: $167,000 Minimum Required Education: Doctorate Job Overview: Provosts serve as senior-level administrators in universities and colleges. They may oversee educational program development, allocate funds to departments, work to maintain academic integrity, and provide guidance and leadership to students.

Academic Dean

Average Annual Salary: $103,000 Minimum Required Education: Doctorate Job Overview: Academic deans manage personnel and development in educational institutions. They work with faculty and staff to establish academic goals and strategies. They also participate in hiring faculty and staff, oversee budgets, develop academic standards for their departments, and aid in recruitment and retention.

Median Annual Salary: $80,840 Minimum Required Education: Doctorate Job Overview: Professors, also referred to as postsecondary teachers, instruct students in colleges and universities. They may also research and publish books or scholarly papers. Professors plan and develop lessons and assignments, guide students, and stay up-to-date on new technologies and innovations in their areas of expertise.

School Superintendent

Average Annual Salary: $139,000 Minimum Required Education: Master’s in education , doctorate sometimes preferred Job Overview: As the highest-ranking school system administrators, superintendents work under the supervision and direction of a school board. They hire school principals, manage and terminate employees, adhere to budgets and solve problems within the district.

Postsecondary Education Administrator

Median Annual Salary: $99,940 as of May 2022 Minimum Required Education: Master’s in education leadership or a related field, sometimes bachelor’s degree Job Overview: Postsecondary education administrators work in university departments, such as student affairs, athletics or admissions. Their duties depend on their department. For example, a registrar’s office administrator oversees registration and academic policies, while an admissions administrator handles applications and applicants’ questions.

Frequently Asked Questions (FAQs) About Earning a Doctoral Degree in Education

How long does it take to earn a doctorate in education.

Earning a doctoral degree in education typically takes three to four years, but some programs require more or less time. Each educational institution sets its own credit requirements.

Is getting a doctorate in education hard?

Earning a doctorate in education requires dedication and commitment. But that challenge might be worth it if you’re passionate about education and want to learn new skills to propel your career forward.

• Best Affordable Early Childhood Education Degrees Online
• Best Online Doctorate In Educational Leadership Programs
• Best Master’s In ESL Online Programs
• Where Can You Earn An Online Ph.D. In Special Education
• Best Master’s In Education Online
• The Best And Worst States For Teaching Jobs
• Early Childhood Education Degrees Online: Best
• Best Online Teaching Degrees
• Best Online Ed.D. Programs
• Best Online Elementary Education Degrees
• Best Online History Degrees
• Best Higher Education Online Master’s Programs
• Where To Earn An Online Physical Education Degree
• Best Online Secondary Education Degrees
• Guide To Early Childhood Education Careers
• Finding A Career In Educational Leadership
• Higher Education Career Guide
• How To Become A Professor
• Career Paths For Different Types Of Teachers
• Earning A Bachelor’s Degree In Early Childhood Education
• Earning An Associate Degree In Education
• Your Guide To Earning A Master’s In Higher Education
• Earning An Associate In Early Childhood Education
• Earning A Master’s In Early Childhood Education
• What Can You Do With An English Degree?

Best Online Doctorates In Education Of 2024

The Best And Worst States For Teaching Jobs In 2024

Where Can You Earn A Ph.D. In Early Childhood Education Online In 2024?

Best Online Ph.D.s in Educational Leadership Of 2024

Best Early Childhood Education Associate Degrees Online Of 2024

Best Online Master’s In Educational Leadership Programs Of 2024

Sheryl Grey is a freelance writer who specializes in creating content related to education, aging and senior living, and real estate. She is also a copywriter who helps businesses grow through expert website copywriting, branding and content creation. Sheryl holds a Bachelor of Arts in Mass Communications from Indiana University South Bend, and she received her teacher certification training through Bethel University’s Transition to Teaching program.

You are using an outdated browser. Please upgrade your browser to improve your experience.

Health & Nursing

Courses and certificates.

• Bachelor's Degrees
• View all Business Bachelor's Degrees
• Business Management – B.S. Business Administration
• Healthcare Administration – B.S.
• Human Resource Management – B.S. Business Administration
• Information Technology Management – B.S. Business Administration
• Marketing – B.S. Business Administration
• Accounting – B.S. Business Administration
• Finance – B.S.
• Supply Chain and Operations Management – B.S.
• Communications – B.S.
• User Experience Design – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree (from the School of Technology)
• Health Information Management – B.S. (from the Leavitt School of Health)
• View all Business Degrees

Master's Degrees

• View all Business Master's Degrees
• Master of Business Administration (MBA)
• MBA Information Technology Management
• MBA Healthcare Management
• Management and Leadership – M.S.
• Accounting – M.S.
• Marketing – M.S.
• Human Resource Management – M.S.
• Master of Healthcare Administration (from the Leavitt School of Health)
• Data Analytics – M.S. (from the School of Technology)
• Information Technology Management – M.S. (from the School of Technology)
• Education Technology and Instructional Design – M.Ed. (from the School of Education)

Certificates

• Supply Chain
• Accounting Fundamentals
• Digital Marketing and E-Commerce

Bachelor's Preparing For Licensure

• View all Education Bachelor's Degrees
• Elementary Education – B.A.
• Special Education and Elementary Education (Dual Licensure) – B.A.
• Special Education (Mild-to-Moderate) – B.A.
• Mathematics Education (Middle Grades) – B.S.
• Mathematics Education (Secondary)– B.S.
• Science Education (Middle Grades) – B.S.
• Science Education (Secondary Chemistry) – B.S.
• Science Education (Secondary Physics) – B.S.
• Science Education (Secondary Biological Sciences) – B.S.
• Science Education (Secondary Earth Science)– B.S.
• View all Education Degrees

Bachelor of Arts in Education Degrees

• Educational Studies – B.A.

Master of Science in Education Degrees

• View all Education Master's Degrees
• Curriculum and Instruction – M.S.
• Educational Leadership – M.S.
• Education Technology and Instructional Design – M.Ed.

Master's Preparing for Licensure

• Teaching, Elementary Education – M.A.
• Teaching, English Education (Secondary) – M.A.
• Teaching, Mathematics Education (Middle Grades) – M.A.
• Teaching, Mathematics Education (Secondary) – M.A.
• Teaching, Science Education (Secondary) – M.A.
• Teaching, Special Education (K-12) – M.A.

Licensure Information

• State Teaching Licensure Information

Master's Degrees for Teachers

• Mathematics Education (K-6) – M.A.
• Mathematics Education (Middle Grade) – M.A.
• Mathematics Education (Secondary) – M.A.
• English Language Learning (PreK-12) – M.A.
• Endorsement Preparation Program, English Language Learning (PreK-12)
• Science Education (Middle Grades) – M.A.
• Science Education (Secondary Chemistry) – M.A.
• Science Education (Secondary Physics) – M.A.
• Science Education (Secondary Biological Sciences) – M.A.
• Science Education (Secondary Earth Science)– M.A.
• View all Technology Bachelor's Degrees
• Cloud Computing – B.S.
• Computer Science – B.S.
• Cybersecurity and Information Assurance – B.S.
• Data Analytics – B.S.
• Information Technology – B.S.
• Network Engineering and Security – B.S.
• Software Engineering – B.S.
• Accelerated Information Technology Bachelor's and Master's Degree
• Information Technology Management – B.S. Business Administration (from the School of Business)
• User Experience Design – B.S. (from the School of Business)
• View all Technology Master's Degrees
• Cybersecurity and Information Assurance – M.S.
• Data Analytics – M.S.
• Information Technology Management – M.S.
• MBA Information Technology Management (from the School of Business)
• Full Stack Engineering
• Web Application Deployment and Support
• Front End Web Development
• Back End Web Development

3rd Party Certifications

• IT Certifications Included in WGU Degrees
• View all Technology Degrees
• View all Health & Nursing Bachelor's Degrees
• Nursing (RN-to-BSN online) – B.S.
• Nursing (Prelicensure) – B.S. (Available in select states)
• Health Information Management – B.S.
• Health and Human Services – B.S.
• Psychology – B.S.
• Health Science – B.S.
• Public Health – B.S.
• Healthcare Administration – B.S. (from the School of Business)
• View all Nursing Post-Master's Certificates
• Nursing Education—Post-Master's Certificate
• Nursing Leadership and Management—Post-Master's Certificate
• Family Nurse Practitioner—Post-Master's Certificate
• Psychiatric Mental Health Nurse Practitioner —Post-Master's Certificate
• View all Health & Nursing Degrees
• View all Nursing & Health Master's Degrees
• Nursing – Education (BSN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (BSN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (BSN-to-MSN Program) – M.S.
• Nursing – Family Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Psychiatric Mental Health Nurse Practitioner (BSN-to-MSN Program) – M.S. (Available in select states)
• Nursing – Education (RN-to-MSN Program) – M.S.
• Nursing – Leadership and Management (RN-to-MSN Program) – M.S.
• Nursing – Nursing Informatics (RN-to-MSN Program) – M.S.
• Master of Healthcare Administration
• Master of Public Health
• MBA Healthcare Management (from the School of Business)
• Business Leadership (with the School of Business)
• Supply Chain (with the School of Business)
• Accounting Fundamentals (with the School of Business)
• Digital Marketing and E-Commerce (with the School of Business)
• Back End Web Development (with the School of Technology)
• Front End Web Development (with the School of Technology)
• Web Application Deployment and Support (with the School of Technology)
• Full Stack Engineering (with the School of Technology)
• Single Courses
• Course Bundles

Apply for Admission

Admission requirements.

• New Students
• WGU Returning Graduates
• WGU Readmission
• Enrollment Checklist
• Accessibility
• Accommodation Request
• School of Education Admission Requirements
• School of Business Admission Requirements
• School of Technology Admission Requirements
• Leavitt School of Health Admission Requirements

Additional Requirements

• Computer Requirements
• No Standardized Testing
• Clinical and Student Teaching Information

Transferring

• FAQs about Transferring
• Transfer to WGU
• Transferrable Certifications
• Request WGU Transcripts
• International Transfer Credit
• Tuition and Fees
• Financial Aid
• Scholarships

Other Ways to Pay for School

• Tuition—School of Business
• Tuition—School of Education
• Tuition—School of Technology
• Tuition—Leavitt School of Health
• Your Financial Obligations
• Tuition Comparison
• Applying for Financial Aid
• State Grants
• Consumer Information Guide
• Responsible Borrowing Initiative
• Higher Education Relief Fund

FAFSA Support

• Net Price Calculator
• FAFSA Simplification
• See All Scholarships
• Military Scholarships
• State Scholarships
• Scholarship FAQs

Payment Options

• Payment Plans
• Corporate Reimbursement
• Current Student Hardship Assistance
• Military Tuition Assistance

WGU Experience

• How You'll Learn
• Scheduling/Assessments
• Accreditation
• Student Support/Faculty
• Military Students
• Part-Time Options
• Virtual Military Education Resource Center
• Student Outcomes
• Return on Investment
• Students and Gradutes
• Career Growth
• Student Resources
• Communities
• Testimonials
• Career Guides
• Skills Guides
• Online Degrees
• All Degrees
• Explore Your Options

Admissions & Transfers

• Admissions Overview

Tuition & Financial Aid

Student Success

• Prospective Students
• Current Students
• Military and Veterans
• Commencement
• Careers at WGU
• Advancement & Giving
• Partnering with WGU

The Differences Between PhD and EdD

• Professional Development
• See More Tags

Many students who are pursuing a master’s degree may wonder what the next step is. Some students have big goals that involve the highest level of education possible—a doctorate degree. WGU provides bachelor’s and master’s degrees that are vital in helping students be prepared for doctorate degree programs. Doctorate degrees will almost always require students to be a graduate with a bachelor’s and master’s degree before pursuing their doctorate, and WGU can be affordable and straightforward way to get those degrees so you are ready to pursue additional education coursework. If you're attending graduate school or have finished your master's degree, perhaps a doctorate is the next step you should take.

Doctorate degree programs are highly specialized programs that allow students to pursue research or other specializations. Doctorate programs include PhD, EdD, MD, DO, JD, and more. 

Many students who want to pursue a doctorate degree immediately think of a PhD, but could an EdD be another good option for you if you're interested in an education degree? It’s important to understand the differences between these specialization programs to determine which is the best fit for you and your career goals.

PhD or Doctorate of Philosophy is ideal for those wanting to pursue an academic career. These degree programs are more focused on research and give you the opportunity to do exploration in a field of study.

EdD or Doctorate in Education is more catered to those wanting a hands-on leadership role. If you’re hoping to become a leader in education, government, or nonprofits, this degree program could be a great option for you. Ed.D. students find there is a focus in their coursework on educational leadership.

The type of degree you should pursue will largely depend on what you hope to do with your career. It’s extremely important to learn about all of your options so you can make an informed decision, and pursue a degree that will ultimately be the best for your future. 

What is an EdD degree?

A Doctorate in Education or EdD degree focuses on applying research and knowledge to real world situations. EdD programs prepare students for a wide variety of positions in all kinds of industries. Rather than developing new research, EdD candidates use existing research to inform their decisions, leading to improved practices within their area of study. Educational leadership in K-12 or college settings are important for this specialization.

Interpreting research is a key part of EdD study—critical theory and leadership are important elements of these programs. EdD is practice-based because those pursuing this degree are leveraging their research in real ways everyday. EdD students will collect data and conduct interviews and focus groups to develop strategies and make observations about a specific problem or practice. 

EdD degrees are popular with experienced educators, teaching faculty, or mid-level or senior-level working professionals who are hoping to implement change in their organization. EdD programs will prepare students for academic, administrative, clinical, professional, leadership, and research positions in K-12 and higher education, government, private organizations, and more. 

Typical Ed.D. programs will be around 60-66 credit hours, and will have a final price tag of between $20,000 and $60,000. There may be additional fees for attending, costs conferences and certification programs, etc.

Career opportunities for EdD graduates.

There are many job opportunities that open up when you have an Ed.D. including:

Dean. A dean is responsible for coordinating the activities for a school or a college within a school. A school may have a dean for their business, law, or medical school as well as one for the entire school. They may help develop academic policies, manage budgets, participate in faculty decisions, and more. The average annual salary for deans is about $95,000 , with the lowest 10% earning $55,000 per year and the highest 10% earning more than $194,000 per year. The need for deans is expected to grow 7% by 2028, meaning there will be roughly 206,100 jobs for deans. With colleges expanding and growing more deans will be needed to meet demand. 

Education administrators. Educational administrators are needed for all age students, from kindergarten to college level. Education administrators may have different roles based on what they are specifically in charge of. Some may be in charge of admissions and make decisions on which students are admitted. Others are in charge of budgets, schedules, hiring and firing educators, and more. The average annual salary for education administrators is $85,000 , with the bottom 10% earning around $46,000 per year and the top 10% earning more than $146,000 per year. There are 44,000 education administration jobs currently in the United States, and the profession is expected to grow over the next several years.

Elementary, middle, and high school principal. Principals are the center of a school, running all of the elements of their school to help faculty and students succeed. They manage school activities and staff, oversee class schedules, implement curriculum standards, discipline students, meet with parents and teachers to discuss student needs, assess and prepare reports on test scores and progress, manage budgets, and more. The average annual salary for principals is around $96,000 per year. The bottom 10% earn a yearly salary of $63,000, with the top 10% earning more than $148,000 per year. Employment of principals is expected to grow 4%, meaning there will be more than 286,000 principal jobs for those interested in this career. 

Instructional coordinators. Instructional coordinators are in charge of the curriculum for students. They develop and implement curriculum in a school, organize and conduct teacher trainings and conferences, analyze test data, review curriculum standards with school staff, recommend and teach educational techniques, develop procedures for teachers, train new teachers, and mentor school staff. Instructional coordinators earn an average annual salary of $66,000 per year, with the bottom 10% earning around $38,000 per year and the top 10% earning more than $103,000 per year. Instructional coordinator jobs are expected to grow 6% by 2028, with more than 193,000 jobs. This is largely due to new technology making changes in instruction and curriculum crucial for student success. 

Superintendent. A school superintendent oversees the daily operations and long distance planning for a school district. They supervise school principals, work with the school board, and manage financial responsibilities for the district. They are often involved in hiring staff, solving problems, and working to get additional resources for a school or a district. The average annual salary for a superintendent is $94,000 per year. This position is expected to grow 8% by 2026, as schools continue to expand and grow. 

With an Ed.D. degree, there are many career possibilities you can pursue. If a hands-on position in education sounds like a great option for you, consider an Ed.D. degree.

What is a PhD in education?

PhD programs are more study-based roles, and are often a better fit for those who want to research instead of manage others. A PhD graduate may write papers and conduct research about learning technology rather than implement it in a school. A PhD is technically a doctorate in philosophy, and was the first degree offered to students in the field of education, making it very well known. A PhD program helps students interpret existing theories, identify opportunities for more research, and use critical analysis to advance theories. Ph.D. programs help students become an authority on a particular topic and will be able to make recommendations or write papers on that subject. 

A PhD program is a popular choice for those who want to become professors and gain tenured positions in a school. They focus on getting published in journals, presenting at conferences, and more. 

A Ph.D. program takes 3-6 years and over 90 credit hours to complete, and will cost anywhere from $40,000 to $90,00. There are likely additional fees for conferences, presentations, and other expenses. However, many PhD students are able to get research funding to help defray their costs. 

Career opportunities for PhD in education graduates.

There are many career options for those who have earned a PhD including: 

Academic researcher. Academic researchers are in charge of running studies to get more in-depth knowledge about the subject. They utilize new research techniques to develop studies in areas that haven’t been carefully looked at, to get a better understanding of the world we live in. Their research is often published in books or journals to help create better knowledge. Academic researchers earn an average of $64,000 per year, but this will greatly vary based on where they work and how much of their work is published. The field of academic research is growing, especially as more colleges and universities set aside funds to develop more studies.

Education director. Education directors direct and shape the teaching processes of a school or district. They may work directly with instructional coordinators to help guide the curriculum that will be taught. They may run educational programs in non-school settings like museums or non-profits. They work with educational committees and groups to serve communities and meet the needs of students.  

Policy researcher. Policy researchers are responsible for understanding current policies and their impact on communities. This can involve teacher salaries, adult education, job training, graduation rates, class and school sizes, and more. These professionals analyze test scores, safety, and many other areas to help schools and districts understand why certain things are happening in their community. They may then work with politicians to help create new laws that help more students be successful in an area. Policy researchers earn an average of $58,000 per year. This field is growing slowly, but is gaining traction as more communities see the value in analysts to help with their community situation. 

Professor. Professors are the most popular career choice for those who pursue a PhD. Professors teach classes, large and small, to college students. They may head up clubs or organizations in their field, help students with projects and field work, conduct research and write papers, and be involved with their college or university goals. Professors earn an average yearly salary of $79,000, with the bottom 10% earning around $40,000 per year, and the top 10% earning more than $174,000. The career outlook for professors is good, expected to grow 11% by 2028, due to many schools needing to meet high demand from more student enrollment. 

Which degree is right for you?

At the end of the day, both a Ph.D. and Ed.D. are great degree options. It really comes down to what kind of work you want to do with your degree. Similar costs and time commitment mean that either degree could be the right fit. You have to determine if you are more interested in hands-on, management and leadership learning, or if you’d rather delve into research and focus on that aspect of your knowledge. Whichever degree option is best for you, it will be important to start with the right educational background in order to succeed. A bachelor’s or master’s degree from WGU can help you get the background you need to be prepared to pursue a doctorate degree.

Ready to Start Your Journey?

HEALTH & NURSING

Recommended Articles

Take a look at other articles from WGU. Our articles feature information on a wide variety of subjects, written with the help of subject matter experts and researchers who are well-versed in their industries. This allows us to provide articles with interesting, relevant, and accurate information. 

{{item.date}}

{{item.preTitleTag}}

{{item.title}}

The university, for students.

• Student Portal
• Alumni Services

Most Visited Links

• Business Programs
• Student Experience
• Diversity, Equity, and Inclusion
• Student Communities

• QUICK LINKS
• How to enroll
• Career services

Should I get a Doctor of Education (EdD) Degree?

Written by Michael Feder

Reviewed by Pamela M. Roggeman , EdD, Dean, College of Education

In this article

How long does it take to earn a doctorate in education, what careers can i choose with an edd.

• Salary and job outlook information
• Learn more about earning a doctorate in education.

Most doctorates take several years to complete, and earning a doctorate in education is no different. You should be prepared to spend  an average of three to four years  working on your doctorate. However, the time it will take you to finish the program depends on several factors.

Credit hours

Most doctoral education programs require students to complete 40 to 60 credit hours of coursework. For example, doctoral candidates at University of Phoenix have to finish 54 credit hours before they are awarded their EdD. How many credit hours you choose to take in a semester will impact the time it takes to earn your degree. Whether or not you have a master’s degree or transfer credits from another institution can also affect your time frame. To plan for your future, you will have to decide whether to attend part time or full time.

Many doctoral education programs  have an on-site, online or hybrid residency requirement , which can also influence the time it takes to complete your EdD. Some programs require a full-time on-campus residency, while others require an in-person residency for only a few weeks or weekends a year. Are you planning on working while earning your degree? Are you a parent concerned about  managing your family and your education ? You’ll need to decide what type of residency is the best fit for your life and career goals. 

Dissertation

Most doctorate-level education degrees require candidates to  complete a dissertation  to graduate. A dissertation is a robust, research-based study that doctoral candidates conduct to demonstrate a deep understanding of their field of study.

Sometimes students do not complete their dissertation before they finish their program, which can add on a few months or even years. You don’t have to know what your dissertation will cover before you apply to doctoral programs, but it can be helpful to have a general idea within the first year. For example, EdD students at University of Phoenix start their dissertations in their third course, which makes it easier for them to finish their research when they complete their doctoral coursework.

Some terminal degree programs require applicants to take the  Graduate Record Examinations (GRE) or Graduate Management Admission Test (GMAT)  before applying. Those doctoral programs may also require specific scores for their application process. If you select a university that requires testing, consider factoring in space to take these tests multiple times so you can submit the best possible score. Since  you can take the GRE only once every 21 days , it can significantly impact the time it takes to be accepted into a program.

How much does it cost to earn an EdD?

There are a lot of factors in choosing the right doctoral program, and cost is certainly a big one for many people. According to the Education Data Initiative, tuition for a Doctor of Education can cost an   average of $111,900 . However, that price tag may not include some additional costs.

The blog College Ave Student Loans points out that some of the  most often overlooked costs  are:

• Books, which can cost $1,200 or more each year
• Application fees, which can range from $60 to over $100 
• Computers, which can cost from $400 to over $1,000, depending on your needs
• Remote studies equipment, such as webcams and internet service
• Testing for the GRE, GMAT and other tests, which often cost $200 or more 

Another commonly neglected financial consideration is the cost of living. You may find an excellent in-person residency EdD program, but if you have to relocate to a city with a high cost of living, you could be looking at  additional expenses in rent, transportation, child care, healthcare, food and more .

University of Phoenix (UOPX) can help doctoral students save on their terminal degree. UOPX locks in tuition from the start to finish of your program with its Tuition Guarantee. Candidates for the UOPX EdD should expect to pay $810 per credit for approximately 54 credits. 

Does earning an EdD affect how much I'll make?

A variety of variables affect a person’s earning power, including but not limited to their education level, experience, employer and employment location. However, the U.S. Bureau of Labor Statistics (BLS) notes that possessing an advanced education degree has a positive impact on both earnings and employment.

According to its 2023 “education pays” data , BLS shows that full-time employees older than 25 with a doctoral degree had median weekly earnings of $2,109 compared to $1,737 for those with a master’s-level degree. Doctoral degree holders also had an unemployment rate of 1.6% compared with 2.0% for master’s holders.

Salary ranges are general and don’t take into consideration things like specialization, years of experience, additional benefits and cost of living. Keep in mind an instructional coordinator living in a part of the country with a greater cost of living may have a higher salary than someone with the same degree working in a different geographical area.

Salary ranges are not specific to students or graduates of University of Phoenix. Actual outcomes vary based on multiple factors, including prior work experience, geographic location and other factors specific to the individual. University of Phoenix does not guarantee employment, salary level or career advancement. BLS data is geographically based. Information for a specific state/city can be researched on the BLS website.

BLS Occupational Employment Projections, 2022-2032 is published by the U.S. Bureau of Labor Statistics. This data reflects BLS’ projections of national (not local) conditions. These data points are not specific to University of Phoenix students or graduates.

Doctoral graduates in education  have many potential avenues to find meaningful work in educational leadership in the K-12 field, higher education and more. An EdD can prepare you for a career in education as a school administrator, superintendent, principal and more. 

School administrator

Overview: School administrators are responsible for overseeing student instruction as well as research and education activities at postsecondary education institutions — such as universities, community colleges and junior colleges — or at kindergartens, elementary schools or secondary schools.

This role is broad and can encompass many student support responsibilities ranging from helping students register for classes to overseeing admissions to leading faculty research. Often, the duties of a school administrator depend on the size of the institution. Some common job titles for school administrators include superintendent, provost, academic dean, chief education officer, admissions officer and registrar.

A master’s degree is typically required to become a school administrator, but roles within higher-level positions at a college, such as provost or dean, often require a doctoral degree .

Salary: The salary range for school administrators will depend on the academic level and size of the college, as well as professional factors like the institution and the candidate’s experience and education. Below is a breakdown of earnings by academic level, according to BLS.

• School administrators : As of May 2023, these professionals earned between $49,470 and $158,200, with a median wage of $88,460, according to BLS.
• Kindergarten through secondary education administrators : As of May 2023, these professionals earned between $70,050 and $163,010 , with a median wage of $103,460, according to BLS.
• Postsecondary education administrators : As of May 2023, these professionals earned between $62,970 and $209,870 , with a median wage of $102,610, according to BLS.

Job outlook: BLS only provides occupation outlook data for postsecondary education administrators. Employment for those roles is projected to grow by 4% from 2022 to 2032 .

Overview: Principals work in elementary, middle and high schools and are responsible for overseeing all daily school activities and operations . Responsibilities may include developing curriculum standards, providing a safe learning environment, managing staff, evaluating faculty performance and counseling students.  Principals typically need a master’s degree, but some schools may require a doctorate. Advanced education may also be required for principals who seek education administration roles, like superintendent.

Salary: As of May 2023, school principals earned between $70,050 and  $163,010 , with a median wage of $103,460, according to BLS.

Job outlook: BLS projects this profession will show little or no change from 2022 to 2032.

Careers with an EdD outside of academia

Professionals with an EdD don’t just work in education. They may also discover fulfilling work in nonprofits, the government sector and the corporate world. That’s why it’s important to find a doctoral program that offers career services, which not only connect graduates with career opportunities, but also help align the  graduate program curriculum with real-world careers and industry needs and trends.

An EdD is considered an advanced practitioner degree, which means graduates are drawn toward careers where they can apply their knowledge and expertise to make an impact on education systems. However, since an EdD is a terminal degree, many professionals can also conduct research and teach in tenured academic positions. 

What are the top reasons to earn an EdD?

Many people begin their journey to an EdD motivated by advancing their career as an educator and the entire field of education. This career path is an opportunity to effect real change in a system that can improve the lives of individuals and entire communities. Still, there are many additional reasons to earn an EdD, such as:

• Learning strategies for advancing education amid social and technological challenges
• Exploring and expanding your interests and expertise with a professional, publishable dissertation
• Remaining professionally competitive in the ever-changing world of education
• Enhancing your resumé and expanding job opportunities into leadership, administration and public policy
• Positioning yourself as a strong thought leader, communicator and critical thinker, skills that can be applied to various careers within the education sector and beyond

Finding the right career path  can take time and doesn’t need to be rushed. For educators interested in  professional development  and discovering new avenues for educational leadership, an EdD is one of many options that may prepare students for a fulfilling and meaningful career. 

Earn a Doctor of Education from University of Phoenix

If you are looking to pursue educational leadership roles, a Doctor of Education degree can help. University of Phoenix offers an EdD that teaches students how to use analytical, critical and innovative thinking to solve complex educational issues. Students also learn how to support an academic institution or organization with practical, research-based tools.

Doctoral programs can be earned completely online and are taught by faculty with an average of 28 years of academic experience. Visit phoenix.edu to learn more about education degrees from UOPX !

ABOUT THE AUTHOR

A graduate of Johns Hopkins University and its Writing Seminars program and winner of the Stephen A. Dixon Literary Prize, Michael Feder brings an eye for detail and a passion for research to every article he writes. His academic and professional background includes experience in marketing, content development, script writing and SEO. Today, he works as a multimedia specialist at University of Phoenix where he covers a variety of topics ranging from healthcare to IT.

ABOUT THE REVIEWER

As dean of the University of Phoenix College of Education, Pamela Roggeman has spent over a decade in higher education teacher preparation in both the public and private sector. Her experience has included national partnerships that help to advance thought leadership in the field of education. Dr. Roggeman also serves as the President of the Arizona Educational Foundation’s Board of Directors.

This article has been vetted by University of Phoenix's editorial advisory committee.  Read more about our editorial process.

September 08, 2022 • 9 minutes

May 26, 2023 • 10 minutes

July 21, 2023 • 7 minutes

• Jul 22, 2022
• 11 min read

Is a PhD Worth It? The Pros and Cons of Getting a Doctorate

To get a PhD or not to get a PhD? That is the question.

Valerie David

Lifestyle and Career Expert

Reviewed by Hayley Ramsey

Entering the job market for the first time can be a stressful experience, especially if you don't feel completely prepared. When deciding how to take those first steps toward your ultimate career , and how to give yourself a chance at the best jobs, you may find yourself asking: “Should I do a PhD?”.

While academics looking forward to a life of learning may consider this a no-brainer, there are important factors for everyone to consider. Finances, job prospects and quality of life issues can greatly affect the success of furthering your education.

To help you decide if the time and effort of a PhD is worth it, here are the major benefits and disadvantages of getting that doctorate.

After four or more years of intellectual pursuits, adding a PhD may seem like overkill. Before you make your choice, let's look at all the benefits that are exclusive to earning the most advanced degree.

1. You can contribute new knowledge to the world

Embarking on a PhD programme means delving into your preferred subject in a much deeper way than you have in any of your previous studies. The beauty of this advanced degree is that it allows you to sail in uncharted waters. Your goal is to find new information, draw new conclusions and, hopefully, make a significant contribution to your field.

Your intensive research, travel, collaboration and study will lead you on an unpredictable path to telling a story that no one has heard before. For some students, this pursuit of knowledge and discovery is enough to make all the hard work of earning a PhD worth it.

2. You'll have access to more prestigious jobs

One of the key benefits of a PhD is that it opens doors to careers at the highest levels. This can include leadership positions in science and engineering, government roles in economics and political science, and prestigious teaching posts for English and arts majors. Even if an advanced degree isn't required for the job you want, that PhD can give you an extra air of authority in your field and an edge over other candidates.

Another obvious upside to continuing your postgraduate studies is that landing these powerful positions can lead to large financial rewards. Some areas of study, like medicine and the law, tend to be more lucrative, but it can also depend on the type of job. For example, a university professor or researcher post can pay well for a wide variety of disciplines. Check out sites like the Bureau of Labor Statistics and the National Careers Service to investigate potential salaries.

3. Employers look for candidates with your superior writing skills

A study arranged by the National Commission on Writing discovered that blue-chip businesses (long-standing companies with stable stock growth) are spending more than $3 billion a year on remedial writing course for current employees. This includes staff with undergraduate degrees.

So, when a hiring manager peruses your résumé and sees that you've earned a PhD, they'll know immediately that you've spent years honing your skills at compiling research, organizing mountains of data and writing about your results in a cohesive and persuasive way. This will clearly set you apart from your competition, while landing your dream job will prove that pursuing that advanced degree was worth it.

4. You'll improve on all your soft skills

While pursuing your undergraduate degree, you likely noticed that you were learning more than just the subject matter taught in each class. Completing your studies also required time management skills , focus and problem solving .

Getting a doctorate degree requires even more of the soft skills that employers look for in applicants . Your intensive study and finished thesis should lead to improvements in your problem solving, critical thinking , patience and adaptability . These desirable skills won't just help you land a job but also excel in whatever career you choose to pursue .

5. You'll collect an extensive network of professional colleagues

When weighing the pros and cons of earning a PhD, consider all the professional contacts you'll make during the course of your studies. Working closely with professors, department heads, experts in your field, as well as fellow researchers, helps you develop an important resource. This network of colleagues can provide continual assistance with references, job leads, career advice and collaboration.

6. You can wait for a more favorable job market

Job prospects may not look that promising when you've completed your undergraduate degree, or even after you've been in the workforce for a few years. While there's no guarantee things will improve after a delay, some students may appreciate the benefit of a steady graduate assistant salary while they work on enhancing their résumé with a doctorate.

If you couldn't get a good internship during or after your undergrad studies, the PhD work also gives you the time to build that professional network . These contacts could prove to be the key to breaking into a specialized or highly competitive field.

You may still be thinking about all that time and commitment and wondering, “Is a PhD worth it?”. While there are always positive results from improving your education, there are some downsides to getting your doctorate.

1. It's expensive

This is a substantial factor for many students when weighing the merits of pursuing a PhD versus entering the job market right away. If you already have student loans , continuing your education will just increase your burden and add substantial pressure when you eventually begin your job search.

If cost is a concern, investigate graduate assistant jobs that help with expenses. Some programmes offer tuition assistance in return for teaching or research work. For those who already work full time and are hoping a PhD will help them advance in their career, consider keeping that job and pursuing your studies on a part-time basis.

2. Getting a PhD can be a lonely experience

Despite your interactions with professors and other students, pursuing a doctoral degree is ultimately a solitary pursuit. Your thesis topic is unique to you, and you'll spend a lot of time alone doing research and writing. Your social life can suffer, especially if you're also working in addition to your studies.

Career experts often talk about the necessity of work-life balance for physical and mental health, and this is just as important for PhD students as anyone else. It may take you a little longer to complete your degree, but it's worth taking the time to visit family and hang out with your friends. These positive interactions can help you stay motivated through the most tedious parts of your work.

3. You'll experience extreme stress and frustration

Pursuing a PhD may seem like a noble and interesting endeavor, and extended life as a student can appear more attractive than wading into the job market. You must be aware, however, that getting a doctorate can be a very stressful and frustrating experience.

A topic that seemed intriguing at first may not live up to years of scrutiny, causing boredom at best or requiring a complete thesis change at worst. Not all programmes are well-run, either, and you may have a supervisor who is too critical, offers poor advice or is just unavailable and unhelpful.

The difficulties of a PhD programme lead to rather substantial dropout rates. In the US alone, only 57% of PhD students obtained their degree within a decade of enrolling. If you want to be in the successful half of those stats, take extra time to review your choice of supervisor and topic focus. Ask every professor you have for advice on making the right decisions and talk with current graduate students to see what their experience has been.

4. There may be limited job openings

While getting a PhD can qualify you for better and higher-paying jobs , it can also put you in a position where you're competing for an extremely limited number of job openings. This is especially true of university jobs, where the number of advanced degree graduates far outpaces the need for full-time instructors, researchers and administrators.

Earning your PhD with a very obscure thesis in a niche speciality can also limit your options. When there are only a handful of jobs that suit your expertise, and they're already occupied, it can make you feel that your doctorate was a waste of time. Consider the job market before you make decisions about getting another degree. If you're determined to study in a niche area, think ahead of time about related fields or industries where your knowledge and skills will also prove useful to employers.

5. There may be little to no financial reward

While most studies concur that having a PhD increases your income potential substantially over the lifetime of your career, it's not a guarantee of job security or a financial windfall. A study by the Organization for Economic Co-operation and Development (OECD) found that 5 years after earning their doctorates , 45% of grads in Germany were still on temporary contracts and 13% ended up in lowly occupations.

Other European countries, including Slovakia, Belgium and Spain, had similar results. In the US, in fields like engineering, the difference in pay scales between employees with a master's degree and a PhD was a mere 7%. When that small bump in salary is weighed against the amount of debt taken on in order to get your degree, you may decide it's not worth it.

6. You could lose out on valuable job experience

New forms of technology continue to change how organizations operate, and those changes can happen fast. If you've already spent several years in school, toiling away in solitary study of obscure subjects can cause you to fall further behind in learning the skills you'll actually need for a future career.

Before you invest in getting a PhD, research your chosen field and learn which type of degree will give you the most value. Many scientific, financial and computing careers rely more on skills acquired on the job, rather than in coursework that can quickly become outdated.

Questions to ask yourself

You’ve listed out the pros and cons, but that still may not be enough to help make your decision. When it comes to a life-altering change like getting a doctorate, it’s okay to take enough time to ask yourself specific questions to ensure you’re making the right move. Consider asking yourself the following:

• Why do I want to get a PhD?
• Do I have the pre-requisites to move forward to a PhD?
• What are my strengths and limitations?
• Am I financially prepared?
• Am I mentally prepared?
• How will this affect my relationship with my family or friends?
• Where will I study?
• What am I trying to achieve?
• What jobs will be available to me after I get my PhD?
• Are there other options or avenues to consider?

Unfortunately, you may not have the answer to every one of these questions, because let’s face it, you don’t know what you don’t know. You might not know how it will affect your relationship with family or friends, but why not ask them? Reach out to those closest to you and see how you pursuing this degree could trickle down to them and allow that to play into your decision. Evaluate the answers to these questions and use it to help you make an educated decision on your future moving forward.

The best PhD degrees

If you’ve weighed out the pros and cons, asked all the important questions, and now you’re set on getting your PhD, congratulations! To help you along the way, let’s look at a list of the most valuable PhD programs to start you on your way to this degree.

• Criminal Justice
• Engineering
• Cybersecurity
• Business Administration

These fields are rapidly growing and are among the highest-paying doctorate degrees in 2022 , so they might be worth considering as you start your journey.

Key takeaways

Pursuing your PhD requires an incredible amount of commitment, and it's important to take the necessary time to make the decision. As you’re evaluating a doctorate degree, remember the following:

• Evaluate the pros and cons list right from the beginning to ensure you’re weighing out both sides of the coin.
• Ask yourself the necessary questions. A doctorate degree commitment can affect more than just you, so be sure you’re factoring that into your decision.
• Review specifically which PhD would be best for you and your field progression.
• Research your chosen field carefully and evaluate the job market before you finalize your degree choice.
• Once you’ve selected your degree, stay focused and stay driven. It’s going to be a hard few years, but it will be worth the work!

Who knows, this may prompt you to move on to postgraduate study — never stop achieving!

Have you decided to pursue your PhD, or are you still considering your options? Join us in the comments below and let us know what’s stopping or encouraging you from getting a PhD.

Originally published on July 24, 2019. Updated by Shalie Reich.

Continuing Education

Courses and Qualifications

College of Education

• Our Mission & Vision
• Leading with Passion
• Culture & Community
• Commitment to Equity and Justice
• Great Minds Think Illinois
• The Research One Advantage
• News, Events & Announcements
• Impact Report
• Alumni and Advancement
• College of Education Bylaws
• Undergraduate Programs
• Graduate Programs

Online Programs

• Principal & Superintendent Endorsements and Degrees
• International Programs
• Course Finder
• Program Finder
• Faculty Research Sites
• Public Engagement
• Dean's Distinguished Speaker Series
• Bureau of Educational Research
• Faculty Directory
• Curriculum & Instruction
• Education Policy, Organization & Leadership
• Educational Psychology
• Special Education
• Find Emeritus
• Find Graduate Students
• New Faculty 2023-24
• Undergraduate Students
• Graduate Students
• Online Students
• School and Community Experiences
• 2024 Convocation

Explore our Advanced Online EdD Programs

• Experience Online Programs
• Exploring Online EdD Programs
• Online Master’s in Education: Transform Your Career
• Online Graduate Certificate in Education
• Online Endorsements
• Search Programs & Degrees
• How To Apply

Application Deadlines

• Tuition & Financial Aid
• Frequently Asked Questions
• Office of Online Programs

Whether you're a seasoned educator or an aspiring change-maker in the field, our Online Doctorate of Education (Ed.D.) program promises a transformative journey. Dive deep into the intricacies of education policy, leadership, and organizational strategies, all while benefiting from the flexibility of online learning. Beyond the curriculum, you'll unlock a variety of valuable life skills, networking opportunities, and personal growth avenues. Join us as we explore the multifaceted benefits of an online Ed.D., and unlock the potential to reshape the future of education.

Online Doctor of Education (EdD)

The College of Education at Illinois is home to one of the nation’s top-ranked online graduate education programs. Upon program completion, your diploma will include the following: Doctor of Education in Education Policy, Organization and Leadership. Transcripts will include Doctor of Education in Education Policy, Organization and Leadership and your program concentration.

To apply for the Doctor of Education program, you must have the following:

• A previously earned master’s degree from an accredited institution  
• A minimum GPA of 3.0  
• Academic Statement  
• Personal Statement  
• Resume/Curriculum Vitae  
• 3 Letters of Reference  
• Transcripts

Please refer to the How to Apply webpage for more details on application requirements.

To graduate, students must complete the following:

• 64 total credit hours
• Two written qualifying examinations
• Preliminary and final oral examinations
• A Doctoral Dissertation

For a complete list of program requirements, please visit the Doctor of Education section of the Graduate Handbook . Admitted students will be assigned a faculty advisor.   

Program Details

Course Format:  Fully Online  | Credit Hours:  64  |  Course Duration:  8 Weeks and 4 Credit Hours Each

Tuition Costs:  $520 per credit hour. * |  Financial Aid:  All students are encouraged to apply.

EdD Application Deadline: Fall Admission Only. Fall Application Deadline is April 15 th .

Diversity & Equity in Education

Education Policy, Organization and Leadership

A social-justice oriented program that aims at providing educators with transformative approaches with transformative approaches to issues related to diversity and equity in P-16 learning environments.

Global Studies in Education

Deals with global change and education from social justice and critical democracy perspectives. Focuses on the globalization of policy, pedagogy in different contexts including online environments, and children and youth studies.

Human Resource Development

Provides the knowledge and applied processes used to improve workplace performance and individual learning in organizations.

International Education Administration & Leadership

Trains professionals to lead, develop, implement, and evaluate international programming and internationalization activities in business/industry and postsecondary settings, in both private and public sectors.

Learning Design & Leadership

Provides educators and training/learning development professionals the opportunity to learn how to create more engaging learning environments by integrating new media technologies.

Beyond the Title: The Comprehensive Benefits of an Online Doctorate in Education

Embarking on an online Ed.D. journey with the  University of Illinois Urbana-Champaign  is more than just earning a degree. It will transform your career, expand your horizons, and make a lasting impact in the world of education. Apply today and unlock your true potential!

As educators and leaders in the field, pursuing knowledge is a personal and professional endeavor. Choosing to complete an online EdD program is a testament to this commitment, but it also provides several benefits for your personal and professional life:

• Greater Job Opportunities:  A Doctorate of Education is more than just a title — it's a mark of expertise. With this degree, you can access a broader spectrum of roles in the education sector. The opportunities are vast and varied, from administrative positions to policy-making roles, from research to consultancy.
• Enhanced Skill Set:   Online EdD programs are meticulously crafted to provide depth and breadth. You'll gain insights into education policy, delve into organizational strategies, and master leadership techniques, ensuring you're well-equipped to navigate the multifaceted world of education.
• Recognition and Credibility:   In the academic and professional world, an EdD symbolizes dedication and expertise. Your insights and recommendations will be sought after, and your contributions to the field will be held in high regard.
• Personal Growth:   Beyond the professional realm, pursuing online Doctoral programs in education fosters personal development. The rigorous research, in-depth discussions, and diverse perspectives you'll encounter will challenge and expand your worldview, promoting critical thinking and self-reflection.
• Contribution to the Field:   With an EdD, you're not just a consumer of knowledge — you're a contributor. Whether through original research, policy development, or innovative educational strategies, you'll have the tools and platform to make a tangible impact on the future of education.
• Networking and Collaboration:   Doctorate programs, especially online EdD programs, attract a diverse group of professionals worldwide. This provides a unique opportunity to collaborate, share experiences, and forge lasting professional relationships that can lead to collaborative projects, research, and more.
• Financial Rewards : Advanced degrees often come with the added benefit of increased earning potential. An online EdD lets you leverage your expertise to negotiate better compensation packages, especially in senior leadership or specialized positions.
• Lifelong Learning:   As a Doctor of Education, you become a beacon for lifelong learning, inspiring others — be it students, colleagues, or the community at large — to pursue their educational aspirations.

Choosing to pursue an Online Doctorate of Education is a transformative decision, one that promises not only professional advancement but also personal enrichment. With each module, research project, and discussion, you'll be opening doors to opportunities and insights that will shape your career and the future of education.

The digital revolution has reshaped the world of education, making advanced degrees more accessible than ever before. Opting for an online EdD program offers a plethora of advantages tailored to the modern learner. Here are a few ways you can benefit from online learning:

• Flexibility:   One of the most significant advantages of completing EdD programs online is the flexibility they offer. Whether you're juggling a full-time job, family commitments, or both, completing a PhD education online allows you to study at your convenience, whether you’re at your best in the early mornings, late nights, or weekends.
• Cost-Effective:  Traditional campus-based programs often come with additional costs like commuting, housing, and campus fees. When you choose online doctorate programs, education becomes much more accessible by eliminating many of these expenses. Our online programs do not have any additional fees.
• Networking Opportunities:  Online EdD programs attract a diverse range of professionals worldwide. This global classroom environment provides a unique platform to exchange ideas, share experiences, and even collaborate on international projects.
• Access to Diverse Resources:   Online platforms often provide students with a wealth of resources, from the world-renowned UIUC library and online databases to webinars and interactive classes. This ensures that you have a comprehensive learning experience with all the materials you need at your fingertips.
• Personalized Learning Environment:   Not everyone thrives in a traditional classroom setting. Online learning allows you to create a personalized study environment that suits your needs, whether it's a quiet home office or a local coffee shop.
• Continuous Feedback and Support:   Our Online EdD program offers robust support systems, each student has a dedicated faculty advisor, access to an online student advisor, and 24/7 technical support. This ensures that you have a smooth learning experience and that you’re able to seek support for any challenges promptly.
• Work-Life-Study Balance:   Pursuing a doctorate is demanding, but online programs offer the added advantage of integrating seamlessly into your daily life. This balance ensures that you can maintain your professional commitments and personal life while advancing your education.

Choosing to complete your EdD online is not just a practical decision; it's a strategic one. It aligns with the evolving dynamics of the 21st-century learner, ensuring that you receive a quality education that fits into your lifestyle. Embrace the future of learning and unlock the myriad benefits that online Doctorate of Education programs have to offer.

Embarking on a journey to your doctorate isn’t just about acquiring a prestigious title or diving deep into educational theories. It's a transformative experience that equips you with a diverse set of skills, both within and beyond the realm of education. Here's a more comprehensive look at the broader life skills you'll cultivate:

• Leadership:  An Ed.D. program is designed to mold future leaders in the educational sector. Through various modules and practical experiences, you'll learn to inspire teams, drive organizational change, and make strategic decisions that have a lasting impact.
• Patience:   The world of education is dynamic and often requires a long-term vision. Through research, discussions, and practical applications, you'll develop the patience to understand that meaningful change often takes time and persistence.
• Empathy: One of the most important qualities in an educator is empathy, ensuring that you create an inclusive, positive environment for your students. 
• Problem-Solving:  Addressing real-world educational challenges will be a significant part of your journey. This will hone your ability to think critically, analyze complex situations, and devise effective solutions.
• Communication:   Effective communication is at the heart of any leadership role. Throughout the program, you'll refine your ability to convey ideas clearly, present research findings, and engage in constructive debates, ensuring your voice is both heard and understood.
• Adaptability:   The digital nature of online Ed.D. programs means you'll be exposed to various technological tools and platforms. This experience will foster adaptability, preparing you to navigate and embrace the ever-evolving technological landscape of modern education.
• Research Expertise : A significant portion of the Ed.D. journey revolves around research. You'll develop a keen eye for detail, learn to critically evaluate existing literature, and contribute original insights to the field.
• Collaboration:  Working on group projects, participating in online discussions, and collaborating on research will enhance your teamwork skills. You'll learn the art of collaboration, understanding different perspectives, and achieving common goals.
• Ethical Judgment:   Education is a field deeply rooted in ethics. Your studies will instill a strong sense of ethical judgment, ensuring you make decisions that prioritize the well-being and development of learners and the broader community.
• Time Management:  Balancing rigorous academic commitments with personal and professional responsibilities will sharpen your time management skills. You'll learn to prioritize tasks, set realistic goals, and maximize productivity.
• Cultural Competence:   Interacting with peers from diverse backgrounds in an online setting will enhance your cultural awareness and sensitivity. This competence is invaluable in today's globalized world, ensuring you approach educational challenges with a holistic, inclusive perspective.

An online Doctorate in Education is a holistic journey that goes beyond academic excellence. It's about personal growth, professional development, and acquiring a versatile skill set that prepares you for challenges both inside and outside the classroom. As you navigate this journey, you'll emerge not just as a doctorate holder, but as a well-rounded individual ready to make a meaningful impact in various spheres of life.

Comprehensive Course Offerings

At the University of Illinois Urbana-Champaign,  our online Ed.D. program is meticulously designed to cover all facets of education policy, organization, and leadership. Our curriculum is both comprehensive and relevant, ensuring that our graduates are well-prepared to make meaningful contributions in their respective fields.

Duration & Flexibility

We understand the demands of modern life. Our online Doctoral program is  designed to offer flexibility, allowing students to balance their studies with personal and professional commitments. Our course format is fully online, with a duration of 8 weeks for Fall & Spring and 6 weeks for Summer sessions. This structure provides students with the flexibility to balance their studies with other commitments, making it ideal for working professionals.  Our course format is fully online, with a duration of 8 weeks for Fall & Spring and 6 weeks for Summer sessions. This structure allows students to balance their studies with other commitments, making it ideal for working professionals. The program consists of online video synchronous sessions that typically meet once per week, Monday - Thursday, between 4:00 pm – 9:00 pm CT. These sessions are required and are designed for you to interact with your course instructors and peers synchronously for enriched learning experiences.

Accreditation & Recognition

The University of Illinois Urbana-Champaign is renowned for its top-ranked and nationally accredited online graduate education programs.  When you earn your Ed.D. from the University of Illinois Urbana-Champaign, you're not just getting a degree — you're joining an elite group of alumni from one of the nation's most respected institutions. Your diploma and transcripts will reflect the high standard of education you've received, enhancing your credibility in the professional world.

Embarking on an online Ed.D. journey with Illinois is more than just earning a degree. It will transform your career, expand your horizons, and make a lasting impact in the world of education. Apply today and unlock your true potential!

Completed applications, including all additional materials requested, are  due by the following application dates .

For more information about our online programs,  contact us . 

More Information

*Tuition and fees are direct costs charged by the university. The cost of attendance also includes indirect cost allowances for food, housing, books, supplies, and other expenses. You will not be billed by the university for these costs unless you live in university housing.  Use the  Illinois Cost Calculator  for an estimated cost of attendance.  Online students will only be charged tuition at the rate of $520 per credit hour . Tuition rates are subject to change.  

Stack Exchange Network

Stack Exchange network consists of 183 Q&A communities including Stack Overflow , the largest, most trusted online community for developers to learn, share their knowledge, and build their careers.

Q&A for work

Connect and share knowledge within a single location that is structured and easy to search.

How do you address holders of non-Ph.D. doctorates such as an Ed.D. or Sc.D. etc.?

It is customary to call Doctor of Philosophy (Ph.D.) holders by the prefix "Dr.", but I wonder whether the same holds for other doctorates, such as Doctor of Science (Sc.D.) or Doctor of Education (Ed.D.)? Does it make sense to say "Dr. Name" to such people?

Logically I think the answer should be yes, but I do not know if it is appropriate and/or common to do so.

(If it is country-dependent, let's take the United States as an example.)

• communication

• 1 Although the question is not a duplicate, I believe this answer applies. –  Bob Brown Commented May 11, 2019 at 12:26
• I typically address them by their first names. –  JeffE Commented May 12, 2019 at 17:00

Traditionally, you would also address these people as "Doctor", as the distinction into different types of PhDs is mainly a naming thing.

As an example, look at Britain. Oxford University confers "DPhil." degrees, while Cambridge University confers "Ph.D." degrees. If you look at academic web pages of lecturers of British universities, they will be listed as "Dr" regardless of where they get the DPhil or PhD from. This is the same for other variants of the PhD as well.

Note that it can be that a person with such a degree does not call himself/herself "doctor" (which can be the cause of such a confusion). This can be due to legal requirements in using the Doctoral degree as part of your name or as a prefix to it. As an example, in Germany, if you got a PhD from a US university, you will typically not put a "Dr." in front of your name, as legally, you are only allowed to do so if you got a PhD degree from an accredited institution in a country with which Germany has a contract about seeing the degrees as equivalent. It is however fine to put a ", PhD (University name)" behind your name in this case. And there is no obligation to correct somebody if he/she calls you "Doctor" if you only have such a degree.

• 2 An exception may be "J.D." (Juris Doctor), the degree held by lawyers in the U.S. Lawyers are not addressed as "Dr. Jones" –  GEdgar Commented May 11, 2019 at 12:19
• I remember a case, many years ago, when a prestigious US institution send out mail to all graduates of its "Bachelor of Laws" program informing them that they could exchange their diploma for one that lists them as "Juris Doctor". For a fee. –  Buffy Commented May 11, 2019 at 16:04
• 2 On the other side of the coin is the case of "Medical Doctors" who are called "doctor" but most of them wouldn't know anything about research if it bit them on the toe. –  Buffy Commented May 11, 2019 at 16:05
• @Buffy might as well say “what about those academics who call themselves doctor who have no idea how to treat a sprained ankle”; when the average person hears the title Dr they tend to assume a medical practitioner. If any doctoral degree qualifies for the (pretty meaningless) title, they all do. –  rhialto Commented May 12, 2019 at 11:06
• @rhialto Oddly enough, I'm a practicing lawyer and I had to review a case once where a judge actually made a decision on when it was appropriate to call someone "Doctor" while addressing them. The judge's determination in that case was that it was proper, but contrary to tradition, to call a holder of a J.D. as "Doctor". On the other hand, it was traditional to refer to holders of a Ph.D. or M.D. as "Doctor" but that a refusal to do so was not a breach of courtesy in the courtroom context even if done flagrantly and after a request to call them "Doctor". –  TimothyAWiseman Commented Sep 1, 2020 at 22:58

You must log in to answer this question.

Not the answer you're looking for browse other questions tagged etiquette communication titles ..

• Featured on Meta
• Bringing clarity to status tag usage on meta sites
• Announcing a change to the data-dump process

Hot Network Questions

• Is loss of availability automatically a security incident?
• How to resolve this calculation prompt that appears after running the drawing program?
• Possible thermal insulator to allow Unicellular organisms to survive a Venus like environment?
• How would you slow the speed of a rogue solar system?
• Calculating area of intersection of two segmented polygons in QGIS
• What does "if you ever get up this way" mean?
• Testing if a string is a hexadecimal string in LaTeX3: code review, optimization, expandability, and protection
• Does it make sense for the governments of my world to genetically engineer soldiers?
• Homeomorphism between topological subspaces
• Has any astronomer ever observed that after a specific star going supernova it became a Black Hole?
• How to prevent my frozen dessert from going solid?
• Unable to upgrade from Ubuntu Server 22.04 to 24.04.1
• Is this schematic ready to be made into a circuit?
• Why doesn’t dust interfere with the adhesion of geckos’ feet?
• In Lord Rosse's 1845 drawing of M51, was the galaxy depicted in white or black?
• Movie from 80s or 90s about a helmet which allowed to detect non human people
• What's "the archetypal book" called?
• What is the translation of a code monkey in French?
• Asked to suggest referees 9 months after submission: what to do?
• Convert 8 Bit brainfuck to 1 bit Brainfuck / Boolfuck
• What is the difference between negation-eliminiation ¬E and contradiction-introduction ⊥I?
• Can Christian Saudi Nationals visit Mecca?
• Why is the stall speed of an aircraft a specific speed?
• Is there more evidence for god than Russell’s teapot?

• Best Online Colleges & Universities
• Best Nationally Accredited Online Colleges & Universities
• Regionally Accredited Online Colleges
• Online Colleges That Offer Free Laptops
• Self-Paced Online College Degrees
• Best Online Universities & Colleges
• Cheapest and Most Affordable Online Colleges
• The Most Affordable Online Master's Programs
• Best Online MBA Programs
• Most Affordable Online MBA Programs
• Online MBA Programs with No GMAT Requirement
• Cheapest Law Schools Online
• Quickest Online Master's Degrees
• Easiest PhD and Shortest Doctoral Programs Online
• Fastest Accelerated Online Degree Programs
• Best Accredited Online Law Schools
• 4-Week Online Course for Medical Coding and Billing
• Accredited Medical Billing and Coding Schools Online with Financial Aid
• Become a Medical Assistant in 6 Weeks
• Most Useless College Degrees
• 6 Month Certificate Programs That Pay Well
• Accredited Online Colleges
• Search Programs

Online Colleges That Provide Laptops

Fastest accelerated online degree programs by degree level 2024, easiest phd and shortest doctoral programs online 2024, most affordable online mba programs 2024, 6 month certificate programs that pay well 2024, best accredited online law schools 2023, online colleges that provide free laptops, best nationally accredited online colleges & universities 2024.

Explore a range of online doctoral programs, including Ph.D. degrees, that offer accelerated paths, reduced residency requirements, and flexible online learning options.

Find Your School in 5 Minutes or Less

Many schools have rolling admissions, which means you can start a program in a few weeks!

Many degree programs fall under the title of doctorate, including Doctor of Philosophy degrees or Ph.D.

These Ph.D. degree programs are available in a variety of subjects and are intended to help students understand their specialty in the abstract and as a school of thought and theory rather than strictly as a practice.

Institutions that offer the best programs typically have exceptional funding, prestigious reputations, top-of-the-line research facilities, and abundant academic resources.

When selecting one of the shortest online doctoral programs or easiest online Ph.D. programs, you can access more info by visiting the links provided in each school description to ensure that you find the best program for you!

The easiest isn't always the shortest nor the shortest the easiest.

1-year Online Doctoral Programs | 18 Month Doctorate Programs Without Dissertation | Shortest Doctoral Programs Online and On-campus | Easiest Ph.D. to Get Online | Easiest PhD to Get (Traditional) | Free PhD Programs Online

Doctorate Degree vs PhD

• Ph.D. programs focus more on the theoretical and abstract aspects of their respective fields of study to understand it as a school of thought rather than just a practical application.
• Usual doctorate programs tend to be more practical in their study and focus on the application of knowledge rather than understanding more abstract perspectives.
• Ph.D. degrees are often offered in the same fields that have standard doctoral degrees available usually offered in fields such as engineering, mathematics, natural sciences, social sciences, and humanities.
• Doctorate programs are made up of advanced coursework, research projects, or thesis work almost strictly for practical application.
• Ph.D. and Doctorate degrees can often achieve the same ends and should be considered more or less equal in weight.

1 Year Ph.D. Programs Online

Find your match.

Program: Online DNP (Doctor of Nursing Practice)

Credits: 36

Clinical Hours: 1,000

Key Features: Synchronous online classes, immersive clinicals nationwide, Family Nurse Practitioner certification eligibility

Chatham offers a 1-year online DNP program for working nurses seeking advanced leadership roles. The intensive curriculum covers care delivery models, quality improvement, evidence-based practice, and informational systems. The program features synchronous online classes and immersive clinicals at sites nationwide. Students collaborate virtually with renowned faculty.

Within 12 months, students complete 36 credits and 1,000 clinical hours. Graduates can sit for Family Nurse Practitioner certification. Nurses with a BSN can enter the accelerated program. Applicants need an active RN license. This online DNP empowers nurses to rapidly earn doctoral credentials while working. It prepares graduates to advance as clinical, executive, research, and teaching leaders.

Program: Online PhD in Grief Counseling

Department: Ethereal Studies

Key Features: Asynchronous learning, live classes, dissertation completion in one year

Breyer State Theology University offers a 1-year online PhD in Grief Counseling through its Department of Ethereal Studies. This accelerated program is tailored for working professionals seeking to advance their bereavement therapy career. The curriculum covers advanced grief counseling theories and interventions for diverse populations. Students gain expertise in areas like trauma-informed care, healing rituals, afterlife philosophies, and continuing bonds.

The online format combines asynchronous learning with live classes in an intimate cohort overseen by esteemed faculty. Students complete their dissertation in just one year. Graduates earn a PhD from BSU's pioneering metaphysical psychology department. This flexible doctoral program prepares students to progress their counseling practice or pursue academic research roles.

Programs: Various online doctoral degrees

PhD Tracks: Philosophy of Islamic Studies, Business Administration, Education, Finance, Grief Counseling

Professional Doctorates: Divinity, Sacred Music, Spiritual Psychotherapy

Key Features: Video lectures, discussions, immersive retreats

American International Theism University (AITU) offers one-year online doctoral degrees for working professionals. Accelerated PhD tracks include Philosophy of Islamic Studies, Business Administration, Education, Finance, and Grief Counseling. Professional doctorates prepare leaders in Divinity, Sacred Music, Spiritual Psychotherapy, and more. The online programs blend video lectures, discussions, and immersive retreats. Curricula explore metaphysics, ethics, and wisdom traditions across faiths.

Within 12 months, students complete doctoral coursework, exams, and a dissertation overseen by distinguished faculty. Applicants should hold a relevant master's degree and background in theological studies or social sciences. These intensive online doctoral programs allow students to rapidly earn advanced credentials through flexible study with global peers. Graduates pursue roles driving innovation in spiritual care, research, and leadership.

Online Doctorate Programs That Might Interest You

15-18 month doctorate programs without dissertation.

Program: Post-Professional Doctor of Occupational Therapy

Credits: 33-37

Courses: 10

Key Features: Fully online, 7-week accelerated courses, no dissertation required

Boston University offers a Post-Professional Doctor of Occupational Therapy degree program that can be completed in 18 months. Students may concentrate on various areas and can choose what else they would prefer to learn to complete their credit requirements.

This is a fully online degree program that accelerates each semester's worth of class to take only seven weeks to complete with new courses starting every September, January, and May. The program is available to doctoral students who have completed an accredited occupational therapy program. There are foundation courses, which include evidence-based practice and health care management, but no dissertation is necessary whereas a doctoral project is still required.

Program: Doctor of Nursing Practice (DNP)

Credits: 33

Key Features: Online program, no GMAT/GRE required, no clinical hours

The Maryville University of St. Louis offers a Doctor of Nursing (DNP) program that is available online. The DNP program requires students to complete a total of 33 credit hours, including 18 to 20 months for completion. Many students in the online DNP program are working as nurses in the field, and this affords them a flexible program that allows many students to achieve their academic goals while active in the healthcare industry.

This course is an online program that does not require a GMAT or GRE. It may have a waiting list, but unlike other programs, it does not require clinical hours. The Doctorate in Higher Education Leadership is an online program that offers personal coaching throughout the process. It is a cohort learning method with online education, and students might need a bit more time to complete it.

Offerings: Higher Education Leadership, Educational Leadership, Nursing Practice, Health Administration, Physical Therapy, Occupational Therapy

Key Features: Live online classes, self-paced learning, virtual labs and simulations

Maryville University offers online doctoral degrees tailored for working professionals. Programs available fully online include Doctorates in Higher Education Leadership, Educational Leadership, Nursing Practice, Health Administration, Physical Therapy, and Occupational Therapy. The EdD programs prepare graduates for leadership and faculty roles in education. The DNP equips nurses for advanced clinical and executive practice.

Health Administration focuses on healthcare organizational development, quality, and finance. Licensed PTs and OTs can pursue clinical doctorates while working. Courses blend live online classes and self-paced learning. Programs leverage cutting-edge virtual labs and simulations. With a relevant master's degree, students can earn an accredited doctorate from Maryville University online to advance their careers.

24 Month Doctorate Programs

Program: Transitional Doctoral Program in Physical Therapy

Key Features: Fully online, part-time program, workplace application credits

One option is to earn an online Ph.D. in Nursing, while another option is to earn their Medical Degree at the same time as their online Master of Business Administration , but the Transitional Doctoral Program in Physical therapy may be earned in 24 months fully online. This part-time program provides online learning courses to help licensed physical therapists enhance their skills and gain access to higher career options. Some credits can be earned through workplace applications.

Offerings: EdD tracks in Organizational Leadership, Higher Education Leadership, K-12 Leadership, plus psychology, nursing, business, and more

Key Features: Asynchronous and live virtual classes, personalized faculty support, robust digital resources

Grand Canyon University offers over a dozen online doctoral degrees tailored for working professionals. GCU provides online EdD tracks in Organizational Leadership, Higher Education Leadership, and K-12 Leadership. Other doctorates cover psychology, nursing, business, and more. Programs blend asynchronous and live virtual classes focused on applying concepts. Specialized tracks allow customization.

Online students get personalized faculty support and access to robust digital resources. Within 2 years (or less), learners complete coursework, residencies, exams, and a dissertation to earn an accredited doctoral degree from GCU. With flexible and practical curricula, GCU enables busy professionals to obtain doctorates fully online and further their careers.

Program: Doctor of Education

Credits: 54

Key Features: Fully online, 8-week courses, no dissertation required

Liberty University offers a Doctor of Education degree program that can be completed fully online. The minimum time to earn the degree is about 30 months for completion of all 54 credits. The courses are each 8 weeks long and no dissertation is required. The Doctor of Education degree program provides a curriculum that focuses on developing innovative programs, as well as a capstone project.

Offerings: School Improvement, Nursing Education, Professional Counseling and Supervision, Higher Education Administration

Key Features: Synchronous evening classes, self-paced learning, experiential projects

The University of West Georgia offers several online doctoral degree options for working professionals seeking advanced training. UWG provides online doctorates in School Improvement, Nursing Education, Professional Counseling and Supervision, and Higher Education Administration. The EdD programs focus on data-driven leadership strategies and developing administrative expertise.

The DNP prepares nurses to improve care systems and patient outcomes. Coursework blends synchronous evening classes and self-paced learning for flexibility. Experiential projects allow application to careers. With a relevant master's degree, students can earn an accredited doctorate fully online from UWG to advance as leaders in their field.

Shortest Ph.D. Programs Online and On-campus

Obtaining a Ph.D. can be a long-term commitment and many doctoral programs can take over five years to complete. To help busy working professionals looking to jumpstart their careers and those looking to begin their careers at a high level, this list serves as a simple reference guide, compiling information on some of the shortest doctoral programs in the country.

These online degree programs operate in full-time, part-time, fully online, or hybrid formats.

• Baylor University - online EdD in Learning and Organizational Change, 54 credits, 36 months
• Maryville University - online Doctor of Nursing Practice (Online DNP), 20 months, no GRE or no GMAT requirement
• University of Dayton - online Doctor of Education (Ed.D.) in Leadership for Organizations, 36 months, 60 credits
• Capella University - online Doctor of Philosophy in Counselor Education and Supervision, 0 max transfer credits, 60 credits, CACREP accredited
• Franklin University - online Doctor of Business Administration (DBA), 58 credit hours, transfer up to 24 hours of previously earned credit, 36 months + 1 year for dissertation
• Walden University - online Ph.D. in Forensic Psychology, up to 53 credits, fast-track option, earn MPhil at the same time
• Frontier Nursing University - online Doctor of Nursing Practice, MSN with DNP, 675 clinical hours for MSN plus 360 additional for DNP
• Boston University - Online Post-Professional Doctor of Occupational Therapy, PP-OTD, 33-37 credits
• University of Florida - online MSN to DNP, 35 credits, five semesters
• Gwynedd Mercy University - Accelerated Executive Doctorate of Education ABD (All But Dissertation) Completion Program, online EdD , 27 credit hours, 18 months
• Duquesne University - Online Doctor of Nursing Practice (DNP), 35 credit hours
• The College of St. Scholastica - Transitional Doctor of Physical Therapy, online tDPT, 16 credits
• Liberty Univesity - Doctor of Ministry, online DMin, 30 credit hours, 24 months
• University of Florida - Doctor of Nursing Practice, MSN to DNP, 35 credits, 5 semesters
• University of North Dakota - Post-Master's Doctor of Nursing Practice, online DNP, 36 credit hours, 5 semesters
• Seton Hall University - Doctor of Nursing Practice, online DNP, 31+ credits for post-MSN students, 73-79 credits for post-BSN students
• Regis University - Doctor of Nursing Practice, online DNP , 28-33 credit hours, 8-week terms
• Georgia State University - Curriculum and Instruction EdD, Educational Leadership EdD, on-campus EdD, 54 credit hours
• Bowling Green State University   - Technology Management, web-based Ph.D., 66 credit hours
• Hampton University - Doctor of Philosophy in Educational Management, online Ph.D., 60 credit hours
• Indiana University of Pennsylvania - Safety Sciences, online Ph.D., 54 credit hours
• East Carolina University   - Doctor of Nursing Practice, hybrid online DNP

Easiest Ph.D. Programs Online & On-Campus

To be sure, at the Ph.D. level, no program could be considered "easy," but there are certain programs designed to be "easier" than others. Generally, education, humanities, and the social sciences are considered the easiest fields in which to pursue degrees.

With that in mind, our list of the easiest Ph.D. programs includes schools and programs that offer significantly reduced residency requirements, accelerated courses, credit transfers, and integrated dissertation colloquia.

The rankings below display schools with accreditation from at least one of the six regional accrediting agencies , and all offer at least one virtual Ph.D. degree. Accredited online Ph.D. programs are also organized according to the U.S. News and World Report and Forbes Magazine rankings.

Easiest Online Ph.D. Programs & Online Doctoral Programs

• WALDEN UNIVERSITY - 156 Online Doctoral Programs
• REGENT UNIVERSITY - 81 online doctorate degrees, 6 Ph.D. programs online
• HAMPTON UNIVERSITY - 5 online doctoral degree programs
• UNIVERSITY OF FLORIDA - 8 online doctoral degree programs
• UNIVERSITY OF MISSOURI - 4 online doctorate programs
• COLORADO STATE UNIVERSITY - 3 online Ph.D. programs, 1 online doctoral program
• UNIVERSITY OF NORTH DAKOTA - 12 online Ph.D. programs, 3 online doctoral programs
• NOVA SOUTHEASTERN UNIVERSITY -  10 online doctorate programs, 8 online Ph.D. programs
• LIBERTY UNIVERSITY -  19 online Ph.D. programs, 16 online doctorate programs

Easiest Ph.D. to Get (Traditional)

The easiest doctorate degree can vary depending on your interests, skills, and strengths. However, here is a list of doctorate degrees that are mentioned as potentially less difficult to obtain.

Focus: Business development, design, methods, tools, and professional ethics

Career Path: Advanced positions in business

Specializations: Human behavior, social psychology, counseling supervision, specific therapy approaches

Career Path: Advanced opportunities in healthcare and social services

Skills Developed: Research skills, data analysis in criminal justice

Career Paths: Emergency management, forensic departments, information security sectors

Focus: Enhancing educational research skills, preparing for leadership roles

Career Paths: Administrative positions in universities, professional departments, elementary and secondary schools

Topics Covered: Policies, ethics, group management, hospital administration, advanced patient care

Career Path: Leadership roles in the business aspect of the medical industry

Focus: Policies, legislation, rights, ethics, and protocols for serving within human services organizations

Career Path: Leadership positions in organizations helping underserved populations

Areas Covered: Financial management, system management, conflict management, human resources management

Application: Practical skills applicable to various industry settings

Skills Developed: Managerial and strategic planning skills for administrative roles

Coursework: Ethics of management, public policy, strategic planning, performance management, employee evaluation, economics of administration

Focus: Advanced training and research skills for the healthcare industry

Emphasis: Leadership and management roles, innovative thinking, communication mastery

Focus: Theory, ethics, research, and practice in public service programs

Skills Developed: Analyzing and proposing policies to improve communities and societies

Combination: Research skills with professional practice

Career Paths: Addictions counselors, applied researchers, professional consultants, clinical psychologists

Focus: Divine and spiritual traditions through academics, research, and religious studies

Career Paths: Professors, social service managers, private school teachers, directors of religious education

Please note that the difficulty of a doctorate degree can vary depending on individual circumstances, personal strengths, and the specific requirements of each program. It's important to thoroughly research and consider your interests, skills, and career goals before deciding on a doctorate program.

Free Ph.D. Programs Online (Fully Funded)

According to Best-Universities.net .

• Brown University Fully-funded Ph.D. program in computer science
• University of Houston-Downtown Full scholarship program for online doctorate
• Devry University Comprehensive scholarship program for online degrees
• University of Maryland-Baltimore County Full scholarship program for online undergraduate and graduate degrees
• Wilson Community College Full scholarship program for community college students
• University of Leeds Up to 30 fully-funded online Ph.D. programs
• University of the Witwatersrand Comprehensive scholarship program for online bachelor's or master's degrees
• The University of Texas at Dallas Full scholarship program for online bachelor's, master's, or doctoral degrees
• University of Strathclyde Full scholarship program for online undergraduate or master's degrees
• Emory University Fully-funded online Ph.D. program in economics
• New York University Fully-funded Ph.D. program in childhood education
• University of Pennsylvania Fully-funded online Ph.D. program in educational leadership and policy

If you're not looking for an accelerated program , the list below displays some of the best traditional Ph.D. programs in the country, according to Study.com.

Best Ph.D. Programs in the U.S.

Guide to Online Doctorate Degrees

Fewer positions requiring this advanced level qualification and reduced competition for such job opportunities among job seekers are some of the reasons behind the few doctoral graduates.

With technological advancements in almost all areas of life, acquiring education, a significantly advanced level of education has become more accessible. Graduate students now do not have to attend physical classes to pursue their dreams of developing and advancing their skills.

You can pursue your doctorate in the comfort of your home or even your office.

There was a 20% growth in students granted doctorate degrees between the 2009/2010 and 2019/2020 academic years, according to NCES. This growth has been attributed in part to online Ph.D. programs and the streamlining of modern universities.

Online Ph.D. programs are a relatively newer idea and online schooling in general has greatly increased access, flexibility, and convenience.

Students typically complete these degrees soon after completing a Master's degree in the same area. As such, and with bachelor's degrees being necessary stepping stones, students can expect their journey from primary school to a Ph.D. to take about nine years, barring any accelerated tracks and failed classes.

Cost of an Online Doctoral Degree Program

When choosing any doctoral degree program, it is crucial to evaluate the costs and salary after attending. Even though online Ph.D. courses may usually be cheaper than on-campus learning, secondary schooling is rarely cheap and not every field will allow you to make back the cost in a reasonable amount of time.

Tuition, materials, technology, transportation, housing, and groceries should all be factors brought into account when deciding whether or where to attend, and in what field you can find the most success and fulfillment.

Below are the annual tuition rates of different institutions as reported by the National Center for Education Statistics (NCES).

Choosing an Online Doctoral Degree Program

Since doctoral programs require considerable investments of money and time, it is important to consider every factor before deciding on a school or program. Take some time to consider the marketability, cost, and difficulty of each program and your own interest in the subject. To reach your career and educational goals, do your best research.

How Long Does it Take to Get a PhD

• The length of a Ph.D. program can vary, but it typically takes 3 to 6 years to complete.
• A Ph.D. program typically takes 5 to 6 years in the United States.
• A Ph.D. program typically takes 3 to 4 years in the UK and many other European countries.
• The actual length of a Ph.D. program can be influenced by many factors, including the nature of the research, the student's progress, the advisor's availability, and funding considerations.
• Some students may finish in less time, while others may take longer.
• Part-time Ph.D. programs are also available, which can take longer to complete.

Here is a table summarizing the length of Ph.D. programs in different countries:

Top 50 Doctorate-Granting Institutions in 2022

This table presents data from the National Center for Science and Engineering Statistics (NSF 24-300) on the top 50 doctorate-granting institutions in the United States, ranked by the total number of research doctorate recipients in 2022. The data is broken down by total doctorates awarded and the number awarded to male and female recipients.

Note: Includes doctorate recipients who did not report sex. Tied institutions are listed alphabetically.

Source: National Center for Science and Engineering Statistics, Survey of Earned Doctorates.

Top 30 States by Doctorate Recipients in 2022

This table presents data from the National Center for Science and Engineering Statistics (NSF 24-300) on the number of research doctorate recipients for the top 30 states or locations in 2022. The data is broken down by total doctorates awarded, sex, and field of study (science and engineering vs. non-science and engineering).

Note: Includes doctorate recipients who did not report sex. S&E stands for Science and Engineering.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates.

Frequently Asked Questions about Doctoral Programs

A Ph.D. (Doctor of Philosophy) is typically research-oriented and focuses on contributing new knowledge to a field through original research. It's often pursued by those interested in academia or research careers.

A professional doctorate (e.g., Ed.D., D.B.A., Psy.D.) is more practice-oriented and focuses on applying existing knowledge to solve real-world problems in a specific profession. It's often pursued by those looking to advance in their professional careers.

The duration can vary, but typically:

• In the U.S., Ph.D. programs usually take 5-6 years to complete.
• In the UK and many European countries, it's often 3-4 years.
• Part-time programs can take 6-8 years or more.

The actual time can depend on factors like research progress, funding, and individual circumstances.

Common requirements include:

• A master's degree (some programs accept exceptional students with only a bachelor's)
• High GPA (often 3.0 or higher)
• GRE or GMAT scores (some programs are waiving this requirement)
• Letters of recommendation
• Statement of purpose or research proposal
• CV or resume
• Writing sample (for some programs)

Specific requirements can vary by program and institution.

Yes, it's possible to work while pursuing a doctoral degree, especially with the increasing availability of part-time and online programs. However, balancing work and study can be challenging due to the intensive nature of doctoral research.

Many full-time Ph.D. students work as teaching or research assistants within their university. Some programs, especially professional doctorates, are designed for working professionals and offer more flexible schedules.

Funding options can include:

• Fellowships and scholarships
• Teaching or research assistantships
• Grants (from the university, government, or private organizations)
• Employer tuition assistance
• Federal student loans
• Work-study programs

Many Ph.D. programs offer full funding packages to their students, which may include tuition waivers and stipends.

Online PhD Programs for You

Take the next step toward your future with online learning., you might also like.

Accelerated Bachelor's Degree Online

What Are The 12 Ivy League Schools

Contact information

Quick links, subscribe to our newsletter.

50 Best PhD Programs That Don’t Require GRE Scores [2024 Schools Guide]

Check out PhD Programs that don’t require GRE scores for admission. Compare PhD programs without the GRE (Campus & Online).

We’ve identified a number of accredited universities that don’t require the GRE as part of their PhD application process.

Editorial Listing ShortCode:

List of Online PsyD Programs No GRE

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format. In addition, the universities included in this list offer online psychology doctoral programs and either do not require the GRE or offer GRE waivers for qualified students.

Adler University

Founded in 1952, Adler strives to develop professionals and practitioners who will better their local communities and the world. Driven by the work of physician and psychotherapist Alfred Adler, the school values fairness, equality and civil rights and helps students learn to put these concepts into practice.

• Online Doctor of Psychology in Industrial & Organizational Psychology

Adler University is accredited by the Higher Learning Commission.

Alliant International University

Recognized as a top school for minorities by Diverse: Issues In Higher Education and for military veterans by College Factual, Alliant values diversity in the classroom and the workforce. Students are encouraged to have a global perspective, a desire for community service and a commitment to equality.

Believing that hands-on experiences are essential for a well-rounded education, the school connects students to the community throughout its degree programs.

• Online Doctor of Psychology

Alliant is accredited by the WASC Senior College and University Commission.

Antioch University

Equal rights, equal pay and equal educational opportunities for minorities and women have long been important at Antioch. In the 1800s, Antioch was one of the first institutions of higher education that admitted both whites and African-Americans, and the school’s list of famous alumni includes Coretta Scott King.

• Online Doctor of Clinical Psychology

Antioch University is accredited by the Higher Learning Commission.

California Southern University

Since its beginnings in 1978, the mission of California Southern University has been centered around the idea of providing flexible educational experiences for adult learners.

Throughout the school’s 30 programs, there is a continual focus on establishing strong, supportive relationships between staff and students.

California Southern University is regionally accredited by the Western Association of Schools and Colleges.

Capella University

Enrolling over 37,000 students each year, Capella University offers educational opportunities for working professionals. Through distance-learning programs, the university reaches students from every state and over 50 different countries. Of the school’s more than 1,500 faculty members and administrators, 88 percent hold doctoral degrees.

Capella University is accredited by the Higher Learning Commission.

Felician University

Since 1942, Felician University has been providing educational experiences based on the Catholic Franciscan values of service, compassion and respect. Over 2,000 students take classes from this school each year. The university has a student-faculty ratio of 13:1, and 73 percent of classes have fewer than 20 students.

• Online Doctoral Programs in Counseling Psychology

Felician University is accredited by the Middle States Commission on Higher Education.

Grand Canyon University

Founded in 1949, Grand Canyon University seeks to educate students from a Christian perspective so that they will become service-minded professionals whose faith permeates their lives and directs their work. The university enrolls over 19,000 on-campus students and more than 60,000 online students each year.

• Online Doctor of Performance Psychology

Grand Canyon University is regionally accredited by the Higher Learning Commission.

Meridian University

At Meridian University, the goal is for students to gain a transformative education. Through their schooling, students should grow personally and learn to affect change in their fields and in their communities. Approximately 91 percent of Meridian students complete their degree programs within the allotted time.

Meridian University is accredited by the WASC Senior College and University Commission.

Northwest University

Affiliated with the Assemblies of God denomination, Northwest University is a Christian school with a desire to engage students who are committed to both scholarship and service. Graduates go on to work in a variety of fields, including ministry, business, medical and educational settings.

Northwestern University is accredited by the Higher Learning Commission.

Pepperdine University

U.S. News has ranked Pepperdine University at No. 46 on its list of Best Value Schools, and Forbes has placed the school at No. 8 on its list of the Most Entrepreneurial Universities. The university opened in 1937, and the school’s alumni group today boasts over 100,000 members. 84 percent of Pepperdine students serve in internships or other hands-on experiences.

Pepperdine is accredited by the Western Association of Schools and Colleges Senior College and University Commission.

Saybrook University

Saybrook University was established in 1971 and offers a PhD in Clinical Psychology. The degree is designed for those students who are looking for a program that will equip them with the practical skills necessary to start their professional practice.

The program covers multi-cultural psychology, psychotherapy, child and adolescent psychology, and more.

• PhD in Clinical Psychology

Saybrook University is accredited by the Western Association of Schools and Colleges Senior College and University Commission.

Touro University Worldwide

Touro University Worldwide is the online branch of the Touro College and University System. Altogether, Touro schools include around 19,000 students and more than 95,000 alumni. Founded on Jewish principles and traditions, the group’s roots date back to 1970.

• Online Doctor of Psychology in Human & Organizational Psychology

Touro University Worldwide is accredited by the WASC Senior College and University Commission.

University of Hartford

With over 6,500 enrolled students, the University of Hartford issues more than 1,500 diplomas each year. The student body is made up of people from nearly every state and over 40 different countries. Creativity, diversity, responsibility and integrity are some of the highest values of this school, which was founded in 1957.

University of Hartford is accredited by the New England Association of Schools and Colleges.

University of the Cumberlands

The Baptist roots of the University of the Cumberlands date back to 1888. The university reaches over 10,000 learners each year and has a 17:1 ratio of students to faculty. Hands-on learning is highly valued at this school, and all students engage in service opportunities while attaining their degrees.

University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Walden University

Over 57,000 students are studying with Walden University at any given time. The faculty members are leaders in their areas of expertise, and almost 90 percent of them hold doctoral degrees. The university’s status as a certified B Corporation shows its commitment to operating ethically and motivating students to be positive change-makers in their communities.

Walden University is accredited by the Higher Learning Commission.

Western Kentucky University

U.S. News has ranked Western Kentucky University No. 24 in Best Colleges for Veterans and No. 34 in Best Regional Universities South. Both Sierra Club and Princeton Review have applauded this university for its environmental efforts. The school has over 20,000 students, and the average class has around 24 students in it.

Western Kentucky University is accredited by the Southern Association of Colleges and Schools, Commission on Colleges.

List of Online Doctor of Education (EdD) Programs No GRE

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format. In addition, the universities included in this list either do not require the GRE or offer waivers for qualified students.

Baylor University

Baylor University holds fast to its Baptist roots while welcoming a diverse student body from many religious and geographic backgrounds. Founded in 1845, the school is committed to serious scholarship, community service, and the integration of faith and life. Baylor has over 17,000 students and a 14:1 student-faculty ratio.

• Online Doctorate of Education

Baylor University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

City University of Seattle

• Online Doctor of Education in Leadership

CityU is accredited by the Northwest Commission on Colleges and Universities.

Colorado State University

Founded in 1870, Colorado State University has awarded over 230,000 degrees. The school was involved in the establishment of the Peace Corps, and still today, many students choose to spend time serving through this organization. In addition to global service and responsibility, CSU values innovation, respect, diversity and academic excellence.

Colorado State is accredited by The Higher Learning Commission.

Concordia University

Since 1805, Concordia University has been educating students in the Lutheran Church, Missouri Synod, tradition.

Although based on Christian faith and principles, and university welcomes a diverse student body made up of people from many religious backgrounds. The school enrolls over 5,000 students each year and boasts a 17:1 student-to-faculty ratio.

This is an online doctorate in education no GRE required.

• Online Doctor of Education

Concordia University is accredited by the Northwest Commission on Colleges and Universities.

Creighton University

Considered U.S. News ’ No. 1 school in the Regional Universities Midwest category and the Best Colleges for Veterans category, Creighton University educates nearly 9,000 students yearly.

The school was founded in 1878 by Jesuit Catholics and many members of the Jesuit tradition still work at Creighton. Within six months of degree completion, 99 percent of graduates are successful at landing a job or a satisfactory next step.

Creighton University is accredited by Higher Learning Commission.

East Tennessee State University

Founded in 1911, East Tennessee State University today educates more than 14,500 students each year. The university values respect, diversity and academic excellence, and well-rounded student experiences are essential to an ETSU education. There are over 100 degree programs at this school, and the student-faculty ratio is approximately 16:1.

East Tennessee State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Florida State University

Florida State University offers over 300 degree programs, and the Carnegie Commission has bestowed on this school the distinction of Doctoral Universities: Highest Research Activity. With over 41,000 members, the student body includes people from more than 130 countries around the world. Six Nobel Laureates have taught at this university.

Florida State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Johns Hopkins University

Since its beginnings 1876, Johns Hopkins has highly prized both teaching and research, and the school considers itself the first research university in the United States. Although particularly well-known for its School of Medicine, this university also awards degrees in public health, education, physics, business and other disciplines.

The programs listed above are online Doctor of Education no GRE required.

The Johns Hopkins University is accredited by the Middle States Commission on Higher Education.

Lamar University

A member of the Texas State University System, Lamar University has about 15,000 enrolled students and over 75,000 alumni. Approximately 30 percent of the university’s classes are taught online. The school was founded in 1923 and today employs over 1,200 people and offers more than 100 degree programs.

• Online Doctor of Education in Educational Leadership

Lamar University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Liberty University

Since 1971, over 250,000 people have received an education from Liberty University. Currently, about 30 percent of the school’s students are active-duty members of the military or veterans. Liberty University has Baptist affiliations and seeks to develop students’ Christian worldview. Volunteerism is valued, and the student body puts about 500,000 hours into service each year.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Maryville University

Over 9,000 students take classes from Maryville University each year. The school has a 14:1 student-faculty ratio, and about 90 percent of the faculty members have received doctoral degrees. According to the Chronicle of Higher Education, Maryville was one of the top three fastest-growing universities in the United States.

Maryville University of Saint Louis is accredited by The Higher Learning Commission.

National University

Founded in 1971, National University is a network of nonprofit educational institutions dedicated to providing flexible, quality education to help students meet their educational and career goals. NU’s programs are taught by 100% doctoral professors.

National University has over 30,000 students enrolled and more that 220,000 alumni from around the world.

National University is regionally accredited by the Western Association of Schools and Colleges.

Northwest Nazarene University

Although Northwest Nazarene University began as an elementary school in 1913, the school quickly expanded its educational offerings and awarded its first college degrees in 1917. Today, more than 8,000 students take NNU classes each year. Although the Church of the Nazarene sponsors the school, students come from a diverse mix of religious backgrounds.

Northwest Nazarene University is accredited by the Northwest Commission on Colleges and Universities.

Oakland City University

U.S. News ranked Oakland City University at No. 7 on its list of Best Colleges for Veterans. The publication also grants it the No. 39 spot on its Regional Colleges Midwest list. Affiliated with the General Association of General Baptists, the college pursues both academic and spiritual development for students.

Oakland City University is accredited by the Higher Learning Commission.

Saint Leo University

Famous alumni of Saint Leo University include Desi Arnaz and Stephen Stills. U.S. News gives this university the No. 14 spot on its list of Best Value Schools. Founded in 1889, Saint Leo University is rooted in the Benedictine Catholic tradition and values excellence in academics, relationships, personal growth and integrity.

Saint Leo University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Samford University

According to U.S. News , Samford wins the No. 4 spot on the list of Regional Universities South. This school has graduated 8 state governors, 60 members of Congress and a number of other high-profile citizens. The university has been educating students since 1841 and currently enrolls over 5,500 learners each year and has a student-faculty ratio of 13:1.

Samford is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

Texas A&M University

In 1876, Texas A&M University became the first public college in Texas. Over 70,000 students currently study with Texas A&M, which offers over 400 degree programs. The school values leadership in both its staff and its students and seeks to develop strong leaders who will make a difference in their communities.

Texas A&M University is accredited by the Southern Association of Colleges and Schools Commission.

Texas Tech University

According to the Center for Measuring University Performance, Texas Tech University ranked in the top 50 public research schools in the United States. There are more than 38,000 students currently taking Texas Tech classes and over 1,700 faculty members. More than 8,000 students graduated from this university in 2018.

Texas Tech University is accredited with the Southern Association of Colleges and Schools Commission on Colleges.

Trident University

Ranked No. 19 on the list of Best Colleges by The Military Times, Trident University has been the school of choice for over 27,000 students. The university’s goals for students include strong critical thinking skills, an understanding of how to gather and use information, the ability to communicate clearly, and a commitment to integrity.

Trident University accredited by WASC Senior College and University Commission.

Union University

At Union University, there’s a 10:1 student-faculty ratio for the more than 3,000 learners who study there. 85 percent of the faculty members hold terminal degrees. In the past year, Christian Universities Online gave this university the top spot on its Best Christian Colleges and Universities in the South list.

• Online Doctor of Education – Leadership in School Reform

Union University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of Arkansas

The Carnegie Foundation recognizes the University of Arkansas as one of the country’s top research universities, and the Chronicle of Higher Education has commended the school for having one of the country’s fastest-growing doctoral programs. With over 27,000 students and over 1,401 faculty members, there’s a student-faculty ratio of 19:1.

The U of A has been accredited by the Higher Learning Commission without interruption since 1924.

University of Findlay

Since 1882, the University of Findlay has been equipping students with academic knowledge and spiritual development. Hands-on experiences help students put their classroom learning into practice throughout their schooling. The university has ties to the Church of God, and College Factual has named it the denomination’s best school.

University of Kentucky

Founded in 1865, the University of Kentucky maintains a commitment to producing graduates who influence communities throughout the world. The school has more than 2,000 faculty members and over 29,000 students. Forbes has placed this university at No. 63 on its list of the best colleges in the southern United States.

The University of Kentucky is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of Massachusetts

As New England’s top public university, the University of Massachusetts values academics, research, and professional excellence. Reuters includes UMass on its list of the World’s Most Innovative Universities. Currently, the school has over 70,000 enrolled students, and more than 500,000 people have graduated from this university since its beginnings in 1863.

The University of Massachusetts Amherst is accredited by the New England Commission of Higher Education.

University of New England

The University of New England, founded in 1939, has campuses in Biddeford and Portland, Maine and Tangier, Morocco. It’s a relatively small university, with a total of approximately 7,000 students, less than a third of which are doctoral students.

The EdD at UNE is a 51-credit course of study that can be completed entirely online and requires no GRE scores for acceptance. You can start in the Fall, Spring, or Summer and finish within 3 years.

The University of New England is accredited by the New England Commission of Higher Education.

University of Southern California

U.S. News gives the University of Southern California the No. 22 ranking on its list of National Universities. Over 47,000 students are enrolled at this college, and there are more than 4,000 faculty members. The school grants about 10,000 advanced degrees each year.

The University of Southern California isy accredited by the Western Association of Schools and Colleges.

William Carey University

True to its Baptist heritage, William Carey University’s goal is to prepare students for professional work that is guided by faith-based principles. In the early 1900s, it was a college for women only, but coed instruction began in 1954. U.S. News has given William Carey the No. 3 spot on its list of Best Value Schools.

William Carey University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

List of Online DBA Programs No GRE

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format. In addition, the universities included in this list either do not require the GRE or offer a GRE waiver for qualified students.

Baker College

Desiring to turn out leaders who excel in their fields, Baker College encourages critical thinking, effective communication, personal growth and hands-on experiences throughout all of its academic programs. The school traces its history back to 1888, and its Center for Graduate Studies awarded its first doctoral degree in 2011.

Baker College is accredited by The Higher Learning Commission.

• Online DBA in Accounting
• Online DBA in Global System and Supply Chain Management
• Online DBA in Human Resource Management
• Online DBA in Information Technology Management
• Online DBA in Intelligence
• Online DBA in Leadership
• Online DBA in Project Management
• Online DBA in Strategy and Innovation

Concordia University – Chicago

Since 1805, Concordia University has been educating students in the Lutheran Church, Missouri Synod, tradition. Although based on Christian faith and principles, and university welcomes a diverse student body made up of people from many religious backgrounds. The school enrolls over 5,000 students each year and boasts a 17:1 student-to-faculty ratio.

Concordia University Chicago is accredited by the Higher Learning Commission.

Drexel University

• Online Executive DBA

Drexel is accredited by the Middle States Commission on Higher Education.

Florida International University

FIU is accredited by the Southern Association of Colleges and Schools.

• Online DBA – Management

Johnson & Wales University

JWU is accredited by the New England Commission of Higher Education.

Since 1971, over 250,000 people have received an education from Liberty University. Currently, about 30 percent of the school’s students are active-duty members of the military or veterans.

Liberty University has Baptist affiliations and seeks to develop students’ Christian worldview. Volunteerism is valued, and the student body puts about 500,000 hours into service each year.

University of Dallas

UD is accredited by the Southern Association of Colleges and Schools.

University of Maryland

UM is accredited by the Middle States Commission on Higher Education.

University of Missouri – St. Louis

UMSL is accredited by the Higher Learning Commission.

University of Phoenix

UOPX is accredited by the Higher Learning Commission.

Wilmington University

Wilmington is accredited by the Middle States Commission on Higher Education.

List of Online Doctor of Social Work Programs No GRE

• Online Doctor of Social Work

Kutztown University

Kutztown is accredited by the Middle States Commission on Higher Education.

Millersville University

Millersville is accredited by the Middle States Commission on Higher Education.

Southern Connecticut State University

SouthernCT is accredited by the New England Commission of Higher Education.

Tulane University

Tulane is accredited by the Southern Association of Colleges and Schools.

University of Alabama

UA is accredited by the Southern Association of Colleges and Schools.

University of Pennsylvania

• Online Doctorate in Clinical Social Work

Penn is accredited by the Middle States Commission on Higher Education.

The University of Southern California is accredited by the Western Association of Schools and Colleges.

University of St. Thomas

St. Thomas is accredited by the Higher Learning Commission.

List of Online Doctor of Nursing Practice (DNP) Programs No GRE

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format. In addition, the universities included in this list either do not require the GRE or offer GRE waivers for qualified students.

Arkansas State University

• Online of Nursing Practice

Arkansas State University is accredited by The Higher Learning Commission.

Barry University

• Online Doctor of Nursing Practice – Anesthesiology

Barry is accredited by the Southern Association of Colleges and Schools.

DePaul University

• Online Doctor of Nursing Practice

DePaul is accredited by the Higher Learning Commission.

Duke University

Duke is accredited by the Southern Association of Colleges and Schools.

Duquesne University

Duquesne is accredited by the Middle States Commission on Higher Education.

Georgia College

GCSU is accredited by the Southern Association of Colleges and Schools.

Indiana State University

Indiana State is accredited by the Higher Learning Commission.

New Mexico State University

NMSU is accredited by the Higher Learning Commission.

Oklahoma City University

OKCU is accredited by the Higher Learning Commission.

Pace University

Pace is accredited by the Middle States Commission on Higher Education.

Palm Beach Atlantic University

PBA is accredited by the Southern Association of Colleges and Schools.

Penn State University

Penn State is accredited by the Middle States Commission on Higher Education.

Saint Francis Medical Center

Saint Francis is accredited by the Higher Learning Commission.

Texas Wesleyan University

• Online Doctor of Nurse Anesthesia Practice

Texas Wesleyan is accredited by the Southern Association of Colleges and Schools.

University of Arizona

UA is accredited by the WASC Senior College and University Commission.

University of California – Irvine

• Online Doctor of Nursing Practice – Family Nurse Practitioner

UCI is accredited by the WASC Senior College and University Commission.

University of Central Arkansas

UCA is accredited by the Higher Learning Commission.

University of Iowa

UI is accredited by the Higher Learning Commission.

UK is accredited by the Southern Association of Colleges and Schools.

University of Massachusetts – Boston

As New England’s top public university, the University of Massachusetts values academics, research and professional excellence. Reuters includes UMass on its list of the World’s Most Innovative Universities. Currently, the school has over 70,000 enrolled students, and more than 500,000 people have graduated from this university since its beginnings in 1863.

The University of Massachusetts Boston is accredited by the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges.

University of Minnesota

UMN is accredited by the Higher Learning Commission.

University of Nevada – Las Vegas

UNLV is accredited by the Northwest Commission on Colleges and Universities.

University of North Dakota

UND is accredited by the Higher Learning Commission.

University of South Alabama

South is accredited by the Southern Association of Colleges and Schools.

University of Texas

UT is accredited by the Southern Association of Colleges and Schools.

List of Online PhD Without GRE Requirements

Enrolling over 37,000 students each year, Capella University offers educational opportunities for working professionals.

Through distance-learning programs, the university reaches students from every state and over 50 different countries. Of the school’s more than 1,500 faculty members and administrators, 88 percent hold doctoral degrees.

Capella offers an Online PhD no GRE.

• Online PhD in Business Management
• Online PhD in Systems Engineering

Johnson University

• Online PhD in Leadership Studies

JU is accredited by the Southern Association of Colleges and Schools.

Nova Southeastern University

PhD programs no GRE required.

• Online PhD in Computer Science
• Online PhD in Conflict Analysis & Resolution
• Online PhD in Criminal Justice
• Online PhD in Health Science
• Online PhD in Nursing – Nursing Education
• Online PhD in Occupational Therapy

NSU is accredited by the Southern Association of Colleges and Schools.

Texas Woman’s University

Online PhD programs no GRE requirement.

• Online PhD in Nursing Science

TWU is accredited by the Southern Association of Colleges and Schools.

• Online PhD in Business
• Online PhD in Information Technology

University of Wisconsin – Milwaukee

This is a PhD no GRE required program.

• Online PhD in Nursing

UWM is accredited by the Higher Learning Commission.

Over 57,000 students are studying with Walden University at any given time. The faculty members are leaders in their areas of expertise, and almost 90 percent of them hold doctoral degrees.

The university’s status as a certified B Corporation shows its commitment to operating ethically and motivating students to be positive change-makers in their communities.

• Online PhD in Management
• Online PhD in Public Health
• Online PhD in Social Work

PhD Programs that Don’t Require the GRE

The following doctoral programs do not require the GRE for admission:

• Business & Management
• Computer Science
• Criminal Justice
• Healthcare Administration
• Human Services
• Information Technology
• Occupational Therapy
• Public Administration
• Public Health
• Public Policy
• Theology & Ministry

A growing number of universities offering PhD programs or professional doctorates no longer require the GRE.

Doctor of Business Administration – DBA or PhD

A Doctor of Business Administration (DBA) is an applied doctorate or a professional doctorate.

Many students enroll in a Doctor of Business Administration (DBA) program because they are entrepreneurs, potential business owners, or current managers who want to move into executive leadership.

You will learn about business practices, economics, finance, accounting, entrepreneurship, management, and many other important topics within specialized business tracks. For example, you may choose a track in finance or marketing to complete your DBA studies.

With a PhD in Business Administration, students learn about a specific focus within business, choosing a specialized track within business to focus on while they study. They may develop new theories in public administration, economics, entrepreneurship, management, marketing, or other aspect. Most students go on to become professors, researchers, or business analysts.

With the PhD in Business, a dissertation may be required, but there are a growing number of doctorate degrees with no dissertation requirements.

Doctor of Computer Science – DCS

A Doctor of Computer Science program teaches students about data analytics, computer networking, programming, enterprise information systems, and information technology topics. Most programs can be customized so that you pick the track that most relates to your field of interest.

If you have strong science skills, you may want to pursue this applied doctorate in computer science that provides a scientific foundation for understanding technology. There are also computer science PhD programs online available for those who need flexibility in their studies.

Since many different industries rely on technology and computer science, graduates may find work in a wide variety of fields.

Criminal Justice Doctorate – PhD

Earning a PhD in Criminal Justice teaches students about law enforcement, laws, ethics, community leadership, and cyber security at the local, state, and federal level.

You will learn about improving safety through justice, as well as criminal investigation tactics through PhD criminal justice degree programs.

Doctor of Education – EdD or PhD

Want to become a thought leader in the field of education?

The Doctor of Education (Ed.D.) is an applied doctorate for those who work in the education field. Many graduates work in schools, but others serve in government agencies, nonprofit organizations and more.

A Doctor of Education is an interdisciplinary program that helps graduates learn about applied theories when it comes to teaching different subjects and helping students learn. You may want to specialize in different education topics to take your career to the next level, such as educational leadership, early childhood development, or special education.

If you are currently teaching in a K-12 school, an EdD may broaden your career options. Potential uses of this degree would be teaching at the university level or entering school administration.

Doctor of Healthcare Administration – PhD or DBA

For those who want to work in a leadership position in a healthcare organization , a doctoral program in healthcare administration or management can be a good choice.

This degree program is suited toward those who want to make business decisions for a hospital rather than practicing medicine. Graduates of these programs often work as hospital CEOs or Chief Financial Officers.

PhD in Human Services

Working in social services can be a rewarding career, especially if you want to be a community leader.

Earning a PhD in Human Services offers students the opportunity to work in criminal justice, education, social work, community leadership, and housing, among others with the goal of helping families and individuals in local and global communities.

Doctor of Information Technology – DIT, DBA, or PhD

The workforce is becoming increasingly dependent on technology, and obtaining a doctorate in information technology will help you stay up on the latest developments in this area. You will explore ways that information technology can benefit society.

This degree can also be quite useful in business settings. Graduates may lead IT departments or serve as tech consultants.

Doctor of Nursing Practice – DNP or PhD

Many people holding this degree serve as nurses in medical settings. It’s worth noting that the education provided in this type of program is quite different from the doctorate-level training that physicians receive.

Obtaining a Doctor of Nursing Practice or a PhD in Nursing will not qualify you to work as a physician. Graduating with a doctorate in Nursing is one way to achieve the highest level of nursing education and certification.

Doctor of Occupational Therapy – DOT or PhD

To take the test for licensure as an occupational therapist, you must earn either a master’s degree or a doctoral degree in this field.

A doctoral-level education may provide a greater variety of career or leadership options than a master’s-level education in occupational therapy.

An entry-level DOT program is designed to help you enter the occupational therapy field for the first time.

PhD in Psychology

Graduates with a PhD in psychology typically go on to own their own clinical counseling practices, helping others to work through mental illness, difficult traumatic experiences, and early childhood development problems.

Graduates may wish to attain a license to practice psychology, or they may pursue careers in sociology, education, and social work.

This degree program is often recommended for people who want to work directly with clients. It can be useful in a clinic, hospital or school setting, and it may be an essential step toward getting licensed in your state .

If you haven’t already completed a psychology graduate program, you can also earn your master’s in psychology online (no GRE required).

Doctor of Public Administration – DPA

This professional doctorate equips you to serve in careers related to public affairs .

When you graduate with a doctorate in public administration, you may work in government settings or organizational leadership positions with non-profit entities.

The degree may be helpful for working in public administration , policy analysis, federal jobs, or as a local government leader.

Doctor of Public Health – DPH or PhD

Like a PhD in Healthcare Administration, a Doctor of Public Health degree is an applied doctorate for students with a desire to work in the healthcare sector. You may want to choose this particular option if your career plans involve crafting healthcare policies or working as an administrator.

The goal of this doctorate is often to help improve health at a large-scale level: for whole populations rather than individual people.

You may also be interested in a no-GRE online MPH.

PhD in Public Policy

Earning a PhD in Public Policy helps students move into careers at a high level within government agencies, business, political roles, and community leadership.

Whether you want to become a social work leader or you have international leadership in mind, you can customize a public policy program to suit your career interests.

Doctoral Programs in Ministry or Theology

A Doctor of Ministry or Theology program helps students learn advanced principles of ministry, theology, and leadership within the Church.

Most students are able to study on an independent project that is approved by their school.

Graduates go on to become professors, ministry leaders, and higher officials within the Church.

What are GRE Waivers?

Minimum undergraduate gpa.

Some universities allow GRE exemptions for students who demonstrated academic competency during their undergrad years. These schools may set a minimum GPA that students must have achieved during their earlier education to be considered for this type of academic waiver.

GPA requirements may vary among a school’s many programs. Waivers may be subject to approval on an individual basis.

Previously Earned Graduate Degree

The GRE is intended to demonstrate preparation for higher education. However, if you’ve already earned an advanced degree, the school’s admission department may consider that sufficient proof that you can handle the rigors of their PhD program.

For this waiver, some schools may require not only that you have an advanced degree but also that you achieved a particular GPA.

Professional Experience

Because extended employment in a field may demonstrate competency, some schools consider work experience in their area of focus just as valuable as high scores on the GRE.

If you have several years of relevant work experience, that may earn you a GRE waiver. Some schools specifically include relevant military service in their rules about qualifying for waivers.

Some Programs Have No GRE Requirement

If the program for which you are applying has no GRE requirement, then you won’t need a waiver. The school isn’t looking for test scores, so you won’t need to furnish them.

Just be sure to read all admission requirements closely. Some schools require GRE scores for only a few of their doctoral programs.

GMAT or GRE?

The GMAT, also known as the Graduate Management Admissions Test, is similar to the GRE but it has a more specific focus. The GMAT is an exam designed expressly for those entering business school.

Some business schools do accept GRE scores. However, if you are applying only to business programs, you should opt for the GMAT.

If GRE Scores are Optional, Should I Send Them?

To some faculty, GRE scores carry a lot of weight. Therefore, high marks on this test may elevate you in their eyes. In other words, even if the GRE is optional, furnishing a good score may be beneficial.

On the other hand, low scores may have the opposite effect. When the GRE is optional, rather than required, it may be best to keep your low marks under wraps so that your other merits take center stage.

If you’ve never taken the GRE, is it worth it to try, just so you can submit your results to a GRE-optional program? There’s no cut-and-dry answer to that question, but current program participants may be able to lend insight.

Should I Apply to PhD Without GRE Programs?

Your decision to apply to a PhD program should have nothing to do with whether or not they require the GRE. The main consideration should be the university’s accreditation.

Here are a few points to consider…

GRE is a Poor Predictor of Performance in Graduate School

If a doctoral program doesn’t require GRE scores, it’s an indication that the school understands the limitations of this exam.

The GRE won’t provide clear evidence about whether you will succeed in the classroom, get good grades, make it to graduation or be a leader in your professional field someday.

Accredited Universities Offer No GRE PhD Programs

Not having GRE requirements is not a sign that a program will be weak or substandard. Many respected, accredited programs don’t require that you take this test before you can be admitted.

Instead of using GRE requirements to evaluate a school’s strength, consider whether the program has received accreditation. Also, gather reviews from current or recent students, and get advice from the school’s graduate coordinator.

You Still Have to Meet Other Admissions Standards

All PhD programs are selective about their candidates. So, whether or not they require that you submit GRE scores, they all have admissions requirements that you must meet in order to get into the school.

Other factors considered for acceptance may include:

• Your resume
• Letters of recommendation from people familiar with your work
• Your transcripts from other higher education endeavors.
• A statement from you about your goals
• Your proficiency in the English language

Your Master’s Degree Might Be Enough

If you’ve already completed a master’s program , that shows that you’re able to perform at the graduate level.

Therefore, your school of choice may not require GRE scores as additional proof, especially if your degree is paired with a master’s thesis, a high GPA or years of professional experience.

GRE Scores: What They Tell Us, What They Don’t

GRE scores are not as helpful as you may have been led to believe. Let’s take a look at some recent studies on the reliability of GRE results.

GRE Scores Do Not Predict Classroom Performance

Creativity, interpersonal skills and internal motivation are just a few of the components that contribute to how well you do in the classroom.

However, the GRE measures none of those. It focuses only on your test-taking skills.

So, doing well on the test doesn’t guarantee classroom success.

GRE Scores Lose Impact over Time

Researchers have discovered that your scores on this test may give a school an idea of what kinds of grades you’ll achieve during the first year in their program.

However, your scores do nothing to predict your academic success after that first year.

The GRE Lacks Reliability in Predicting Final Outcomes

The GRE can’t determine whether a first-year doctoral student will end up completing the program.

Some high-scoring students may not possess enough tenacity to stick with school until graduation. On the other hand, some low-scoring students may have been the ones most likely to persevere.

Applying to Graduate School with No GRE Test Scores

There are some things that you should consider before specifically seeking out a no GRE required doctoral program:

• While some high-profile schools may admit you without this test, not taking the GRE will automatically close many prestigious schools to you.
• Some fields are more likely to require the test than others.
• Sometimes, it’s easier to find a no-GRE-required online program than an in-person one.

Consider your motivation for not submitting scores:

• Because you’ve already settled on a program that doesn’t require this test? Great!
• Because you’re too busy to study? Think hard about whether you have time for a doctoral program.
• Because you received a low score? According to an ETS survey, nearly 25 percent of test-takers improve their results second time around.

If one of your primary concerns is the amount of time required , you may be interested in our article discussing accelerated PhD programs online.

What is the GRE, and Who Needs to Take It?

The GRE is a test designed to show that you learned enough during your undergrad years to be ready for the rigors of grad school. The exam includes sections on verbal reasoning, quantitative reasoning, and analytical writing. You may need to take it if you’re applying to graduate programs.

Is the GRE Test Required for Graduate School?

No, not always. There are some graduate schools that don’t require GRE or GMAT scores. Some offer alternative options, and others simply have no GRE (or other entrance exam) requirements. Some schools require that you submit exam scores for only some of their graduate programs.

Is the GRE Required for PhD Programs?

Many doctoral programs require applicants to take the GRE, but not all do. Others allow waivers or base their admissions decisions solely on other criteria. In particular, some of the best-ranked online PhD programs may allow you to enroll even if you’ve never taken the GRE.

What’s the Difference Between GRE vs. GMAT?

While the GRE is used for a variety of different graduate programs, the GMAT is designed specifically for admission to business schools. However, some business schools accept GRE scores as well. Even still, those who have their hearts set on business school would do best to take the GMAT.

Is There Any Reason to Take the GRE for a PhD Program?

If your top school choice requires GRE scores, then you should take the test. Also, if you are planning to apply to quite a few programs, then there’s a good chance that you’ll need to submit test scores with some of those applications.

What is a GRE Waiver?

Some schools require GRE scores for admission to their doctoral programs, but they will make an exception if you meet other qualifications.

These qualifications may include:

• High GPA scores during undergraduate studies
• Relevant work or military experience
• Related master’s degree

Which PhD Programs May Waive the GRE?

Online doctoral programs across a variety of fields may admit students without requiring GRE scores. Commonly, this may include programs related to education, healthcare, human services and technology, and you may have options for PhD or applied doctoral degrees.

Despite the name, a Doctor of Philosophy degree is not limited to the study of philosophy. You can earn a doctor of philosophy degree in many areas, including science, the humanities or education. Your coursework will involve completing a dissertation.

A PhD program is often recommended for students interested in pursuing research or teaching.

Can You Get Into a PhD Program Without GRE Scores?

There are quite a few universities that no longer require the GRE as part of the admissions process. Some don’t require it at all, while others offer GRE waivers if you have a decent GPA, previous graduate-level courses, and similar criteria.

Some PhD Programs Have No GRE Requirement

The Graduate Record Examinations have come to be recognized as synonymous with grad school acceptance. Despite that, there are many schools that will admit you to their doctoral programs even if you’ve never taken this test. In fact, the number of PhD programs that don’t require GRE scores is growing.

In particular, online PhD programs often base their admissions decisions on factors other than exam scores.

Therefore, you may want to start your school-selection process by identifying programs that do not include GRE scores as one of their admissions factors.

Some PhD Programs Offer GRE Waivers

High marks from your last educational endeavor — your master’s degree, for example — may be enough to get you into a PhD program without needing to provide GRE scores.

If you already have work history in your intended field of study, this may also serve as sufficient proof of your competency for the school’s PhD program.

Waiver requirements can vary between schools and may be determined on a case-by-case basis.

List of Doctoral Programs without the GRE

The following doctorate programs do not require the GRE at some universities.

• Doctor of Psychology
• Doctor of Education
• Doctor of Business Administration
• Doctor of Social Work
• Doctor of Nursing Practice
• Doctor of Philosophy

To provide a more comprehensive list, we’ve also included universities that offer GRE waivers.

Key Takeaways

You may be able to get a PhD or a professional doctorate without ever taking the GRE.

Options include:

• Choosing a program with no GRE requirements
• Qualifying for a waiver

Skipping GRE test prep may allow you to speed up the process of beginning a fulfilling and challenging doctoral education.

• Open access
• Published: 03 September 2024

Understanding medical students’ transition to and development in clerkship education: a qualitative study using grounded theory

• Hyo Jeong Lee   ORCID: orcid.org/0000-0001-8764-6610 1 ,
• Do-Hwan Kim   ORCID: orcid.org/0000-0003-4137-7130 1 &
• Ye Ji Kang   ORCID: orcid.org/0000-0003-1711-2394 2  

BMC Medical Education volume  24 , Article number:  910 ( 2024 ) Cite this article

Metrics details

Medical students perceive the transition to clerkship education as stressful and challenging and view themselves as novices during their rotation in clerkship education. The developmental perspective is thus important because the transition to clerkship supports rather than hinders growth. Accordingly, this study examines medical students’ transition to clerkship and their developmental features.

In-depth interviews were conducted with 18 medical students or graduates who had completed clerkships as medical students. Based on Straussian grounded theory, the collected data were analyzed in terms of the differences between pre- and post-clerkship education.

Our data analysis revealed five stages of the transition process: “anticipation and anxiety,” “reality check,” “seeking solutions,” “practical application,” and “transition and stability.” The core category, that is, “growing up from being students to being student doctors,” was driven by patients who perceived the participants as student doctors. Meanwhile, the participants recognized that having a solution that is agreed upon by colleagues was more important than knowing the correct answer. The participants undergoing the transition to clerkship showed developmental features divided into three categories: personal, social, and professional. Specifically, they attempted to balance clerkship and life through personal development, learned to navigate around the hospital and reduced tension through social development, and developed clinical competencies focused on efficiency through professional development.

Conclusions

This study explores the process of students’ transition to clerkship education and the developmental features that emerge during this period. The students were motivated by patients who perceived them as student doctors. Through the transition, they maintained a work-life balance and adapted to hospitals but developed an overly doctor-centered attitude by cultivating clinical competencies with a focus on efficiency. To develop them into medical professionals, it is essential to assist their transition and cultivate a patient-centered attitude.

Peer Review reports

The transition to clerkship education marks the first time that medical students will experience the role of being doctors and is an important stage for them to grow into doctors who think and act according to the values of their profession in clinical settings [ 1 , 2 ]. Students who have entered clerkship education move away from the systematic and structured medical school environment to a hospital setting where apprenticeship and experiential learning methods are common and students face a variety of tasks that are markedly different from those in the pre-clinical education period, including communication with patients and their families, cooperation with medical staff, and self-management [ 3 , 4 ]. In other words, the transition to clinical practice education involves understanding the context of the new environment, socializing to meet societal standards, and exerting considerable effort toward adapting to the complex environment [ 5 , 6 ].

The transition to clerkship is known to be a difficult period for medical students as they face stressful and challenging tasks as part of the undergraduate medical curricula [ 7 ]. Many students express concerns that their lack of clinical knowledge and skills could potentially harm patients [ 7 ]. In addition, the increased workload causes physical and mental fatigue, and students experience difficulties in self-management and time management [ 8 ]. Accordingly, universities offer a transition course to help students in their transition from pre-clinical to clinical education. Nevertheless, students struggle to adapt to the culture of medical teams, including interacting with supervisors, professors, residents, and interns; and learning how to work effectively [ 3 , 9 ]. Furthermore, students still perceive the transition as “disruptive” [ 10 ] and a “big leap” that needs to be overcome [ 9 ].

Examining the developmental perspective of the transition to clerkship education is crucial in medical education. The purpose of clerkship education is to provide students with hands-on clinical experience and to facilitate their development into proficient medical professionals. Despite its importance, current research primarily focuses on bridging the gap between pre-clerkship and clerkship education by enhancing students’ preparation while paying little attention to their developmental experiences during this transition [ 11 ]. Consequently, each new rotation often leaves students feeling like novices, impeding their progress and weakening their sense of direction [ 12 ]. This recurring sense of starting over can slow the transition process, potentially hindering overall growth [ 13 ].

Socialization during clerkship plays a crucial role in the formation of professional identities, which has a direct impact on care quality and patient outcomes. Students who develop a strong professional identity are more likely to be confident, communicate well, and understand their roles and responsibilities, which are essential to high-quality patient care [ 14 ]. However, recent studies have focused on students’ experiences in a single specialty without considering the temporal aspect, which limits the generalizability of the findings to students in other specialties [ 9 , 10 ]. Therefore, it is necessary to comprehensively understand the developmental processes across various specialties during the transition to clerkship. This understanding not only enhances the current state of clerkship education but also informs the development of targeted improvement strategies through an evaluation of educational outcomes and achievements.

In summary, the developmental perspective of the transition to clerkship education is vital. By emphasizing the growth experiences of students, we can optimize medical education to foster continuous development and the formation of professional identities during the transition phase, which in turn leads to improved patient care and academic success. Accordingly, our study aims to explore the transition process by evaluating not only medical students’ experience in their transition to clerkship education but also the developmental features they gain through the transition. Our research questions are as follows: First, how do medical students transition into clerkship education? Second, what developmental features do medical students cultivate as they transition to clerkship education?

Study design

This study utilized the Straussian Grounded Theory (Straussian GT) to deeply understand the process of transition to clerkship education for Korean medical students and to consider their development through this process. Straussian GT, developed by Strauss and Corbin, offers structured instructions for coding and analysis that include a literature review, allowing for a comprehensive examination of intricate social phenomena from multiple perspectives [ 15 ]. Unlike the classical GT by Glaser, which emphasizes emergent theory without pre-existing frameworks, the Straussian GT permits a more structured approach and integrates existing theoretical concepts into the analysis [ 16 ]. This methodology is particularly suitable for our study as it facilitates the exploration of the complex clerkship education environment, where students, supervisors, patients, and guardians coexist and interact. To capture the students’ vivid experiences of this education, we conducted semi-structured interviews. The entirety of this study followed COREQ (Consolidated Criteria for Reporting Qualitative Research) guidelines [ 17 ].

Study context

We conducted this study in the context of Korean medical schools. Traditionally, clerkship education in Korea is block clerkship, which lasts two years and begins in the fifth year of medical school. During that time, students work full time in hospitals and participate in clinical practice, notably rotating across specialties such as internal medicine, surgery, pediatrics, and psychiatry, for 2 to 12 weeks. Decisions regarding the order of rotation through various specialties and the grouping with peers are mainly made administratively, giving students minimal control over these decisions.

Data collection and participants

We recruited 18 participants who had at least 3 months of clerkship education as student doctors from two separate universities. We used purposeful sampling to select two knowledgeable and experienced individuals from the early research participants who could provide in-depth answers to the research problems. The initial plan was primarily to target third-year medical students who had recently entered clerkship education to ensure the vividness of their data. However, two pilot interviews revealed that, on average, the transition to clerkship education takes 3 to 6 months. Hence, we shifted to the selection of participants who had received clerkship education in at least two specialties, students in their final year of medical school, and graduates within a year of graduation. Given that numerous environmental influences could impair recall, we chose this one-year time limit to attract graduates with recent experience.

Data collection involved conducting semi-structured interviews to explore the experiences related to the transition to a clerkship in depth. The participants were asked about “expectations and concerns about clerkship education before it begins,” “overall encounters in the early stages of clerkship education,” and “features perceived to contribute to the successful transition to clerkship education.” The grounds for these factors are provided accordingly. The interviews were conducted over a span of two months, specifically between March and April 2023, with each interview lasting 50–90 min. Afterwards, we repeated the selection and recruitment of the next data collection targets using theoretical sampling, based on the theoretical concepts that emerged from the collected data [ 15 ]. We repeatedly performed sampling and analysis until we reached theoretical saturation, indicating the accumulation of appropriate data and the unnecessary need for additional data collection [ 18 ].

Data analysis and trustworthiness

The collected data were analyzed in terms of the transition process and the differences that emerged between pre- and post- clerkship education. The recorded interview file and the researcher’s notes were transcribed using Naver Clova Note. The data were then analyzed by grounded theory using the qualitative research software MAXQDA20 (VERBI GmbH, Berlin, Germany, 2019). All collected data were categorized into concepts that could represent ideas and phenomena through line-by-line analysis. Constant comparative methods were used as the data were collected and analyzed. These methods involve a continuous comparison of the phenomena, concepts, and categories being studied. They also help form theories by elaborating abstract categories through the clarification of similarities and differences and understanding of their relationships. After all the data were collected, each set was synthesized and analyzed within the entire framework.

The following strategies were used to ensure the validity and reliability of the data analysis [ 18 ]. First, while coding, we tried to systematically compare phenomena by comparing them with existing theories and literature. Using this technique, we attempted to grasp the attributes and dimensions that might have been missed in the data analysis process [ 15 ]. Second, expert reviews were conducted. In this study, one researcher with qualitative research experience and another who was familiar with the research subject and had expertise in related fields were asked to review the validity of the data and results. Third, we conducted a member check to enhance the trustworthiness of the study. We provided a summary of the preliminary findings to the participants, asking them to review and provide feedback on the accuracy of their views and experiences. This process ensured that the data analysis accurately reflected the participants’ perspectives, thereby strengthening the credibility and dependability of the results.

Ethics statement

This study was approved by the Institutional Review Board of Hanyang University (HYUIRB-202304-008-1). Before the interview, the participants were presented with a thorough explanation of the research purpose and interview content. They were then requested to sign a “Research Participation Consent Form,” and the interviews proceeded only after obtaining their consent.

We interviewed nine third-year medical students, seven fourth-year medical students, and two interns who were less than a year after graduation. They received clerkship training at two different universities. Table  1 provides their detailed demographic characteristics. According to the statements of the study participants, they went through five steps to become student doctors. Comparing themselves to their earlier selves, they observed significant changes and growth, ultimately reaching a transition where they could assume the role of student doctors. This data analysis divided the study’s results into two distinct parts: (1) the process of transitioning to clerkship education, and (2) the students’ developmental features through the transition.

Part 1. process of transition to clerkship education

The data analysis revealed the core category as “growing up from being students to being student doctors.” It also identified the five stages of the transition to clerkship education: “anticipation and anxiety,” “reality check,” “seeking solutions,” “practical application,” and “transition and stability.”

The first stage was “anticipation and anxiety.” The participants felt both excited and anxious before their clerkship education started. They looked forward to having more leisure time than they did during the pre-clinical period, but they were also nervous about getting to know new people. In particular, they were worried that they might unintentionally harm a patient because of their lack of expertise. Nevertheless, in the field, they expected vivid and rich learning.

The participants then entered the “reality check” stage as their clerkship education began. At this stage, the participants reported perplexing experiences that differed from their expectations. In an unfamiliar medical setting, the participants observed that even the professors could not focus and were puzzled about their position. Furthermore, they regarded themselves as “non-medical personnel” who were comparable to patients. However, actual patients did recognize them as medical staff, and this perception developed the participants’ sense of obligation but became a burden as well. Consequently, the participants understood that they needed qualifications beyond their student status to perform the role of doctors. To achieve these qualifications, they exerted effort to identify the competencies that they lacked.

The participants who identified their competencies entered the “seeking solutions” stage to explore the ways to improve them. The search for improvement measures was divided into the individual and group levels. First, at the individual level, the participants attempted to address a problem by going to the library to look for textbooks or by utilizing a database to find the original text. In addition, they used image training to alleviate their fear when confronted with an operating room or a patient and to raise the degree of preparation for responding flexibly to any situation. The participants progressively recovered their diminished confidence as a result of this approach. Meanwhile, they addressed problems that could not be solved by data search by closely observing the interaction between supervisors and members of the medical team. Furthermore, they attempted to observe and use their colleagues’ performance abilities.

The group level entails looking for someone who can solve a problem when a solution cannot be reached through individual effort. In this case, the participants frequently worked with their colleagues to address problems and would ask interns or residents. In some cases, they would ask for help from their supervisors, but such an approach is extremely rare. Therefore, the accuracy of a solution sought could not be verified easily. Nevertheless, the participants appreciated coming up with a solution that was agreed upon by their colleagues.

After completing the search for improvements, the research participants entered the fourth stage, “practical application,” and applied and practiced the measures sought in the previous phase in actual scenarios. At this stage, the participants reported striving to avoid stuttering when interacting with patients or using a forceful tone to give the impression of being a student doctor with expertise rather than an inexperienced student.

In the final stage, “transition and stability,” the participants repeated the process of identifying and executing improvements as well as developing their identities as student doctors. At this stage, the participants would have successfully transitioned to clerkship education and entered the stable phase.

The speed of the transition to clerkship education differed depending on the participants’ prior clerkship experience and the characteristics of the patients they met. Participants with more opportunities for clerkship and positive patient experiences (i.e., patients being receptive to student involvement) tended to transition more quickly. Conversely, participants with fewer engagement opportunities or negative patient experiences (i.e., patients were reluctant towards student involvement) took longer to transition. One participant described his experience as follows: “The patient I met when I started my internal medicine clerkship must have been upset. When I first spoke to him , I sensed it. I conducted the consultation as instructed by the professor , but the patient rejected me. After that , I was reluctant to conduct consultations. A few weeks later , during the hematologic oncology rotation , the professor’s educational goal was for us to conduct daily patient consultations and provide care like a doctor. I only went once , but this time , the patient was kind and cooperative instead of being difficult. Then I thought , “It’s okay; it’s worth trying.” After that , I consulted with patients more often until they were discharged. (Participant N)” The longer it took to reach the transition, the more they reverted to the second step, “reality check,” in a continuous process of seeking and applying solutions. Through this repetitive process, participants gradually moved beyond the student and established their identity as “student doctors,” a preliminary stage of medical practice.

In summary, the participants reported that their desire to manage the increasing responsibilities and burdens of clinical practice motivated their transition to clerkship education. They repeatedly identified problems and formulated and implemented improvement measures. As a result, they not only transitioned to clerkship education and acclimated to the educational environment, but also grew into student doctors. Figure  1 ; Table  2 present the specific contents and quotes for each step.

The process of transitioning to clerkship education

Part 2. students’ developmental features through transition

The second result pertained to the developmental features of students who have entered the transition and stability stages. These developmental features were divided into three categories: “personal,” “social,” and “professional.” Personal development involved balancing clerkship and life; “social development” included changes in relationships among members and adaptability to the medical environment; and “professional development” featured content on growing up as a student doctor and how to perform the role. They identified themselves in a way that matched their first appearance after being transferred to clerkship. The developmental features of the students who have entered the stable phase through the transition are discussed in the next section. Table  3 summarizes the contents and quotes.

Personal development

Securing personal time.

Securing personal time means that as the participants became accustomed to clerkship education, the time to prepare for clerkship became shorter, and the individual time increased in proportion. Specifically, they reported changes such as shortened time to read the handover or solve tasks such as case reports from 3 days to 3 h. This shortened time generated personal time, which was used for self-development or to completely rest or recharge by meeting friends.

Building resilience

Building resilience means being able to quickly forget the feelings they experienced while participating in clerkships. It was identified as one of the major features that contributed to the participants’ improved quality of life. One participant stated that when she was scolded by a professor, she was depressed all day, even after going home, but she was eventually able to overcome it quickly (Participant A). In a repeated clerkship environment, the participants were able to quickly overcome the distress caused by their mistakes and did not hold on to the negative emotions or shock that arose from situation.

Social development

Bridging the psychological gap with professors.

The participants who recognized that they had reached the transition mentioned that unlike before, the psychological gap between them and their professors had narrowed through clerkship education. To date, pre-clerkship lessons have been conducted in classrooms with more than 100 students. Hence, for the participants, their professors were like “lecturers,” and conversing with them and asking them questions were difficult. However, they acknowledged that the intimate engagement with professors softened their view of the latter. In particular, they began to view their professors not as authoritative and hierarchical creatures or as senior doctors with more knowledge but as humans who had emotions like them.

Adjusting to hospital life

The participants felt accustomed to hospital life as dressing and using hospital facilities became natural for them. They noted that wearing practical clothes such as gowns before their transition felt like borrowing someone else’s clothes, but at their current state, it was no longer awkward. Furthermore, they used to hesitate to go to the ward for water or to use the employees’ restaurant, but at this point, they could use these facilities naturally. One participant stated that he felt completely familiar with the hospital after seeing himself clearly providing directions to patients. Some participants said that hospital life was still awkward but that if it went as described above, they would feel totally adapted to and transition to clerkship education.

• Professional development

Developing a student doctor identity

The participants shifted from being “the same non-medical personnel” to forming relationships with patients as “student doctors” through the transition to clerkship education. Initially, the participants were anxious and hesitant when consulting and examining patients, but over time, they were able to play a role in understanding their patients’ status as student doctors.

Enhancing patient communication skills

One of the features of the transition was enhancing participants’ patient communication skills. Previously, most participants not only wrote and memorized patient consultation scripts but also rushed to ask questions about memorized topics rather than listening to them while interacting with patients. However, with enhanced communication skills, they no longer wrote scripts and were able to make eye contact with patients, talk with them, and freely think of follow-up questions based on patients’ responses. In fact, some participants said that they were indeed fearful during their first time, but through constant practice, their communication with patients became more enjoyable (Participant E).

Improving clinical efficiency

The participants gained clinical reasoning skills, particularly efficiency-oriented clinical abilities related to clinical consultations, as they transitioned to clerkship education. They became acquainted with the reasoning process of listening to symptoms and inferring diseases instead of thinking about likely symptoms based on the disease. They initially acted and responded attentively during physical examinations or consultations, taking into account their patients’ pain or condition. Over time, they learned to focus on conducting consultations swiftly and accurately rather than examining their patients’ emotions.

From a developmental point of view, this study explored how students form their professional identity as student doctors and what developmental characteristics they show through the transition to clerkship education. Based on the results, the transition process and the features that developed can be discussed in two ways.

Process of transition to clerkship

The participants’ transition process revealed significant growth into “student doctors.” This process involved five stages: anticipation and anxiety, reality check, seeking solutions, practical application, and transition and stability. This finding is significant in that it reveals the process by which students establish their professional identity. Previous studies have elucidated the process of adapting to an organization as a newcomer [ 19 ] and have also investigated factors or perceptions that influence this transition process, such as inadequate preparation [ 10 ]. Our research, however, uncovers the detailed stages through which students develop into student doctors via self-discovery and problem-solving.

Central to the transition process was the interaction with patients. The students were motivated by the patient, who recognized himself as a student doctor and attempted to establish an identity as one. For example, one participant reported feeling a great sense of responsibility when he saw the patient struggling emotionally during the initial practice and taking his role seriously. This is an experience-oriented curriculum in which clerkship education takes place through dynamic interactions between members within a systematic structure [ 20 ], and in particular, interactions with patients prove that students are important not only to acquire knowledge, skills, and attitudes based on learning experiences for individual patients in real situations but also to form their identity as doctors [ 21 ].

However, not all patient experiences lead to positive outcomes. Participants who interacted with patients willing to contribute to student education during clerkships were able to transition more quickly due to favorable responses and positive communication. Conversely, participants faced challenges in effectively communicating with patients who were unwilling to participate in student education, resulting in repeated attempts to identify and implement improvement measures that delayed the transition to clerkship education. Moreover, students often experience anxiety in clinical settings, such as patient consultations, due to a lack of clear understanding and readiness for their roles [ 22 ], and this insecurity is further exacerbated by inadequate supervision [ 23 ]. In the current medical environment, where expectations for quality medical services are growing, student participation is likely to face skepticism [ 24 , 25 ]. To prevent students from experiencing severe negative experiences in clerkship, professors should intervene appropriately to ensure patients accommodate students and help form a constructive learning community [ 26 , 27 , 28 ].

Another noteworthy observation is the students’ tendency to solve problems through discussions with colleagues rather than seeking help from professors. They valued having a common, agreed-upon solution as much as knowing the correct answer, and they perceived asking supervisors for help as something to avoid. We can discuss this behavior from a cultural perspective.

In Asian cultures, relationships play a significant role in influencing behavior [ 29 ]. Combined with the hierarchical and closed nature of medical groups, students may fear that making an unfavorable impression on a professor could adversely affect their future [ 30 ]. This hierarchical relationship extends beyond the university into their professional careers, emphasizing the importance of reputation management as perceived through the professor’s eyes [ 31 , 32 ]. As a result, students often felt burdened to maintain a professional appearance and were highly conscious of their evaluator-evaluatee relationship with their professors. Their perception of asking questions as annoying likely stemmed from this hesitation [ 3 , 8 , 33 ]. Consequently, this structure may deter students from interacting directly with professors, leading them to rely more on peer support.

While peer interactions can strengthen their relationships, there is a risk of students acquiring inaccurate information due to their lack of expertise and difficulty in discerning the validity and usefulness of medical evidence [ 34 ]. This can hinder the development of expertise and skills, ultimately impacting their professional identity as physicians [ 19 , 28 ]. Therefore, fostering an environment where students can actively communicate and challenge rigid cultural norms is crucial for effective medical education [ 10 , 35 ].

Students’ developmental features through transition

Students grew up balancing clerkship and life, adapting to the hospital environment, and developing efficient and professional clinical competencies during the transition to clerkship education. These developments improve students’ adaptability, which is an important factor in their effective performance as future healthcare professionals [ 1 , 4 , 11 ]. To date, research has focused on increasing readiness by exploring gaps in pre- and post-clinical practice training [ 10 , 11 ]. However, our work focuses on examining students’ features during the transition to clerkship education and discussing the implications.

First, personal development demonstrates how students constantly strive to balance practice and life during clinical practice. With the recent emphasis on the concept of work-life balance [ 36 ], students recognize clerkship as a kind of work and seek to flexibly cope with stress and improve their quality of life [ 37 ]. They use their leisure time and reduced time spent preparing for clerkship to recharge or meet friends, and they develop resilience to maintain psychological stability. This is crucial because healthcare settings frequently expose not only students but also medical staff to the risk of physical and mental fatigue and burnout [ 7 , 8 , 24 ]. Therefore, practicing self-management, such as time management and flexible coping with stress during the clerkship education, can also greatly benefit professional socialization [ 10 ].

Second, with regard to social development, the participants recognized adaptation to the hospital environment as a crucial factor for the transition to clerkship education. The participants gained confidence as members of the hospital by becoming acquainted with facilities and locations of the hospital. This result differs from those of previous studies that reported the lack of clinical knowledge and skills as the cause of difficult conversion [ 38 , 39 , 40 ]. Until now, the preparatory curriculum for the transition primarily focused on basic clinical skills, communication, physical examination, and other topics related to the national examination, resulting in relatively limited awareness and information about the hospital’s work environment [ 41 ]. It could have made the students feel that clinical practice education was a difficult process [ 9 , 10 ]. However, it is necessary to review the content composition of the transition course, as students require useful and practical tips for clinical practice training, such as detailed job descriptions, in addition to clinical knowledge [ 13 ].

Furthermore, the participants felt the professors were more humane and accessible, although they were still difficult, which reduced the psychological distance between them. This contributed to creating an environment where students can reduce tension in the hospital and move around without being overly conscious of their surroundings. For example, there were many students who were nervous to be polite when meeting professors, but the tension decreased as the psychological distance decreased. This allowed students to move confidently within the hospital, get the necessary information more easily, and adapt faster to the hospital’s facilities and environment.

Finally, students achieved professional development through the cultivation of clinical competencies with a focus on efficiency. Specifically, their professional development mainly consisted of clinical competencies that could be objectively identified. Some participants mentioned that they were able to reflect on the characteristics of a good doctor as perceived by patients, but many others mentioned the reduction in patient consultation time as a key factor in a successful transition. Participants, who initially focused on patients’ emotions such as pain, gradually came to understand symptoms through concise questions. They developed an attitude that was unaffected by patients’ emotions and experienced a sense of bonding with doctors as a result of these changes. The overly skill-centered clerkship education may have led the participants to adopt a doctor-centered attitude instead of a patient-centered one [ 42 , 43 ]. However, patient-centered healthcare is important because it not only contributes to improving patients’ health outcomes, increasing patient satisfaction, and strengthening the trust relationship between patients and their healthcare providers, but also enhances doctor’s the job satisfaction [ 44 ]. Therefore, clerkship education should be improved to cultivate doctors who can not only develop the capacity to objectively identify diseases but also empathize with patients and have a subjective perspective on diseases [ 5 ].

Implications for medical education

Based on the results of this study, we derive several practical implications for improving clerkship education.

Firstly, we suggest implementing a faculty development program that offers guidance on conducting clerkship education. Guiding students through the transition process and sharing their difficulties will help professors reflect on how to manage a clerkship and adopt a learner-centered perspective. These efforts will provide opportunities for students to experience clinical practice in a constructive environment with appropriate supervision.

Second, we propose changing the content of the transition course before students enter clerkship education. Providing practical information about the clerkship, including the hospital’s structure and system, as well as lectures related to medical knowledge or skills, will be helpful for a successful transition [ 9 , 10 ]. Additionally, similar to the faculty development program, including information on what students will experience after entering clerkship education will help reduce their initial confusion and increase their adaptability.

Finally, we suggest creating a clerkship environment that fosters patient-centered attitudes. To achieve this, involving patients as active partners or mentors can be considered. Patients’ active participation in education can enhance students’ understanding of diseases and patient experiences, as well as provide insights into the professional values expected by society from doctors [ 45 , 46 ]. Furthermore, it can be a useful strategy, as involving patients who explicitly agreed to participate in student education can reduce the student’s feelings of rejection and increase the patient’s satisfaction with their treatment [ 26 ].

Limitation and avenues for future research

The limitations of this study and suggestions for future studies are as follows: First, we observed that the participants reached the transition to clerkship education at varying speeds, but we did not analyze the specific causes and types in detail. Therefore, to further understand the factors affecting the transition and the steps involved, we propose a follow-up study to verify the causes and types by conducting additional interviews. Second, this study limited its scope to experiences in block-type clinical practice and did not investigate students’ experiences in longitudinal integrated clerkship or mixed clerkship education. Longitudinal integrated clerkship provides a unique learning environment in which students develop clinical competencies by establishing a longitudinal relationship with patients; therefore, block-type clinical practice and conversion experiences may differ [ 47 ]. Accordingly, examining students’ conversion experiences in various clinical practice education models can contribute significantly to improving the overall clerkship education. Nevertheless, this study is significant because it presents the process of students’ transition to clerkship education as well as the meaning of the features that develop through this transition.

This study explores the process of students’ transition to clerkship education and the developmental features that emerge during this period. The students, motivated by patients who perceive them as student doctors, navigate through this transition by repeatedly identifying their problems and implementing improvement plans. Throughout this process, they balance their personal lives with clinical work, adapt to the hospital environment, and develop efficient and professional clinical competencies. These developments improve their adaptability and readiness for future healthcare roles.

Data availability

The datasets of this article are available from the corresponding author on reasonable request.

Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide 63. Med Teach. 2012;34:e102–NaN.

Article   Google Scholar  

Cruess RL. Teaching medical professionalism:supporting the development of a professional identity. 2nd ed. Cambridge, United Kingdom: Cambridge University Press; 2016.

Book   Google Scholar  

Johnson NR, Pelletier A, Chen X, Manning-Geist BL. Learning in a high-stress clinical environment: stressors associated with medical students’ clerkship training on labor and delivery. Teach Learn Med. 2019;31:385–92.

Kilminster S, Zukas M, Quinton N, Roberts T. Learning practice? Exploring the links between transitions and medical performance. J Health Organ Manag. 2010;24(6):556–70.

Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012;87:1185–90.

Lesser CS, Lucey CR, Egener B, Braddock CH, Linas SL, Levinson W. A behavioral and systems view of professionalism. JAMA. 2010;304:2732–7.

Godefrooij MB, Diemers AD, Scherpbier AJJA. Students’ perceptions about the transition to the clinical phase of a medical curriculum with preclinical patient contacts; a focus group study. BMC Med Educ. 2010;10:28.

Radcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37:32–8.

Sellberg M, Palmgren PJ, Möller R. Balancing acting and adapting: a qualitative study of medical students’ experiences of early clinical placement. BMC Med Educ. 2022;22:659.

Malau-Aduli BS, Roche P, Adu M, Jones K, Alele F, Drovandi A. Perceptions and processes influencing the transition of medical students from pre-clinical to clinical training. BMC Med Educ. 2020;20:279.

Atherley A, Dolmans D, Hu W, Hegazi I, Alexander S, Teunissen PW. Beyond the struggles: a scoping review on the transition to undergraduate clinical training. Med Educ. 2019;53:559–70.

Hauer KE, Hirsh D, Ma I, Hansen L, Ogur B, Poncelet AN, et al. The role of role: learning in longitudinal integrated and traditional block clerkships. Med Educ. 2012;46:698–710.

Surmon L, Bialocerkowski A, Hu W. Perceptions of preparedness for the first medical clerkship: a systematic review and synthesis. BMC Med Educ. 2016;16:89.

van der Leeuw RM, Lombarts KM, Arah OA, Heineman MJ. A systematic review of the effects of residency training on patient outcomes. BMC Med. 2012;10:65.

Strauss AL. Basics of qualitative research:techniques and procedures for developing grounded theory. 2nd ed. Thousand Oaks: Sage; 1998.

Google Scholar  

Thornberg R. Informed grounded theory. Scand J Educ Res. 2012;56(3):243–59.

Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19:349–57.

Merriam S. Qualitative research: a guide to design and implementation. 4th ed. San Francisco, CA: Jossey-Bass; 2016.

Atherley AE, Hambleton IR, Unwin N, George C, Lashley PM, Taylor CG. Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory. Perspect Med Educ. 2016;5:78–87.

Ahmed AM. Bedside teaching at the Cinderella status. Options for promotion. Saudi Med J. 2010;31:739–46.

Dornan T, Tan N, Boshuizen H, Gick R, Isba R, Mann K, et al. How and what do medical students learn in clerkships? Experience based learning (ExBL). Adv Health Sci Educ Theory Pract. 2014;19:721–49.

Prince KJ, Boshuizen HP, Van Der Vleuten CP, Scherpbier AJ. Students’ opinions about their preparation for clinical practice. Med Educ. 2005;39(7):704–12.

Whelan B, Hjörleifsson S, Schei E. Shame in medical clerkship: you just feel like dirt under someone’s shoe. Perspect Med Educ. 2021;10:265–71.

Kim YC. Improving the role of the teaching hospital in the clinical clerkship. Korean Med Educ Rev. 2015;17:10–4.

Lee YM, So YH, Ahn DS, Park SH. Evaluating clinical teaching in medicine. Korean J Med Educ. 2002;14:293–300.

Wykurz G, Kelly D. Developing the role of patients as teachers: literature review. BMJ. 2002;325:818–21.

Marwan Y, Al-Saddique M, Hassan A, Karim J, Al-Saleh M. Are medical students accepted by patients in teaching hospitals? Med Educ Online. 2012;17:17172.

Steven K, Wenger E, Boshuizen H, Scherpbier A, Dornan T. How clerkship students learn from real patients in practice settings. Acad Med. 2014;89:469–76.

Lee S, An B. Relationships among Cultural Disposition, Morality, and Psychological Health of Medical Students in a Province of Korea. Korean Med Educ Rev. 2016;18(1):26–37.

Shin YN, CHOI K. A study on the reality of Human rights violations against Medical Students carried out by way of In-depth interviews. Korea Hum Rights law-related Educ Association. 2020;13:193–221.

Dimitriadis K, von der Borch P, Störmann S, Meinel FG, Moder S, Reincke M, et al. Characteristics of mentoring relationships formed by medical students and faculty. Med Educ Online. 2012;17(1):17242.

Chun K, Park W, Lee S, Park Y, Kang E. A study on the educational climate, self-directed learning and creative thinking in medical school. Korean J Think Dev. 2010;6:179–200.

Houpy JC, Lee WW, Woodruff JN, Pincavage AT. Medical student resilience and stressful clinical events during clinical training. Med Educ Online. 2017;22(NPAG–NaN):1320187.

Ioannidis JPA, Stuart ME, Brownlee S, Strite SA. How to survive the medical misinformation mess. Eur J Clin Invest. 2017;47:795–802.

van der Zwet J, Zwietering PJ, Teunissen PW, van der Vleuten CPM, Scherpbier AJJA. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Adv Health Sci Educ Theory Pract. 2011;16:359–73.

Picton A. Work-life balance in medical students: self-care in a culture of self-sacrifice. BMC Med Educ. 2021;21(1):8.

Dolmans D, Wolfhagen H, Essed G, Scherpbier A, Van Der Vleuten C. Students’ perceptions of time spent during clinical rotations. Med Teach. 2001;23(5):471–5.

O’Brien B, Cooke M, Irby DM. Perceptions and attributions of third-year student struggles in clerkships: do students and clerkship directors agree? Acad Med. 2007;82:970–8.

Van Hell EA, Kuks JBM, Schönrock-Adema J, Van Lohuizen MT, Cohen‐Schotanus J. Transition to clinical training: influence of pre-clinical knowledge and skills, and consequences for clinical performance. Med Educ. 2008;42:830–7.

Sarikaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract. 2006;60:1414–8.

Kim SH, Yang EB, Ahn DS, Jeon WT, Lyu CJ. The present conditions of clinical clerkship management in Korea. Korean J Med Educ. 2009;21:373–83.

Spiro H. What is empathy and can it be taught? Ann Intern Med. 1992;116:843–6.

Choi CJ, Kim JM, Park YG. Patient-centered attitudes and communication skills in medical students after clerkship. Korean J Med Educ. 2004;16:169–77.

Ha JF, Longnecker N. Doctor-patient communication: a review. Ochsner J. 2010;10:38–43.

Kline CC, Park SE, Godolphin WJ, Towle A. Professional identity formation: a role for patients as mentors. Acad Med. 2020;95:1578–86.

Towle A, Bainbridge L, Godolphin W, Katz A, Kline C, Lown B, et al. Active patient involvement in the education of health professionals. Med Educ. 2010;44:64–74.

Bates J, Towle A. Longitudinal integrated clinical placements: where are we going? Med Educ. 2012;46:1024–6.

Download references

Acknowledgements

Not applicable.

This research did not receive any funding.

Author information

Authors and affiliations.

Department of Medical Education, College of Medicine, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul, 04763, Republic of Korea

Hyo Jeong Lee & Do-Hwan Kim

Department of Medical Education, College of Medicine, Inha University, 100 Inha-ro, Michuhol-gu, Incheon, 22212, Republic of Korea

You can also search for this author in PubMed   Google Scholar

Contributions

Conceptualization: Lee HJ. Data curation: Lee HJ. Formal analysis: Lee HJ, Kang YJ, and Kim DH. Investigation: Lee HJ, Kang YJ, and Kim DH. Methodology: Lee HJ, Kang YJ, Kim DH. Software: Lee HJ. Validation: Lee HJ, Kang YJ, and Kim DH. Writing - original draft: Lee HJ. Writing - review & editing: Lee HJ, Kang YJ, and Kim DH.

Corresponding authors

Correspondence to Do-Hwan Kim or Ye Ji Kang .

Ethics declarations

Ethics approval and consent to participate.

This study was approved by the Institutional Review Board of Hanyang University (HYUIRB-202304-008-1). Before the interview, the participants were requested to sign a “Research Participation Consent Form,” and the interviews proceeded only after obtaining their consent.

Consent for publication

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Lee, H.J., Kim, DH. & Kang, Y.J. Understanding medical students’ transition to and development in clerkship education: a qualitative study using grounded theory. BMC Med Educ 24 , 910 (2024). https://doi.org/10.1186/s12909-024-05778-4

Download citation

Received : 16 January 2024

Accepted : 15 July 2024

Published : 03 September 2024

DOI : https://doi.org/10.1186/s12909-024-05778-4

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Medical student
• Professional identity

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]