phd psychology victoria university

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• educational psychology
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Admission into the PhD in Educational Psychology program

Please note we will not be accepting any applications to the Educational Psychology PhD program for September 2024 entry

For an overview of the application process and program information we recommend you download the PhD Educational Psychology Admissions Guide (PDF).

Program requirements

Ma degree (thesis).

Admission to the doctoral degree program requires completion of a thesis-based master's degree from a recognized university in a psychology or educational psychology related area.

Applicants with a non-thesis masters degree must have published a first-authored paper in a peer-reviewed journal that demonstrates ability to conduct, analyze and report empirical research in order to be considered for the PhD.

Applicants must provide a sample of first-authored research in the form of a thesis and/or published research paper.

Two required prerequisite courses

Applicants must have completed  ED-D 560  (Statistical Methods in Education) and  ED-D 561A  (Methods in Educational Research), or their equivalents within their Master’s degree program.

Letter of Intent

Applicants must submit a letter of intent.

Guidelines for the letter of intent (not to exceed five pages in length):    

• Applicants are asked to address the following issues/questions:
• Discuss your reasons for pursuing doctoral studies in Educational Psychology.
• How might enrollment in an Educational Psychology doctoral program at the University of Victoria help you meet your immediate and long-term professional goals?
• What are your strengths and weaknesses as a learner?  In addition, please provide any other relevant information that you think would help the admissions committee to know about you as a person and a potential Educational Psychologist.

Statement of Research Experience and Interests

Applicants must submit a statement of research experience and interests. 

Guidelines for the statement of research experience and interests (not to exceed three pages in length):

• A description of previous research and work experience related to your area of doctoral study.
• A description of past and present research interests in Educational Psychology. 
• A statement describing your intended research area during your doctoral studies.
• Name two Faculty members with whom you might like to work. For each, provide a brief explanation about how your research interests connect with theirs.

Graduate Record Exam (GRE)

Due to COVID-19, the GRE is not required for the September 2023 program admissions. 

Three Assessment Reports

Each applicant is required to submit three confidential assessment reports from persons who are in positions to comment on the candidate's abilities and performance. One must be from the student’s Master's thesis supervisor and at least one other should be from a professor from whom you have taken a graduate-level course. It is not acceptable to have an assessment report completed by a coworker or friend. The names and email addresses of your chosen assessors are required when you submit your application. It is important that you contact your referees prior to providing them here in order to confirm their willingness to provide you with an assessment. A letter of reference may also be supplied as part of the assessment report. UVic will send assessment form information directly to your referees upon submission of your application. Submissions of references will be collected electronically alongside your application information. For more information on these reports visit graduate admissions and records.

English Language Requirement

Applicants for admission whose first language is not English should consult the  English Language proficiency  requirements on the Department of Educational Psychology and Leadership Studies  website .

Applicants whose first language is not English, and who have not resided in a designated English-speaking country for three years immediately prior to the entry-point applied for, must provide proof of English language proficiency.

This is done by providing results directly to the university from a TOEFL, IELTS or MELAB test. Official test score reports must be sent directly to the University of Victoria by the testing agency. Scores older than two years are not acceptable.

Applicants holding a recognized degree from a designated English-speaking country are exempted from the language proficiency requirements.

Please visit our English Language Proficiency page for complete information.

No application will be adjudicated until scores have been received.

PLEASE NOTE: The EPLS department requires higher language proficiency scores than those required by Graduate Admissions and Records. See the EPLS English language proficiency requirement for more information.

How to apply

All prospective students should download the PhD Educational Psychology Admissions Guide for a complete guide on program requirements and admissions procedures.

Applicants are encouraged to begin the application process early. The online application system is available starting on Sept. 1 each year. 

Ensure you are ready to upload the following with your online application:

• All unofficial post-secondary transcripts
• Personal Statement
• Research Statement
• Names and email addresses for the people filling out your assessment reports (3)

Submit your online application by the deadline.

English Language Proficiency results need to be sent directly to the university from a TOEFL, IELTS or MELAB test. Official test score reports must be sent directly to the University of Victoria by the testing agency. Scores older than two years are not acceptable.

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Graduate Research

Master of Psychology (Clinical Psychology)/Doctor of Philosophy

• Course code:   080CL

Course overview

The Master of Psychology (Clinical Psychology)/Doctor of Philosophy program enjoys an excellent reputation as one of the premier clinical psychology programs in the country.

The program aims to produce graduates with a strong knowledge base in psychopathology, combined with a high level of skill and acumen in culturally responsive assessment and treatment of psychological conditions that can present across the lifespan.

Therapeutic skills are taught primarily within a broad cognitive-behavioural framework within didactic, individual and group-based clinical contexts.

The course is accredited by the Australian Psychology Accreditation Council (APAC), providing the required sequence of subjects for graduates wishing to attain generalist registration as a psychologist in Australia as well as competency in knowledge and skills relevant to the clinical psychology specialisation.

Course description

The course is comprised of coursework subjects, practical experience through clinical placements and a research thesis in an area relevant to clinical psychology.  All subjects are compulsory.  The academic members of the clinical teaching staff are active in both clinical work and research in a wide variety of clinical domains. Hence, the program provides the opportunity to access a wide range of clinical placement settings and research programs.

In their first year, all students assess and provide treatment for adult clients referred to the University of Melbourne Psychology Clinic. In addition, all students undertake two second year field placements – one where the focus is on assessment and treatment of children and/or adolescents and the other focussing on clinical work with adults.

Past webinar

Postgraduate information evening 2022.

Are you interested in studying Psychology at the postgraduate level as the next step on your pathway to professional registration as a psychologist? Hear from the academic convenors and current students about training at the University of Melbourne.

Watch webinar now

Related study areas

• Psychological sciences

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Victoria Scott, PhD, MBA

Research Interests:

As a community psychologist, I work across settings and ecological levels (e.g., individual, program,organizational, community) to promote collective wellness using strength-based approaches. I have a background in clinical-community psychology and business, and particularly enjoy projects that involve interdisciplinary collaboration. My interests relate primarily to capacity building and the processes involved in spreading capacities across systems to elevate social impact. I am passionate about working with health care systems and community organizations. Currently my colleagues and I are working with the Institute for Healthcare Improvement on the Spreading Community Accelerators through Learning and Evaluation (SCALE) Initiative, a national effort to enhance the readiness and capabilities of communities for healthy outcomes. My research team is also collaborating with the Kennedy Forum and Morehouse School of Medicine to develop an instrument for measuring and improving the readiness of organizations for integrating behavioral health and primary care. Additionally, we are working in partnership Palmetto Health and the University of South Carolina School of Medicine-Columbia to study the impact of frontline nurse engagement in quality improvement activities. With a commitment toward bridging the gap between research and practice, we are continuously working to bring the fruits of our research into the hands of practitioners.

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