university of warwick phd in education

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University of Warwick

Warwick is a campus university with a truly cosmopolitan student community. We earn a consistent place at the uppermost reaches of the UK Higher Education league tables, and are making a positive move up the international tables too. The latest Research Excellence Framework (REF) ranked us 7th in the UK for research, having 19 departments in the top ten in the UK in their unit of assessment based on outputs. The REF also ranked 87% of our research as 'world-leading' or 'internationally excellent'. Our reputation for research attracts teachers who are among the very best in their fields. They're the teachers who are innovating, who are setting the agenda for others to follow. We've been named third fastest rising young university in the World by the Times Higher Education Young Universities Summit, and the fastest rising university in the UK. Whether you're a student, lecturer or researcher, our distinct approach will help you follow your ambitions.

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PhD Studentship in AI-supported Computational Chemistry of Materials

University of warwick.

Project title: Atomistic Simulations of Surface Chemistry underpinning the Atomic-Scale Processing of Materials for AI-driven Nanoelectronics Applications

Supervisor: Dr. Bora Karasulu (Assistant Professor in Computational Chemistry, Chemistry Department)

Application Deadline: Open until filled

Start Date: As soon as possible

Applications are invited for a 3-year fully-funded PhD studentship, sponsored by the Intel-Merck consortium (the AWASES programme), available as soon as possible. The postholder will work with Dr. Bora Karasulu (University of Warwick, Chemistry Department) on the “Atomistic Simulations of Surface Chemistry underpinning the Atomic-Scale Processing of Materials for AI-driven Nanoelectronics Applications” project.

Atomic layer deposition (ALD) and atomic layer etching (ALE) are pivotal in semiconductor processing, particularly with the advancement of smaller and more complex nanoelectronics devices. They offer sustainable processing by employing minimal materials and chemicals through self-limiting reactions, and their reproducibility across different runs and facilities makes them ideal for predictive AI models throughout process development, monitoring, and control. The progression of AI-driven process development relies on comprehensive training data accessible via databases. Supported by two major semiconductor players, Intel and Merck , this research programme aims to expand our crowd-sourced databases containing ALD and ALE processes to enable AI-compatible atomic-level processing approaches. It also explores novel avenues for AI-driven process development, material design, and autonomous experimentation to decrease material consumption and enhance sustainability in semiconductor fabrication.

The programme unites three research groups from the University of Warwick , Eindhoven University of Technology (TU/e, Netherlands) , and the L3S Research Centre at Leibniz University of Hannover (L3S, Germany) . It focuses on three perspectives: experimental process development, materials modelling, and data science, aiming to integrate experimental and AI-predicted data into computational workflows. As a crucial part of the research programme, our group conducts multi-scale modelling of chemical processes at material surfaces in semiconductors, underpinning ALD and ALE processes. We also engage in high-throughput discovery of coating materials and in-silico characterisation of their properties, facilitating direct comparison with experiments.

The PhD candidate in our group will utilise state-of-the-art computational modelling methods such as Density Functional Theory (DFT) and machine-learning interatomic potentials (MLIPs), contributing to their development and running calculations on high-performance computing (HPC) facilities. Our research is closely coordinated with experimentalists and computer scientists, offering ample opportunities for collaboration and interaction.

More details on the PhD position can be found at LINK TO PDF FILE . For specifics regarding the formal application process, refer to http://www.go.warwick.ac.uk/pgapply (see research course applications). When applying for this post online (see below), please attach the following documents: (1) Your CV including your most up to date qualifications and a summary of your education to date along with the contact details for two academic referees , and list of publications (if any)and (2) a supporting (personal) statement (max 2 pages) outlining your interest in pursuing a PhD within the research area of the studentship, particularly in the advertised project, and your suitability for the role. Referees will be contacted at the interview stage .

Please direct informal enquiries and requests for further information to Dr. Bora Karasulu ( [email protected] ). For further details about the research group, see https://warwick.ac.uk/fac/sci/chemistry/staff/borakarasulu .

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Saint Joseph’s University and the Barnes Foundation Launch Online Museum Education Graduate Program, Marking First-Of-Its-Kind Collaboration in Philadelphia

Innovative partnership offers students a unique opportunity to learn from esteemed museum experts

Written by: Kevin Gfeller, BS ’20

Published: August 5, 2024

Total reading time: 3 minutes

PHILADELPHIA, AUGUST 5, 2024 — Today, Saint Joseph’s University and the Barnes Foundation announced a new online graduate program designed to prepare future museum educators for roles in public and private institutions. Beginning in fall 2024, the museum education graduate program will offer a Master of Arts in Museum Education and a Museum Education Certificate . 

Building on the educational affiliation between the Barnes and Saint Joseph’s University, which began in 2018 to further the common missions of both institutions, this new, comprehensive graduate program teaches students how to share knowledge with the public in an engaging and inclusive way, from K-12 school groups to museum visitors. Participants will learn strategies for teaching about objects and collections and develop skills applicable to any type of museum, including art and natural history museums, science institutes and historical sites. 

“The uniqueness of our new museum education program lies in the strength of the partnership between the Barnes and SJU,” says Joshua Power, BS ’05, EdD ’16 , dean of the School of Education and Human Development at Saint Joseph’s University. “This program was co-created by these two great institutions to provide a one-of-a-kind educational experience tailored specifically to the museum industry and advancing your museum career.” 

Offered entirely online, the museum education program was designed for students from around the world, with assignments and projects that encourage participants to engage with their local museums. Students will explore various topics, including the history of museum education; pedagogical strategies for gallery-based teaching; and museum management. Each course will be taught by esteemed faculty who bring a wealth of practical experience.

“This innovative endeavor with Saint Joseph’s University is at the heart of our mission to make art accessible and relatable through education,” says Martha Lucy, Deputy Director for Research, Interpretation, and Education at the Barnes Foundation. “The Barnes has been focused on learning since our founding in 1922, so this really is in our DNA — and we are excited to help shape the next generation of museum educators.”

In addition to learning from expert faculty, students enrolled in the program will use the Barnes’ state-of-the-art Visual Experience Platform (VXP), designed specifically for the study of visual material. This innovative online learning tool allows students to zoom in on artworks in astonishing detail while engaging in dialogue with their peers and educators, creating a highly interactive environment conducive to learning. 

Local students enrolled in the program will have access to the many vibrant cultural offerings of Philadelphia as well as internship opportunities at the Barnes and Saint Joseph’s University’s Frances M. Maguire Art Museum , which is housed in the original Barnes gallery building. Internships require 35 hours of fieldwork and a biweekly seminar component. 

Credits earned from the certificate program in museum education can be applied toward the Master of Arts in Museum Education at Saint Joseph’s University. Students who complete the certificate program with a GPA of 3.0 or higher can take six additional courses to earn the MA. 

To learn more about Saint Joseph’s University’s master’s program for museum education, visit https://www.sju.edu/degree-programs/museum-education-ma .

Saint Joseph’s University Launches Substance-Use-Prevention Program for Delaware County Middle and High Schools

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In Memoriam: Remembering the Original Hawk, James “Jim” Brennan ’58

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Saint Joseph’s University Announces Jean McGivney-Burelle, PhD, as New Provost and Senior Vice President of Academic Affairs

With 26 years of higher education experience, Jean McGivney-Burelle, PhD, assumes the role of provost and senior vice president of academic affairs at Saint Joseph’s University, effective June 17, 2024.

• MyU : For Students, Faculty, and Staff

Regents Professor Lawrence Que Jr. retires after 41 years at University of Minnesota

MINNEAPOLIS / ST. PAUL (8/13/2024) – Regents Professor Lawrence “Larry” Que Jr. retired from the Department of Chemistry on May 26th, 2024, after serving the University of Minnesota for more than four decades. Que’s tremendous impact in the field of bioinorganic chemistry earned him the title of Regents Professor in 2009 and election to the National Academy of Sciences in 2022. 

The early years

Born and raised in Manila, Philippines, Que’s chemistry career began in the undergraduate chemistry program at the Ateneo de Manila University in Quezon City, Philippines. He earned his bachelor’s degree 1969 before arriving at the University of Minnesota to continue his chemistry education in the PhD program, which he completed in 1973. During his PhD, Que was advised by Louis H. Pignolet. Throughout his doctoral studies, Que used NMR spectroscopy to research intramolecular rearrangement reactions of transition metal complexes. He went on to conduct postdoctoral research under Professor Richard H. Holm at the Massachusetts Institute of Technology (1973-74) and under Professor Eckard Münck at the University of Minnesota (1975-77) which set the stage for his lifelong career in bioinorganic chemistry.

With his affinity for and expertise in iron chemistry firmly in place by 1977, Que started his independent career as an Assistant Professor of Chemistry at Cornell University. While at Cornell, Que utilized Resonance Raman spectroscopy to study dioxygenases; these enzymes would ultimately form the bedrock of Que’s research for the next 40 years. 

Return to Minnesota

In 1983, Que returned to the University of Minnesota, this time as a member of the faculty.  “Returning to Minnesota was the best decision I ever made for my career,” Que says. “I fell in love with this department during graduate school. I was very happy to have the opportunity to return, it’s been an honor to contribute to building our program for the last four decades.”

Described in more than 550 publications, Que’s research spanned the subfields of stereochemistry, catalysis, and crystallography. He established himself as an expert and innovator in bioinorganic chemistry, playing a pioneering role in understanding the function that nonheme iron centers play in dioxygen activation in biology. His work produced the first synthetic models for high-valent iron-oxo intermediates, which are crucial for understanding the electronic structures, spectroscopic properties, and reactivities of these units. Additionally, Que led efforts to create functional models for various iron oxygenases, including catechol dioxygenases, α-ketoglutarate-dependent oxygenases, and cis-dihydroxylating arene dioxygenases. These chemical tools aim to perform two specific types of chemical reactions that enable stereospecific alkane hydroxylation and highly enantioselective olefin cis-dihydroxylation. These advancements could lead to more environmentally friendly and sustainable alternatives to current heavy-metal oxidation catalysts. Que’s key dioxygen discoveries were published in ACS  Chemical Reviews in 2004, in an article titled  “Dioxygen Activation at Mononuclear Nonheme Iron Active Sites:  Enzymes, Models, and Intermediates ;” this paper would turn out to be the most cited work of his career. His prolific research portfolio garnered invitations to present more than 400 lectures around the world. 

Over the years, Que’s research group focused on the topics of iron, oxygen, and biocatalysis in the area of bioinorganic chemistry, The group’s primary effort, involving a combination of biochemical, synthetic inorganic, and spectroscopic approaches, was aimed at elucidating the oxygen activation mechanisms of nonheme iron enzymes, designing functional models for such enzymes, trapping and characterizing reaction intermediates, and developing bio-inspired oxidation catalysts for green chemistry applications. Que advised 55 graduate students and 80 postdoctoral researchers over the course of his career. Over 50 Que Group alumni have tenure-track or tenured faculty positions in colleges or universities.

Que’s critical dioxygen research earned him the title of  Regents Professor in 2009. A quote from the citation for the award reads “Undoubtedly, Professor Que is currently the top bioinorganic chemist in the world. In his chosen field, oxygen activation of iron-containing enzymes and biomimetic compounds, his group, in my estimation, is at least three years ahead of his closest competitors. Almost single-handedly he has developed the major fraction of the synthetic chemistry of iron in high-oxidation states. This chemistry is vital to our understanding of many processes in biochemistry, to the development of new drugs, and most importantly, to developing a green chemistry that can alleviate the problems caused by pollutants and pathogens that afflict human health." The Regents Professorship is the highest honor the University of Minnesota bestows on its faculty. The title recognizes faculty who have made exceptional contributions to the University through teaching, research, scholarship, or creative work, and contributions to the public good.

Beyond his research success, Que demonstrated significant commitment to service to the University across his career. He is credited with establishing the University of Minnesota as a world-renowned center of excellence in bioinorganic chemistry. He organized the International Conference on Oxygen Intermediates in Nonheme Metallobiochemistry (1996) and the Ninth International Conference on Biological Inorganic Chemistry (1999). From 1999 to 2002 – and again from 2008 - 2012 – he served as the inaugural PI on the National Institutes of Health  Chemistry-Biology Interface Training Grant that brings faculty and students from various departments together. He also led the effort to establish the University of Minnesota Center for Metals in Biocatalysis, which allowed faculty and students from multiple units to collaborate in exploring the roles of metals in biology.

Que was the first editor-in-chief of the Springer  Journal of Biological Inorganic Chemistry (JBIC)  and served the journal for 20 years .  JBIC – the official journal of the Society of Biological Inorganic Chemistry since 1996 – is a peer-reviewed journal promoting the field of biological inorganic chemistry internationally. The publication aims to provide insight into systems of metals in biology at biochemical, molecular, and cellular levels.

For his research, service, and mentorship, Que has been honored with many awards over the course of his career. These honors include the 3M/Alumni Distinguished Professorship (1999), the National Institutes of Health MERIT Award (2000), the UMN Distinguished Teaching Professorship (2000), the Royal Society of Chemistry Inorganic Reaction Mechanisms Award (2011), and the American Chemical Society Award in Inorganic Chemistry (2017). He was also elected a fellow of the American Association for the Advancement of Science in 2001, a fellow of the Royal Society of Chemistry in 2008, and a fellow of the American Chemical Society in 2011. In 2022, Que was elected to the National Academy of Sciences. Membership in the NAS is one of the highest honors given to a scientist or engineer.

LQ Fest: 40 Years of Fun with Iron Chemistry at the University of Minnesota

In July 2023, the Department of Chemistry hosted LQ Fest: 40 Years of Fun with Iron Chemistry at the University of Minnesota in honor of Que. 19 of Que’s collaborators, mentees, and even his daughter, Emily Que – who is an Associate Professor of Chemistry at the University of Texas at Austin – presented lectures, stories, and memories related to Que’s research and career. When recalling the event he said “I’ve loved my job. I’ve loved the people that I’ve worked with. I spent the last 50 years of my life dedicated to chemistry, and I never looked back. The event was a wonderful opportunity to get together with many people that I’ve cared about to celebrate my career.” 

The next chapter

“Nothing changes, really. I’ve always thought about chemistry, and I’ll continue to think about chemistry all the time,” Que said. In this next chapter of life, Que is adopting a  come what may attitude. He says he is looking forward to spending more time with his grandchildren in Texas and embarking on new adventures with his wife. 

Memories and Notes from the Chemistry Faculty

"Larry is an extraordinary scientist who has made incredible discoveries in the field of bioinorganic chemistry that have changed the way we think about how important iron-containing enzymes work. His passion for research is unparalleled, and his infectious enthusiasm has made a difference in the lives of many students over his career. His leadership was critical in making UMN a respected centerpiece of high quality bioinorganic chemistry research and teaching, well-known across the globe. On a personal level, I am deeply grateful for his mentorship during my career at the University of Minnesota; his insights and advice made a major difference in my life! Thank you, Larry, and congratulations on your retirement!" – Professor Bill Tolman, Dean, College of Arts & Sciences, St. Thomas University

"The University of Minnesota Department of Chemistry has been lucky to count Prof. Larry Que among our faculty. His chemical creativity and passion have had a big impact on bioinorganic chemistry as a field, and his thoughtfulness as a colleague has had a major impact on our department community." – Professor Christy Haynes, Chemistry Department Head

"Larry has been a standout in the bioinorganic community, rising to the highest levels of academic achievement at the University of Minnesota as a Regent’s professor, and nationally, as a member of the National Academy of Sciences.  I have always appreciated his scholarly approach to studying catalysis at the fundamental level for connecting with biology.  When I joined the department in 2012, starting my lab’s research program in chemical biology, I always loved hearing from the outside community of what high regard they held for him as a giant in the field of iron-mediated (bio)catalysis.  I also benefited significantly from Larry’s effort for initiating our NIH T32 Chemistry and  Biology Interface training grant (CBITG), for which he served as the first director, and established a trajectory of continual funding for the next 25 years.  This grant has impacted the careers of well over 100 graduate students, and has been a true gem of the three departments of Chemistry, Biochemistry, Molecular Biology, and Biophysics (BMBB) and Medicinal Chemistry.  Beyond being a true iron man in his field, one of Larry’s main legacies is a long track record of highly successful trainees, which was on full display at last year’s retirement party, Larry Que Fest. He’s leaving our department having made an indelible mark and will be deeply missed. " – Professor William C.K. Pomerantz

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Alanazi, Mona (2012) Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. PhD thesis, University of Warwick.

Avraamidou, Maria, (Researcher in education) (2012) Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools. PhD thesis, University of Warwick.

Afnan-Rizzuto, Kamilya (2011) A comparative study of teachers' and secondary level pupils' perceptions of, and responses to conflict in England and Denmark. PhD thesis, University of Warwick.

Adefila, Arinola Anneke (2010) The role of voluntary organisations in developing the capabilities of vulnerable young people. PhD thesis, University of Warwick.

Alba, Cornelia Anca (2010) Leadership, emotions and school outcomes in Romania. PhD thesis, University of Warwick.

ap Siôn, Tania (2010) An empirical study of ordinary prayer. PhD thesis, University of Warwick.

Ammari-Allahyari, Mojtaba (2008) Modelling recursion. PhD thesis, University of Warwick.

Anderson, Graham (2007) Organisational culture in English further education: chimera or substance. PhD thesis, University of Warwick.

Asghari, Amir Hossein (2005) Equivalence. PhD thesis, University of Warwick.

Akkoç, Hatice (2003) Students' understanding of the core concept of function. Other thesis, University of Warwick.

Al-Tobi, Abdullah Saif Mohammed (2002) Educating prospective science teachers in Oman : evaluating initial training programmes. PhD thesis, University of Warwick.

Ackroyd-Pilkington, Judith (2002) Role (re)considered : a re-evaluation of the relationship between teacher-in-role and acting. PhD thesis, University of Warwick.

Alcock, Lara (2001) Categories, definitions and mathematics : student reasoning about objects in analysis. PhD thesis, University of Warwick.

Askew, Jane L. (2000) Beyond the phallus : a re-reading of drama education through the works of Luce Irigaray. PhD thesis, University of Warwick.

Ali, Maselan Bin (1996) Symbolic manipulations related to certain aspects such as interpretations of graphs. PhD thesis, University of Warwick.

Alyo, Muhammed W. (1992) Comparing men and times : the classical sources and the political significance of Ben Jonson's "Sejanus" and "Catiline" in early Jacobean and Restoration England. PhD thesis, University of Warwick.

Al-Halwachi, S. R. (Salman Radhi) (1990) Professional development of teachers of English as a foreign language in Bahrain : with particular reference to in-service provision for secondary school teachers. PhD thesis, University of Warwick.

Al-Attili, Ismat Asa'd (1986) The issues involved in designing ESP courses for Kuwait Business Institute students : with special reference to computer science students. PhD thesis, University of Warwick.

Bird, Simon (2016) Examining middle management perspectives on distributed leadership : a case study of an independent school. Other thesis, University of Warwick.

Benetou, Evdokia (2013) Personalising the learning of young children with the use of ICT : an action research case in a Greek primary school. PhD thesis, University of Warwick.

Barallon, Linda (2011) Leadership development in small island states : the case of the Seychelles. PhD thesis, University of Warwick.

Barlow, Catherine (2010) Public access and recreation in the countryside and their impacts on biodiversity : an interdisciplinary analysis. PhD thesis, University of Warwick.

Boddison, Adam (2010) Video conferencing : the experiences of a mathematics teacher. PhD thesis, University of Warwick.

Breen, Damian (2009) Inside Muslim schools : a comparative ethnography of ethos in independent and voluntary-aided contexts. PhD thesis, University of Warwick.

Baker, Sylvia G. (2009) An investigation of the new independent Christian schools: what kind of citizens are they producing? PhD thesis, University of Warwick.

Bråten, Oddrun M. H. (2009) A comparative study of religious education in state schools in England and Norway. PhD thesis, University of Warwick.

Bone, David (2009) The teaching of other faiths in a traditionally oriented British Muslim School at Key Stage 3. PhD thesis, University of Warwick.

Bunn, Timothy Kenneth (2006) The effectiveness of additional interventions for children with literacy difficulties in Years 3 & 4. Other thesis, University of Warwick.

Brown, Suzanne Clare (2004) Perceptions of the pastoral care worker role and its effectiveness. PhD thesis, University of Warwick.

Boz, Nihat (2004) Interactions between knowledge of variables and knowledge about teaching variables. PhD thesis, University of Warwick.

Barnes, Ann (2003) Student modern foreign languages teachers learning to teach: beliefs, attitudes and the development of a methodological landscape. PhD thesis, University of Warwick.

Badzis, Mastura (2003) Teachers' and parents' understanding of the concept of play in child development and education. PhD thesis, University of Warwick.

Barwell, Michael John (2002) Patterns of redemption: parachronicity in the work of Piero della Francesca, Frank Zappa and Stanley Spencer. PhD thesis, University of Warwick.

Bathmaker, Ann-Marie (2002) Wanting to be somebody: post-16 students' and teachers' constructions of full-time GNVQ in a college of further education. PhD thesis, University of Warwick.

Bills, Christopher John (2001) Learning from experience: manifestations of young children's learning from pedagogic representations. PhD thesis, University of Warwick.

Bimrose, Jenny (2001) Career development of girls and women : the challenge for guidance. PhD thesis, University of Warwick.

Barton, Amanda (1999) Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools. PhD thesis, University of Warwick.

Begley, Amanda (1999) The academic, physical and social self-perceptions of pupils with Down syndrome. PhD thesis, University of Warwick.

Bakar, Md. Nor (1991) What do students learn about functions? : a cross cultural study in England and Malaysia. PhD thesis, University of Warwick.

Blackett, Norman (1990) Developing understanding of trigonometry in boys and girls using a computer to link numerical and visual representations. PhD thesis, University of Warwick.

Buxton, Laurie (1985) Cognitive-affective interaction in the teaching and learning of mathematics. PhD thesis, University of Warwick.

Clifford, Erica (2016) What is the secondary mathematics classroom like for pupils with Asperger syndrome*?: (*as defined in the DSM-IV, pre-2013). PhD thesis, University of Warwick.

Crossley, Mark B. A. (2013) Best not to ignore : a critical enquiry into a higher education cine-theatrical pedagogy. PhD thesis, University of Warwick.

Chin, Kin Eng (2013) Making sense of mathematics : supportive and problematic conceptions with special reference to trigonometry. PhD thesis, University of Warwick.

Charalambous, Chryso (2012) Drama/theatre education for democracy : the role of aesthetic communities. PhD thesis, University of Warwick.

Cush, Denise (2011) Championing the underdog : a positive pluralist approach to religious education for equality and diversity. PhD thesis, University of Warwick.

Childs, Mark (2010) Learners' experience of presence in virtual worlds. PhD thesis, University of Warwick.

Casson, Ann Elizabeth (2010) Perceptions of Catholicity in a plural society : an ethnographic case study of Catholic secondary schools in England. PhD thesis, University of Warwick.

Chang, Li-Yu (2009) Acting it out: children learning English through story-based drama. PhD thesis, University of Warwick.

Cadwallader, Stuart Martin (2009) The implicit theories of intelligence of English adolescents identified as gifted and talented. PhD thesis, University of Warwick.

Chang, Fang-yu (2009) How teacher questioning behaviours assist and affect language teaching and learning in EFL classrooms in Taiwan. PhD thesis, University of Warwick.

Challenger, Michele (2009) From triangles to a concept: a phenomenographic study of A-level students' development of the concept of trigonometry. PhD thesis, University of Warwick.

Chou, Shiao-Yuh (2007) Primary classroom teachers' integration of drama. PhD thesis, University of Warwick.

Chapman, Christopher James (2004) A study of external intervention and school improvement in schools facing challenging circumstances. PhD thesis, University of Warwick.

Clark, Urszula (1996) Making use of words : the tangled web of language, history and the teaching of English. PhD thesis, University of Warwick.

Crombie, Richard William (1995) Managing behaviour in mainstream schools : changing the culture. PhD thesis, University of Warwick.

Dynes, Jacqueline (2012) 14-19 education reform under New Labour : an exploration of how politics and the economy combine with educational goals to affect policy. PhD thesis, University of Warwick.

Donelly Bowrin, Eva (2012) 'I want to be somebody' : identities of primary school leavers on the Caribbean island of St. Kitts. PhD thesis, University of Warwick.

Dahlia Janan, (2011) Towards a new model of readability. PhD thesis, University of Warwick.

Durmaz, Döndü (2010) Policy to practice in reception class mathematics. PhD thesis, University of Warwick.

Dahmardeh, Mahdi (2009) English language teaching in Iran and communicative language teaching. PhD thesis, University of Warwick.

Doritou, Maria (2006) Understanding the number line: conception and practice. PhD thesis, University of Warwick.

De Hoyos, Maria (2004) 'Solutioning': a model of students' problem-solving processes. PhD thesis, University of Warwick.

Da Cunha Rêgo, Leonor Castanho Lombo (2003) Beyond conventions: a psycho-educational perspective on children's rights to participation. PhD thesis, University of Warwick.

Doherty, Nida Home (2001) Defining the authentic teacher. PhD thesis, University of Warwick.

Dilek, Dursun (1999) History in the Turkish elementary school : perceptions and pedagogy. PhD thesis, University of Warwick.

Dunham, Lesley Ann (1994) Cognitive development in relation to science education. PhD thesis, University of Warwick.

Davis , Robert Hugh (1992) Authentic and eccentric adopters : an enquiry into different perceptions of a curriculum development, the Schools Council 16-19 Geography Project, among Heads of Geography. PhD thesis, University of Warwick.

Efthymiou, Antri (Andriana) (2015) Teaching critical thinking in primary schools in Cyprus: a collective case study. PhD thesis, University of Warwick.

Edwards, Sarah (Researcher in Education) (2014) Enhancing teaching and learning through distributed leadership : a case study in higher education. PhD thesis, University of Warwick.

Elkington, Robert (2012) Against the tide : a study of cultural policy change under New Labour with reference to the status and practices of education at the Royal Shakespeare Company and the Birmingham Royal Ballet. Other thesis, University of Warwick.

Eady, Sandra Lesley (2007) Primary science: an analysis of changing policy, policy text and practice. PhD thesis, University of Warwick.

Evans, Raymond John (2000) The educational attainments and progress of children in public care. PhD thesis, University of Warwick.

Evans, Linda Mary (1998) Early years teachers : their lives, work and careers. PhD thesis, University of Warwick.

Figaro, Veronique (2012) Accountability of primary schools in the Seychelles : a stakeholder analysis. PhD thesis, University of Warwick.

Finneran, Michael J. (2008) Critical myths in drama as education. PhD thesis, University of Warwick.

Fancourt, Nigel Peter Michell (2008) Self assessment in religious education. PhD thesis, University of Warwick.

Fragkouli, Elpiniki (2006) An investigation of an ICT in-service teacher training programme in Greece : a case study. PhD thesis, University of Warwick.

Fitzgibbon, James Thomas (2005) Social inclusion and its promotion. PhD thesis, University of Warwick.

Freakley, Vivien (2002) Mapping professional lives: the study of the professionalisation of actors and dancers. PhD thesis, University of Warwick.

Güzel, Eyüp Bayram (2016) Teachers' and students' perspectives towards the use of ICT in a Turkish school for pupils with hearing impairment. PhD thesis, University of Warwick.

Gent, William Anthony (2006) Muslim supplementary classes and their place within the wider learning community : a Redbridge-based study. Other thesis, University of Warwick.

Gau, Wen-Bing (2004) Learning through downsizing in Taiwan. PhD thesis, University of Warwick.

Gray, Edward Martin (1993) Qualitatively different approaches to simple arithmetic. PhD thesis, University of Warwick.

Hadjipanteli, Angela (2016) Investigating the affinity between drama/theatre education and aretaic pedagogy : a phenomenographic case study of a teacher education programme. PhD thesis, University of Warwick.

Hart, Natalie (2013) In-between zones : the impact of class and ethnicity on engagement with the Birmingham Repertory Theatre's youth theatre (The Young REP). PhD thesis, University of Warwick.

Hida, Norifumi (2013) Reconsidering hyogen education in Japan : drama for the whole person in the twenty-first century. PhD thesis, University of Warwick.

Holmwood, Clive (2012) An investigation into the space where drama education and dramatherapy meet. What does this mean in conceptual and practical terms for practitioner and participant? PhD thesis, University of Warwick.

Hamill, Peter (2012) The psychological type profile of leaders working among children in Connor Diocese : an empiral enquiry. PhD thesis, University of Warwick.

Hu, Jie (2010) An investigation into designing online language learning materials to support the academic reading of international Masters degree students. PhD thesis, University of Warwick.

Hayward, Mary (2008) The representation of Christianity in religious education in England : the shaping of a tradition. PhD thesis, University of Warwick.

Hamzah, Mohd. Isa (2007) The impact of educational change in Malaysian Smart Schools on Islamic Education teachers and students. PhD thesis, University of Warwick.

Hsu, Chia-Fang (2003) A comparative research on affective education in Taiwan and China: case study in primary schools. PhD thesis, University of Warwick.

Hatcher, Richard (1994) Children's lives : a study of children's peer cultures with special reference to race. PhD thesis, University of Warwick.

Hodge, Selwyn John (1992) A study of the technical and vocational education initiative (T.V.E.I.) in relation to its role as a strategy for change in educational management. PhD thesis, University of Warwick.

Ingram, Jennifer (2012) Whole class interaction in the mathematics classroom : a conversation analytic approach. PhD thesis, University of Warwick.

Inglis, Matthew, Ph.D. (2006) Dual processes in mathematics: reasoning about conditionals. PhD thesis, University of Warwick.

Ismail, Ismi Arif (2005) Moving on in academia : exploring the career experiences of professors at a UK university. PhD thesis, University of Warwick.

Ipgrave, Julia (2002) Inter faith encounter and religious understanding in an inner city primary school. PhD thesis, University of Warwick.

Jones, Michelle Suzette (2014) Professional collaborative learning : policy, practice and research perspectives. PhD thesis, University of Warwick.

Jones, Ian Harrison (2011) The impact of European Union enlargement in 2004 on primary education. PhD thesis, University of Warwick.

Jones, Ian (2009) Equality statements as rules for transforming arithmetic notation. PhD thesis, University of Warwick.

Jones, David (Researcher in education) (1996) Aesthetic justice and communal theatre : a new conceptual approach to the community play as an aspect of theatre for empowerment. PhD thesis, University of Warwick.

Jackson, Robert (1993) The interrelationship between religious education and religious studies : paper to accompany materials submitted for PhD by published work. PhD thesis, University of Warwick.

Kemp, Andrew David (2013) A critical appraisal of the differences between high-stakes terminal mathematics examinations that require the use of computer algebra systems and those where this technology is prohibited. PhD thesis, University of Warwick.

Kambouri, Maria (2011) Early-years teaching of science in Cyprus : appreciation of young children's preconceptions. PhD thesis, University of Warwick.

Kutubkhanah Alsaeid, Hanan I. (2011) The opportunities and constraints experienced by students and teachers using online systems for learning English at King Abdulaziz University, Saudi Arabia. PhD thesis, University of Warwick.

Korpradit, Chanatip (2011) The working lives of Thai women. PhD thesis, University of Warwick.

Kamchedzera, Elizabeth Tikondwe (2010) Education of pupils with disabilities in Malawi's inclusive secondary schools : policy, practice and experiences. PhD thesis, University of Warwick.

Kostopoulou, Angeliki (2005) Teachers' beliefs about the teaching of reading in early years settings. PhD thesis, University of Warwick.

Kaloyirou, Chrystalla A. (2004) Bullies in Greek Cypriot state primary schools : a problem or a challenge? PhD thesis, University of Warwick.

Kanira, Eleni (2002) The contribution of drama in education to discourse-making and language development in the Foundation Stage curriculum. PhD thesis, University of Warwick.

Kadji-Beltran, Chrysanthi (2002) Evaluation of environmental education programmes as a means for policy making and implementation support: the case of Cyprus primary education. PhD thesis, University of Warwick.

Kyriakidēs, Leōnidas (1994) Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics. PhD thesis, University of Warwick.

Lugalia, Mary (2015) Pupils learning algebra with ICT in Key Stage 3 mathematics classrooms. PhD thesis, University of Warwick.

Li, Li (Researcher in education) (2013) The teaching and learning of Chinese in English primary schools : five exploratory case studies in the West Midlands region of the UK. PhD thesis, University of Warwick.

Lo, Chia-Yu (2013) Using participatory drama to teach Chinese stories in British primary schools. PhD thesis, University of Warwick.

Lighthill, Brian (2011) Can selected Shakespearean stories impact on personal and social development? : seven case studies at Key Stage 3. PhD thesis, University of Warwick.

Liang, Chung-Hsuan (2010) Teachers’ and pupils’ perceptions of sex education in Taiwan and England : a comparative study. PhD thesis, University of Warwick.

Lambert, Mike (2009) Difficulty and challenge in curriculum, teaching and learning : a contribution to pedagogy, using insights from in-school and out-of-school education of gifted and talented pupils. PhD thesis, University of Warwick.

Lockwood, Roy (2005) What it means to be modern: education, policy and New Labour. PhD thesis, University of Warwick.

Leigh, Christine (2004) Academics' perceptions of their teaching role following the introduction of Teaching Quality Assessment. PhD thesis, University of Warwick.

Littlemore, James (1998) The ecological impact of recreation in British temperate woodlands. PhD thesis, University of Warwick.

Mohamed, Noorlinah (2013) At the nexus between theatre and education : a study of theatre artists' teaching practices. PhD thesis, University of Warwick.

Marie, Sherley (2012) Induction of newly qualified teachers in the Seychelles : professional and organisational dimensions. PhD thesis, University of Warwick.

Madigan, Susan Louise (2011) Policy-to-practice context for inclusive education in England, with specific reference to moderate learning difficulties (MLD). PhD thesis, University of Warwick.

Miller, Joyce (2009) An evaluation of the transferability of the interpretive approach to teachers’ continuing professional development. PhD thesis, University of Warwick.

McKenzie-Mills, Marie (2009) Developing a community of practice for trainers: towards a culture of conscience in clinical research. PhD thesis, University of Warwick.

Moutsios-Rentzos, Andreas (2009) University mathematics students: thinking styles and strategies. PhD thesis, University of Warwick.

Monterio, Carlos Eduardo Ferreira (2005) Investigating critical sense in the interpretation of media graphs. PhD thesis, University of Warwick.

Millman, Val (2002) Transient pupils: the induction and support of Key Stage 3 late entrants . PhD thesis, University of Warwick.

Mulvey, Rachel (2001) Professionals under pressure : a consideration of the experience of careers guidance professionals post-privatisation. PhD thesis, University of Warwick.

McGowen, Mercedes A. (1998) Cognitive units, concept images, and cognitive collages : an examination of the processes of knowledge construction. PhD thesis, University of Warwick.

Morris, Andrew Bernard (1996) School ethos and academic productivity : the Catholic effect. PhD thesis, University of Warwick.

Minns, Hilary (1995) Rough-headed urchins and bonnetless girls : a study of Irish childhood in Derby in the mid-nineteenth century. PhD thesis, University of Warwick.

Mohammad Yusof, Yudariah Bt. (1995) Thinking mathematically : a framework for developing positive attitudes amongst undergraduates. PhD thesis, University of Warwick.

MacDonald, Malcolm (1994) The social construction of medical discourse. PhD thesis, University of Warwick.

Moss-Luffrum, B. J. (Beverley Jane) (1993) Paradigmatic resonance and dysjunction in the development of the human sciences : accountability and expertism in the history of parturial practices. PhD thesis, University of Warwick.

Monaghan, J. (1986) Adolescents' understanding of limits and infinity. PhD thesis, University of Warwick.

Nelson, Bethany (2011) Drama and multiculturalism : power, community and change. PhD thesis, University of Warwick.

Northcote, Vivien (2004) The use of Christian imagery by the National Society of the Church of England in Religious Education materials from 1884 until the early twentieth century. PhD thesis, University of Warwick.

Nesbitt, Eleanor M. (1995) The religious lives of Sikh children in Coventry. PhD thesis, University of Warwick.

O'Grady, Kevin (2006) Motivation in secondary religious education. PhD thesis, University of Warwick.

Pyke, Alice (2013) Assessing and understanding young people's attitudes toward religious diversity in the United Kingdom. PhD thesis, University of Warwick.

Precious, Mandy (2013) Social class and cultural reproduction ; a study of the exceptional lives of artists working in schools. PhD thesis, University of Warwick.

Pigkou-Repousi, Myrto (2012) Ensemble theatre and citizenship education : how ensemble theatre contributes to citizenship education. PhD thesis, University of Warwick.

Palechorou, Irene (2011) How can educational drama be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom? PhD thesis, University of Warwick.

Poverjuc, Oxana (2010) A longitudinal case study of students’ perceptions of academic writing and of themselves as academic writers : the writing experiences of five students who spoke English as an additional language. PhD thesis, University of Warwick.

Purvis, Marie-Thérèse (2007) School improvement in a small island developing state: the Seychelles. PhD thesis, University of Warwick.

Polycarpou, Charis (2002) (RE) creating a theatre of myth : pedagogy and cultural heritage in a theatre for Cypriot youth. PhD thesis, University of Warwick.

Phillips, Eunice Dunbar (2001) The educational needs of gifted children. PhD thesis, University of Warwick.

Phillips, Emma Caroline (1999) The work of teachers in small primary schools. PhD thesis, University of Warwick.

Papadopoulos, Christos (1999) The use of spreadsheets as a tool for the development of problem solving skills in the mathematics curriculum in a primary school in Cyprus. PhD thesis, University of Warwick.

Palmer, Stephen (1998) Between identity and practice : the narratives of the intellectual in the twentieth-century. PhD thesis, University of Warwick.

Pitta, Demetra (1998) Beyond the obvious : mental representations and elementary arithmetic. PhD thesis, University of Warwick.

Phillips, Glynn Stuart (1996) Moral education and the nature of moral judgment. PhD thesis, University of Warwick.

Prophet, Jane (1994) Taste, teaching and the Utah teapot : creative, gender, aesthetic and pedagogical issues surrounding the use of electronic media in art and design education : with particular reference to hypertext applications. PhD thesis, University of Warwick.

Purcell, Christopher John (1984) Scientific ability, spatial ability and formal thinking in adolescence. PhD thesis, University of Warwick.

Richardson, Norman L. (2012) Religion, cultural diversity and conflict : challenging education in Northern Ireland. PhD thesis, University of Warwick.

Ramli, Satilawati (2011) Gifted children and their educational needs : a study of Malaysia's Ministry of Education preschool programme. PhD thesis, University of Warwick.

Roach, Patrick (2005) Teacher identities and agency: a study of the use of a persuasive life history approach in educational research. PhD thesis, University of Warwick.

Rushton, Alison (2004) An exploration of the construct of Masters level clinical practice. PhD thesis, University of Warwick.

Roberts, Janet Anne (2002) Girls' perceptions of their primary education and the possible role their mothers have had in helping to construct these perceptions. PhD thesis, University of Warwick.

Robinson, Tristan Mark (1999) Aspects of creatine and arginine supplementation on metabolism in humans. PhD thesis, University of Warwick.

Rakhit, Anuradha (1999) The career experiences of Asian women teachers : a life-history approach. PhD thesis, University of Warwick.

Roche, Niamh (1997) Aspects of the ecology of insectivorous bats (Chiroptera) in temperate deciduous woodlands. PhD thesis, University of Warwick.

Schramm, Pierre (2013) Comparative study of in-school learning contexts : comparison between France and England. PhD thesis, University of Warwick.

Song, Min, (Researcher in education) (2013) Participant perceptions about speaking and listening in modern foreign language classes in China and England, and their relationship to classroom practices. PhD thesis, University of Warwick.

Su, Chiung Ying (2012) The strategies for learning to speak English employed by Taiwanese non-English majors : a phenomenographic study. PhD thesis, University of Warwick.

Simpson, Amanda Ruth (2009) The micro-evolution and transfer of conceptual knowledge about negative numbers. PhD thesis, University of Warwick.

Shaw, Barbara, Ed.D. (2006) Primary teachers and professional development : the early years. Other thesis, University of Warwick.

Smith, Susannah June (2004) The reading experience of young successful boy readers. PhD thesis, University of Warwick.

Saad, Supiah (2003) Malaysian preschool children with attention deficit hyperactivity disorder (ADHD) in inclusive settings. PhD thesis, University of Warwick.

Sarwani, Markhaini Wati (2003) The knowledge and perspectives about educational management information system (EMIS/SMPP) of decision-makers in the Malaysian Ministry of Education (MMOE): an inquiry into the implementation of an EMIS. PhD thesis, University of Warwick.

Schweisfurth, Michele (2000) A tale of twelve teachers: education and democratisation in Russia and South Africa. PhD thesis, University of Warwick.

Stirling, Margaret (1999) Conservative government policy and exclusion from school, 1988-1996. PhD thesis, University of Warwick.

Skelton, Christine (1998) Masculinities and primary schooling : two case studies. PhD thesis, University of Warwick.

Tomasidou, Nandia (2013) Exploring the relationship between drama and the well-being of Primary school children in Cyprus : an ethnographic case study. PhD thesis, University of Warwick.

Tan, Wee Hoe (2010) Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games. PhD thesis, University of Warwick.

Tsai, Jennifer Pei-Miao (2010) Journeying : young children’s responses to picture books of traumatic and sensitive issues. PhD thesis, University of Warwick.

Townsend, Andrew James (2010) Educational action research networks as participatory interventions. PhD thesis, University of Warwick.

Tantranont, Nuttiya (2009) Continuing professional development for teachers in Thailand. PhD thesis, University of Warwick.

Tam, Po Chi (2008) A multi-case study of Chinese language classrooms with drama as pedagogy : a dialogic perspective. PhD thesis, University of Warwick.

Tufnell, Richard (1995) Issues relating to the statutory assessment of design and technology at key stage three, 1989 to 1993. PhD thesis, University of Warwick.

Thomas, Michael O. J. (1988) A conceptual approach to the early learning of Algebra using a computer. PhD thesis, University of Warwick.

Tall, David Orme (1986) Building and testing a cognitive approach to the calculus using interactive computer graphics. PhD thesis, University of Warwick.

Vladimirou, Irene E. (2015) The civic emotions and participatory drama : children’s perspectives on compassion, empathy and justice. PhD thesis, University of Warwick.

Vasileiou, Kanella (2002) Affective education in the primary phase: some comparative perspectives. PhD thesis, University of Warwick.

Ward-Penny, Robert (2013) Navigating mathematics : making sense of purpose and activity in contemporary English mathematics education. PhD thesis, University of Warwick.

Williams, Michael R. R. (2013) Alcohol dependency and individual differences. PhD thesis, University of Warwick.

Wu, Ling (2009) Developing positive teacher pupil relationships in response to current Chinese educational reform : the potential contribution of circle time. PhD thesis, University of Warwick.

Williams, David Andrew (2009) What has been the impact of re-sitting AS-Level examinations in Economics and Business Studies on students at a boys’ independent school in the West Midlands? PhD thesis, University of Warwick.

Wu, Wenli (2008) Challenges of university academic adjustment: a case study of East Asian international postgraduate students at one British university. PhD thesis, University of Warwick.

Wood, Eric (2006) Private sector engagement in public sector education in England, 1997-2005: an analysis of New Labour's policy with a focus on modernisation, competitiveness and the Private Finance Initiative. PhD thesis, University of Warwick.

Warnock, Sue (2005) The role of the psychologist working in the youth justice system. PhD thesis, University of Warwick.

Wilson, Jan (2004) A study of school improvement : understanding the processes and outcomes of planned pedagogical improvement in independent preparatory schools. PhD thesis, University of Warwick.

Warren, Simon Adrian (1999) 'Is that an action man in there?' : masculinity as an imaginative act of self-making in an English primary school classroom. PhD thesis, University of Warwick.

Watt, Dorothy (1997) Towards effective teaching in primary science : an analysis of the evolving contribution of the SPACE Project to understanding the role of the teacher. PhD thesis, University of Warwick.

Winston, Joe (1996) An inquiry into the relationship between drama, traditional stories and the moral education of children in primary schools. PhD thesis, University of Warwick.

Wedgwood, Kenneth Barry (1977) The development of the concept of imagination from Plato and Aristotle to its introduction into English art educational theory. PhD thesis, University of Warwick.

Xie, Lida (2013) How and why Mandarin Chinese is introduced into secondary schools in England. PhD thesis, University of Warwick.

Yang, Yanjuan (2013) Play in Chinese kindergartens : teachers' perceptions and practices. PhD thesis, University of Warwick.

Yusof, Noraisha Farooq (2009) A study of the relationship between the mathematical beliefs and teaching practices of home-educating parents in the context of their children’s perceptions and knowledge of mathematics. PhD thesis, University of Warwick.

Yiasemis, Christakis Georgiou (2005) Understanding school effectiveness and school improvement in Cyprus: a study of the perceptions of stakeholders. PhD thesis, University of Warwick.

Yunus, Hashimah Mohd. (2001) Primary science in Malaysia: the implementation of a new curriculum. PhD thesis, University of Warwick.

Yunusa, Ali (1989) An analysis of parental involvement in primary and secondary schools and their role in supplementary schools. PhD thesis, University of Warwick.

Young, Andrew W. (1974) A developmental study of representation and strategy in children's solutions to problems involving chance and probability. PhD thesis, University of Warwick.

Zaoura, Alexandra (2013) Parental involvement in Cypriot primary schools. PhD thesis, University of Warwick.

Zainal Abidin, Noraini (2009) What do we mean by transition at secondary school for students with special educational needs : a case study in the Federal Territory, Kuala Lumpur, Malaysia. PhD thesis, University of Warwick.

Zemke, Emily Jayne (2007) An analysis of the representation of teachers in the British press, 1990-2000. PhD thesis, University of Warwick.

Østberg, Sissel (1998) Pakistani children in Oslo: Islamic nurture in a secular context. PhD thesis, University of Warwick.

The Ohio State University

Krings, Amy, PhD

Associate professor.

Pronouns: She/hers

[email protected]

Download Curriculum Vitae

Environmental injustice and climate change are urgent issues globally, disproportionately impacting the health and wellbeing of vulnerable and oppressed communities. Dr. Amy Krings explores how members of marginalized communities come together to prevent, mitigate, and resist environmental and other social injustices in ways that increase health equity. Her research reveals opportunities for political and social change, including within the social work profession. A leading scholar in the fields of macro and environmental social work, her research questions and participatory methods are grounded in practice experience as a community organizer and non-profit manager in Cincinnati, Ohio.

Dr. Krings received her Ph.D. from the Social Work and Political Science Joint Doctoral Program at the University of Michigan. She is the recipient of the Article of the Year Prize in International Social Work (2020) and the Journal of Community Practice (2019). She is a co-lead of the Grand Challenge Advisory Council: Social Responses to a Changing Environment and an elected board member of both Association for Community Organization and Social Administration (ACOSA) and Influencing Social Policy (ISP). She was a Visiting Scholar through the University of Jyväskylä, Finland (2021) where she collaborated with international scholars to integrate environmental justice theory and practice within ecosocial work.

As part of the College of Social Work, Dr. Krings aims to support social work students and practitioners as they grow their capacity and confidence as social change agents.

BSW – Xavier University MSW – The University of Michigan Ph.D. – The University of Michigan

Areas of Expertise

Community Practice (community organizing, development, and research) Environmental Justice Gentrification Macro Social Work Political Social Work Social Justice Education Theories of Social Change

Areas of Interest for Mentoring PhD Students

Community Practice Critical Analysis Environmental Justice and Ecosocial Work Theories of Collective Action and Social Change Political Social Work

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Film and/or Television Studies MPhil/PhD

University of warwick.

Join the PhD in Film and/or Television Studies in conducting innovative world-leading research. Course A PhD in Film and/or Television Read more...

• 3 years Full time degree: £18,180 per year (UK)
• 7 years Part time degree: £2,970 per year (UK)

English and Comparative Literary Studies MPhil/PhD

Course A PhD is undertaken for a variety of reasons as preliminary training for an academic career; as an advanced degree that may Read more...

• 4 years Full time degree: £11,600 per year (UK)
• 7 years Part time degree: £4,950 per year (UK)

Education MPhil/PhD

Gain valuable research method training on the PhD in Education. Course The PhD is designed as a programme combining research methods Read more...

• 3 years Full time degree: £4,950 per year (UK)
• 5 years Part time degree: £5,800 per year (UK)

Philosophy PhD

The Philosophy PhD is a leading course suiting students who thrive on independent study. Course The Warwick PhD in Philosophy is aimed Read more...

• 7 years Part time degree

French Studies MPhil/PhD

The University of Warwick's Modern Languages and Cultures department offers an PhD in French Studies with guidance from an Read more...

• 3 years Full time degree: £11,600 per year (UK)

Women's and Gender Studies PhD

Extend your understanding of societal and cultural issues on PhD in Women's and Gender Studies. Course The doctoral programme in Women’s Read more...

German Studies MPhil/PhD

Study PhD in German Studies under the supervision of an internationally-leading experts. Course Before you arrive you will be matched to Read more...

Mathematics PhD

The PhD in Mathematics offers an intellectually stimulating and dynamic atmosphere in research both pure and applied mathematics. Course Read more...

Life Sciences PhD

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• 5 years Part time degree

Politics and International Studies PhD

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Caribbean Studies PhD

PhD in Caribbean Studies offers you the opportunity to study the Caribbean through a interdisciplinary and cross-cultural perspective. The Read more...

Engineering PhD/MPhil

The PhD in Engineering offers an effective mix of academic and practical application. Course To satisfy the requirements of the degree Read more...

Medicine MD

The MD Doctor of Medicine programme is on par with a PhD. You will work with experts in your field in Warwick Medical School an environment Read more...

• 2 years Full time degree: £4,950 per year (UK)
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Physics PhD

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Computer Science PhD

The PhD in Computer Science offers exciting opportunities to do cutting-edge research in an internationally renowned environment. Course Read more...

Statistics MPhil/PhD

Course In collaboration with the Mathematics Institute the Department of Statistics has created the Centre for Doctoral Training (CDT) in Read more...

Theatre and Performance Studies MPhil/PhD

The PhD in Theatre and Performance Studies offers a unique opportunity to undertake original and independent research at a leading Read more...

Employment Research PhD

Using interdisciplinary approaches on PhD in Employment Research you will tackle high quality social science research in employment. Read more...

Renaissance Studies PhD/MPhil

Warwick's PhD in Renaissance Studies offers you the opportunity to join an exciting internationally renowned research culture. Studying at Read more...

Law MPhil/PhD

Study a MPhil/PhD in Law at the University of Warwick's Law School. Gain an understanding of relevant research methods and evolve into a Read more...

1-20 of 59 courses

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• Full time Doctorate
• Part time Doctorate

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