- Students are to follow the requirements of the Handbook for the year they commenced the course.
However, the subject links below do not contain the subject information for the current year. You can view current subject information through the new Course Handbook.
Doctor of Philosophy (Integrated)
Testamur Title: | Doctor of Philosophy (Integrated) |
Abbreviation: | PhD (Int) |
UOW Course Code: | 210 |
CRICOS Code: | 072795G |
Study Area / Disciplines / My University Keywords: | Education,Adult Education, Educational Leadership, IT in Education and Training, Language and Literacy, Physical and Health Education, Special & Gifted Education, TESOL, Philosophy, Psychology, Human Geography and Public Health areas. |
Total Credit Points: | 192 |
Duration: | 4 years full-time or part-time equivalent |
Home Faculty: | Social Sciences |
Delivery Session(s): | Autumn, Spring |
Delivery Mode: | On campus (course work and individual supervised research) |
Delivery Campus: | Wollongong |
ATAR: | N/A |
Additional Information: | Course Finder |
Course Description
The Doctor of Philosophy (Integrated) is a four-year research degree which incorporates a traditional three-year PhD thesis with one year of coursework subjects, combining generic research training and discipline-specific content into a single degree.
The coursework, which is undertaken in the first year of the degree, comprises research training skills and individual coursework subjects. Research skills are tailored for each faculty, but typically include: research methodology; literature review, critical analysis, or laboratory projects; and advanced topics or a minor research project. The individual subjects are normally chosen from options within the Masters by Coursework degrees within the relevant faculty, thereby allowing students to obtain deeper content knowledge in a specific discipline area.
International students intending to become university researchers and teachers in their home country will benefit from exposure to Australian teaching methods through these subjects.
The research component is the same as for the three-year PhD program, leading to the production of a written thesis which involves a significant contribution to a field of knowledge. Each PhD candidate has two supervisors.
In order to progress to the research component, PhD Integrated students must complete the first year with an average of 65%, including 65% in each research training skills subject. Students progressing to the research component will have developed their specific research topic before commencing the research component.
Entry Requirements
Academic requirements, English requirements and credit transfer information are available from the Course Finder.
Course Structure
Students complete 48 credit points of coursework (including 24 credit points of research training subjects) and a substantial research component.
The 24 credit points of research training subjects include:
Subject Code | Subject Name | Session | Credit Points |
Advanced Research Methods in Education | Autumn/Spring | 8 | |
Research proposal | Autumn/Spring | 8 | |
Advanced Research Seminar | Autumn/Spring | 8 | |
Students who have not had prior introductory research methods training will also need to enrol in: | |||
Introduction to Research and Inquiry | Autumn/Spring/Summer | 6 | |
In addition, candidates will select coursework subjects taken from the Faculty's postgraduate schedule below approved by the Head of Postgraduate Studies (HPS).
Adult Education/Vocational Education & Training/Higher Education | |||
The Global Challenge in Adult, Vocational and Higher Education | Autumn/Spring | 8 | |
Learning about Learning in Adult, Vocational and Higher Education | Autumn | 8 | |
Professional Development in Adult, Vocational and Higher Education | Autumn | 8 | |
Innovation for Practitioners in Adult, Vocational and Higher Education | Spring | 8 | |
Multiliteracies and Numeracies in Adult, Vocational and Higher Education | Spring | 8 | |
The Early Years | |||
Pedagogy, Practice and Play in Early Years | Autumn | 6 | |
Early Years Curriculum Studies | Autumn | 6 | |
Socio-Cultural Perspectives in the Early Years | Spring | 6 | |
Management, Supervision and Leadership for Early Childhood Professionals | Spring | 6 | |
Health Lifestyles for Preschool Children: Physical Activity | Autumn | 6 | |
Educational Leadership | |||
Foundations of Educational Leadership | Autumn | 6 | |
Introduction to Educational Management | Spring | 6 | |
Leadership of Effective Change | Autumn | 6 | |
Mentoring Beginning Teachers | Autumn | 6 | |
Leading, Developing & Managing People | Spring | 6 | |
Law for Educational Leaders | Spring | 6 | |
Information Technology in Education & Training | |||
Introduction to Technology in Education | Autumn | 8 | |
Emerging Issues in Educational Technology | Spring | 8 | |
Instructional Strategies and Design | Autumn | 8 | |
Multimedia and Interface Design | Spring | 8 | |
On-line Learning and Teaching | Spring | 8 | |
Evaluation of Technology-Based Learning | Autumn | 8 | |
Literacy Education | |||
Expanding Literacy Repertoires | Spring | 6 | |
Literature for Children and Young People | Autumn | 6 | |
Knowing about Language in Context | Spring | 6 | |
Learning Environments for Literacy Development | Autumn | 6 | |
Literacy Assessment: Research, Policy and Practice | Spring | 6 | |
Current Issues in English Curriculum and Policy | Spring | 6 | |
Physical & Health Education | |||
Young People and Health | Spring | 6 | |
Theoretical and Practical Bases of Coach Education | Autumn | 6 | |
Cultural politics of sport, leisure and physical education | Autumn | 6 | |
Leadership and Management in Physical Education, Sport and Recreation | Spring | 6 | |
Practicum in a Learning Environment | Autumn | 6 | |
Special Education | |||
Learning Theories and Exceptionality | Autumn | 6 | |
Investigating Issues in Special Education/Inclusive Education | Spring | 6 | |
Assessment and Instruction of Individuals with High Support Needs | Spring | 6 | |
Models of Behaviour Management | Spring | 6 | |
Approaches to Reading Difficulties: Theories and Strategies | Autumn | 6 | |
Language and Communication Difficulties: Theory and Practice | Spring | 6 | |
Teaching Gifted Children | Autumn | 6 | |
Giftedness in Special Populations |
| 6 | |
Education of Students with Autism Spectrum Disorders | N/A 2014 | 6 | |
Teaching English to Speakers of Other Languages (TESOL) | |||
English Language: Learners Problems | Autumn/Spring | 6 | |
Teaching Speaking and Listening | Autumn/Spring | 6 | |
Second Language Literacy | Autumn/Spring | 6 | |
Teaching Pronunciation and Prosody | Autumn/Spring | 6 | |
Teaching English in International Contexts | Autumn/Spring | 6 | |
Management, Policy and Curriculum in TESOL | Autumn/Spring | 6 | |
Materials and Technology in Second Language Teaching | Autumn/Spring | 6 | |
Text and Context | Autumn | 6 | |
Assessing and Evaluating in TESOL Environments | Autumn/Spring | 6 | |
Theories of Second Language Learning | Autumn/Spring | 6 | |
English in Specific Contexts | Spring | 6 | |
Engaging Diversity: Exploring Contexts of EAL Education | Autumn/Spring | 6 | |
Interdisciplinary Studies in Education | |||
Psychology for Educators | Autumn | 6 | |
Introduction to Assessment Theory and Practice in Contemporary Education | N/A 2014 | 6 | |
Educational Sociology: Culture, Society and Education | N/A 2014 | 6 | |
International and Intercultural Perspectives in Education | Autumn | 6 | |
Research Methodology & Project Subjects (as required) | |||
Minor Project in Education | Autumn/Spring | 8 | |
Minor Project in Education | Autumn/Spring | 6 | |
Special Research Topic | Autumn/Spring | 8 | |
Advanced Research Methods in Education* | Autumn/Spring | 8 | |
Research Proposal* | Autumn/Spring | 8 | |
Advanced Research Seminar* | Autumn/Spring | 8 | |
Vgotskian Studies in Education | Autumn/Spring | 4 | |
* Compulsory subjects in PhD (Integrated) | |||
A minimum of 65% needs to be attained in the first year for each coursework subject to be admitted into the three-year research component.
Advanced standing of up to 24 credit points (for discipline subjects) may be given for previous appropriate Masters Study.
Information on the course structure can be found here.
WORK INTEGRATED LEARNING/INTERNSHIP SUBJECTS
GLOBAL WORKPLACE PRACTICE (GWP800)
An informative and intensive subject designed to meet the employment aspirations of international students to undertake work in Australia. This subject crosses boundaries between theory and practice and will maximise the student's potential to access workplace experiences leading to formal post-university employment options. Students will acquire and develop work-based learning skillsets; will critically examine the discourses and theories of intercultural competence, as well as develop cultural awareness and business communication skills that are fit-for-purpose regardless of students' career aspirations. It also provides an opportunity for students to integrate and apply their university knowledge in an industry context.
Trimester 2 and Spring 2014 applications for GWP800 on Wollongong Campus are now OPEN.
For more information on GWP800, visit the Work Integrated Learning website.
Supporting Statement
Applicants for the PhD Integrated must provide either a Supporting Statement or a detailed research proposal outlining the area of intended future research and reason for wishing to enrol in a research program.
Applicants are encouraged to contact the Head of Postgraduate Studies (HPS) in their discipline area to obtain advice relating to potential research topics and supervisors. The HPS will also provide advice on the style and content needed for their research proposal/statement.
HPS contact details can be found here.
Other Information
Further information is available at:UOW Course Finder
Email: ssc@uow.edu.au