This PGCE-MEd course is aimed at applicants who already have knowledge of and interest in children's literature, and who want to develop expertise in the subject at master's level. In this route, students will meet old favourites in fiction, film, poetry and picturebooks and make exciting new acquaintances. They will be introduced to topical debates on the nature and social function of this controversial and multifaceted body of literature. They will also be provided with the tools for a critical assessment of texts written and marketed for a young audience.

This thematic course concentrates on a wide range of writing for children, including the "classics", texts for very young readers, international literature and literature for young adults. Close textual study and the history of children's literature are embedded within the course, on which students will also be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives – from Romanticism to reader-response theory; gender issues to posthumanism; historical studies to new historicism; sociocultural viewpoints to semiotics – as well as examining critically views of young readers and their reading choices.

The PGCE-MEd route will include two modules from the following possible list: Texts, Contexts and Childhood; Perspectives on Children's Literature; Visual Texts; and Texts and Readers. It is assessed through a dissertation on a topic of the student's own choosing, which may be either a purely literary study or a small empirical research project.

The PGCE-MEd introduces students to research skills and specialist knowledge. Its main aims are to:

• examine the theoretical frameworks used in the study of education and its constituent disciplines;
• provide training in research methods appropriate to education;
• advance students’ capacity for professional reflection and judgement;
• cater to a range of specialists interested within the field of education or one of its constituent disciplines.

This thematic route concentrates on a wide range of writing for children, including the "classics", texts for very young readers, international literature and literature for young adults. Close textual study and the history of children's literature are embedded within the route, on which students will also be expected to engage with some of the key debates in the field and to consider a range of theoretical perspectives – from Romanticism to reader-response theory; gender issues to posthumanism; historical studies to new historicism; sociocultural viewpoints to semiotics – as well as examining critically views of young readers and their reading choices.

The course is organised to include four modules: Texts, Contexts and Childhood; Perspectives on Children's Literature; Visual Texts; and Texts and Readers. It is assessed through a range of assessment formats and a dissertation, each designed to be personally rewarding as well as professionally enlightening and intellectually challenging.

The main educational aims are:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;

• provide training in research methods appropriate to education;

• advance students’ capacity for professional reflection and judgement;

• cater to a range of specialists interested within the field of education or one of its constituent disciplines.

The Arts, Creativity and Education (ACE) thematic route offers students the opportunity to explore urgent themes in arts and education research taking place globally today. By ‘urgent’, we mean contemporary debates, practices, policy agendas and epistemic dialogues currently shaping the way art and education are practiced across a variety of contexts, that we might want to further explore or that we are committed to changing. It includes contributions from specialists in a range of disciplines, including performing arts, visual art, literature and design and technology. This course recognises that artistic practices can serve as an essential research tool in our respective fields and therefore makes available studio and performance facilities.

The main educational aims are:

• to examine the theoretical frameworks used in the study of education and its constituent disciplines;

• provide training in research methods appropriate to education;

• advance students’ capacity for professional reflection and judgment;

• cater for a range of specialists interested within the field of education or one of its constituent disciplines.

The EdD in Education is a part-time research degree aimed at professionals who are committed to adopting a research approach to changing practice. As with other doctoral programmes, the main purpose of this degree is to prepare a substantial piece of original research, but in the EdD students will also use their professional expertise to consider how this research will influence systemic or institutional change. Our doctoral students, from all over the world, make an important contribution to their respective fields, and graduates of the EdD have a track record of making significant changes to policy, practice and institutions. Applicants for the EdD usually include practitioners in a variety of fields who understand that education is key to innovation and change, and who have an idea of how they can influence and improve practice and/or policy. The EdD programme offers the highest quality support and guidance, leading to research that has real-world social and educational impact.

The EdD offers an innovative research environment, taught through a series of weekend-seminars hosted in one of the University’s Colleges. EdD students have the opportunity be fully immersed in the College environment and through participation in the weekend events will become part of a strong, vibrant and supportive EdD research community. Expert sessions taught by Faculty academics cover methodological areas related to practice-based, systemic and institutional change, whilst guest sessions from researching professionals offer real-world examples of how to create, innovate and sustain change. Along with the guidance of your dedicated Supervisor and Advisor, students become part of the vibrant EdD community.

The UK's Research Excellence Framework exercise assesses the quality of research produced by UK Higher Education Institutions. The Faculty of Education at the University of Cambridge, based on Power Ranking scores, placed 4th overall in the UK in the most recent results. The research environment score for the Faculty (UoA23) as part of REF 2021 attained the maximum score of 100%, with the profile of 'world leading' outputs and impact case studies among the strongest in the UK.

Full UoA23 Results

The PhD in Education is a research degree. The main purpose of this degree is to prepare a substantial piece of original research.

Our doctoral students, from all over the world, make an important contribution to their respective fields and to the vitality of the Faculty's research culture.

One of the great strengths of studying at Cambridge is the level of individual support you will receive from an expert in your field. All doctoral students in the Faculty conduct their research with the guidance of a supervisor.

All doctoral students are invited to participate in a guided programme that introduces them to the key questions and concerns of contemporary, world-leading educational research. Students are also encouraged to play an active role in research seminars and engage in opportunities to acquire transferable skills.

The UK's Research Excellence Framework exercise assesses the quality of research produced by UK Higher Education Institutions. The Faculty of Education at the University of Cambridge, based on Power Ranking scores, placed 4th overall in the UK in the most recent results. The research environment score for the Faculty (UoA23) as part of REF 2021 attained the maximum score of 100%, with the profile of 'world leading' outputs and impact case studies among the strongest in the UK.

Full UoA23 Results

The course aims to expand the knowledge of a diverse set of students who already have good undergraduate degrees in economics or related fields with the tools of data science to handle and interpret large quantities of data.

The MPhil in Economics is a one-year master’s degree that runs from early September to late June. This degree is specifically aimed at candidates who are interested in undertaking a master’s degree that will give them the technical training required to undertake a career as a professional economist working for, say, the UK Government Economic Service, or an economics consultancy.

The Advanced Diploma in Economics is a nine-month taught course (from the last week in September to the end of June) for students whose first degree contains little or no economics.

The Advanced Diploma programme sets out to give a thorough grounding in the essentials of modern economics, with a strong emphasis on practical applications. It is intended primarily as a conversion course: individuals already trained in another discipline should acquire the same basic skills, over the course of a single academic year, as would normally be gained by those studying for a three-year degree in economics. As such it serves as a free-standing course for those who wish to have an overview of the subject as well as providing a suitable foundation for students who wish to apply for the Faculty's MPhil in Economics, MPhil in Economic Research, MPhil in Finance and Economics or MPhil in Economics and Data Science degrees.

Since modern economics makes frequent use of formal (mathematical and statistical) analysis, a good mathematical background is essential for applicants to the Diploma programme.

This is the most advanced programme of graduate studies in Economics at Cambridge which offers the opportunity for detailed research on a specific topic within the broad field of Economics under the supervision of leading experts. Upon its completion, candidates are awarded a PhD degree for producing a thesis of high-quality, original, and publishable research.

Our PhD students receive high-quality training on a variety of research methods and are exposed to cutting-edge research conducted by our own Faculty members, as well as visitors to the Faculty (via the Janeway Institute Cambridge, seminars, PhD workshops, locally organised conferences, etc.). Faculty members can supervise a wide range of topics from six broadly defined research areas: microeconomic theory, macroeconomics, econometrics, applied microeconomics, economic history and alternative approaches to economics.

PhD students in Cambridge benefit from a high faculty-to-student ratio and therefore form close relationships with many Faculty members. They also forge strong links with our post-doctoral researchers, and they actively participate in the Faculty’s vibrant research life. They have access to a wide range of facilities, such as their own desk/office space in the same building as regular Faculty members, computing equipment, a variety of software and access to a wide range of databases.

Please see the latest University ranking in the world and the UK at The World University Rankings.

PhD students are encouraged to attend academic conferences and showcase their research work in a variety of ways. Upon completion of their studies, many of our PhD students become academics or researchers at international or government research institutions (see recent job market placements on the Faculty website).

The MPhil in Economic Research runs from early October to the end of July, with a preparatory course during September. The course provides a solid foundation for those who wish to apply for the PhD. It involves a thorough study of the core areas of economics and the requirement to explore one area in detail to begin the process of choosing a research topic, for those who wish to pursue further study. However, please note that it is not necessary to have a detailed proposal for PhD research at the time of applying.