国际学生入学条件
To qualify for admission to a PhD, applicants must:
possess a degree that is the equivalent to a Bachelor's degree with Honours which includes a research component with the equivalent of at least 48 credit points and awarded:
First Class Honours, or
Second Class Honours (First Division), or
possess a degree that is equivalent to a Masters degree from the University, with a relevant research component, or
submit other evidence of relevant research qualifications or research experience, to satisfy the Dean, Graduate Studies that the applicant possesses a level of relevant research experience equivalent to an award in either clause (4)a or (4)b, and
satisfy such additional requirements for admission to a PhD candidature, if any, as may be prescribed by the Dean, Graduate Studies.
All candidates except those who are enrolled in a course offered in a language other than English, are expected to be proficient in English comprehension and expression. Applicants, whose first language is not English, are required to achieve an International English Language Test Score (IELTS) Academic (or equivalent) equal to or above 7.0, with a minimum 7.0 in Writing and no other band less than 6.5.
TOEFL paper-based - 592 min 5.0 (TWE)
TOEFL internet-based - 94 with no less than 24 in writing
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IDP—雅思考试联合主办方

雅思考试总分
7.0
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雅思考试指南
- 雅思总分:7
- 托福网考总分:94
- 托福笔试总分:592
- 其他语言考试:PTE - 65 with no communicative score less than 58
CRICOS代码: 016170F
申请截止日期: 请与IDP顾问联系以获取详细信息。
课程简介
Uncover new knowledge and develop practical solutions for real-world educational problems. Southern Cross University's Doctor of Philosophy (Education) is for teachers and educators with a strong background in research and who want to embark upon in-depth exploration of a specialised topic. Through inclusive leadership and mentoring practices through the Faculty of Education, students foster the development of world-leading research across a range of disciplines. The Faculty engages in diverse projects, many of which relate to learning and teaching in formal educational contexts from early childhood to higher education. Outcomes of these research projects have informed education policy and practice nationally and internationally, and have influenced the Faculty's own curricula and teaching practice.
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