The School of Education offers graduate programs which lead to the Doctor of Philosophy, the Doctor of Education and the Doctor of Philosophy in Education (Counseling Psychology). Both the Ed.D. and the Ph.D. degrees require similar levels of quality and effort and both require a high degree of inquiry and scholarship proficiency.
The difference between the two degrees is best understood in terms of their relationship to the following three major research and development functions of a professional graduate school of education.
(1) Expansion of relevant knowledge bases -- in terms of data, general principles and theoretical models -- for the organization of education, clarification of the dimensions of educational practice and the assessment of effects.
(2) Development and validation of strategies for translating developed knowledge into practical and effective educational technologies and procedures.
(3) Application -- implementation, operation and evaluation -- of organized knowledge and technologies to defining and addressing problems in an operating educational context.
A major distinction between the Ph.D. and Ed.D. can be made on the basis of the functions performed. Generally, the Ph.D. is identified with function number one above and the Ed.D. with function number three. Function two clearly is neither one's exclusive province; the degree program chosen would likely be determined on the basis of the student's motives and career objectives.
On this basis, the Ph.D. program emphasizes a need for the student to develop a strong identification with theory-based parent disciplines and the substantive content required to support the chosen areas of inquiry. Similarly, the Ed.D. program emphasizes a need for the student to become well grounded in the relevant technologies and substantive professional content that are appropriate both for the inquiry and the functions the student will perform as a practicing professional.
Both degrees emphasize the acquisition of appropriate research and inquiry skills, but the application of these skills is expected to differ. The Ed.D. student is trained to use educational inquiry skills to solve contemporary educational problems, while the Ph.D. student is trained to contribute to the general and theoretical knowledge about educational issues. Thus, the Ed.D. student engages in research and development efforts aimed at the direct improvement of educational practice; the Ph.D. student is expected to make contributions to theory and general knowledge that, while anticipated to be relevant to a problem solution, carry no mandate that they be applied to current educational practice.
Both doctoral programs place strong emphasis on the acquisition of inquiry skills and on the collaborative and interdisciplinary study of issues mutually engaging to both students and the School of Education faculty members.
Although essentially the same amount and quality of work are required for either doctorate, the person seeking a Ph.D. must meet specific requirements of the Graduate School (which has jurisdiction over all Ph.D. programs in the university) in addition to those of the School of Education.
The Ed.D. and Ph.D. degrees are conferred on the basis of high scholarship, demonstrated research skill, proven professional competence and personal dedication and integrity as judged by the faculty -- not on the basis of credit hours accumulated or time spent at USC. The formal requirements in course work and residence are merely the minimum framework within which the essential study is undertaken.
Ph.D. students should also familiarize themselves with the Graduate School section of the USC Catalogue.
Produced by the USC Division of Student Affairs, Office of University Publications, May 1, 1995