Master of Philosophy - Education

The MPhil is an internationally recognised masters (by research) degree.

It is designed for students to develop advanced skills in carrying out independent and sustained research.

The thesis should demonstrate a critical application of specialist knowledge and make an independent contribution to existing scholarship in the area of research.The normal length of an MPhil thesis is 30,000-40,000 words, exclusive of words in tables, maps bibliographies and appendices.

Footnotes are included as part of the word limit.

Course structure

Candidates complete a 30,000-40,000 word MPhil thesis.

Detailed information on the thesis is available at Graduate Research Hub

In the six months prior to submission of their thesis candidates must present their research findings at a public completion seminar attended by their Advisory Committee.

Entry requirements

The criteria for assessing applicants' eligibility for MPhil candidature are:

1. Minimum qualifications
2. Applicants are normally required to have completed at least a four-year honours degree at H2A standard from an Australian university, or a qualification or combination of qualifications considered by the RHD Committee to be equivalent.
3. Minimum level of academic achievement
4. Applicants should have achieved an overall H1 (80-100%) or H2A (75-79%) grade in the relevant honours or Masters degree.
5. Relevance of the degree
6. The completed degree must be in an area that is relevant to the intended MPhil, including sufficient specialisation such that the applicant will have already developed an understanding and appreciation of a body of knowledge relevant to the intended MPhil.
7. Evidence of research ability

Applicants are normally required to have completed a research project, component, subject or group of subjects that accounts for at least 25% of their work (i.e. Honours year), or 25% of one year accumulated over the length of a Masters course, and which has, or have, been conducted, and assessed, individually. Research carried out in groups should at least have been graded individually. This project, component, or subject(s) may include:

(a) any obviously research oriented project, subject or sustained piece of scholarly writing conducted for assessment, such as small theses, research essays, long essays, or studios; AND/OR

(b) any less-obviously research subjects, including practice-based subjects such as performance or fieldwork, where there is also scholastic rigor as documented in a sustained piece of writing analogous to (a); AND/OR

(c) any subjects directed at the formation of research skills, such as methodology and reasoning, such as scientific reasoning, or legal reasoning, where a sustained piece of writing has also been produced.

1. Currency of applicant's knowledge of the discipline
2. The applicant's degree/s and/or professional experience must demonstrate that their knowledge of the discipline in which they plan to undertake their research higher degree is current.
3. Assessment of level of suitability
4. Based on interview or other verbal communication, an assessment should be made of the level of understanding, motivation and time commitment of the student for the proposed program of study. For example, a full-time student would be expected to devote at least 40 hours a week and a part-time student about half of this.

Applicants must also meet the University’s English Language requirements.

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs. The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching. 2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines. 3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Disability Liaison.

Intended learning outcomes

On completion of the course students should be able to:

• demonstrate advanced learning in research skills and mastery of appropriate techniques, such as the use of archival or primary evidence, analysis of data, judgment of conflicting evidence etc;
• demonstrate specialist knowledge in the area of their research;
• present the results of their research in publishable quality or work towards incorporating their findings in further research;
• gain access to certain types of employment through this specialist qualification;
• demonstrate an understanding of, and commitment to, research ethics or code of practice.