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Doctor of Philosophy (PhD)

Offered By: Department of Epidemiology

Onsite | Full-Time | 4 – 5 years

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About the PhD in Epidemiology Program

The doctoral program in Epidemiology is anchored in public health and population research and analysis. Students approach research using epidemiologic methods to understand complex human health problems. The PhD requires two years of coursework followed by two (or more) years of research. Students are required to complete a teaching training curriculum and serve as a teaching assistant for methods and topical courses. Additionally, students must complete a written comprehensive exam, a practice oral exam, a preliminary exam, multiple oral and poster presentations, and a final dissertation including presentation and defense.

PhD in Epidemiology Program Highlights

Train with renowned faculty.

100+ faculty across 8 research tracks in epidemiology

Access to wide range of coursework

Explore your interests with a wide variety of courses taught by our faculty

Write and publish

All of our doctoral students get training in writing papers and proposals through didactic learning and mentoring

Participate on research teams

The School is the leading recipient of NIH research funding among U.S. schools of public health, providing robust hands-on research opportunities

What Can You Do With a Graduate Degree In Epidemiology?

Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Epidemiologist
• Faculty Member
• Science Director
• Health Commissioner

Curriculum for the PhD in Epidemiology

Browse an overview of the requirements for this doctoral program in the JHU Academic Catalogue and explore all course offerings in the Bloomberg School Course Directory .

Current students can view the PhD in Epidemiology requirements in the student handbook on the Epidemiology portal site.

Research Tracks

The Department's current research tracks in the PhD program include:

Cancer Epidemiology offers a rich, vibrant and dynamic environment for masters and doctoral students, and postdoctoral fellows to actively participate, learn, explore and conduct cancer-related population-based and clinical research. The track has a long and successful history of training masters and doctoral students and postdoctoral fellows. Past students continue to conduct population-based cancer research and have made successful transitions to positions in academia, government and private sector organizations.

Cardiovascular and Clinical Epidemiology focuses on the use of epidemiologic methods in clinical research and practice as well as interdisciplinary training on the epidemiology of cardiovascular disease. The program integrates knowledge on all aspects of the disease: biology, behavior, treatment, and prevention. Training emphasizes active participation in research and translational epidemiology using a collaborative approach, which is enhanced by the close relationships between the Department of Epidemiology and clinical departments of the Johns Hopkins School of Medicine at the Johns Hopkins Hospital.

Clinical Trials and Evidence Synthesis offers students a unique educational experience in clinical trial and evidence synthesis methodology. Methods are applied to a variety of clinical areas including respiratory-, eye- and infectious diseases, and mental health. Student-faculty discussions, journal clubs, research-in-progress meetings, seminars and active participation in research add to both the depth and breadth of the program.

Environmental Epidemiology concentrates on the impact of environmental exposures on health and disease states in human populations. This track integrates epidemiological methods, assessment of environmental exposures and understanding of specific disease processes to identify the health consequences of environmental exposures. Environmental Epidemiology provides basic information for risk assessment, risk communication, and environmental health policy decisions and has a central role in identifying, implementing and evaluating strategies for the prevention and control of environmental exposures. Training in Environmental Epidemiology emphasizes active participation in large population research projects, with close collaborations across the School and with national and international collaborators.

Epidemiology of Aging focuses on the determinants of physical and cognitive health, disease, and function in older adults. Offers multidisciplinary training in methods and theories needed for the study of older populations. Strong ties exist with several multi-departmental training grants and programs. This training program also is connected to numerous large research projects.

General Epidemiology and Methodology offers research and training opportunities in almost all areas of chronic disease epidemiology, including cardiovascular diseases, cancer and diseases of childhood and includes advanced methodology training in epidemiologic methods as well as providing individualized or customized training in statistical epidemiology, pharmacoepidemiology and social epidemiology.

Genetic Epidemiology focuses on the study of genetic and environmental factors, and their interaction in disease and normal variation. Emphasis is on understanding the methodology and approach to designing, executing and analyzing genetic studies. Training is broad-based and collaborative and encourages participation in research from faculty in the Johns Hopkins Bloomberg School of Public Health, the Institute of Genetic Medicine, and the School of Medicine.

Infectious Disease Epidemiology provides training in the fundamentals of infectious disease epidemiology with an eye toward preparing graduates to work in teaching, research and practice. The program emphasizes principles and methods that can be used to understand the dynamics and control of transmissible diseases by all classes of organisms. The curriculum builds on the faculty's extensive and diverse experience researching and combating infectious diseases, ranging from hospital acquired infections, to neglected tropical diseases and sexually transmitted infections.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. This specific program also requires:

Prior Coursework

College-level math through pre-calculus, a biology course, and one additional science course

Prior Graduate Degree

Not required, but highly recommended

Prior Work Experience

One year of full-time work experience in a related field

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the  CBA to review specific benefits, compensation, and other terms. Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

General Inquiries:

[email protected]

Senior Academic Program Manager Frances S. Burman [email protected]

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At YSPH you can really explore your horizons, and that allowed me to branch out and develop expertise in multiple areas. Being able to now combine that expertise and have it coalesce has already served me well, and I expect it will continue moving forward.

PhD in Health Policy and Management

The doctoral program in Health Policy and Management (HPM) is designed to develop scholars that are able to apply theoretical frameworks from the social sciences (such as economics, political science, organizational theory and management, sociology) to address pressing health policy and management research questions. The program is purposefully interdisciplinary and seeks to prepare students for research careers in academics as well as in public and private sector agencies and organizations. Students complete courses in a broad set of health policy and management areas, biostatistics and econometrics, and a selected area of depth (i.e., economic theory and application, political and policy analysis, and organizational theory and management). Students in the department of HPM take qualifying examinations in:

• health policy and management
• quantitative methods
• their chosen area of depth.

In addition, students work directly with a specific faculty member on an individualized readings course on which they will also take a qualifying examination. The program typically requires 4-5 years to complete, including 2 years of coursework followed by 2-3 years to complete and defend the doctoral dissertation. Individuals applying to this program usually have a master’s degree and/or relevant research experience, however the minimum requirement is a bachelor’s degree.

This program requires General GRE test scores. Please send them to institution code 3987 (there is no department code).

Degree Requirements - PhD in Health Policy and Management

2024-25 matriculation.

All courses are 1 unit unless otherwise noted.

The Ph.D. degree in Health Policy and Management requires a total of 16 course units with the option of obtaining credits for previous courses. With the approval of the academic adviser and DGS, course substitutions that better suit the needs of the student may satisfy the course work requirement.

PhD Required Courses (5 course units)

• EPH 508 Foundations of Epidemiology and Public Health
• EPH 600 Research Ethics and Responsibilities (0 units)
• EPH 608 Frontiers of Public Health*
• HPM 610 Applied Area Readings
• HPM 617 Colloquium in Health Services Research (0 units)
• HPM 618 Colloquium in Health Services Research (0 units)
• HPM 600 Independent Study or Directed Readings – 2 credits **

* Students entering the program with an MPH or relevant graduate degree may be exempt from this requirement.

** Students must enroll in two distinct Independent Study Courses (HPM 600).

PhD Required Methods and Statistics Courses (minimum 4 course units)

• BIS 623 Advanced Regression Models
• BIS 628 Longitudinal and Multilevel Data Analysis
• ECON 556 Topics in Empirical Economics and Public Policy
• ECON 558 Econometrics
• HPM 583 Methods in Health Services Research
• MGMT 737 Applied Empirical Methods
• PLSC 500 Foundations of Statistical Inference
• PLSC 503 Theory and Practice of Quantitative Methods
• SBS 580 Qualitative Research Methods in Public Health
• SOCY 580 Introduction to Methods in Quantitative Sociology
• SOCY 581 Intermediate Methods in Quantitative Sociology
• SOCY 582 Statistics III; Advanced Quantitative Analysis for Social Scientists
• S&DS 563 Multivariate Statistical Methods for the Social Sciences
• S&DS 565 Introductory Machine Learning

PhD Required Health Policy and Management Courses (minimum 2 course units, all with PhD Readings)

• EPH 510 Health Policy and Health Care Systems
• HPM 514 Health Politics, Governance, and Policy
• HPM 570 Cost-Effectiveness Analysis and Decision Making
• HPM 573 Advanced Topics in Modeling Health Care Decisions
• HPM 587 Advanced Health Economics

Additional Elective(s)

Minimum of 1 additional elective. Must be approved by advisor.

Specializations

Economics Specialization Required Courses (minimum 4 course units)

• ECON 545 Microeconomics May substitute for an alternative with permission of advisor and GSEC representative
• ECON 558 Econometrics Must take substitution course if taken as Methods course.

Students take two field courses in at least one concentration to develop expertise. Sets of courses across topics can be selected to meet research interests with advisor permission:

• MGMT 758 Foundations of Behavioral Economics
• PSYC 553 Behavioral Decision Making I: Choice
• ECON 600 Industrial Organization I
• ECON 601 Industrial Organization II
• ECON 630 Labor Economics
• ECON 631 Labor Economics
• ECON 680 Public Finance I
• ECON 681 Public Finance II

Organizational Theory and Management Specialization Required Courses (4 course units)

Courses are selected in consultation with the student’s advisor.

Political and Policy Analysis Specialization Required Courses (4 course units)

Suggested courses:

• PLSC 800 Introduction to American Politics
• PLSC 801 Political Preferences and American Political Behavior
• PLSC 803 American Politics III: Institutions

Course offerings subject to change.

Recent Dissertation Projects

Research in HPM applies the conceptual frameworks and research methods from economics, health policy, and organizational theory and management. Examples of ongoing faculty research include the following:

• The Role of Pharmacists in Primary Care: Analyzing Predictors and Outcomes of Pharmacist Integration in Connecticut
• The Determinants and Consequences of Cognitive Aging: Evidence and Implications for Public Policy
• Essays on Quality Improvement: Three Active Approaches to Improving Care for Nursing Home Users
• Efficiency and Equity in Private Markets for Public Health Care Services
• The Role of the Physician-Patient Relationship in Chronic Disease Patients
• The Effects of Hospital Network Entry and Exit on Organizational Performance

Learn more about the Department of Health Policy and Management

• Career Outcomes and the YSPH Career Management Center

MyYSPH.Yale.Edu

Doctor of Philosophy

The PhD programs advance scientific discovery by training and supporting students doing in-depth research that solves the world’s biggest public health challenges. At the forefront of efforts to benefit the health of people worldwide, the School offers students the opportunity to join in shaping new ideas in public health and implementing them effectively. PhD students benefit from collaborations across public health disciplines and a broad range of academic fields through connections with other Harvard faculties.

All PhD students conduct research through a dissertation, in addition to other avenues of discovery. All PhD programs at Harvard University are administered by the Harvard Graduate School of Arts and Sciences (GSAS), and applications are processed through the GSAS online application system . Choose from one of four PhD programs offered collaboratively between Harvard Chan School and GSAS.

• Abbreviation : PhD
• Degree format : On campus  
• Time commitment : Full-time  
• Average program length : Varies between 4 to 7 years based on program

When applying to the PhD, applicants must choose one of the following specialized fields of study. Eligibility requirements vary by program and field of study.  

• Biological Sciences in Public Health
• Biostatistics
• Health Policy
• Environmental health
• Epidemiology
• Global health and population
• Social and behavioral sciences

Career outcomes vary based on field of study and research, but in general, PhD graduates will be prepared for a career in academia, health policy, government agencies, consulting, the pharmaceutical or biomedical industry, and generally improving lives through qualitative and quantitative research.

Admission information

Like all PhD (doctor of philosophy) programs at the School—and the University—the PhD in health policy is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS). Applications are processed through the GSAS online application system located at gsas.harvard.edu/admissions/apply .

• PhD in Health Policy

In This Section

• PhD in Public Policy
• PhD in Political Economy & Government
• PhD in Social Policy
• Job Market Candidates

The PhD in Health Policy is a highly interdisciplinary program that will develop the specialized skills you need for a research and teaching career in health policy.

The program is collaborative at its core, with its curriculum drawing from six Harvard schools:

• Harvard Business School
• Harvard Kenneth C. Griffin Graduate School of Arts and Sciences
• Harvard Kennedy School
• Harvard Law School
• Harvard Medical School
• Harvard T.H. Chan School of Public Health

With more than 100 Harvard faculty members from these schools integrated in the program, you have access to the insights of leading experts across the full academic and professional spectrum.

Balance broad and specialized knowledge.

As a PhD in Health Policy student, you take courses throughout Harvard’s specialized schools. This allows you to become familiar with the conceptual frameworks, vernacular and perspectives of researchers from other disciplines.

At the same time, developing specialized skills in a discipline is a hallmark of the program, which is why you specialize in one of five concentrations:

• Decision Sciences
• Methods for Policy Research
• Political Analysis

The PhD in Health Policy degree is awarded by the  Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Our graduates leave the program well equipped to make an impact in academia, government agencies, research institutes, think tanks, foundations, and multinational corporations. 

• Graduate Programs

PhD in Public Health

Our PhD in Public Health program provides students with the rigorous academic skills, practical experience, and multi-disciplinary studies that will enable them to meet the public health challenges of the 21st century. The University of Washington offers a PhD degree in the following areas:

• PhD in Biostatistics
• PhD in Biostatistics - Statistical Genetics Pathway
• PhD in Environmental Health Sciences
• PhD in Environmental and Occupational Hygiene
• PhD in Environmental Toxicology
• PhD in Epidemiology
• PhD in Global Health Metrics & Implementation Science
• PhD in Health Services
• PhD in Nutritional Sciences
• PhD in Pathobiology
• PhD in Public Health Genetics

Doctor of Philosophy in Health Policy and Management

UCLA Fielding School of Public Health

The PhD in Health Policy and Management is an academic degree emphasizing the in-depth expertise necessary for a research career. It emphasizes the integration of theory and research in a focused substantive area (cognate). This includes classroom instruction; non-credit seminars; independent study; research projects; academic apprenticeships; and interaction with faculty, fellow students, and other professionals within and outside the UCLA campus.

Because each student has unique and specific interests, doctoral training is individualized to the needs and interests of the particular student.

The doctoral program encompasses the following major elements and stages:

• Course work in the major and cognate/minor fields
• Written qualifying examination
• Proposal for the dissertation
• Oral qualifying examination on the proposal for the dissertation (advancement to candidacy)

Dissertation

• Oral defense of the dissertation

Course Work

Students must have a minimum of 17 courses (70 units). All students are required to specialize in a particular area of study, a cognate, which requires additional coursework. Of these, 11-12 courses (46-50 units) are required, five courses (20 units) are electives, and remaining units may be fulfilled with additional electives or from the cognate coursework.

Required Courses (11-12 courses/44-50 units)

• HLT POL 200A: Health Systems Organization and Financing, I
• HLT POL 226A: Readings in Health Service Research (2 Units)
• HLT POL 226B: Readings in Health Service Research (2 Units)
• HLT POL 227B: Special Topics in Health Services
• HLT POL 225A: Health Services Research Design (6 Units)
• HLT POL 225B: Health Services Research Design (6 Units)
• HLT POL 423 Practices of Evaluation in Health Services
• HLT POL 237C: Health Services Research Methodology (6 Units)
• BIOSTATS 201A: Applied Regression
• BIOSTATS 201B: Applied Regression
• EPIDEM 100 or an equivalent introductory survey course or show proof of an equivalent graduate-level introductory epidemiology course that meets the requirements for an MPH, MS, PhD, or MD program
• One (or more) additional statistics course (200-level or above) ONLY this additional statistics course may be taken on a Pass/No Pass basis. All other courses MUST be graded.

Elective Courses (5 courses/20 units)

• Students select four or more elective courses

Cognate Requirements

Cognate studies give students a depth of knowledge in a field that is complementary to health policy and management. Students are required to take PhD level coursework that satisfies the requirements of at least one cognate. Students choose a cognate from areas such as economics, epidemiology, health care outcomes research, organizational behavior, and public policy studies, or may design their own cognate with a faculty member.

Qualifying Exam

Students generally take the qualifying exam after the completion of all course work, usually in the beginning of their third year of doctoral studies. The purpose of the written qualifying exam is to prepare and evaluate students’ knowledge and application of a number of areas, and to assess students’ readiness to undertake independent research.

Dissertation Proposal

The dissertation proposal describes the student’s desired area of research, the methods that will be used to examine relevant data and how it will support the dissertation findings, and explain the dissertation’s contribution to the field.

Dissertation Proposal Defense (Oral Qualifying Examination)

The purpose of the dissertation proposal defense (also known as the oral qualifying examination) is twofold: 1) to evaluate the research being proposed for the dissertation and 2) to assess the student’s ability to conduct this research. The defense focuses on the proposal for the dissertation.

The dissertation reports the results of the research conducted based on the proposal. The dissertation should demonstrate the scientific merit of the work itself and the student’s mastery over its substance and methods. It must demonstrate that the student is qualified to conduct independent research.

Dissertation Defense

The final oral examination is a defense of the dissertation. The purpose of this examination is twofold: 1) to evaluate the research conducted for the dissertation 2) to assess the student’s ability to conduct independent research. The exam focuses on the dissertation.

The PhD is generally obtained in four or five years.

View a list of faculty in the Department of Health Policy and Management.

Many graduates of the program pursue research and teaching careers in health care management and health policy analysis.

Examples of position held by graduates include:

• Tenure-Track Faculty
• Research Director

For the most up to date fees and more information on fee breakdown, visit the  registrar's office .

Please see the cost and aid section of our website for information on awards, scholarships, training opportunities, employment, summer internship funding, and need-based aid. Please note that opportunities listed under 'Summer Internship Funding' are only applicable to MPH students.

Desired Qualifications

In addition to meeting the University’s minimum requirements , the Department of Health Policy and Management recommends a master’s degree in public health or other appropriate graduate degree in a related field with a grade-point average of at least 3.5 for graduate studies. In addition, although not required for admission, research experience in the field is viewed favorably when competing applications are judged. Students do not need to identify a faculty mentor in order to apply for the program.

Admissions Process

Visit the application guide to learn about our admissions process.

Please note:

This information is intended as an overview, and should be used as a guide only. Requirements, course offerings and other elements may change, and this overview may not list all details of the program. 

Admission requirements listed are departmental requirements, and are in addition to the University's minimum requirements. Many programs receive more applicants than can be admitted, so meeting the minimum requirements for admission does not ensure admission. Every effort is made to ensure minimum admissions requirements are up to date - for the most up-to-date information on the University's minimum requirements, please visit the  UCLA Graduate Division .

Fees are subject to change and should be used as a guide only. For the most up to date fees and more information on fee breakdown, visit the  registrar's office.

Related Programs

• Youth Program
• Wharton Online

PhD Program

Wharton’s PhD program in Health Care Management and Economics provides rigorous training in applied economics and management coupled with advanced training in health care systems and health services research.

Faculty members engage in a broad range of research related to health care management, economics, and policy. Major areas of research currently include: the impact of insurance status on medical expenditure and reported health status; potential sources of disparities in cardiovascular care; effects of Medicare Part D; adoption and diffusion of medical innovations; effects of pharmaceutical safety events on stock prices; programs for reducing losses from natural disasters and providing funds for recovery following catastrophic events; and issues of biopharmaceutical product variety and innovation.

Doctoral students have opportunities to work closely with faculty at the Leonard Davis Institute of Health Economics, the Wharton Center for Health Management and Economics, and the world-leading University of Pennsylvania Health Care System.

Health Care Management doctoral students predominantly come from a business, math, or social science background, and also include physicians, future physicians, and clinically trained professionals.

Course Information View the Health Care Management course information, descriptions, and schedule with links to syllabi. Program Information Find out more about the Health Care Management requirements, students, dissertations, admission policies, and financial aid and fellowships. Students

The rigorous Doctorate of Philosophy in Public Health program at GPH allows you to balance the theoretical with the practical; the innovation with the application. You’ll work side-by-side with and under the guidance of esteemed faculty from NYU’s global and interdisciplinary network on vanguard research and solutions to universal public health issues.

You’ll further tailor your studies by selecting one of four areas of study – Biostatistics, Epidemiology, Social & Behavioral Sciences, or Public Health Policy & Management – to gain the innovative approach and aptitude you need to prepare for a successful future in academia and/or research.

Explore our Doctoral Program

Concentrations

Candidacy & Dissertation

Program FAQs

Forms & Handbook

Diversity and Inclusion

Administration

Meet Our Doctoral Students

Meet our doctoral alumni.

Although the maximum allotted time you have to complete the degree is seven years, we expect most GPH doctoral students to complete their degree in four or five years. The sample timeline below assumes that you have completed the prerequisite courses  prior to entering into the doctoral program; if you have not, another year of coursework would be added to this timeline. 

• Epidemiology
• Social & Behavioral Sciences
• Public Health Policy & Management
• Biostatistics

The Epidemiology concentration will deepen your understanding and application of advanced data analytic techniques and research methodology, taking at least three courses in these disciplines. You’ll also identify a specialization area (e.g. chronic disease epidemiology, mental health epidemiology, etc.) and take a minimum of two courses in this specialization area.

Learn more about the courses you’ll take in the Epidemiology concentration.  

The Social and Behavioral concentration prepares individuals to use social science and behavioral theory and an array of methodological approaches to understand and address the social and behavioral determinants of health and illness on the population level. The curriculum provides students with rigorous training in foundational social and behavioral theory, quantitative and qualitative research methods and intervention and implementation science. Upon completion of the program, graduates will be equipped to conduct independent scholarly research in academic and research settings and translate that knowledge to solve pressing contemporary public health challenges.

Learn more about the courses you’ll take in the Social & Behavioral Sciences concentration.

The Public Health Policy and Management concentration prepares students to: (1) apply appropriate research methods to analyze health policy and management issues and questions, (2) synthesize evidence to guide policymaking and assess public policies and programs that promote population health and health equity, and (3) assess different theoretical perspectives in management and apply these ideas to the identification, analysis and understanding of critical themes and issues in health care and public health. The PHPM PhD concentration builds on doctoral-level methods, policy and management courses offered at Wagner and Stern, combined with PhD-level public health policy and management as well as health services and policy research courses offered at the School of Global Public Health.

Learn more about the courses you’ll take in the Public Health Policy & Management concentration.

The Biostatistics concentration prepares students for careers in which they will develop and apply statistical methods to advance research in public health and biomedical sciences. The program is designed to train students to be independent scholars in the theory, methodology, and application of biostatistics. The program includes classroom learning, training in consulting and scientific collaboration, and mentored independent research. Dissertation research will typically be motivated by important problems in public health that require novel statistical methods for design or analysis. Upon completion students will have gained a broad foundation in statistical computing, public health sciences, and learned to communicate effectively with biostatisticians and scientists from other disciplines.

Learn more about the courses you’ll take in the Biostatistics concentration.

View the PhD Program Handbook

Are you ready to start creating pioneering solutions to some of global health’s most demanding issues with venerated faculty from around the world apply to the phd in public health today.

• Current Students

Health Policy PhD

Impact population health at a systems level.

Health policy is an interdisciplinary field that examines the organization and financing of health systems and services; the impact of health policies on population health; and the economic, social and behavioral determinants of health. It involves the investigation of all systems that affect population health, not just the medical care system. The purview of health policy is global.

The mission of our program is to prepare students for research careers in health policy and health services research; teaching; and public service in university, governmental and public policy settings. This program is distinguished by its interdisciplinary application of the social and behavioral science disciplines to real world health issues. Graduates are prepared to play lead scientific roles in addressing the many challenges facing health care and public health systems in the United States and countries around the world.

Students must successfully complete a health services research readings and methods seminar (two semesters), five specialty field courses, three quantitative research methods courses, and three additional graduate elective courses.

The program includes three specialty fields:

The Health Economics specialty field draws on economics, epidemiology and statistics to understand the causal relationship between different aspects of health and the health care sector. With an emphasis on quantifying relationships, health economics covers a broad range of study areas including health production, demand and supply of health services, health care financing, behavioral responses to institutional or policy incentives, policy evaluations and other efficiency, and equity issues surrounding health.

The Organizations & Management specialty field trains scholars in organizational behavior and political science in regards to health. Theories and methods in organizational sociology, political science and social psychology are central to the study of health organizations. Specialty field courses in macro-organizational theory, micro-organizational theory and organizational analysis of the health sector are required. This specialty field emphasizes the management of health care and public health organizations and systems, the implementation and dissemination of policies and practices within and across organizations, and the role of policy-making institutions as platforms for the creation and modification of health policies.

The Population Health Sciences specialty field trains students for research careers in the social, behavioral, and economic determinants of health and the study of interventions, policies, and practices that impact the health of populations and vulnerable communities. The specialty field emphasizes addressing the social and behavioral determinants of health through quantitative research informed by theoretical frameworks in economics, psychology, demography, and social epidemiology. Training in innovative methodologies for establishing causal relationships in quasi-experimental research is a cornerstone of the Population Health Sciences specialty field. Students will learn and integrate cutting-edge methods from key areas of strength at Berkeley: biostatistics, social science methods such as econometrics and formal demography, and the rapidly evolving set of data science innovations such as machine learning that are being advanced at Berkeley including in the Division of Computing, Data Science, and Society. The explosion of health sector data availability, along with Berkeley’s innovation hub positioning, make this an excellent track for students looking to become quantitative experts who can lead research across a wide variety of population health science and health policy questions.

Students have access to all of UC Berkeley’s disciplines and professional schools, in addition to UCSF faculty and research programs. This is a full-time program geared for careers in academia and research and students typically complete it in four to five years. Our program is administered by Berkeley Public Health and the doctoral degree is granted by UC Berkeley’s Graduate Division.

Graduates can achieve and demonstrate expertise in the following major academic outcomes:

• Develop domain expertise in core works in health policy and the selected specialty field.
• Understand central social science theoretical frameworks and debates shaping health policy.
• Demonstrate substantive knowledge of the specialty field sufficient to design and teach graduate-level courses in that field.
• Demonstrate the ability to conduct rigorous quantitative research.
• Plan and conduct independent research using advanced research methods.
• Demonstrate the mastery of academia and grant writing, conference presentation, IRB procedures and ethics in research.
• Engage in intellectual exchange among students and faculty across the university to enhance interdisciplinary research and training.

Qualifications

A master’s degree is not a requirement for this program, however, entering students should have completed introductory coursework in statistics, microeconomics, epidemiology and public health. Students without master’s-level coursework in these areas are required to take relevant courses at UC Berkeley or otherwise demonstrate mastery of these areas.

Graduates are well-prepared to assume academic careers in research and teaching. Many of our graduates move directly to positions in academia, government or research organizations. Other graduates receive postdoctoral fellowships to continue specific training in their area of interest and research.

To apply to the Health Policy PhD program, please complete the UC Berkeley Graduate Division admissions application . This program does not use the SOPHAS application.

Submissions of GRE scores are optional but strongly recommended for this program. Especially if you have no other evidence of quantitative, verbal, or analytical abilities in your application. If not submitting a score, competitive applicants will need to provide alternative evidence of strong quantitative capability and should speak to their analytical and quantitative preparation for the PhD program in their application based on past coursework (e.g. statistics, microeconomics, math) and/or professional experience.

Please submit a writing sample and provide a list of publications and/or presentations related to your academic or professional background (include the PubMed ID if applicable).

If your work is published as a website or part of it, please provide the URL. Your writing sample can be a written assignment, journal article, report, Op-Ed, commentary, conference abstract, or other publication. Please enter your most recent citation first.

This is a quantitatively-oriented health policy program. Prospective applicants primarily interested in qualitative methods are advised to explore related programs such as the UC Berkeley PhD in Social Welfare or Medical Anthropology, or the UCSF Sociology program. Prospective applicants instead primarily focused on computational methods should also consider related UC Berkeley PhD programs in Biostatistics or Computational Precision Health.

Core Faculty

The core PhD program faculty members of the School of Public Health, the Haas School of Business, School of Social Welfare, the Goldman School of Public Policy, and the Departments of Economics, Sociology, and Political Science.

Emeriti Faculty

Emeritus faculty of the Health Policy Faculty Group are Professors of the Graduate School and may serve on dissertation committees as Chair, inside members, or as an Academic Senate Representative. Their availability to students, however, may be limited compared to core faculty group members.

Health Policy Research Centers at UC Berkeley and UCSF

Health Policy PhD students have access to a wide range of resources at UC Berkeley and UCSF, including highly regarded research centers. Below are brief descriptions of a selected list of research centers most closely aligned with the Health Policy PhD program. These Centers include faculty from a wide variety of backgrounds and disciplines who bring expertise in health services research and provide settings for intensive training and mentorship opportunities for trainees.

• The  Berkeley Center for Health Technology (BCHT) , co-directed by Dr. James Robinson (Director) and Dr. Tim Brown (Associate Director), promotes the efficiency and effectiveness of healthcare through research and education on the development, insurance coverage, payment, and appropriate use of medical technologies. The focus of BCHT is on biopharmaceuticals, implantable medical devices, insurance benefit design, and payment methods. Research initiatives include leadership roundtables, case studies of leading organizations, and econometric analyses of public and private data sources. BCHT helps stakeholders design a healthcare system that combines innovation and entrepreneurship with economic efficiency and social fairness.
• The UC Berkeley  Nicholas C. Petris Center on Health Care Markets and Consumer Welfare , co-directed by Dr. Richard Scheffler (Director) and Dr. Brent Fulton (Associate Director), focuses on consumer protection, affordability and access to healthcare, especially for low and middle-income individuals. The Petris Center also focuses on and the role of information in consumer choice, and regulation and competition within healthcare markets.  The research center is named after former California State Senator Nicholas Petris, who advocated strongly on behalf of California consumers for affordable, accessible, and quality healthcare.
• The UC Berkeley  Center for Healthcare Organizational and Innovation Research (CHOIR) , co-directed by Dr. Hector Rodriguez (Director) and Dr. Amanda Brewster (Associate Director) aspires to help make the U.S. healthcare system among the most responsive in the world through practice-based research and dissemination of evidence. CHOIR emphasizes innovations in healthcare delivery and assessment of organizational performance to improve the technical quality of care delivered, patient experience and outcomes of care, population health, and cost. CHOIR works to maximize their “voice” and impact through webinars, roundtables, and discussions with private and public sector action and thought leaders.
• The Laboratory for Systems Medicine, directed by Dr. Ziad Obermeyer, applies methods from machine learning, biostatistics, and econometrics to the complex world of medical diagnoses, interventions, and outcomes. The center translates large observational datasets into new ways to understand and improve the life and death decisions that providers and patients make every day, in the US and across the world.
• The Center on the  Economics and Demography of Aging (CEDA) , directed by Professor William Dow, was founded in 1993 to promote interdisciplinary research on the economic and demographic aspects of aging.  In response to the growing demand from government agencies, Congress, and academic researchers for timely, accessible, and practical information as well as basic research. At the central core of CEDA is a group of outstanding formal and mathematical and statistical demographers who apply their skills to a variety of research areas, including biodemography, demographic modeling and forecasting, and intergenerational transfers including fiscal accounting. This central core is enriched by other themes, notably psychological and behavioral economics with applications to economic and health-related behaviors.
• The  UC-Berkeley Opportunity Lab (O-Lab) , co-directed by Professor Ben Handel and Professor Hilary Hoynes serves as the central research hub for Berkeley scholars conducting rigorous, data-driven research on social and economic inequality in the United States. Our network of faculty and graduate students work across disciplines and study a wide array of topics, from the role of childhood food security on long-term economic security to the disparate impacts of climate change on low-income communities.
• The UCSF  Center for Vulnerable Populations  at Zuckerberg San Francisco General Hospital carries out innovative research to prevent and treat chronic disease in populations for whom social conditions often conspire to both promote various chronic diseases and make their management more challenging. Beyond the local communities it serves, CVP is nationally and internationally known for its research in health communication and health policy to reduce health disparities, with special expertise in the social determinants of health, including literacy, food policy, poverty, and minority status, with a focus on the clinical conditions of pre-diabetes, diabetes, and cardiovascular disease.  CVP is at the frontline of practice-based research on chronic diseases for the diverse and disadvantaged populations of San Francisco and the Bay Area. UCSF faculty mentors Drs. Margot Kushel, Courtney Lyles, and Urmimala Sarkar are core CVP faculty.
• The  Healthforce Center  at UCSF was founded in 1992 to help healthcare leaders and  policymakers better understand the health workforce and develop successful strategies and policies. The Center’s dynamic leadership training programs have touched thousands of people across the entire healthcare ecosystem who continue to make significant and meaningful change in healthcare. UCSF Professor Janet Coffman and Professor Joanne Spetz are core faculty of the center.

Current Health Policy PhD Students

• Madeline Adee
• Alexander Adia
• Calvin Chiu
• Christine Lo
• Jorge A. Morales Alfaro
• Rachel Ross
• Jaclyn Schess
• Alex Schulte
• Eleanor Tsai
• Solis Winters
• 2023–2024 Job Market Candidates

Graduates of the UC Berkeley PhD Program in Health Policy (formerly “Health Services and Policy Analysis”) hold leading research and teaching positions at academic and research institutions both within the United States and internationally. Many of our alumni hold tenured or tenure-track positions at respected universities and colleges such as Stanford University, Johns Hopkins University, Cornell University, UCSF, and Dartmouth College. Our recent alumni have also successfully obtained post-doctoral appointments at the U.S. Department of Veterans Affairs, Palo Alto Medical Foundation Research Institute, Kaiser Permanente Division of Research, Yale University, and Stanford University.

The following is a partial listing of PhD program alumni, their dissertation titles, and their current employment.

Jonathan Agnew, PhD Cost and Utilization of Outpatient Prescription Drugs Among the Elderly: Implications for a Medicare Benefit Owner and President, Agnew and Associates Medical Writing Vancouver, BC

Sangeeta C. Ahluwalia, PhD Professionalism among Physicians: Factors Associated with Outpatient Palliative Care Referral in a Managed Care Organization Senior Policy Researcher & Associate Director, Behavioral and Policy Sciences RAND Corporation, Santa Monica, CA

Jim Bellows, PhD Use of Worker’s Compensation Medical Care: Health Insurance Matters Managing Director Kaiser Permanente Care Management Institute, Oakland CA

Aman Bhandari, PhD National Estimates and Predictors of Pharmacy Utilization and Out-of-Pocket Prescription Drug Expenditures in Underserved Populations Vice President, Data Strategy and Solutions, Vertex Pharmaceuticals, Boston, MA

Claire Boone, PhD Essays in Health and Behavioral Economics Postdoctoral Fellow University of Chicago

Timothy T. Brown, PhD Three Essays on the Labor Market for Nonphysician Clinicians Associate Professor of Health Policy and Management Associate Director of Research, Berkeley Center for Health Technology University of California Berkeley, School of Public Health, Berkeley CA

Sahai Burrowes, PhD Essays on the Political Impact of Development Assistance Allocation in Malawi Associate Professor of Public Health Touro University, Vallejo CA

Drew Cameron, PhD The effect of short-term subsidies on future demand for potable water in rural Bihar, India: A randomized controlled trial Assistant Professor of Public Health (Health Policy) Yale University School of Public Health

Lawrence Casalino, MD, PhD Medical Groups and Physician Organization; Physician-Hospital and Physician-Health Plan Relationships; Physician Organization and Quality Professor Emeritus of Population Health Sciences Weill Cornell Medical College

Aaron Caughey, MD, PhD Applications from Behavioral Economics to Decision Making in the Setting of Prenatal Diagnosis Professor and Chair, Department of Obstetrics and Gynecology Oregon Health Sciences University, Portland, OR

Paulette Cha, PhD Essays on Health Economics and Immigration Fellow Public Policy Institute of California

Susan Chapman, PhD The Experience of Returning to Work for Employed Women with Breast Cancer Professor, UCSF School of Nursing San Francisco, CA

Ann Chou, PhD Shared decision making: The selection process of treatment options and resulting quality of life implications for women with breast cancer Professor of Family and Preventive Medicine, Health Sciences Center University of Oklahoma

Elizabeth Ciemins, PhD The Effect of Mental Health Parity on Children’s Mental Health and Substance Abuse Service Utilization in Massachusetts Director of Research and Analytics American Medical Group Association Foundation, Alexandria, VA

Janet Coffman, PhD All Capitated Systems are not Alike: Effects of Organizational Structure, Culture, and Climate on Medicaid Recipients Use of Inpatient Psychiatric Care Professor of Health Policy Institute for Health Policy Studies, UC San Francisco

Carrie Colla, PhD Effects of the San Francisco Employer Health Spending Mandate Professor of Health Economics Dartmouth Medical School, Hanover NH

Leeann Comfort, PhD Applications and Extensions of Organization Theory: The Context of Accountable Care Organizations Scientist Administrator, Social Science Researcher Division of Healthcare Delivery and Systems Research Agency for Healthcare Research and Quality

David Contreras-Loya, PhD Managerial Practices and Altruism in Health Care Delivery Research Professor Escuela de Gobierno y Transformación Pública Tecnológico de Monterrey

Jan Cooper, PhD Money, Sex, and Power – An Analysis of Relationship Power in the Context of Conditional Cash Transfer Interventions to Reduce Risky Sex in Tanzania Researcher, Global Health and Policy Analysis Harvard T.H. Chan School of Public Health

Jae Corman, PhD Foreclosures and Health Senior Director of Analytics Folx Health

Alison Evans Cuellar, PhD Changing Markets and Hospital: Managed Care, Horizontal Integration and Vertical Alignment Professor of Health Administration and Policy Associate Dean of Research, College of Public Health George Mason University, Fairfax, VA

Julie Dang, PhD Two Shots to Cancer Prevention: Improving the Uptake of the Human Papillomavirus (HPV) Vaccine among Preadolescent Patients of a Primary Care Network Assistant Professor & Executive Director, Office of Community Outreach and Engagement UC Davis Comprehensive Cancer Center

Maria Dieci, PhD Patient vs. provider incentives for malaria care: A cluster randomized controlled trial in Kenyan pharmacies Assistant Professor of Health Policy and Management Emory University

Ebbin Dotson, PhD The Business Case for Leadership Diversity in Health Care Assistant Professor of Health Policy and Management University of Michigan Ann Arbor, MI

April Falconi, PhD Perimenopause as a Sensitive Period for Women’s Health and Aging: A Review of the Chronic Disease Literature and Two Empirical Tests of Significance Associate Director, Elevance Health

Kevin Feeney, PhD Essays on Cash Transfers and Health Economist, Amazon Los Angeles, CA

Sara Fernandes-Taylor, PhD Provider Communication, Self-Reported Health, and Post-Treatment Regret among Young Breast Cancer Survivors Scientist III Department of Surgery University of Wisconsin School of Medicine

Robin Flagg, PhD Governor Decision Making: Expansion of Medicaid Under the Affordable Care Act Continuing Lecturer, Division of Health Policy and Management University of California, Berkeley

Jennifer Frehn, PhD Understanding the Influences and Organization of Systems to Improve Community Health Post-doctoral Research Fellow, School of Public Health UCLA

Vicki Fung, PhD The Effects of Losing Brand-Name Drug Coverage: Changes in Use of Inhaled Steroids and Clinical Outcomes Among Medicare Beneficiaries with Asthma Associate Professor of Medicine, Mongan Institute for Health Policy Massachusetts General Hospital Department of Medicine, Harvard Medical School Boston, MA

Daniel Gentry, PhD Organizational Bureaucracy, Legitimacy, and “Thrival”: A Study of the Response by AIDS Service Organizations in Twenty California Counties to the Ryan White CARE Act of 1990 President & CEO, Association of University Programs in Health Administration

Gabrielle Goldstein, JD, PhD A Market for Ethics Counsel Nixon Peabody LLP San Francisco, CA

Julia Goodman, PhD Three Essays on Maternity Leave Policies, Utilization and Consequences Assistant Professor of Public Health OHSU & Portland State University School of Public Health

Lakshmi Gopalakrishnan, PhD Gender norms as a social determinant of health and well-being of married adolescent girls and young women in South Asia Postdoctoral Fellow UCSF

Ilana Graetz, PhD The Impact of EHR and Teamwork on Care Transitions and Patient Outcomes Associate Professor of Health Policy and Management Rollins School of Public Health Emory University, Atlanta, GA

Chaoran Guo, PhD Social Learning in Health Insurance Choices: Evidence from Employer-Sponsored Health Plans Senior Data Scientist, Netflix Los Gatos, CA

Emily Hague, PhD Antecedents and Outcomes Associated with Hospital Participation in a Clinically Integrated Network Health Policy Researcher Mathematica Policy Research, Oakland, CA

Courtnee Hamity, PhD Social Influence and Innovation Adoption in the Clinical Setting Senior Program Officer, Evaluation and Data Strategy Blue Shield of California Foundation, San Francisco, CA

Alein Haro-Ramos, PhD Racism, Illegality, and Population Health: Mechanisms, Interventions, & Community-Engaged Research UC President’s Postdoctoral Fellow Department of Health, Society, and Behavior University of California, Irvine

Zoë K. Harris, PhD Private Health Insurance Sponsored Wellness Programs:  Examining Participation in the Healthy Lifestyle Rewards Financial Incentives Program on Health Care Costs, Utilization, and Risk Behaviors Executive Director, Head of Customer Engagement Strategy & Operations Genetech

Nianyi Hong, PhD Essays on Patient and Firm Behavior in Health Economics Analyst, Congressional Budget Office Washington, DC

Thomas Huber, PhD The Role of Micro and Macro Level Organizational Coordination in Accountable Care Organizations Adjunct Professor, The Ohio State University

Dorothy Hung, PhD Behavioral Preventive Service Delivery, Productivity, and Staff Turnover in Primary Care Practices: The Role of Participation in Decision Making and the Chronic Care Model Research Scientist and Director, Center for Lean and Engagement Research, School of Public Health University of California, Berkeley

Vanessa Hurley, PhD Collaborative Learning among Health Care Practice and Systems to Improve Patient-Centered Care Assistant Professor of Health Systems Administration Georgetown University

Jenny Hyun, PhD Person-Centered Care Program Philosophy in Capitated Community Mental Health Centers in Colorado Director, Business Intelligence Vituity, Emeryville, CA

Jennifer K. Ibrahim, PhD State Medicaid Coverage for Tobacco Dependence Treatments: Implications for a Federal Mandate Dean and Professor, College of Public Health and School of Social Welfare Temple University, Philadelphia PA

Jae Kennedy, PhD Americans Needing Assistance with Activities of Daily Living: Current Estimates and Policy Implications Professor of Health Policy and Administration Elson S. Floyd College of Medicine Washington State University, Spokane WA

Jung Kim, PhD Examining factors associated with learning and performance in primary care Graduate Medical Education organizations Assistant Professor, Health Systems Science Kaiser Permanente Bernard J. Tyson School of Medicine

Margae Knox, PhD Health System Efforts to Address Health Related Social Needs: Implications for Public Health, Health Services Use, and Quality Outcomes Postdoctoral Delivery Science Fellow Division of Research, Kaiser Permanente

Heather Knauer, PhD Parenting and Child Development in Rural Mexico: Examination of a Large-Scale Parenting Program Adjunct Assistant Professor School of Social Work University of Michigan, Ann Arbor, MI

Ada Kwan, PhD Can We Improve Quality of Care in Private Health Sectors? Evidence from a Randomized Field Experiment in Kenya Postdoctoral Researcher, School of Medicine University of California, San Francisco

Susan Lehrman, PhD Hospitals’ Participation in the Nursing Home Market Professor and Dean Emeritus, Rohrer College of Business Rowan University, Glassboro, New Jersey

Jing Li, PhD Altruism and Efficiency Preferences of U.S Medical Students and their Expected Specialty Choice Assistant Professor of Health Economics School of Pharmacy, University of Washington

Rui Li, PhD Effect of Financial Incentives on Physician Productivity in Medical Groups Senior Economist, Division of Reproductive Health Centers for Disease Control and Prevention, Atlanta GA

Michael Lin, PhD Nursing Home Quality: Structure and Strategy Senior Scientist, Telligen Denver, CO

Jenny Liu, PhD Healthy Time, Home Production, and Labor Supply: The Effect of Health Shocks on Time Use within Chinese Households during Economic Transition Professor of Health Economics School of Nursing University of California, San Francisco

Christopher Lowenstein, PhD Essays on labor markets and health: Employment conditions and drug, suicide, and alcohol-related mortality among working-age adults in the United States Postdoctoral Fellow, Epidemiology Stanford University

Martin Marciniak, PhD Too Good to Be True? The Effect of Nicotine Replacement Therapy on an Individual’s Ability to Quit Smoking Vice President and Head, US Health Outcomes Chiesi USA, Inc.

Soledad Martinez, PhD Income, Health Insurance Type and the Quality of Primary Care Systems in Chile: Effects on Health Outcomes and Utilization of Services Assistant Professor School of Public Health at Universidad de Chile, Santiago Chile

Jill Marsteller, PhD The Relationship between Non-Racial Diversity in Team Composition and Performance and Creativity in a Chronic Illness Care Quality Improvement Intervention Professor, Health Policy and Management Bloomberg School of Public Health, John Hopkins University, Baltimore MD

Peter Martelli, PhD An Argument for Knowledge Variety in Evidence-Based Management Associate Professor of Healthcare Administration Sawyer Business School, Suffolk University, Boston, MA

Sean McClellan, PhD When does Adoption of Health Information Technology by Physician Practices Lead to Use by Physicians within the Practice? Health Policy Researcher Abt and Associates, Boston, MA

Rodney K. McCurdy, PhD Network Influence on Chronic Illness Care in Large Physician Organization:  A Study of the California Managed Care Network in 2001 and 2006 Professor and Program Director National University Detroit, MI

Kathryn McDonald, PhD Ambulatory Care Organizations: Improving Diagnosis Bloomberg Distinguished Professor Johns Hopkins University Schools of Medicine and Nursing

Sara McMenamin, PhD Organizational Support for Smoking Cessation Interventions in Physician Organizations Associate Professor, Herbert Wertheim School of Public Health & Human Longevity University of California, San Diego

Angela Merrill, PhD Subjective Expectations of Nursing Home Use, Medicaid, and Economic Behavior by Older Americans Principal Researcher Mathematica Policy Research, Cambridge MA

Chris Miller-Rosales, PhD Advancing Organizational Capabilities to Improve Patient Engagement in Health Care Associate, Analysis Group Menlo Park, CA

Eric Nauenberg, PhD Air Pollution and Hospitalization for Asthma in Los Angeles County: Economic and Policy Implications Associate Professor of Health Economics Ontario Ministry of Health and Long-term Care/Dept of Health Policy, Management and Evaluation, University of Toronto, Canada

Zachary Olson, PhD Can a Conditional Cash Transfer Reduce Teen Fertility? The Case of Brazil’s Bolsa Familia Senior Economist, Amazon Seattle, WA

Michael K. Ong, MD, PhD The Effects of Regulatory Change on the Safety of Pharmaceutical Innovations Professor in Residence, Division of GIM & HSR Associate Chief of Staff for Research Department of Medicine, UCLA and VA Greater Los Angeles Healthcare System, Los Angeles, CA

Laura Packel, PhD Who Changes How: Strategies and Motivation for Risk Reduction Behaviors in the Context of an Economic-based HIV Prevention Intervention in Tanzania Research Director, McCoy Research Group University of California, Berkeley, School of Public Health

Mary Paterson, PhD Financial Status of Retiree Caregivers: An Analysis of the Asset Structure of the Retiree Caregiver Professor Emeritus, School of Nursing The Catholic University of America, Washington DC

Krista Perreira, PhD Exits, Recidivism, and Caseload Growth: The Effect of Private Health Insurance Markets on the Demand for Medicaid Professor of Health Economics University of North Carolina at Chapel Hill, School of Medicine

Dana Petersen, PhD Social Capital, Social Support, and Quality of Life among Long-Term Breast Cancer Survivors Senior Researcher Mathematic Policy Research, Oakland CA

Aryn Phillips, PhD The Impact of Retail Availability on Health Behaviors: Policy Applications for the Prevention & Management of Chronic Conditions Assistant Professor of Health Policy and Management School of Public Health University of Maryland, College Park

Kathryn Phillips, PhD Public Policy and Screening: The Influence of State Policies on Utilization of Human Autoimmunodeficiency Virus (HIV) Screening Professor of Health Economics and Health Services Research UCSF School of Pharmacy, San Francisco CA

Jessica Poon, PhD Multilevel Pathways to Patient-Centered Care Postdoctoral Research Fellow, Division of Research Kaiser Permanente

Alexis Pozen, PhD Price Variation for Colonoscopy in a Commercially Insured Population Assistant Professor City University of New York School of Public Health New York NY

Brian Quinn, PhD The Effect of Community-Level Unemployment On Preventive Oral Health Care Utilization Associate Vice President, Research-Evaluation-Learning The Robert Wood Johnson Foundation, Princeton NJ

Nadia Safaeinili, PhD Evaluation of a statewide integrated medical and social service case management policy innovation: A multi-level assessment of equitable implementation for frontline staff and high-risk, high-need Medicaid patients Research Scientist, School of Medicine Stanford University

Robert Schell, PhD Understanding the Role of Socioeconomic, Health Behavioral, and Genetic Factors in Cardiovascular Disease Risk Associate, Analysis Group Menlo Park, CA

Julie Schmittdiel, PhD The Effect on Primary Health Care Orientation on Chronic Care Management Research Scientist and Associate Director of Health Care Delivery and Policy Division of Research Kaiser Permanente Northern California Oakland CA

John Schneider, PhD Regulation and Regulatory Reform in the U.S. Hospital Industry, 1980-1996 CEO and Founder Avalon Health Economics, Morristown NJ

Neil J. Sehgal, PhD Social Influences on Healthcare Outcomes in a Major Academic Medical Center Associate Professor of Health Systems and Population Health School of Public Health, University of Washington

Tetine Sentell, PhD Literacy, Health, and Health Services Use in a Nationally Representative Sample Chin Sik & Hyun Sook Chung Endowed Chair Department of Health Policy and Management Thompson School of Social Work & Public Health

Gordon Shen, PhD Global Mental Health Policy Diffusion, Institutionalization, and Innovation Assistant Professor of Management, Policy and Community Health The University of Texas Health Science Center at Houston (UTHealth) School of Public Health

Timothy Snail, PhD The Effects of Hospital Contracting for Physician Services on Hospital Performance Vice President, Charles River Associates Boston, MA

Sean Sullivan, PhD The Demand for Prescription Drugs in Elderly Americans Professor of Health Economics and Dean Emeritus School of Pharmacy, University of Washington

Aaron Tierney, PhD Virtual Diabetes and Hypertension Care in Community Health Centers: Use, Quality, and Patient Preferences Clinical Informatics Postdoctoral Fellow, Division of Research Kaiser Permanente

Yi-Wen Tsai, PhD Cigarette Taxation, National Health Insurance Professor, Institute of Health and Welfare Policy National Yang-Ming University, Taiwan

Lauren van der Walt, PhD Increasing Women’s Access to Information about Safe Abortion Methods through Local and Global Hotlines Executive Director, Optio Berkeley, CA

Megan Vanneman, PhD Consequences of Devolution: Effectiveness, Efficiency, and Equity in California’s County-based Public Mental Health Care System Assistant Professor of Medicine and Population Health Sciences University of Utah, Salt Lake City, UT

Todd Wagner, PhD The Economics of Consumer Health Information Director, Health Economics Resource Center Department of Veterans Affairs Professor of Surgery Stanford University

Zachary Wagner, PhD Community Health Workers to Increase Use of ORS and Zinc to Treat Child Diarrhea in Uganda: A Cluster Randomized Trial Associate Policy Researcher, RAND Corporation Santa Monica, CA

Neal Wallace, PhD A Production Function Approach to Mental Health Service Coordination in California’s Publicly Financed Mental Health System Professor of Health Systems Management and Policy OHSU-Portland State University School of Public Health

Jessica Watterson, PhD Influences on the Effectiveness of Health Information Technology Innovations in Primary Health Care Senior Research Fellow in Public Health Monash University Melbourne, Australia

Christopher M. Whaley, PhD The Effects of Consumer Information and Cost-Sharing on Healthcare Prices Policy Researcher RAND Corporation

Justin White, PhD A Team-Based Behavioral Economics Experiment on Smoking Cessation Associate Professor of Health Economics Department of Health Law, Policy & Management, School of Public Health Boston University

Frances Wu, PhD The Role of Health Information Technology in Early Accountable Care Organizations in the U.S. Research Associate, The Healthcare Improvement Studies Institute University of Cambridge, Cambridge, United Kingdom

Jill Yegian, PhD Politics, Economics, and Organizational Innovation in the Small Group Market for Health Insurance Principal, Yegian Health Insights, LLC Oakland, CA

Myoungsoon You, PhD Determinants of Risk Perception among Women with a Family History of Breast Cancer Professor Seoul National University, Korea

Jim Zazzali, PhD Executive Director, Head of Health Policy and Systems Research, and Modeling Genentech

The Department of Population Health Sciences develops critically-thinking, creative, and collaborative research scientists that are passionate about improving healthcare for all. The doctoral program equips students with the knowledge and tools they will need to research and work alongside health systems, government agencies, non-profits, industry, and others pursuing improved health of populations.

Admission Deadlines

Application Deadline : The application for 2023-2024 admissions  to the Population Health Sciences PhD program has opened, and will close on November 30, 2023.

Successful applicants will find a close fit with a departmental  faculty  advisor who shares their research interests. The DPHS Education leadership team identifies potential matches early in the admissions process, so those offered admission to the program can be assured of a strong match with a faculty advisor. 

Also, please note that the  online degree application requires you to identify potential mentors from our department. You will have an opportunity to contact these potential mentors after you hear whether you have been accepted to the doctoral degree program.  

Some guidance on how to identify those faculty members. 

• What excites you in your research field? 
• What is a productive area that fits your values and your career plans? 
• Who is engaged in research that is complementary to your interests?

About the PhD in Population Health Sciences

The Duke PopHealth PhD program prepares researchers to formulate important research questions, design studies to answer them, organize resources to carry out relevant studies, and analyze the results to contribute scientific and policy insights. Our coursework, experiential learning, and professional development help prepare PhD students to be leaders in the population health field.

Our faculty are world-renowned for their expertise and strengths in the following areas:

• Health Measurement. Learn more
• Implementation Science. Learn more
• Health Policy
• Health Services Research
• Health Economics

Why Choose Duke for a PhD in Population Health Sciences?

The department, which is part of the Duke University School of Medicine, offers Ph.D. candidates a unique and rich setting in which to acquire that foundation and then use it to complete their studies and dissertation research. Ph.D. students can:

Access Duke's  PopHealth DataShare , which provides access and consultation to large data sets from federal and state government sources as well as a private insurer

Tap into Duke PopHealth’s partnerships with world-class institutions like  Duke Cancer Institute ,  Duke Clinical Research Institute ,  Duke Global Health Institute , and  Duke-Margolis Center for Health Policy

Connect with Duke PopHealth’s  Center for Health Measurement , the  BASE Lab ,  QualCore , and  INTERACT  (Implementation Science Research Collaborative) – which each offer specialized research support.

Enjoy proximity to Duke Health, which provides most of the health care in Durham County. Students can also connect with the Durham Veterans Administration Medical Center and  ADAPT Center .

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Jointly supported by the School of Engineering and the School of Medicine, the bioengineering program merges engineering principles with scientific discovery and technology to encourage the development of new medical devices and treatments.

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panning the School of Medicine and the School of Humanities and Sciences, students have the best of both worlds: the diversity of a large umbrella program coupled with the support of a small academic setting.

The Biosciences PhD program offers 14 home programs representing eight basic science departments and six interdisciplinary programs.

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Supported by the Departments of Radiology and Radiation Oncology, the Biomedical Physics PhD program seeks students interested in radiation therapy, imaging science, and molecular imaging and diagnostics as applied to clinical medicine. 

PhD in Epidemiology and Clinical Research

The PhD program in epidemiology and clinical research will provide methodologic and interdisciplinary training that will equip students to carry out cutting-edge epidemiologic research. The program trains students in the tools of modern epidemiology, with heavy emphases on statistics, computer science, genetics, genomics, and bioinformatics.

PhD in Health Policy

Stanford Health Policy offers a PhD program which promises to educate students who will be scholarly leaders in the field of health policy, and will be highly knowledgeable about the theoretical and empirical approaches that can be applied in the development of improvements in health policy and the health care system. These students will be well prepared for positions in academic institutions, government institutions, and private sector organizations with a demand for high-level analysis of health policy issues.

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PhD in Health Economics

• Admission and Financial Aid
• Requirements for Degree Completion

Located in Los Angeles on the USC University Park Campus, the USC PhD program in health economics offers students the opportunity to help shape the future of health care through groundbreaking research and innovative policy solutions. Our multidisciplinary program offers rigorous training in microeconomics, econometrics, cost effectiveness analysis, welfare economics, public finance, epidemiology and health status measurement. Students in the program work closely with our world-renowned faculty, gaining the practical research experience needed to launch their careers.

Our program offers numerous benefits to help position our students for future success. All of our PhD students are fully funded, including tuition remission and stipend, for up to five years through teaching and research assistantships or competitive fellowships.  Many of our students participate in internships that offer real world experience and networking opportunities in industry, policy analysis and consulting.  Our department’s affiliation with the Leonard D. Schaeffer Center for Health Policy & Economics provides opportunities for students to work closely with distinguished faculty from across USC on impactful projects. Bolstered in part by our strong alumni network, our students are highly sought after for positions in academia, government and industry.

“I chose the Health Economics PhD program at USC for three reasons: the strong concentration of health economics faculty here as compared to traditional economics departments, the rigor of economics training compared to other applied programs, and quality of life (i.e., location in sunny Southern California and funding from a USC School of Pharmacy fellowship).”

Laura Henkhaus

Phd, health economics ’19, data scientist, hill physicians medical group.

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Department of Medical Education

Phd in health professions education.

The Department of Medical Education (DME) is thrilled to announce the establishment of a new online PhD program in Health Professions Education (HPE). The PhD in HPE evolved from our successful former collaboration with the UIC College of Education’s Department of Curriculum and Instruction. The PhD in HPE also builds upon the success and strong reputation of DME’s Master of Health Professions Education (MHPE), as well as upon the department’s broader expertise in HPE research and teaching excellence.

Program Overview Heading link Copy link

What is the phd in hpe.

The PhD in HPE program will produce exemplary scholars who advance the field of health professions education by developing innovative research agendas that shape educational policy, standards, and practices, with the ultimate goal of improving healthcare. While the PhD in HPE will share course offerings with DME’s renowned MHPE program, it will include a greater emphasis on research design, data collection, and original scholarship for students who aim to serve as principal investigators in HPE studies in the future.

Who is this program for?

Typical students in the program may include students from a wide range of professional backgrounds, including MDs, other clinicians, and non-clinical educators, aiming to deepen their methodological training and increase their knowledge of the health professions education canon. The student body is also likely to be heterogenous in terms of career stage, and thus may include students ranging from trainees (e.g., residents and fellows) to administrators and leaders (e.g., program directors and deans).

The program is designed for students to have the option to pursue the program on a part-time basis, in conjunction with their regular employment or full-time.

What should students expect to gain?

After completion of the PhD in HPE, students will be able to:

• Integrate theories in the social sciences and health professions to define and understand challenges in health professions education, research, and practice
• Employ a range of relevant research designs, research methodologies, and other scholarly practices to advance the field of health professions education as an independent investigator and eventual leader of a research team
• Situate education and education science within the sociopolitical context of health care and health professions education, and translate educational science into practice
• Additionally, students will have the opportunity to make numerous connections with experts in HPE in order to grow their professional networks.

Program format and cost

What is the program format.

The PhD in Health Professions Education is an online program, though some courses included in the curriculum have short-term, in-person requirements.

What is the cost of the program?

The online tuition is currently $925 per credit plus fees (information about fees can be found on the UIC Registrar’s website. The program/department (DME) does not offer any funding at this time. Graduate funding at UIC is primarily provided to students who attend their programs on a full-time basis; as such, the majority of PhD in HPE students are not eligible for the most common ways that PhD students at UIC fund their graduate degrees. PhD students may be able to seek funding through their employers. Also, all full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College will be supported in their applications by departmental and PhD program administration.

Degree Requirements Heading link Copy link

Students must achieve the following requirements to graduate with a PhD in Health Professions Education.

Details on hours

The PhD in HPE degree requires 96 credit hours past the baccalaureate. However, we anticipate that the majority of admitted students will be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree or advanced clinical degree (e.g., MDs), thus leaving 64 credit hours to complete the degree. (For more details, see FAQs.)

The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

To accommodate the heterogeneity of the expected student body, the curriculum aims to be quite flexible. Rather than being prescriptive about specific courses, the program focuses on the specific domains and competencies that were determined by program faculty to be fitting for rigorous, doctoral-level training in HPE. Specifically, students will work with their advisors and the Director of Graduate Studies (DGS) to develop programs of study based upon their scholarly and methodological needs.

• View course descriptions

Details of mentorship

Students must complete a mentored, Applied Health Professions Education Experience in order to better facilitate integration of coursework and their understanding of HPE concepts within applied settings. These experiences might include working on DME faculty members’ research projects, engaging in HPE journal editorial work, helping to teach a course taught by a DME faculty member, or something comparable.

There are 3 exams

• Departmental Qualifying Examination: This comprehensive exam will evaluate students’ knowledge of foundational readings within health professions education and their ability to synthesize and critique these readings.
• Graduate College Preliminary Examination: Students are required to draft a dissertation prospectus and defend this prospectus at a virtual hearing in front of their Preliminary Examination committee (and future dissertation committee).
• Dissertation Defense: Students are required to complete a written dissertation with a public, virtual oral defense before their dissertation committee and other members of the academic community.

Dissertation details

PhD in HPE students must complete a Dissertation research project. Dissertation research must include original data collection (i.e., the research needs to include the development of a dataset, identification of sample/analytic subject, etc.). The project can include one large project with multiple components or serial linked studies/experiments. The most common format for the dissertation is the multiple-article model (three publishable articles, plus an introduction and conclusion), though a single monograph is also acceptable.

How to Apply Heading link Copy link

The application deadline for Fall 2025 is December 1 st , 2024. Only two applicants are accepted each year.

All applicants submit materials via Online Application . The Department of Medical Education Admissions Committee will then develop a ranked short list for subsequent interviews with potential PhD advisors. Short-listed applicants will interview (via Zoom) with the DGS and two potential advisors, all of whom will submit reviews for the applicants, which will then be used to develop the final ranked list for admissions.

Please review the admission and application requirements before applying.

Applicants will be informed of admissions decisions in the spring. Please note that all admitted students will be required to attend the 1-week in-person introductory course (MHPE 506), which takes place at the end of July in Chicago.

Application requirements Heading link Copy link

Details on prior degree requirements.

Applicants must have earned a baccalaureate degree.

A combination of a master’s degree in education, social science, or related fields and significant experience in a health professions setting or  A master’s degree in health professions education and/or an advanced professional degree in a health professions discipline.

Applying as a graduate of the Department of Medical Education MHPE program

Graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Transfer credits

Advanced standing credit determinations will be considered for applicants with master’s degrees in health professions education; master’s degrees in education, social science, or related fields; and advanced professional degrees in a health professions discipline. Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree.

Transfer of graduate credits from other institutions will be handled on a case-by-case and course-by-course basis, pursuant to the transfer process described on the Graduate College website.

Read more on the policies around transfer of credit on the Graduate College website .

GPA details

Applicant’s previous grade point average must be above 3.75 on a 5-point scale or 3.0 on a 4-point scale.

Which tests to take

The GRE is not required for this program; however, applicants may submit their scores if they wish.

Applicants whose native language is not English must take either the Test of English as a Foreign Language (TOEFL), the exam of the International English Language Testing System (IELTS), or the Pearson’s PTE Academic. The test score cannot be more than two years old. For English proficiency test score minimums, reporting requirements, and exemptions, see the UIC Admissions International Requirements page for more details.

• UIC Admissions International Requirements

Review for submitting

To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Additionally, applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials. Applicants must submit:

• UIC online graduate application  (All application materials must be submitted through the UIC online graduate application.)
• Registrar-issued transcripts from each college and professional school attended
• Letters of Recommendation (3)
• Recommendation letters should address the applicant’s academic qualifications, research ability/experience, and ability to carry out advanced degree studies (including institutional/financial support, if available)
• Your background and/or experiences (past or present) that are relevant to the field of health professions education (these may include research, teaching, curricular development, administration, etc.).
• Future potential research agenda – please include at least one future project idea.
• Fit with program and why the applicant is pursuing the PhD in HPE at DME
• Applicant characteristics or experience likely to contribute to applicant success in the PhD program, including experience with online/virtual learning, prior graduate programs, institutional support, local mentorship, etc.
• If applicants are planning to pursue the degree in connection with their employment (i.e., part-time), they also must include a statement of how the doctoral program of study will fit in with their professional schedules and commitments.
• A Curriculum Vitae (CV) highlighting research, teaching, and service experience, particularly in HPE

Read if you are applying from outside the United States

International applicants must follow all UIC Admissions International Requirements for graduate admission. Please visit the UIC Admissions website for more details.

The Office of International Services is working to obtain authorization to allow international students to be admitted to this new academic program. In the event that the authorization is not in place in time prior to the start of the term of admission, admitted international students may defer their admission until the following year.

Contact for more program info Heading link Copy link

Laura e. hirshfield, laura schaaf, thank you to the uic college of education heading link copy link.

In 2010, the Department of Medical Education, in collaboration with faculty in the College of Education, developed an area of emphasis within the PhD in Curriculum and Instruction for students interested in Health Professions Education and Curriculum. This concentration in Curriculum Studies/Critical Pedagogies and Urban Teacher Education (Health Professions Education Area of Emphasis) focused on the exploration of curriculum across multiple educational contexts. The program has successfully graduated a diverse set of students from a variety of social identities, professional backgrounds, and ranks within their profession.

The Department of Medical Education is extremely grateful for the long-term collaborative relationship it has had with the College of Education, especially with the CS/CPUTE program. The department will continue to support students who are currently enrolled in the Collaborative PhD program; however, DME will no longer admit new students into the HPE Area of Emphasis. Instead, the PhD in HPE will effectively replace this offering.

FAQs Heading link Copy link

Q: what is the difference between the mhpe and phd in hpe.

A: The PhD in HPE is similar in content to the MHPE, except that it focuses on developing in students a deeper methodological training, with increased independence and greater knowledge of the HPE canon. The goal of the PhD program is to shift students away from the more applied focus of the MHPE to a broader scholarly, theoretical approach. Specifically, the PhD in HPE shares course offerings with the MHPE program, but the program has a greater emphasis on research design, data collection, and original scholarship for students who wish to serve as principal investigators in HPE studies.

Q: Why should someone pursue a PhD in HPE at DME?

A:  DME’s PhD in HPE is focused on training our students to become independent researchers and scholars in health professions education. Graduates of the HPE PhD program would be particularly well poised to be hired by health professions scholarship units (or organizations and institutions that  “share a commitment to the production and dissemination of rigorous educational practices and research” ). Clinical faculty who are heavily involved in health professions education research that guides educational policy or practice may also find the degree valuable for deepening their research expertise.

Q: What are you looking for in applicants?

A: To be considered for the PhD in HPE, students must demonstrate either credentials or experience in health professions education. Typical students may include MDs, other clinicians (e.g., nurses and physical therapists), and non-clinical educators (e.g., student services or curricular affairs) aiming to deepen their methodological training and increase their knowledge of the health professions education canon. We welcome applicants from a variety of career stages. That said, all applicants must be actively engaged in, or preparing for, health professions educations scholarship. Applicants should demonstrate this engagement through their application materials.

Q: Is the program entirely online?

A:  No, not entirely.  Students are required to come to Chicago for the 1-week on-campus orientation course (MHPE 506), in which they are introduced to core course content and faculty and begin to develop the peer relationships that will form the basis of a lasting community of practice. For students who are not able to attend (e.g., international students unable to attain short-term visas) alternative opportunities for participation will be negotiated with course faculty members. Some MHPE courses may also have additional on-site components.

Q: How long does it take to complete the program?

A:  It’s hard to say, as it really varies based on a lot of different factors (i.e., if the student must complete 64 or 96 credit hours; how many credit hours a student takes each semester; when courses are offered and the availability in them; how long it takes the student to complete the exams and the dissertation; etc.).  The program will adhere to UIC Graduate College timelines for student completion of the program ( https://grad.uic.edu/doctoral-degrees/ ).

Q: How many courses/credits should I take each semester?

A:  It depends on your workload outside of the PhD in HPE. Most of our students will take the program part-time while they are working full-time; these students generally will take 4-6 credits per semester. Students should work with their advisor and PhD Director of Graduate Studies (DGS) to develop a plan that works best for them.

Q: What is advanced standing credit?

A:  Admitted students may be eligible to receive 32 hours of advanced standing credit for a previously earned relevant master’s degree (or its equivalent; or an advanced clinical degree) toward the minimum 96 semester hours of credit requirement for the doctoral degree, thus making it 64 credit hours to complete the doctoral degree.  For consideration, the degree must be posted as completed on a transcript from an accredited institution, and, if international, equivalent to a U.S. master’s degree (as determined by the Graduate Admissions Office and the Graduate College).  Students who are not granted advanced standing credit will be required to complete 32 additional credit hours of 400-level and 500-level coursework in related areas.  A minimum of 16 of these credit hours must be letter-graded courses (A to F), rather than project or thesis credits. For more information on advancing standing credit, please see the UIC Graduate College website :

Q: Where can I learn more about the coursework taken in the program?

A:  The program consists of several different categories of coursework: Foundational courses, Methodological courses, and HPE Area of Study courses. Many of these courses are shared with the MHPE program; however, students are also welcome to take other UIC courses with DGS and advisor approval.

For more information about the above mentioned MHPE courses, please go to the MHPE brochure  https://chicago.medicine.uic.edu/wp-content/uploads/2022/04/MHPE-Information-Brochure.pdf

Q: Can graduates of the DME MHPE program apply?

A: Yes, graduates of DME’s MHPE are eligible to apply to this program. However, since many of the courses are shared between the two programs, students in this group will need to take a larger proportion of their coursework outside of DME. If you have additional questions about how this works, please contact us for more information.

Q: How much does the program cost?

A:  The cost of the program varies depending on how many credits you need to complete.  The program requires at least 96 credits from the baccalaureate or at least 64 credits from the master’s degree.  Doctoral students who have previously earned a relevant master’s degree (or its equivalent) from UIC or another accredited institution or health professionals with advanced degrees (e.g., MD, DO, DDS, PA, DPT, etc) may possibly be granted 32 semester hours of credit toward the doctoral degree if approved by the program and the Graduate College at the time of admission. The 32 hours are subtracted from the total hours required for the degree.  Degree equivalency from foreign institutions is determined by the Office of Admissions. To calculate online tuition please see the UIC Registrar’s Graduate Tuition and Fees website:   https://registrar.uic.edu/financial-matters/graduate-tuition-and-fees/ .

Q: Is there funding available?

A: The program/department (DME) does not offer any funding at this time. The majority of PhD in HPE students are not eligible for the most common ways that UIC PhD students fund their graduate degrees; specifically, funding is most often made available only to full-time graduate students. That said, full-time students who are eligible to apply for financial support (e.g., scholarships, fellowships, or assistantships) through the Graduate College https://grad.uic.edu/funding-awards/ will be supported in their applications by departmental and PhD program administration. PhD students may also be able to seek funding through their employers.

Q: How many students are accepted each year?

A: At this time, we are only able to accept up to two students per year.

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Ph.D. in Health Sciences Faculty

Leading by example.

Collectively, the PhD in Health Sciences program faculty demonstrate a clear commitment to the advancement of scholarship and knowledge translation. During the academic year 2022-2023, the faculty published 16 manuscripts in peer reviewed journals, presented 28 poster presentations/ platform/oral presentations at state and national conferences demonstrating their committee to being knowledge brokers.  The faculty also pursued funding opportunities to expand their research endeavors, securing 9 grants totaling over $150,000.00.

The PhD in Health Sciences faculty’s diverse yet robust collection of scholarly products is strong evidence of the faculties abilities to lead by example the PhD in Health Sciences community as health scientists’ scholars.

Read more about our Ph.D. in Health Sciences faculty achievements:  

Ready to apply?

Begin or continue your online application.

Start Your Application »

Doctor of Philosophy in Biostatistics

Recent graduates hold the following positions:

• Data scientist, Google 
• Senior research statistician, AbbVie Inc.
• Biostatistics manager, Amgen
• Senior biostatistician, Boehringer Ingelheim
• Senior research investigator, Bristol-Myers Squibb
• Biostatistician, Duke Clinical Research Institute
• Aassistant professor, Medical College of Wisconsin
• Assistant professor, Northwestern University Feinberg School of Medicine
• Assistant professor, University of Florida
• Postdoctoral associate, University of Pittsburgh
• Mathematical statistician, U.S. Food and Drug Administration

Program Information

PhD Degree Requirements Worksheet (PDF, 2023-24) Student Handbook (PDF, 2023-24)

Statistical Genetics

Doctoral students interested in statistical genetics can pursue that training through either the biostatistics PhD program or the human genetics PhD program. Within the biostatistics PhD program, statistical genetics students take the usual requirements for a biostatistical major but their electives are appropriately selected genetics courses. Students interested in statistical genetics should state that in their application.

A partial list of faculty with interest in statistical genetics

Department of Biostatistics Yong Seok Park Chien-Cheng (George) Tseng

Department of Human Genetics with secondary appointment in the Department of Biostatistics Daniel E. Weeks Eleanor Feingold

Application Deadline

The priority deadline for applications is December 15. The hard deadline for applications is January 5.  

Using   SOPHAS , the centralized application service for graduate schools of public health.

Questions? Contact  [email protected]

Biostatistics News

Recent dissertation titles.

Browse titles in D-Scholarship , the institutional repository for research output at the University of Pittsburgh

Graduates will be able to:

• Develop and implement advanced parametric and nonparametric methods, and the corresponding inference procedures  
• Formulate various linear and mixed models and master the statistical inference on these models
• Apply linear, generalized linear and non-linear regression models to analyze cross-sectional or clustered, or longitudinal data with applications to health sciences  
• Derive quantities and inference statistics for time-to-event data and apply nonparametric, parametric and semiparametric survival models to such data
• Contribute to the body of knowledge in the field of biostatistics by submitting article(s) for publication in peer-reviewed journal(s), or preparing book chapter(s) for publication

Requirements

72 credits, including:

• Coursework in fundamentals of statistical theory and applications
• A statistical consulting practicum
• Coursework in epidemiology and public health
• Advanced dissertation research in an area of specialization

Why Pittsburgh?

We’re in one of the best cities in the country, no lie... a “most livable” burgh, loved by tech nerds, foodies, outdoor adventurers, artists, and home-bodies.

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Health news, usf names new dean for the usf health college of public health.

• By Sarah Worth
• August 8, 2024
• College of Public Health

Dr. Sten Vermund will bring decades of infectious disease epidemiology and prevention experience to USF

The University of South Florida today announced the appointment of Sten Vermund, MD, PhD, as the new dean of the USF Health College of Public Health.

Dr. Vermund joins USF after serving as the Anna M.R. Lauder Professor of Public Health, as dean of the Yale School of Public Health from 2017 to 2022, and as professor in pediatrics and clinical professor in obstetrics, gynecology and reproductive sciences at the Yale School of Medicine. He is also the current president of the Global Virus Network, which recently moved its international headquarters to USF .

Dr. Sten Vermund.

Dr. Vermund will join USF in January 2025 as Distinguished University Health Professor, senior associate vice president of USF Health, and dean. The College of Public Health , which consists of approximately 4,700 students and more than 400 faculty and support staff, is among four colleges and a faculty medical practice plan that make up USF Health .

“We are incredibly fortunate that Dr. Sten Vermund has agreed to become the next dean of the USF Health College of Public Health, and I am confident that he will elevate Florida’s first and finest College of Public Health to even greater heights,” said Charles J. Lockwood, MD, MHCM, executive vice president of USF Health and dean of the USF Health Morsani College of Medicine. “I also want to express our deep gratitude to Dr. Donna Petersen for her 20 years of inspiring and energetic leadership as dean. She has shaped COPH into the powerhouse it is today, and we are forever in her debt.”

During Dr. Vermund’s time as dean at Yale , the public health school experienced its largest jump in the national rankings in more than a decade, garnered unprecedented development funds, and reorganized and expanded the school’s Office of Public Health Practice to provide students with more guidance and internship opportunities to improve their prospects for future jobs.

Dr. Vermund’s work as an infectious disease epidemiologist and pediatrician is extensive; he has published more than 600 peer-reviewed publications and serves on the editorial boards of several major academic journals.

He is an elected member of the National Academy of Medicine, a Fellow of the American Association for the Advancement of Sciences, and a Fellow of the Royal Society for Tropical Medicine and Hygiene.

Dr. Vermund’s work has focused on diseases of resource-limited settings, including HIV/AIDS, sexually transmitted infections (especially HPV), COVID-19, and parasitic diseases. Also of interest are disease control and prevention, including HIV prevention clinical trials and implementation science to increase coverage and quality of services.

He served as principal investigator of several collaborative efforts: the Adolescent Medicine HIV/AIDS Research Network, the NIH Prevention Trials Network, U.S. HIV/AIDS programs in Zambia, Nigeria, and Mozambique (the President’s Emergency Plan for AIDS Relief or PEPFAR), and the Fogarty International Clinical Research Scholars and Fellows Program.

Prior to his work at Yale, Dr. Vermund was vice president for global health at Vanderbilt University Medical Center. In addition to his career in academics, Dr. Vermund was chief of the epidemiology branch for the National Institutes of Health/National Institute of Allergy and Infectious Diseases/Division of AIDS from 1988 to 1994.

“My connections with several faculty at USF’s College of Public Health and Morsani College of Medicine run deep,” Dr. Vermund said. “It is a privilege to join them and my new colleagues in our efforts to train the next generation of public and global health leaders. The research at USF is phenomenal and the service to our state is inspiring. I thank all those who have made it possible for me to join the USF family.”

Dr. Vermund earned his Bachelor of Arts degree in human biology with distinction from Stanford University; his MD degree from the Albert Einstein College of Medicine, Yeshiva University, Bronx, NY; and his doctorate in epidemiology from Columbia University, New York, NY.

Specializing in pediatrics, Dr. Vermund conducted both a pediatric internship and residency at Presbyterian (Babies) Hospital, Columbia-Presbyterian Medical Center.

He is married to Pilar Vargas, MD, PhD, and they have two adult sons.

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USF Health News highlights the great work of the faculty, staff and students across the four health colleges – Morsani College of Medicine, College of Public Health, College of Nursing and Taneja College of Pharmacy – and the multispecialty physicians group. USF Health, an integral part of the University of South Florida, integrates research, education and health care to reach our shared value - making life better.

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How smart is Gabby Thomas? What to know about USA sprinter's college degrees from Harvard, Texas

Gabby Thomas can do it all on and off the track.

The 27-year-old is one of the fastest 200-meter sprinters in the world, having won the bronze medal at the 2021 Tokyo Games. She's once again in the finals at the 2024 Paris Olympics as the favorite to win gold.

In addition to her blazing speed, she's incredibly smart. Thomas studied neurobiology and global health as an undergraduate student at Harvard before going on to earn her Master's degree in public health. Her PhD may be up next in her educational journey, but the sprinter is focused on achieving her athletic goals at the moment.

The world likely already knows how fast Thomas is, but how smart is she? The Sporting News details her education history below.

MORE: Full results, highlights from Day 4 of track and field at 2024 Paris Olympics

How smart is Gabby Thomas?

Thomas is not only extremely athletic but she's gifted in the classroom as well. She enrolled at Harvard University to study neurobiology and global health. She knew she wanted to study neurobiology since high school.

"I knew that I wanted to study neurobiology. I just didn't know what college I wanted to study it at," Thomas said on Cars and Culture with Jason Stein . "I was just really intrigued by just what you could do when you study the brain.

"I recalled seeing my twin brother going through some neuro treatments for his ADHD and seeing how effective that was. ... You can change lives with this."

MORE: Which country has the most Olympic medals at the 2024 Paris Olympics?

Just 3.2 percent of applicants are accepted into Harvard, according to 2022 numbers from Prepscholar.com . The university is widely considered one of the best schools in the world.

Thomas balanced being a full-time NCAA athlete and a challenging neurobiology major.

When she graduated from Harvard in 2019, she began her graduate studies at the University of Texas. She obtained a Master's degree in public health focused on epidemiology.

Thomas may not be done with her studies either. Her mother wants her to get her PhD next, though the Olympian is focusing on her Olympic goals at the moment.

MORE: How many gold medals does the USA have at 2024 Paris Olympics?

Where did Gabby Thomas go to college?

Thomas attended Harvard University for her undergraduate degree, graduating in 2019. She studied neurobiology and global health, which she had planned to do since high school.

The Olympic sprinter was named the Ivy League’s Most Outstanding Track Performer in 2017 and 2018. She won the NCAA title for the 200-meter dash in 2018.

After Harvard, Thomas enrolled at the University of Texas. She studied at the school's health science center to earn her Master's degree in public health, specializing in epidemiology. She graduated in 2023.

Thomas' mother would like her daughter to earn her PhD, but the Olympian is focused on her track career at the moment.

Brendan O'Sullivan is an editorial intern for Sporting News.

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Breaking news, the 25 least-depressed places in the united states right now — and most of them are extremely wealthy.

Who says money can’t buy happiness?

A new ranking of communities across the United States based on the overall mental health of the local population has been released as part of U.S. News & World Report’s 2024 Healthiest Communities project — and some of the best-scoring counties can be found in some of the wealthiest and most desirable parts of the country .

As part of the larger study, each of the nearly 3,000 counties in the fifty states were also very specifically scored on a scale of 0-100 based on how they fared when researchers looked at suicide death rates, deaths of despair (such as drug overdoses or alcohol-related) , reports of mental distress in adults and depression diagnoses among Medicare beneficiaries.

The lower those numbers, the better the score — vaulting the city of Honolulu and the rest of the Hawaiian island of Oahu into the #1 spot, giving new meaning to the old local saying, “Lucky we live Hawaii.”

The vacation paradise of Maui, with its famed five-star resorts and charming villages, joins bustling Oahu in the top ten.

That list is otherwise dominated by California’s Silicon Valley and the exceedingly affluent counties in the commuter belt surrounding Washington, D.C., along with the millionaire paradise mountain retreats of Jackson, Wyo . and Aspen, Colo.

But you don’t necessarily have to be a mover or a shaker to afford the good life — slipping into the Top 10 with some of the world’s most well-off destinations is little Seward County, Nebraska, proudly taking the number six spot.

The largely rural county of just 17,000 people is an affordable idyll located just a short drive from the Cornhusker State’s thriving capital city of Lincoln.

Nebraska performed well in the Top 25 overall, as a matter of fact, with a total of three counties making the grade.

Meanwhile just one destination in the Northeast made the cut — New York’s own Westchester County, home to towns like wealthy Scarsdale, tony Bedford and super-exclusive North Salem.

West Virginia and other crisis-prone spots in Appalachia predictably dominated the bottom of the list — the Mountain State took six of the ten spots lowest in the rankings.

Unlucky Logan County, WV was #1 — with a thoroughly depressing mental health score of zero.

The 25 places with the best mental health in the United States in 2024

• Honolulu County, Hawaii (Oahu)
• Santa Clara County, California (Silicon Valley)
• Fairfax County, Virginia (Suburban D.C.)
• San Mateo County, California (Silicon Valley)
• Teton County, Wyoming (Jackson/Jackson Hole)
• Seward County, Nebraska
• Arlington County, Virginia (Suburban D.C.)
• Prince George’s County, Maryland (Suburban D.C.)
• Pitkin County, Colorado (Aspen)
• Maui County, Hawaii
• Loudoun County, Virginia (Suburban D.C.)
• Lake County, South Dakota
• Kauai County, Hawaii
• Dakota County, Nebraska
• Los Alamos County, New Mexico
• Lincoln County, South Dakota
• Iowa County, Wisconsin
• Alexandria, Virginia (Suburban D.C.)
• Fort Bend County, Texas
• Summit County, Colorado
• Prince William County, Virginia (Suburban D.C.)
• Westchester County, New York
• Washington County, Nebraska
• Montgomery County, Maryland (Suburban D.C.)
• Forsyth County, Georgia (Suburban Atlanta)

• Best Online Master's In Management

Best Online Master’s In Management Of 2024

Published: Aug 5, 2024, 10:47am

If you are a working business professional and feel like you’ve hit a wall or ceiling in your career and aren’t sure how to advance any further, an online master’s in management program might be a good option to get untracked. Largely built for working business professionals, these programs provide students with leadership training and practical skills in budgeting, forecasting and human resources, helping graduates advance to leadership and supervisory roles.

Since management is such a broad field, it can be difficult to differentiate between programs. That’s why we’ve researched and ranked the 10 best programs in the field. Read on to learn more about the best online master’s in management programs and find the best option for you.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked 384 accredited, nonprofit colleges offering online master’s degree programs in the U.S. using 15 data points in the categories of student outcomes, affordability, student experience, credibility and application process. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of February 2024.

We scored schools based on the following metrics.

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Proportion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Application Process:

• Acceptance rate

We chose the 10 best schools to display based on those receiving a curved final score of 93% or higher.

Find our full list of methodologies here .

• Best Online Accounting Degrees
• Best MBA In Finance Online
• Best Online Finance Degrees
• Best Online Master’s In Accounting Degrees
• Best Online Master’s In Finance

Degree Finder

Key takeaways, best online master’s degree in management options, should you enroll in an online master’s in management program, accreditation for online master’s in management, how to find the right online master’s in management program for you, frequently asked questions (faqs) about online master’s degrees in management.

• Since they are largely designed for working business professionals, many online master’s programs in management do not include field experience requirements.
• A master’s in management is considered by some experts to be more practical than an M.B.A.
• While a master’s in management is a general degree, some schools offer specialized concentrations in fields such as supply chain management, nonprofit management and human resource management.

University of Illinois Urbana-Champaign

University of florida, north carolina state university, university of the cumberlands, union college, lasell university, university of st. francis, mount vernon nazarene university, norwich university, indiana wesleyan university, featured online schools.

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Program Tuition Rate

$332/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Located in the Champaign-Urbana metropolitan area, the University of Illinois (U of I) offers an online Master of Science in management program that distance learners can complete in 12 to 24 months. The program’s 36-credit curriculum includes required coursework in areas such as managerial accounting, project management , global marketing, and leadership and teams.

The program includes synchronous, live online sessions; however, students who miss these sessions can watch recorded versions at their convenience. Students take either one or two courses at a time and should expect to spend 10 to 15 hours per week on each course.

• Our Flexibility Rating: Learn on your schedule
• School Type: Public
• Application Fee: $70
• Degree Credit Requirements: 36 credits
• Program Enrollment Options: Full time, part time
• Example Major-Specific Courses: Managerial accounting; leadership and teams
• Concentrations Available: N/A
• In-Person Requirements: No

$531/credit (in-state)

Located in Gainesville, the University of Florida (UF) offers an online Master of Science in management that offers both full-time (three-semester) and part-time (six-semester) tracks. The 32-credit curriculum includes coursework in managerial accounting, managerial economics, international business law and global strategic management.

Distance learners in the program should expect to spend approximately six to 10 hours on their studies per course each week. Fall and spring courses last eight weeks, while summer courses take six weeks to complete.

• Application Fee: $30
• Degree Credit Requirements: 32 credits
• Example Major-Specific Courses: Managerial accounting, international business law

$42,974 total (in-state)

Located in the capital city of Raleigh, North Carolina State University (NCSU) offers a part-time online Master of Management program with two concentration options: marketing analytics and risk and analytics. The 30-credit curriculum includes core courses in critical thinking for managers, leading people, strategic risk analysis using Excel, and sustainability and business.

The university delivers the majority of its online coursework asynchronously, but some courses may include synchronous elements. Prospective students do not need to submit GMAT or GRE scores, but they can if they think test scores will enhance their applications.

• Application Fee: $75
• Degree Credit Requirements: 30 credits
• Program Enrollment Options: Part time
• Example Major-Specific Courses: Critical thinking for managers, leading people
• Concentrations Available: Marketing analytics, risk and analytics

$355/credit

Located in Williamsburg, Kentucky, Cumberlands is a private, Christian-affiliated university that offers a Master of Science program in strategic management. The 31-credit curriculum includes courses in areas such as strategic organizational design, management consulting, managing in a global environment, and mergers and acquisitions. All students must also complete a capstone course that involves a comprehensive written examination.

Cumberlands delivers most of its online coursework asynchronously. The program is designed for working professionals with an undergraduate business background.

• School Type: Private
• Degree Credit Requirements: 31 credits
• Program Enrollment Options: Full time
• Example Major-Specific Courses: Strategic organizational design, management consulting

$370/credit

Located in Barbourville, Kentucky, Union maintains an affiliation with the United Methodist Church. The college’s online Master of Science in management program requires 30 credits and includes courses such as management information systems, marketing for results, organizational behavior and teamwork, and leadership and human resources.

Incoming students must have earned a minimum 2.5 undergraduate GPA. Transfer students can earn up to six credits for prior coursework. Union delivers online coursework asynchronously and in eight-week terms.

• Application Fee: Free
• Example Major-Specific Courses: Management information systems, marketing for results

$675/credit

Located in Newton, Massachusetts, Lasell offers an online Master of Science in management program that requires 30 credits. The curriculum delves into topics including global leadership, financial management, strategic marketing, and ethical theory and management. Students can complete the program online or enroll in a blended/hybrid format with some on-campus coursework.

Lasell delivers most of its online coursework asynchronously for maximum flexibility. Students in the management program can choose between a research project and an in-person internship as a capstone experience.

• Our Flexibility Rating: Learn around your 9-to-5
• Example Major-Specific Courses: Global leadership, financial management
• In-Person Requirements: Yes, internship

$775/credit

Located in Joliet, Illinois, the University of St. Francis (USF) offers an online Master of Science in management program with eight concentration options, including data science in healthcare, human resource management, and management of training and development. In addition to nine credits of concentration courses, students complete a 15-credit core that includes courses in developing personal leadership and leading continuous improvement.

All students complete a management practicum experience in the field. The fastest completion timeline for this degree is 15 months.

• Example Major-Specific Courses: Developing personal leadership, leading continuous improvement
• Concentrations Available: Data science in healthcare; health administration; human resource management; instructional design in online learning; management of training and development; performance improvement; quality improvement in healthcare; supply chain management
• In-Person Requirements: Yes, practicum

$498/credit

Located in Mount Vernon, Ohio, Mount Vernon Nazarene University (MVNU) offers an online Master of Science in management program with four concentration options: logistics management, organizational management, human resource management , and human and social services leadership. Students complete nine credits in their concentration, in addition to core coursework in areas including strategic management, organizational behavior, global business and ethical leadership.

The typical student completes this degree in 16 months. The 30-credit curriculum does not include any in-person requirements.

• Our Flexibility Rating: N/A
• Example Major-Specific Courses: Organizational behavior, strategic management
• Concentrations Available: Logistics management; organizational management; human resource management; human and social services leadership

$698/credit

Located in Northfield, Vermont, Norwich is the oldest private military college in the nation. The university has recently expanded into distance learning and now offers a Master of Science program in management with 13 concentration options, including supply chain management , project management, fiscal management, organizational leadership management and nonprofit management.

The typical student completes this program in 18 months, and each online course lasts for 11 weeks.

• Application Fee: $150
• Example Major-Specific Courses: Leadership fundamentals, strategic management
• Concentrations Available: General; construction management; critical infrastructure protection and cyber crime; cyber law and international perspectives on cyberspace; cybersecurity; public sector leadership and crisis management; human resources leadership management; nonprofit management; organizational leadership management; fiscal management; technology management; project management; supply chain management

$499/credit

Headquartered in Marion, Indiana, Indiana Wesleyan University (IWU) reaches students around the world through its online National and Global campus. The university’s online Master of Science program in management includes four concentration options: data analytics, information technology management, healthcare administration, and policy and organizational change.

No matter their chosen concentration, all of the program’s students complete courses in areas such as foundations of graduate business and ethical and legal aspects of management. The program’s curriculum consists of 30 total credits. The university delivers all online coursework asynchronously.

• Example Major-Specific Courses: Foundations of graduate business; ethical and legal aspects of management
• Concentrations Available: Data analytics; information technology management; policy and organizational change

These days, an online degree might seem like the obvious choice. However, distance learning is only the right fit for a specific type of student . To determine if that’s you, ask yourself a few key questions:

• What’s your budget? Distance learning is a solid option for students looking to save money, as online students generally avoid paying campus-related costs such as housing and transportation. Additionally, some public universities allow students who exclusively enroll in online courses to pay in-state or otherwise discounted tuition rates.
• What are your other obligations? Online learning is often the right choice for parents and students who plan to work full or part time while enrolled. Many of the ranked programs in our guide were built for business professionals who want to complete their master’s degrees around their jobs.
• What’s your learning style? This is possibly the biggest question when determining whether or not online learning is right for you. If you are disciplined, organized and self-motivated, you can likely succeed in a less structured distance learning environment. If you crave regular interactions with a peer group or professor or prefer the structure of a physical classroom, campus-based learning might be a better choice.

There are two important types of accreditation: institutional and programmatic.

Institutional accreditation is the more important of the two. The U.S. Department of Education (ED) and Council for Higher Education Accreditation (CHEA) oversee the agencies that manage the institutional accreditation process. These agencies are each responsible for the schools within a group of states, vetting these schools for the quality of their academics, faculty and finances, among other areas.

You should only enroll at institutionally accredited schools, as this is the only way to qualify for federal financial aid. You can check a prospective school’s accreditation by visiting the accreditation page on its website or checking the directory on CHEA’s website.

Programmatic accreditation provides a similar vetting service in specific fields and disciplines. Its importance varies by field; however, programmatic accreditation is relatively important in business and management.

With master’s in management programs, keep an eye out for accreditation from three organizations: the Association to Advance Collegiate Schools of Business, the International Accreditation Council for Business Education, or the Accreditation Council for Business Schools and Programs.

Consider Your Future Goals

An online master’s in management program is generally a good option for an early career business professional who aspires to managerial and supervisory roles in their field. Some people claim that a master’s in management is a more practical degree than an M.B.A. , focused more on minutiae and data such as budgeting and forecasting.

As such, many schools build their programs with working business professionals in mind. To that end, many online master’s in management programs do not include field experience or practicum experiences or internships. If you want your program to include this opportunity, you’ll have to research more carefully on the front end.

Since management is a general field, some online programs in the field offer more specific concentrations in areas such as nonprofit management, human resource management or supply chain management. If you know you want to enter one of these subfields, make sure to apply to a program with the right concentration option.

Understand Your Expenses and Financing Options

Per-credit tuition rates for the 10 ranked programs in our guide ranged from $347 to $775. Over the course of a typical 30- to 36-credit master’s in management program, these rates translate to approximately $10,000 to $28,000 in total tuition.

As of the 2021–2022 academic year, the National Center for Education Statistics found that the average college charged $20,513 in annual tuition. For a one- or two-year master’s program, this translates to roughly $20,000 to $40,000 in total tuition.

Make sure to fill out the FAFSA to finance your master’s program. The FAFSA can lead to loans, scholarships and grants. You can pursue similar opportunities through nonprofit organizations and schools. You can also seek out graduate assistantships through your school, but these opportunities are often reserved for on-campus students.

Is a master’s in management worth it?

It depends on your goals and circumstances. However, if you hope to advance to a managerial role in a business field, a master’s in management is often worth it, equipping you with qualifications and skills necessary to advance your career.

Is a master’s in management the same as an M.B.A.?

No, they are two separate degrees. Some would say that a master’s in management is a more practical degree, focused on budgeting and forecasting as opposed to big-picture thinking. A master’s in management is often built for early career business professionals, while an M.B.A. targets career changers and accelerators.

How long does a master’s in management take?

The programs in our guide generally take between 12 and 24 months to complete depending on how many courses you take per term.

Mikeie Reiland is a writer who has written features for Oxford American, Bitter Southerner, Gravy, and SB Nation, among other publications. He received a James Beard nomination for a feature he wrote in 2023.

When you 'stop running from it' and know you’ve outgrown your friend group

Yes, romantic relationships are great. But there's something special about long-term friendships – the giggle-worthy gossip, the inside jokes, the unmatched comfort level built on years of trust. But what happens when your friendship changes, and what once came so easy shifts into unanswered texts, missed phone calls and nary a like on social media?

The TikTok trend where people have decided to " stop running from it " refers to those who return from a social setting with friends, only to realize that they've outgrown their relationships  – and perhaps avoided their own emotions along the way.

If this sounds like you, friendship experts don't want you to worry. It's normal for friendships to evolve over time. Just keep an eye out for some warning signs it might be time to hit pause on a friendship (or in some cases, say goodbye for good).

"Like any relationship, friendships are a two-way street," says Carla Marie Manly , host of podcast "Imperfect Love" and author of "The Joy of Imperfect Love." "If both people aren’t invested in making the relationship viable in the long run, the friendship will falter over time."

How to tell if your friendship is on the rocks

Sometimes outgrowing a friendship is simple: You just don't want to see them. "A major sign of outgrowing a friendship is a lack of interest in meeting up with a friend," Manly says. "This apathy can even shift over time into overt avoidance." Maybe this friend drains your energy if you're doing all the outreach, or maybe they just aren't as fun to be around anymore. Or you've discovered you have very little in common anymore.

Expect this to happen with people you've known a long time. Some people will stagnate in their lives and expect the same of their friendships. Others will grow and likely want something more.

You might even harbor a lot of feelings for someone but still not want to devote that much time to them, or you just don't have any to give. That's OK. "If you find yourself losing interest, you still care for this person, but aren't as interested in those updates, because it doesn't feel relevant to where you are, and you feel the engagement drop in that way, that could be a sign as well," says Danielle Bayard Jackson , friendship educator and author of "Fighting for our Friendships."

It could also be simple on the other end of the spectrum, where you're butting heads with your friend or sitting with that walking-on-eggshells feeling. Spoiler alert: The shells will crack.

"This is an indicator that the friendship is misaligned and you may have outgrown it," says T.M. Robinson-Mosley , counseling psychologist, "especially if you look at disagreements that devolve into personal attacks."

Girl, it's so confusing sometimes: Lorde, Charli XCX’s viral moment and the truth about friendship breakups

Just because it's over doesn't mean you failed

Judging a friendship by how long it lasted, or the fact it didn't last forever, is not necessarily the best metric to use when thinking about your friends. Is a successful friendship one that never ends? Or one where you two really loved each other during the time you were together?

Experts say friendship circles twist and turn over time, too. One study even found that we tend to replace half our friends every seven years .

"Our availability changes , the things that brought us together change. So you almost have to anticipate that happening," Jackson says.

Why might this occur? Think of it in terms of life stages. Did you meet friends in college? At work? A parenting class? Friendship changes happen frequently when people reach their mid-20s and their priorities take them in all kinds of directions – especially if and when the alcohol fog of your early 20s wears off.

In case you missed: Matt Damon, Ben Affleck and the power of (and need for) male friendship

Is your friendship worth saving?

Generally, as long as there hasn't been some kind of toxic behavior or abuse , it's not a bad idea to leave that friendship door ajar.

You may be tempted to only see a black-and-white approach to friendship via your TikTok algorithm: Someone "wronged" you and therefore you need to set a "boundary." Don't let it deter you from friendship altogether.

Why might some reach that conclusion, though? "I wonder if sometimes we want to put such a finality to it, because it gives us a sense of control," Jackson says.

But if leaving a friendship means being more yourself, it's likely worth the breakup .

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Graduate students tackle healthcare policy reform during new fellowship at Johns Hopkins

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August 5, 2024 : By Ryan Klinker - Office of Communications & Public Engagement

Three students from Liberty University’s Master of Public Health (MPH) program have spent nearly a year in an exciting new fellowship thanks to a partnership between the School of Health Sciences (SHS) and Johns Hopkins University School of Medicine.

The research fellowship at Hopkins, a collaboration between Dr. Heidi DiFrancesca, dean of Liberty’s School of Health Sciences , and Dr. Marty Makary, Professor of Surgery at Johns Hopkins, is designed for MPH students to conduct research on healthcare policy at the JHU School of Medicine and attend related events. The fellowship is one year long, beginning each August, and is under the direction of Makary and his research team, which includes Christi Walsh, M.S.N.-C.R.N.P., director of the Healthcare Graduate Research Program at Johns Hopkins. Makary, a pancreatic surgeon, is an outspoken proponent for healthcare reform and has given multiple Grand Rounds lectures on the topic at Liberty.

One of three students selected to particiate in the competitive fellowship, Andrea Mackenzie, saw the fellowship as a chance to fulfill her dreams of impacting the modern healthcare system in America.

“This couldn’t have been a more perfect opportunity,” said Mackenzie, who has been accepted to start her Ph.D. in Public Policy at Liberty. “It was through my (MPH) studies that I realized that one of the greatest effects we could have on the health of the nation would be in education and primary prevention, which seeks to avoids problems in the first place before they happen. It became clear to me that the policies, programs, and choices of our culture have a direct impact on health outcomes, and following a problem upstream to the source often leads to public policy opportunities.”

She joined fellow MPH students Faith Magwenzi and Asonganyi Aminkeng in the fellowship, working mainly in a remote setting, in addition to meeting together one or two times per month virtually and once a month in Washington, D.C.

“After hearing about the fellowship, I was immediately drawn to it due to the valuable skill sets that fellows would gain upon completion,” Aminkeng said. “I wanted to apply because I saw this as an excellent opportunity to enhance my knowledge and skills in public health, and it aligned perfectly with my career goals.

A core phase of the fellowship for each student was coming up with three scientific ideas presumed to be true, looking into the history of these “facts,” and determining their validity based on the researched evidence. The purpose of the exercise was to show how the practices and standards of medicine change over time, sometimes far later than they ought to, and that healthcare can and should make changes as new findings are discovered.

“We were challenged to think and question everything and research and really ask, ‘What do we know and what do we not know? What do we think we know that we get wrong?’” Mackenzie explained. “We looked back historically to see how these beliefs or conclusions came to be. We got to do a different type of research where it wasn’t just gathering publications from recent years; we were going back decades and, in some cases, centuries.”

One example that Mackenzie looked into was the history of ovarian cancer treatments that have existed since the 18th century. She read through old journals and accounts of surgeries that talked about how ovarian cancer was believed to originate in the ovaries, leading doctors to perform surgeries that remove ovaries, when recent findings point to fallopian tubes as the place where the cancer starts.

Magwenzi said this survey of scientific findings and beliefs over the centuries was a highlight for her as well.

“I have enjoyed the internship, particularly diving into literature and learning new things,” she said. “The fact that the internship challenged deeply held assumptions about health was eye-opening.”

Additionally, the students participated in three research projects, working collaboratively as each student took the lead on one of the projects. Aminkeng oversaw research on the prescribing of antibiotics in telemedicine and instances of improper dosage. Magwenzi led a project on the association between prescription rates and costs of weight-loss medications and obesity trends among Medicaid users in the United States. Mackenzie led a study on national physician cesarean section rates in low-risk deliveries.

All three projects were presented at Liberty’s annual Research Week in April. Mackenzie’s C-section research won first place in the Graduate Applied Research Poster Presentation category. Her presentation was also selected by the National Delta Omega Public Health Honor Society to be presented at the American Public Health Association (APHA) national conference in October.

During the fellowship, the students traveled to conferences where they met with professionals who are impacting healthcare policy from different angles. On Capitol Hill, the students attended a conference hosted by the Paragon Health Institute, which provides healthcare research as well as market-based policy proposals for improved outcomes in the public and private sectors. They also met with members of Congress, including Kentucky Sen. Rand Paul, and sat in on hearings regarding healthcare reform. In Oklahoma City, the group attended the Free Market Medical Association’s 10th annual conference, where they met innovators who are finding alternative and efficient routes to provide patient care.

The fellowship also included lessons in searching for and writing grants, and students were able to shadow Makary in the operating room at Johns Hopkins Hospital.

“I have particularly enjoyed learning about grant writing, which is an essential skill for an aspiring public health expert like me,” Aminkeng said. “Additionally, I have developed a deeper understanding of health policy issues and health insurance challenges in the U.S. Understanding the intricate relationship between public health and the health systems in America has reinforced my commitment to making meaningful contributions to improve health outcomes both nationally and globally.”

Mackenzie said the experience of the fellowship was a “springboard” for her career: “This experience brought theory and hypothetical learning into practical reality. We met and made professional connections that are invaluable to my breadth of understanding and a future vision of hope for our healthcare system.”

“The internship awarded me a network of talented individuals and groups that I would otherwise not have access to who can be potential employers and partners in the future,” Magwenzi added. “I gained tons of research experience and as someone who wants to focus on research, the experience has been invaluable.”

DiFrancesca is excited for all the ways the students have benefitted from the experience and how they can now share it with their classmates and the department.

“Through this research fellowship collaboration, we are making an investment in the next generation of public health leaders, underscoring the (School of Health Sciences’) commitment to ensuring our students are well-prepared to tackle the multifacteted challenges of the public health landscape. This enriching experience fosters students growth as burgeoning public health professionals and researchers, equipping them with the necessary skills, knowledge, and exposure to thrive as public health professionals capable of addressing complex health issues and contributing to evidence-based solutions.”

She also spoke about the benefits that this program brings with respect to both their academic journey and on their career trajectory.

“The comprehensive and immersive research fellowship provides a holistic learning experience through a combination of hands-on research, exposure to real-world policy and practice, interdisciplinary learning, and personal and professional development opportunities. This positions them well for successful careers in the dynamic field of public health.”

The first year of the original three-year partnership agreement is about to conclude — an agreement that includes a rigorous, competitive application process that begins with the department chair and other faculty identifying potential candidates and ends with candidates interviewing with Johns Hopkins staff.

“I am delighted to see the profoundly positive and dynamic outcome of our first year and look forward to more students having the opportunity to participate in this collaborative research fellowship in upcoming years.” DiFrancesca said.

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