Doctoral Studies

Candidates can choose between two-degree programmes:
Ed.D. (1)
Ph.D. (2) dissertation or (3) journal articles

1. The Ed.D. degree programme is based on research method courses, courses involving the study of the candidate's own professional field, and a research project carried out under the supervision of a doctoral committee, one member of which shall work outside the University. It is preferable that one expert in the committee have experience of the doctoral candidate's professional field. Applicants to the Ed.D. degree programme must have at least two years of professional experience. In an Ed.D. programme, a student must complete a thesis worth 90-120 ECTS and 60-120 ECTS in the form of coursework.

2. The Ph.D. degree programme (dissertation) is based on research method courses, courses in a specialised field where the emphasis is placed on theoretical development, research and theories, and work on a dissertation under the supervision of a doctoral committee, one member of which shall work outside the University. In a Ph.D. programme, a student must complete a thesis worth 120-180 ECTS and 30-60 ECTS in the form of coursework.

3. The Ph.D. degree programme (journal articles) is partly based on research method courses, and theory and research courses, but especially on the writing of research articles for journals, under the supervision of a doctoral committee, two members of which shall work outside the University. The number of articles is determined in consultation between the doctoral committee, the student, and the Doctoral Board, but can range from three to five. In a Ph.D. programme, a student must complete a thesis worth 120-180 ECTS and 30-60 ECTS in the form of coursework

Supervision
A doctoral candidate is appointed two supervisors, one of which shall be the lead supervisor. A doctoral candidate is also appointed a doctoral committee, on which the supervisors sit, in addition to 1-2 experts working outside the University. Selection of the research topic is primarily the responsibility of the candidate in collaboration with the supervisors and doctoral committee. The doctoral committee is appointed when a study plan is being formed, and before the candidate submits a research proposal. The doctoral committee ceases operations when it has approved the candidate's written work for a doctoral defence.

Study plan
The study plan is a description of courses and other work carried out by the doctoral candidate during their course of study. It is prepared in collaboration between the doctoral candidate and the supervisors.

A detailed study plan must be prepared within one year of admission. It should be prepared in consultation with the supervisors. The study plan must include courses to be taken and their relevance to the planned line of study.

Research project - interim evaluation
The doctoral candidate is responsible for their doctoral research, carried out under the guidance of the supervisors and doctoral committee.

The student should present their research project for interim evaluation no later than two years from the outset of the study. The evaluation of the project is made at a meeting with the supervisors and two experts in the area working outside the University. The meeting will evaluate the project and the performance of the student and send suggestions to the Doctoral Board about the next steps.

The research project report is based on a comprehensive review of existing knowledge in the field and on necessary preliminary studies. It includes the following:

Introduction
-    Introduction to the topic and demarcation of the scope of the topic
-    A brief account of the goals and value of the topic
-    Reasons for selecting the topic and how it relates to the experience or plans of the doctoral candidate

Literature review
- Theoretical approach and definition of concepts, as applicable
- Review of existing knowledge from prior research
- Questions the candidate is seeking an answer to, or contested issues the candidate seeks to throw light on

Methods and methodology
-    Methodology and research design
-    Account of data collection
-    Ethical issues
-    Planned data analysis
-    Limitations of the project

Preliminary studies

Execution and time plan

Seminars
Candidates present their projects at various seminars at least twice per year. Seminars are held at least twice per semester. The goal of seminars is to:
-    create an arena for candidates to present their project and become familiar with the projects of others,
-    bring forth criticism and constructive dialogue on the topics,
-    create opportunities for exchange of opinions on methodological issues,
-    provide mutual support, and
-    provide structure and keep students on track.

Active participation in the scholarly community
It is necessary that doctoral candidates take part in the scholarly community throughout the course of their studies. Participation includes spending part of their study time in a university or research institute environment, attending lectures, conferences and workshops, giving talks in various arenas, writing articles and reviews, working with others in organising projects and events, and gaining knowledge on ethics and project management.

Doctoral defence
After the doctoral committee has approved the doctoral project for defence it is submitted to external examiners for review. The Dean of the School of Education appoints external examiners. The doctoral candidate defends their dissertation at a public meeting at the University of Iceland School of Education. The doctoral defence is further defined in special school regulations.

Doctoral Studies Regulations at the School of Education see: https://english.hi.is/node/54685

The deadline for international students to apply for doctoral studies is 1 February. Those that have an Icelandic Id have to 15th April and 15th October to hand in an application.

Applications will be answered in the first week of June.

The University of Iceland does not charge tuition fees, but the annual registration fee is currently ISK 75,000.

Faculty rules stipulate prerequisites and degrees required for an applicant to be eligible to apply for a specific programme.

Applicants should show a strong proficiency in English and proof thereof through a certificate, i.e. Toefl exam.

A key to a successful application is a research plan of good quality. It is of advantage to have been in contact with, or be able to name a possible supervisor already in the application. Funding is not a prerequisite for acceptance to the doctoral studies, but applicants are asked to report how they will support themselves.

Further information is available in the Course Catalogue and on School and Faculty websites.

In addition to the electronic application form and supporting documents, two testimonials must be submitted to the School of Education, directly from the applicant's referees. Form for testimonial

The electronic application form

The names and contact information of two referees must be included in the electronic application form. These must be from people who are familiar with your qualifications for studies or research.

You can download the form for testimonials which you can find under Testimonial here.

Fill in Page 1 of the form, copying and pasting your statement of motivation (item 4 in the application) and a short description of your intended research (item 8 in the application) directly from the documents you have created for this application and then forward to your referees.

Referees are to complete the form and return it directly to the School of Education Office of Academic and Student Affairs.

 Applicants who are short-listed for admission will be invited to an interview before the final decision is made. Applicants will be notified of decisions in writing.

For further information contact Steingerður Ólafsdóttir, Project Manager for Doctoral Studies at the School of Education (email: steingeo@hi.is).

See also www.hi.is >> School of Education >> Research >> Doctoral Programme

Application and supporting documents instructions:

Please mail or deliver the following documents with your application form:

Section A – Applicant

1. Resume. An overview of your study and work experience. List institution, a field of study, degree earned/credits or courses taken and year completed for your education, and institution, a position held, and time period for each workplace. List each in chronological order, newest item first.

2.   Published works. Include a detailed list of all published works such as books, articles, essays, and reports. Also include copies of/extracts from significant works, i.e. those that best demonstrate your proficiency and research experience in the field.

3.   Professional activity. In 300 – 400 words, describe your past research experience and other professional activity in your chosen field.

4.   Statement of motivation. Prepare a statement in which you discuss the importance you believe participation in the doctoral programme at the School of Education will have for you. Why are you applying to this programme?

5.    Transcripts/Diplomas. Include official/certified copies of diplomas and transcripts from all your previous higher education. You should send originals or re-issues issued by the original institutions. Original documents will be returned to the address you provide. Transcripts/Diplomas must be issued in Icelandic, English, Danish, Norwegian or Swedish – or be accompanied by a certified translation in one of these languages.  

 Note: The Transcripts/Diplomas must be received by mail, in paper form.

All other supporting documents may be sent as attachments by email.

 Section B – Research Plans

6. A working title of the research project

7.  Short description of the research topic or proposed research. Prepare a short description, about 200 words, of your proposed research. This description will be used by committees and boards which are involved in doctoral studies within the University of Iceland.

8.    Preliminary research proposal. The research proposal can be either in English or Icelandic.

About 1,800-2,200 words. The research proposal should contain:

Introduction:

    State your research problem/question
    Briefly illustrate the purpose and scientific value of your proposed project
    Present your rationale in choosing your particular research problem/question, and demonstrate how it relates to your previous experience and/or your future plans

State of the art (Literature review)

    Define your theoretical approach and key concepts, as needed
    Briefly outline the outcome of previous related research by others – i.e. what do you already know?
    Lines of inquiry – i.e. what do you want to find out?

Methods and methodology

    How will you design your research and what methodology do you plan on using?
    Data collection – how or where will you collect data, and what are your subjects or who are your participants?
    Address possible ethical concerns    

9.  Preliminary study plan. Consider your own strengths and weaknesses in your chosen field of research and discuss how you intend to plan your doctoral studies. Note that doctoral courses and the research project are expected to take 3 – 4 years of full-time study, or 6 – 8 years of part-time study).  When do you expect to take courses at the University of Iceland, and which courses? When do you expect to spend time at a university abroad? What do you need to do to be adequately prepared to commence your research project? This is a preliminary study plan – upon acceptance, you will begin work on your final study plan, in cooperation with your advisor.

  Online application:  https://ugla.hi.is/namsumsoknir/index.php

Doctoral candidates

Prospective candidates
Individuals who have completed a Master's degree or an equivalent thereof with a first class grade from the Iceland University of Education, University of Iceland, or another university can apply for admission to the doctoral programme. Those who have enrolled in doctoral studies at another university are also permitted to apply to the doctoral programme at the UI School of Education. Regulations about the doctoral programme and information on degree programmes are available on this site and in the Course Catalogue.

Registered candidates
Information on formatting requirements for dissertations and doctoral defence procedures are available in Ugla, under School - School of Education - Students.

All general announcements regarding the doctoral programme are sent to registered candidates through the doctoral candidate group web, in Ugla. Registered doctoral candidates can view new and old announcements there, under Front page - Groups. New announcements are also sent through email to the candidate's @hi.is address.

If email settings of candidates in Ugla need to be changed candidates must contact that Computer Services Service Desk (tel: +354 525 4222, email: help@hi.is). It is possible for UI email to be forwarded to an email address more frequently used by the candidate, instructions on how this is done are available on the Computer Services help site.

The Guidebook

NORTED. The School of Education is a member of a Nordic network for doctoral studies, further information is on the following wesite: http://nor-ted.com/ 

The structure of doctoral studies at the UI School of Education is largely based on the international network of its academic staff. Candidates are encouraged to write their dissertations in English to enable international scholars at overseas universities to both sit on doctoral committees and act as external examiners in the doctoral defence. This is done in order to counteract the shortcomings that are a result of the small Icelandic scholarly community.

In accordance with regulations on the doctoral programme at the UI School of Education candidates must spend at least 2-6 months at an overseas university during the course of their studies. This encourages the formation of ties to international scholarly communities. Examples of universities that UI SoE doctoral candidates have spent time at during the course of their studies include McGill University in Canada and Oxford and Exeter in Britain. Emphasis is also placed on collaboration with universities in the Nordic countries.

Field of research: Perpetrators in intimate partner violence (IPV): Statistical analysis, experience, attitude, affection and relationships.
The purpose of the research is to add to and create new knowledge on IPV in Iceland, prevalence of different forms of the violence, the perpetrators experience of the violence, of the relationship and affection (or love). The focus will be on which knowledge is already available in Iceland and which is not, prevalence of different forms of violence, experience of both heterosexual and sis-gendered and LGBT+ (lesbian, gay, bisexual, trans and more) perpetrators, how they experience relationships and affection and deal with their violent past and present.
Supervisors: Jón Ingvar Kjaran and Kristín Björnsdóttir

Field of research:  music education in public schools and early childhood music education:  We have not decided upon the title, yet. The draft title “Tónagull po polsku – Musical Early Childhood Interventions for Polish Families in Iceland”.
Description: The aim of the study is to investigate the impact of parent-infant music workshops designed for Polish immigrant families living in Iceland. The Polish minority in Iceland is the biggest immigrant community in Iceland, constituting over 8% of the whole population. Music appears to be a perfect tool for supporting social integration and overcoming language barriers. It is also essential to make the wide spectrum of benefits of early childhood music education accessible to immigrant societies, from which a large proportion of children come from low income families. Tónagull is a research-based music workshop method designed to fit the needs of infants, 0-3 years old and their parents. With the support of the Embassy of the Republic of Poland in Reykjavik and the Gerduberg Culture House, a Polish language version of Tónagull was launched, incorporating traditional Polish children’s songs, popular folk melodies and nursery rhymes.  
Supervisor: Helga Rut Gudmundsdottir

Field of research: Adulthood, autonomy and people with disabilities in upper secondary school in Iceland.
Supervisors: Ingólfur Ásgeir Jóhannesson and Geert van Hove.

Field of research: Practices of inclusion of immigrant students in Icelandic compulsory schools .
In this multiple-case study, an emphasis is on mapping, describing and analysing the stories of 18 immigrant students and practices of four compulsory schools in rural and urban areas of Iceland. The research question is: How do compulsory schools and teachers in Iceland engage with immigrant students to promote, develop and sustain inclusive practices? The aim of the study is threefold; to gain a better understanding of the school experiences of immigrant students, to explore understanding of inclusion in different contexts and to obtain ideas to implementation of an inclusive schooling that has a positive impact on immigrant students.  
Supervisors: Hafdís Guðjónsdóttir and Per-Åke Rosvall.

Field of research: Youth professionalism in peer work, forums and social education.
Supervisors: Ársæll Arnarsson and Gestur Guðmundsson. 

Field of research: Flipping inquiry-based learning in teacher education curriculum in Gana.
Supervisors: Allyson Macdonald, Svava Pétursdóttir and Berglind Gísladóttir

Field of research: Mathematics education.
The research project: Silent video tasks: their definition, development and implementation in upper secondary school mathematics classrooms. A silent video is short, animated, without any text or sound, and focuses on one mathematical concept. Students receive the task to add their voice-over to these videos and the resulting student solutions to the task are used as a base for further classroom discussion. In this design research project, the aim is to develop further the silent video tasks, their instructional sequence, and how they can be used for formative assessment. This is done in collaboration with Icelandic upper secondary school mathematics teachers and their students. 
Supervisors: Freyja Hreinsdóttir and Zsolt Lavicza.

Field of research: Early Childhood Education and Care - Families and Transition to School.
Supervisors: Jóhanna Einarsdóttir and Sue Dockett.

Field of research: Analysing conversations in the toddler peer group: The aim of this research is to examine friendship relations and social interactions in the toddler peer group in an early childhood education and care (ECEC) setting in Iceland.
Supervisors: Amanda Bateman, Sally Peters and Hrönn Pálmadóttir.

Field of research: Immigrant Mothers’ Pursuit of Higher Education: An Intersectional Analysis.
Supervisor: Annadís Gréta Rudólfsdóttir. 

Field of research: Mixed classes and parental solutions among immigrants: Parental involvement in Icelandic urban schools.
Supervisor: Berglind Rós Magnúsdóttir.

Field of research: Refugee youth in Iceland: Inclusive education and citizenship. The project aims to capture the irregular processes of inclusive education and citizenship within the field of lower and upper secondary schools in Iceland. It applies an in-depth qualitative case-study design building on data from multiple resources, including public policies, teachers narratives, parental perspectives and visual accounts from refugee youth.
Supervisors: Jo-Anne Dillabough, Cambridge University, Berglind Rós Magnúsdóttir, Ólafur Páll Jónsson.

Field of research: Dis/abled motherhoods in neoliberal times: intersections of disability, gender and class / Fatlaðar mæður á tímum nýfrjálshyggju: samtvinnun fötlunar, kyngervis og stéttar. Supervisor: Annadís Rúdolfsdóttir.

Field of research: The goal of the project is to investigate the change process and development of art teaching in secondary schools with an emphasis on visual arts in the last two decades. The focus will be on government policies as it appears in secondary school national curriculum and its subsequent implementation in the schools, first in school curriculum followed by classroom implementation and finally the effects of the recent contraction of secondary school programs.
Supervisor: Þuríður Jóhannsdóttir.

Field of research: The impact of Vocabulary Oriented Literacy Approach (VOLA teaching method) on children's vocabulary knowledge and reading comprehension.
Supervisors: Amalía Björnsdóttir og Ásgrímur Angantýsson

Field of research: Sustainability in education in Malawi. Research question: "What opportunities and threats are there to sustainability education in three different settings in Malawi"? Supervisor: Allyson Macdonald.

Field of research: Effects of intervention on students with learning disabilities: Self-esteem, belief in own ability, commitment to learning and school-related well-being in the opinion of students and parents.
Supervisors: Anna-Lind Pétursdóttir and Zuilma Gabriela Sigurðardóttir

Field of research: The impact of The European commission’s education and training policy on benefits and employability, curriculum development and  effectiveness of quality within the certified trades in Iceland.
Supervisor: Elsa Eiríksdóttir.

Field of research: The purpose of the thesis is to increase knowledge and understanding of whether and how children in care are supported to take part in research that impacts their own lives and environment, and to identify opportunities for improvement.
Supervisors: dr. Guðrún Kristinsdóttir and dr. Sissel Seim.

Field of research: Yfirfærsla aðalnámskrár framhaldsskóla í skólanámskrá. Námsgreinarnar stærðfræði og félagsfræði.
Supervisors: Sigurlína Davíðsdóttir and Þuríður Jóhannsdóttir.

Field of research: How the curricula Fræðslumiðstöð atvinnulífsins are used by lifelong learning centers, students and their teachers.
Supervisors: Gestur Guðmundsson, Guðbjörg Linda Rafnsdóttir and Jón Torfi Jónasson.

Field of research: Unemployment Provision for Icelandic youngsters.
Supervisors: Gestur Guðmundsson and Kolbeinn Hólmar Stefánsson.

Field of research: Mathematics in education, education in mathematics.
Supervisor: Ólafur Páll Jónsson.

Field of research: Ethical values of art teaching. Title: Arts, Moods and Virtues: Human Education through visual arts.
Supervisors: Atli Vilhelm Harðarson and Ólafur Páll Jónsson.

Field of research: The Nature, Value and Role of Outdoor Education in Iceland. The research aims to explore the existing ideas of the nature, value and place of Outdoor Education (OE). The focus is directed toward the ways in which OE is rationalized in Iceland and how this is reflected in the amount of time children spend outdoors and the social factors influencing time children spend outdoors. The thesis will thus shed light on the diverse sector of outdoor education, both in leisure work and within schools, and how it relates to different dimensions of education. The point of departure in this study is the ways in which nature and the environment are both presented and harnessed by the system(s) of education and the core of the research revolves around nature and the meaning of experiences in OE. The study is meant to draw attention to the contribution that OE makes to development of contemporary education and thus find its place.
Supervisors: Jón Torfi Jónasson and Gunnar Þór Jóhannesson.

Field of research: Transformative Education Title: Transformation in university learning: A phenomenography of students in an International studies in education program. This study is an examination of the experiences of 15-20 learners in an international program at HÍ that was designed for non-Icelandic students who had settled in Iceland. The intake has changed over the years and now includes exchange students from Europe and North America, and more men. Data from the researcher´s own cohort, as well as other years, are collected from individual interviews and small focus groups in which students are invited to explore the nature and extent of the lived experience of transformation through university learning.
Supervisor: Allyson Macdonald.

Field of research: Matematic Education. Quality in Mathematics Teaching: A Nordic comparative study.   The main aim of this study is to identify and analyse how quality in Icelandic mathematics teaching impacts student engagement and how it compares with the other Nordic countries. The comparative aspects of this study is to better understand how Iceland may differ or align in instructional practices with the purpose of improving teaching quality.
Supervisors: Anna Kristín Sigurðardóttir, Berglind Gísladóttir and Jorryt van Bommel.

Field of research: The study examines what it entails to pursue philosophy with children and adolescents, challenges and opportunities in education.
Supervisors: Atli Harðarson, Björn Þorsteinsson and Hanna Ragnarsdóttir.

Field of research: Professional development of Icelandic preschool principals.
Supervisor: Arna H. Jónsdóttir and Kari Smith.

Field of research: Sustainability education, moral education.
Supervisor: Ólafur Páll Jónsson.

Field of research: Young men who have used violence while dating or in intimate relationships: The formation of the subject, masculinity and view of violence.  
Supervisors: Jón Ingvar Kjaran and Annadís Gréta Rúdólfsdóttir. 

Field of research: Self-study for empowerment.
Supervisors: Hafdís Guðjónsdóttir and Ólafur Páll Jónsson

Field of research: The role of principals in secondary schools. School leaders and instructional leadership. The relationship between leadership emphasis and student outcomes in upper secondary schools in Iceland.
Supervisors: Börkur Hansen, Amalía Björnsdóttir and Ulf Leo.

Field of research: Creativity in mathematics education.
Supervisors: Bharath Sriraman and Freyja Hreinsdóttir.

Field of research: The general theme of the dissertation will be sustainable education with focus on corporate social responsibility
Supervisor: Ólafur Páll Jónsson.

Field of research: Men's perspectives on violence in intimate partner relationships: Fathering, vulnerability, masculinity and preventions. This project examines how men that have been violent in intimate relationships experience themselves as fathers, the discourse on them in mass media and court cases. The results will also be used for preventions by drawing from them learning material for adolescents.
Supervisors: Jón Ingvar Kjaran and Guðrún Kristinsdóttir.

Field of research: ProMeal - Prospects for promoting health and performance by school meals in Nordic countries.
Supervisors: Anna Sigríður Ólafsdóttir and Ingibjörg Gunnarsdóttir.

Field of research: Plurilingual children´s language repertoire and its interplay with their school experience.
Supervisors: Hanna Ragnarsdóttir and Lars Anders Kulbrandstad

 
Field of research: Inclusive education in an inclusive learning community. Identifying, developing and implementing inclusive practices: A school based participatory action research project with the aim to identify, develop and implement inclusive practices.  In this process the school is seen as a learning community of students, parents and school personnel who collectively find ways to work together and find solutions.
Supervisor: Hafdís Guðjónsdóttir.

Field of research: The doctoral research focuses on the educational leadership of municipal education authorities in Iceland, what shapes it, its focus, and what it means for school practices. It sets out to explain how characteristics, challenges and opportunities of educational leadership at municipal level can be understood and described in an interplay with practices, policies, and national governance. The primary focus is on the compulsory school level.
Supervisors: Anna Kristín Sigurðardóttir and Börkur Hansen.

Field of research: Taste education and food skills – food based intervention in a school setting.
Supervisor: Anna Sigríður Ólafsdóttir. 

Field of research: within the field of digital media and learning.
Supervisors: Sólveig Jakobsdóttir and Kristiina Kumpulainen 

Field of research: Preschool teacher education: Bridging theory and practice. “The third space” as a meaningful learning arena in preschool teacher education in Iceland. The research examines the views and experiences initial stakeholders in Icelandic preschool teacher education have on collaboration between preschools/the practice field and universities. The study also examines what partnerships in preschool teacher education looks like today and how these partnerships affect student teachers’ learning. 
Supervisors: Kari Smith and Arna H. Jónsdóttir.

Field of research: ProMeal -Prospects for promoting health and performance by school meals in Nordic countries and Health Promoting High Schools.
Supervisor: Anna Sigríður Ólafsdóttir.

Field of research: The research focuses on how reading great works of literary text offers ample opportunities to discuss and reflect on the complexity of moral life and human association and how it can improve students understanding of concepts and ideas necessary for ethical liberation. Also how these concepts relate to reading comprehension, critical thinking and democratic learning communities.
Supervisors: Ólafur Páll Jónsson and Atli Harðarson.

Field of research: Gendered culture of students in upper secondary school.
Supervisor: Annadís Gréta Rúdólfsdóttir.

Ágúst 2020

21. ágúst  kl. 13.30 í K205. Áfangamat Rúnu Sifjar Stefánsdóttur

19. ágústkl. 14.00 í Hátíðasal Háskóla Íslands doktorsvörn Soffíu Margrétar Hrafnkelsdóttur

Júní 2020

9. júní   kl. 10.00 í K205. Áfangamat Sigríðar Margrétar Sigurðardóttur

Maí 2020

29. maí kl. 13.00 í Hátíðasal Háskóla Íslands doktorsvörn Artem Ingmars Benediktssonar

26. maí kl. 13.00 í Hátíðasal Háskóla Íslands doktorsvörn Vöku Rögnvaldsdóttur

15. maí kl. 13.00 í K205. Áfangamat Óskar Dagsdóttur

Mars 2020

2. mars  kl. 10.00 í K205. Áfangamat Benjamin Aidoo

Febrúar 2020

13. janúar kl. 13.00 í K205. Áfangamat Cynthia Trililani

Janúar 2020

13. janúar kl. 13.00 í K207. Áfangamat Friðborgar Jónsdóttur

Október 2019

22. október. kl. 10.00, stofa K 206. Áfangamat Hervarar Ölmu Árnadóttur

September 2019

17. september. kl. 14.00, stofa K 204. Áfangamat Jakobs Frímanns Þorsteinssonar

7. til 9. september. Námskeið á Laugarvatni, Þemagreining/Thematic Analysis

Ágúst 2019

12. til 16. ágúst. Vinnustofa "Collective memory"

Júní 2019

18. júní. Áfangamat Bjarnheiðar Kristinsdóttur

14. júní. 135. fundur doktorsnámsnefndar

4. júní. Doktorsvörn Valgerðar S. Bjarnadóttur

3. júní. Áfangamat Auðar Magneu Auðardóttur

Maí 2019

31. maí. 134. fundur doktorsnámsnefndar

15. maí málstofur doktorsnema. Dr. Kari Smith verður með framsögu um ritun doktorsritgerða sem byggja á greinaskrifum.

14. maí. Fundur með leiðbeinendum. Dr. Kari Smith verður með framsögu.

13. maí. 133. fundur doktorsnámsnefndar

7. maí. Áfangamat Pascale Mompoint Galliard

Apríl 2019

29. apríl. 132. fundur doktorsnámsnefndar

Fræðileg ritun l UMD055F kennari Pat Thomson

Mars 2019

22. mars. 131. fundur doktorsnámsnefndar

Febrúar 2019

22. febrúar. Doktorsvörn Söru Margrétar Ólafsdóttur

13. febrúar kl. 15-16 í H201. Gestafyrirlestur með Lenka Formánková : Care arrangements in context of EU migration: comparative study of Czech and Icelandic families’ work-family reconciliation strategies 

1. febrúar. Doktorsvörn Ingibjargar Óskar Sigurðardóttur

Janúar 2019

28. janúar. 130. fundur doktorsnámsnefndar

25. janúar. Doktorsvörn Kristínar Valsdóttur

24. janúar. Fyrirlestur, Peter Alheit, Símenntun - hugtak sem miðlar breytingum

14. janúar. Doktorsvörn Elvars Smára Sævarssonar

November 2018

21st  November at 2 pm to 5 pm Workshop in K 205

16th November at 10 am - 11 am, in K 205, interim evaluation Björn Rúnar Egilsson

Oktober 2018

23rd Doctoral seminar at 3 pm in K 205

2nd October meeting with the doctoral students

Slides from the meeting

August 2018

30th August Interim evaluation Björk Ólafsdóttir

16th August interim evaluation Artem Ingmar Benediktsson

June 2018

20th June Doctoral defence Kristín Jónsdóttir

May 2018

17th and 18th May Workshops in H201 at 1 pm to 4.30 pm

30th May Interim evaluation Vaka Rögnvaldsdóttir

April 2018

20 April - Doctoral defence, Ingi Þór Einarsson

24 April - Doctoral defence, Guðrún Ragnarsdóttir

March 2018

19 March - Interim evaluation, Anna Katarzyna Wozniczka

February 2018

9 February - Doctoral defence, Rannveig Oddsdóttir

13 February - Interim evaluation, Susan Rafik Hama

23 February - Interim evaluation, Svava Björk Mörk

November 2017

15 November - Workshop 3-5 p.m. in K 205. Where's the Logic? Using Logic Models to Improve Interventions, Evaluations, and Grant Writing.

October 2017

12 October - K 204, Important steps in the Ph.D. programme and tasks ahead.

Article 2.  Management of doctoral studies.

Doctoral programmes at the School of Education are organised across the School's faculties. The School board shall make decisions on matters pertaining to doctoral studies on behalf of faculties. The School of Education doctoral studies committee shall manage matters pertaining to doctoral studies on behalf of the School board in accordance with item 1, Article 69 of the Regulation for the University of Iceland no. 569/2009 on standing committees. The doctoral studies committee shall comprise the following seven members: a chair, appointed by the School board and also representing the School Dean, representatives of all four faculties, one representative of School administration, who is also the project manager for doctoral studies, and one doctoral student representative. The doctoral studies committee is appointed for a two-year term. The chair of the committee shall also act as coordinator for doctoral studies and as the School's contact with the Graduate School.

The role of the doctoral studies committee is to formulate policy on the organisation of doctoral studies and take responsibility for its implementation. The committee promotes the study programmes on offer, discusses applications and monitors the progress and quality of teaching and learning through, e.g., evaluation of the status of research projects during the study­ period. The committee shall prepare matters to be dealt with by the School of Education governing board, such as recommendations concerning the admission of doctoral students and the appointment of supervisors, doctoral committees, external examiners and opponents.

The current members of the Doctoral board:

Autumn 2018

Gestur Guðmundsson, Chair
 Arna H. Jónsdóttir
 Atli Harðarson
 Ársæll Arnarsson
 Helga Rut Guðmundsdóttir
 Sólrún B. Kristinsdóttir
 Bjarnheiður Kristinsdóttir (students representative)

Spring 2018

 Gestur Guðmundsson, Chair
 Arna H. Jónsdóttir
 Atli Harðarson
 Ársæll Arnarsson (reserve for Kolbrúnar Pálsdóttur)
 Freyja Hreinsdóttir
 Sólrún B. Kristinsdóttir
 Bjarnheiður Kristinsdóttir (student representative)

  Members of the Board who have taken part in the development of the doctoral programme:

Spring and autumn 2009    
Allyson Macdonald, Chair
Veturliði Óskarsson, Deputy Chair
Anna Sigríður Ólafsdóttir
Börkur Hansen
Gunnar Finnbogason
Kristján Þór Magnússon

Substitutes:
Guðrún Kristinsdóttir
Guðrún Valgerður Stefánsdóttir
Gunnhildur Óskarsdóttir
Sigrún Aðalbjarnardóttir
Svanborg R. Jónsdóttir

Spring 2010    
Allyson Macdonald, Chair
Veturliði Óskarsson, Debuty Chair
Amalía Björnsdóttir
Anna Sigríður Ólafsdóttir
Gunnar Finnbogason
Kolbrún Pálsdóttir

Substitutes:
Guðrún Kristinsdóttir
Gretar L. Marinósson
Gunnhildur Óskarsdóttir
Guðrún Valgerður Stefánsdóttir
Svanhildur Kr. Sverrisdóttir

Autumn 2010    
Allyson Macdonald, Chair
Gunnar Finnbogason, Debuty Chair
Gretar L. Marinósson
Guðrún Kristinsdóttir
Guðrún Valgerður Stefánsdóttir
Kolbrún Pálsdóttir

Substitutes:
Gunnhildur Óskarsdóttir
Svanhildur Kr. Sverrisdóttir

Spring and autumn 2011
Ólöf Garðarsdóttir, Chair
Anna Sigríður Ólafsdóttir
Gretar L. Marinósson
Guðrún Kristinsdóttir
Gunnhildur Óskarsdóttir
Kolbrún Pálsdóttir

Substitutes:
Amalía Björnsdóttir
Guðrún Valgerður Stefánsdóttir
Gunnar Finnbogason
Svanhildur Kr. Sverrisdóttir

Spring 2012    
Gretar L. Marinósson, Acting Chair to replace Ólöf Garðarsdóttir (on research leave),
Guðrún Kristinsdóttir, Guðrún V. Stefánsdóttir (to replace Anna Sigríður Ólafsdóttir, on research leave)
Gunnhildur Óskarsdóttir,
Guðný Guðbjörnsdóttir (substitute for Gretar L. Marinósson)
Jón Ingvar Kjaran

Substitutes:
Gunnar E. Finnbogason,
Anh-Dao Tran.

Autumn 2012    
Ólöf Garðarsdóttir, Chair
Anna Sigríður Ólafsdóttir
Gretar L. Marinósson
Guðrún Kristinsdóttir
Gunnhildur Óskarsdóttir
Kolbrún Pálsdóttir

Substitutes:
Amalía Björnsdóttir
Guðrún Valgerður Stefánsdóttir
Gunnar Finnbogason
Svanhildur Kr. Sverrisdóttir

Spring 2013    
Ólöf Garðarsdóttir, Chair
Anna Sigríður Ólafsdóttir
Gretar L. Marinósson
Guðrún Kristinsdóttir
Gunnhildur Óskarsdóttir
Kolbrún Pálsdóttir

Substitutes:
Amalía Björnsdóttir
Guðrún Valgerður Stefánsdóttir
Gunnar Finnbogason
Svanhildur Kr. Sverrisdóttir

Autumn 2013    
Ólöf Garðarsdóttir, Chair
Anna Sigríður Ólafsdóttir
Gretar L. Marinósson
Guðrún Kristinsdóttir
Ingólfur Ásgeir Jóhannesson
Guðrún

Substitutes:
Guðný Guðbjörnsdóttir
Guðrún Valgerður Stefánsdóttir

Project managers:
•    Sólrún B. Kristinsdóttir (since Dec 2009)
•    Auður Pálsdóttir (Aug 2009-Jan 2011)
•    Kristján Ketill Stefánsson (Spring 2009)
•    Kolbrún Þ. Pálsdóttir (Spring 2013)

2019 

Doctoral defence Valgerður S. Bjarnadóttir

 Doctoral defence Sara Margrét Ólafsdóttir

Doctoral defence Ingibjörg Ósk Sigurðardóttir

Doctoral defence Kristín Valsdóttir

Doctoral defence Elvar Smári Sævarsson

2018

Kristín Jónsdóttir

Guðrún Ragnarsdóttir

 Ingi Þór Einarsson

 Rannveig Oddsdóttir

2017

Kristín Karlsdóttir
Hiroe Terada
Kristján Ketill Stefánsson
Ásthildur B. Jónsdóttir
Edda Óskarsdóttir

2016

Hjördís Þorgeirsdóttir (University of Exceter and University of Iceland)
G. Sunna Gestsdóttir
Ragný Þóra Guðjónssen
Jónína Vala Kristinsdóttir
Anna Guðrún Edvaldsdóttir

2015

Ásrún Matthíasdóttir
Birna María Svanbjörnsdóttir
Hrund Þórarins Ingudóttir
Anh-Dao Katrín Tran
Sigríður Ólafsdóttir
Kristín Norðdahl
Hrönn Pálmadóttir
Ingibjörg V Kaldalóns

2014

Guðmundur Sæmundsson
Jón Ingvar Kjaran
Kristjana Stella Blöndal
Guðrún Alda Harðardóttir
Hermína Gunnþórsdóttir
Anna Ólafsdóttir
Janus Guðlaugsson
Svanhildur Sverrisdóttir
Auður Pálsdóttir

2013

Lilja M. Jónsdóttir
Atli V. Harðarson
Meyvant Þórólfsson
Jón Árni Friðjónsson

2012

Þórdís Þórðardóttir
Kolbrún Þorbjörg Pálsdóttir

2011

Karen Rut Gísladóttir
Kristján Þór Magnússon
Svanborg Rannveig Jónsdóttir

2010

Þuríður Jóna Jóhannsdóttir

2009

Anna Magnea Hreinsdóttir

2008

Doctoral defences from the Iceland College of Education 2008