Studying the philosophy of a particular subject area helps to learn the basic concepts of logical analysis and how to use them in developing arguments based on evidence. The problems of human life, that are the subjects of inquiry, are embedded within the social and ecological environment. Hence, a philosophical enquiry or research question is expected to contribute to the good of society and the environment. This is where ethics or moral philosophy becomes important for a researcher. The relationship between the researcher and the society/environment thrives on ethical values based on universal principles like honesty, trust, and justice. These ethical values practised by researchers can enhance the credibility of the research findings in the perception of the public. Therefore, these ethical values are the ideals, that each researcher should strive to attain. This course was designed as mandated by the UGC to educate students about this integral relationship between philosophy and ethics, and why both these concepts are critical for a researcher to comprehend.
This course will help students get a thorough grounding in the contextual factors that shape education in schools and universities within specific geopolitical, social and cultural contexts over a historic period of time. This course is designed with the assumption that the historic developments around the world are not linear and there are different histories of education in different part of the world. Depending on the doctoral student’s research project, the student will learn the history of education in India or, the historic of education in some other country/region of the world to facilitate historically situated contextual analysis of educational problems.
Educational psychology is a branch of psychology that deals with the cognitive and behavioural science of student learning. This course will help students understand the cognitive processes that facilitate or hinder student learning. It will help students explore how people learn, as well as topics, such as student learning outcomes and instructional processes that address individual differences in learning, gifted learners, and learning disabilities. This course will provide the necessary theoretical background in the psychology of education to students who are seeking to investigate research questions related to the psychological and cognitive aspects of education.
This course will help students to explore the relationship between social theory and education and the philosophical bases of education. The course will teach how to do systematic study of education as a social and cultural institution, and investigate the educational process as an object of humanistic inquiry. The students will get a thorough grounding in the theories of major Eastern and Western philosophers of education. This course will help students to frame their research enquiry conceptually. It will provide them the knowledge base required to apply the intellectual tools of philosophy and social sciences to interpret and analyse research data.
Comparative and International Education is a vast, rich, and growing field of inquiry. It is concerned with the academic study of a wide range of key educational issues and themes across a range of cultures, countries and regions. Comparativists come from diverse disciplinary backgrounds. They come to the field with different subject expertise and ideas about how best to conduct educational research within an international context. There has been much debate over the theoretical, epistemological and methodological frameworks and tools that should be used when carrying out research in comparative and international education. Comparativist are now discussing over the future directions of the field with the rise in post-humanist concern and the sustainability challenges of planet Earth. This course will provide students an exposure to these theoretical, epistemological and methodological debates in the field of comparative education to frame their own comparative and international education research
Historically education has been a privilege for the few in every country context. This course takes a global perspective in studying how access to education globalized 1990 onwards with the UN Declaration of Education for All and a more recent focus on access to Quality Education for All under the UN Sustainable Development Goal 4. Students read some of the seminal theoretical texts on globalization and education. Thereafter, by studying case studies from different countries, students learn how global organizations, such as the United Nations, do policy advocacy at the national level and how policy processes have been historically circulating around the world from the colonial period to the contemporary times.
This course was designed to help students gain a critical understanding of the concept of “global citizenship” in the context of the UN declaration of the 17 sustainable development goals. The course begins with theoretical readings on the concepts of citizenship and globalization. Thereafter, the course materials discuss how and under what circumstances the UN and other global organizations developed the concept of “global citizenship education” building on the earlier concept of “education for international understanding’. Students write a reflection paper, work on a group project and develop a final research paper as part of the continuous learning assessment for the course.
The HE sector is getting more complex by the day owing to growth in private and public institutions, as well as the diversity in the models that they utilize to govern, administer, and generate funds. A researcher of higher education is interested in looking at the specific phenomenon that happens within the spaces designated as HEI or allied spaces that are intricately linked to or get impacted by HEI. These phenomena of interest to research scholars occur within particular contexts. This context of HEI can be seen as either illuminating the phenomena under study or influencing them, or in some case, the context itself can be the object of study. The governance structures of HEI and the logics governing these structures can be considered as one such crucial contextual element. Therefore, it becomes crucial for any scholar of HE to have a fair understanding of these governance structures. This Ph.D. elective course is aimed at providing the participants with an understanding of the way Indian HEI are governed through in-depth reading of selected literature (including specific policies or institutions, theoretical frameworks, and comparative perspectives) and in-class discussions.
This course equips you to understand and apply theories and principles of the dynamic interaction of cognitive, metacognitive, motivational, affective, and behavioral processes selected to enhance the probability of reaching a goal for knowledge acquisition or application. The concepts and principles of illusions of learning, memory techniques, dealing with procrastination, and best practices are shown by research to be most effective help learners in mastering tough subjects. This course thus equips learners to embrace Lifelong Learning to thrive In the future of work.
This course aims to understand the significance of international education in the promotion of soft power and diplomacy. Cross-border education improves learning and scholarship. It also fosters acceptance and respect among diverse learners from various regions and facilitates the creation of constructive leadership in the global community. Mahatma Gandhi and Dr. B.R. Ambedkar are notable examples of constructive leadership that was an outcome of international education. Rabindranath Tagore also promoted international education as a path to promote peace and intercultural understanding. The process involves the mobility of students and ideas across political, economic, and cultural frontiers.
Add – This is a cross-elective course created for senior undergraduate and Masters students. It helps Gen-Z students understand how to leverage social media and digital tools for self-directed learning. By focusing on heutagogy and personal knowledge management (PKM), students will develop skills in building positive habits like deep work and distraction-free focus. Through experiential learning, guided projects, and peer feedback, participants will enhance their ability to create personalized learning pathways for personal and professional growth.
a. Semester 1(Total- 11)
i. Quantitative Research Methods- 3 Credits
ii. Qualitative Research Methods- 3 Credits
iii. Academic Writing- 3 Credits
iv. Research & Publication Ethics- 2 Credits
b. Semester 2 (Any 2 Core Courses)
i. Social & Philosophical Foundations of Education- 3 Credits
ii. Psychology of Education- 3 Credits
iii. History of Indian Education- 3 Credits
iv. Comparative & International Education- 3 Credits
v. Elective 1 from Area of Specialisation- 1.5 Credits
vi. Elective 2 from Area of Specialisation- 1.5 Credits
a. Social and philosophical foundations of higher education.
b. Comparative and international higher education.
c. Higher education administration and management.
d. Educational Leadership and Management.
e. Curriculum development in higher education.
f. Faculty & staff development in higher education.
g. Human resource development in higher education.
h. Student wellbeing and counselling.
i. Life-long skill development & career advancement.
a. Full-time Ph.D. Student (with or without fellowship)
i. “means a person enrolled in the Ph.D. Programme devoting full-time to completing the requirements of the degree.”
b. Part-Time Ph.D. Student (without fellowship)
“means a person who is registered in the Ph.D. Programme devoting part of his/ her time for completing the requirements of the degree while discharging other employment obligations.”
We here at JGU accept JGU Ph.D. Applications form continuously over the year on a rolling basis. First in the fall semester (on 1 August) and the second in the spring semester (on 1 February). The last dates for applying to JGU Ph.D. programme for both semesters are available on the JGU Ph.D. website. We would like to inform you about the step-by-step process for Ph.D. admission at JGU.
i. Step 1: Fill out the online application through the JGU website at (https://admissions.jgu.edu.in/). The online application form required to upload the following documents;
1. A Statement of Purpose (SOP) explaining the reason for planning to pursue Ph.D. degree from Jindal Global University & a short note on the professional background and experience of the applicant (around 1000-1500 words).
2. A scanned copy of the relevant academic transcripts (Masters, Bachelor, class 12th & class 10th )
3. An updated Curriculum Vitae (CV)
4. A concise & coherent copy of the research proposal (1500-2500 words) from the proposed area of research. It should include central issues or questions that the researcher intends to address. It should outline the general area of study within which the proposed research falls, referring to the current state of knowledge and any recent debates on the topic generally known as a review of the literature.
5. The names of two academic/ non-academic referees from whom the University may seek information on the research potential of the applicant.
6. In case of the candidate is a working professional at any organization/ University /Institute of/or government or private body, then the candidate has to submit a No Objection Certificate (NOC) from the side of the employer at the time of admission in JGU Ph.D. program (NOC Template).
7. If the candidate has cleared UGC/CSIR/ JRF/NET/GATE/CEED, and similar National level tests based on an interview have to upload a copy of the scorecard on the admission portal.
ii. Step 2: Appear in an online AI proctoring Research Entrance Examination conducted by JGU. The syllabus of the entrance test shall consist of 50% objective questions based on research methodology/ research aptitude/ logical reasoning/area or subject-related contextual updates and 50% subjective questions based on subject/ area-specific questions.
iii. Note: Entrance Examination exemption (as per the concerned JGU school requirement) to those Applicants who have qualified UGC/CSIR/ JRF/NET/GATE/CEED or any other similar examination.
iv. Step 3: After scoring a valid cut off score (decided by school Doctoral Committee) in the research entrance exam, the candidate has to appear for an Interview with the School Doctoral Committee (SDC). Candidate has to present his/her tentative research idea referring to the current state of knowledge & recent development from the proposed area of research.
v. Fellowship Assistance
1. JGU has limited seats (maximum up to 2 scholars each school/institute per year) to admit scholars on a full-time basis under the JGU fellowship scheme. Please find below the details of the JGU fellowship scheme applicable w.e.f. 01/02/2020 to the JGU Ph.D. scholar:
a. JGU Research Fellowship (during coursework and up to Synopsis completion) – Rs. 35,000/- per month.
b. After Synopsis completion, Fellowship amount could be increased up to Rs. 40,000/- per month for Ph.D. scholars engaged in teaching assignments. Any increase shall be subject to approval of School Doctoral Committee / University Doctoral Committee.
c. Each full time Ph.D. student, post successful completion of course work and synopsis should be engaged in teaching assignment.
d. JGU fellowship amount will be given monthly as per JGU norms based on their monthly performance.
e. A JGU Fellowship scholar is required to provide details regarding the work in progress of the research work monthly to their respective JGU School and quarterly with the Office of Doctoral Studies.
f. The stipend / fellowship amount received is not liable for any kind of benefits such as gratuity, pension, PF, etc.
g. The tenure for fellowship under the JGU fellowship scheme is only for three (3) years. Upon expiry of this period, the work of the scholar will be evaluated by experts/ SDC. If the research work is found satisfactory his/her tenure may be extended for a further period of six (6) months only after special approval by the Vice-Chancellor of JGU.
h. A full time Ph.D. scholar at JGU can avail a sum of 20,000/- Per annum as Contingency Grant.
i. A full time Ph.D. scholar at JGU shall be entitled to staff development financial support, once during his/her Ph.D. tenure up to a maximum of 75,000/- (Applicable in second & third year of Ph.D tenure).
j. A full time Ph.D. scholar at JGU will be eligible to undertake/attend two (2) national conferences and one (1) international conference during his/ her Ph.D tenure. National conference expenditure is on actual basis and international conference with staff development financial support.
k. Every full time Ph.D Scholar at JGU will be given a complimentary health insurance coverage up to 50,000/-.
a. Ms Veenu Sharma, phd@jgu.edu.in, 91-8396907333
https://jgu.edu.in/admission-process/
a. Full-Time Ph.D. Candidate with or without Fellowship- INR 10000
b. Part Time Ph.D. Candidate- INR 10000
c. In Service JGU Staff- INR 10000
a. Full-Time Ph.D. Candidate with or without Fellowship- INR 10000
b. Part Time Ph.D. Candidate- INR 10000
c. In Service JGU Staff- NIL
a. Full-Time Ph.D. Candidate with or without Fellowship- INR 25000
b. Part Time Ph.D. Candidate- INR 50000
c. In Service JGU Staff- INR 33500
a. Full-Time Ph.D. Candidate with or without Fellowship- INR 37500
b. Part Time Ph.D. Candidate- INR 75000
c. In Service JGU Staff- INR 50000
a. Full-Time Ph.D. Candidate with or without Fellowship- INR 20000
b. Part Time Ph.D. Candidate- INR 20000
c. In Service JGU Staff- INR 20000
a. A regular full-time research scholar shall attend classes on a regular basis till completion of the course work (one year).
b. A part-time/ sponsored research scholar shall spend a minimum of 7 days during a semester to seek professional guidance from his/ her Supervisor/ Co-Supervisor and/ or avail the library/ laboratory facilities.
c. University Doctoral Committee(UDC) has powers to allow an overseas candidate to do Residency in his/ her City provided the University has some kind of collaboration with the University/ Institute concerned.