phd in social research

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Doctor of Philosophy (PhD) in Social and Behavioral Sciences

Offered By: Department of Health, Behavior and Society

Onsite | Full-Time | 3 – 5 years

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Olayinka O. Shiyanbola, BPharm, PhD
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Benjamin Han, MD, MPH
Brooke A. Levandowski, PhD, MPA
Camille R. Quinn, PhD, AM, LCSW
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About the PhD in Social and Behavioral Sciences Program

The PhD program in Social and Behavioral Sciences is designed for individuals seeking training for careers as social and behavioral scientists, health educators, and health promotion or communication specialists in the public health arena. The curriculum centers on the application of social and behavioral science perspectives to research on contemporary health problems, with a focus on understanding and influencing the social contexts and behaviors relevant to health. In addition to coursework, students complete a written exam at the end of the first year and gain experience in research skills and approaches. With faculty guidance, students develop and present a dissertation protocol in an oral exam. The final dissertation defense is conducted as an oral exam that includes a public seminar.

The program provides rigorous training in research methodology, theory, and program design and evaluation. Research is primarily focused in two areas—health education and communication, and social and psychological influences on health.

PhD in Social and Behavioral Sciences Program Highlights

Interdisciplinary theory.

with multi-level perspective

Rigorous methods

with practical application to contemporary health problems

Application of behavioral and social science perspectives

with attention to context

Community engagement

to understand and influence health behaviors that are risk factors in disease and illness

What Can You Do With a Graduate Degree In Social and Behavioral Sciences?

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

Sample Careers

Postdoctoral Fellow
Research Public Health Analyst
Social Scientist, Food and Drug Administration Center for Tobacco Products
Health Scientist-Alcohol Program
Project Director
Senior Communications Adviser
Tenure Track Faculty
Senior Program Officer
Director of Clinical and Academic Research
Senior Consultant
Research and Evaluation Officer
Program Director, Department of Public Health

Curriculum for the PhD in Social and Behavioral Sciences

Browse an overview of the requirements for this PhD program in the JHU Academic Catalogue , explore all course offerings in the Bloomberg School Course Directory , and find many more details in the program's Student Handbook .

Research Areas

The emphasis of the curriculum is on the application of behavioral and social science perspectives to research on contemporary health problems. Understanding and influencing health behaviors that are risk factors in disease and illness, as well as behaviors that can be considered protective and health enhancing, are strengths of the program.

Rigorous training in research methods and program design and evaluation are also key elements of the curriculum. The program focuses its research in the following areas.

This area focuses on the application of principles from education, communication, behavioral, social science and psychological theories to encourage health behaviors conducive to optimal health in individuals, groups and communities. Students are exposed to current research on health education and communication, with particular focus on multilevel, ecological models of health and health behavior, design and evaluation of multifaceted intervention programs and patient-provider communication.

This area focuses on social and psychological factors and processes in the etiology and prevalence of disease in health-care-seeking behavior, disease prevention, long-term care and rehabilitation. Students are exposed to current research on health knowledge, attitudes and beliefs; social and psychological factors in disease etiology; risk reduction; and cultural influences in public health, including cross-cultural and multilevel studies.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page.

Standardized Test Scores

Standardized test scores (GRE) are optional for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions. Applications will be reviewed holistically based on all application components.

Program Faculty Spotlight

Katherine Clegg Smith

Katherine Clegg Smith, PhD, MA, is a sociologist who examines health experiences and health communication, with a research focus on cancer and chronic disease.

Carl Latkin

Carl Latkin, PhD, conducts biobehavioral interventions for disadvantaged communities, with a focus on social networks, substance use, infectious diseases, and mental health.

Roland J. Thorpe, Jr.

Roland J. Thorpe, Jr., PhD, MS, is a gerontologist and social epidemiologist with nationally-recognized expertise in minority aging, men’s health, and place-based disparities.

Carol R. Underwood

Carol Underwood, PhD '93, MA, MA, studies the role of gender, social class, and marginalization in global health outcomes to contribute to the wellbeing of populations.

Get to Know Our Current Doctoral Students

Learn more about our doctoral students' research interests, publications, and more through our HBS doctoral student pages.

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.

Application and Admissions Procedural Questions

Please direct questions about application and admissions procedures to the BSPH Admissions Office.

Email: [email protected] Phone: 410-955-3543

General Academic Questions

For general academic questions about the PhD in Social and Behavioral Sciences program, please contact our Department's doctoral program coordinator, Krystal Lee, EdD, MPA.

Email: [email protected]

Social Sciences PhD Program

The HSS PhD program in the social sciences offers the opportunity for highly motivated and quantitatively oriented students to pursue interdisciplinary research in areas common to economics , political science , political economy , history , psychology, anthropology, law, and public policy.

A foundational belief of the program is that a wide variety of social phenomena are best understood as the consequence of intelligent decisions by individuals pursuing their own ends. Caltech social scientists have established that such decisions can be modeled and that conclusions concerning social events should be based on observable and measurable parameters of those theories.

Caltech was one of the first research institutions to use laboratory experimentation in the study of economics and political science, and HSS remains one of the top departments—if not the top—in the world in this field. Under faculty supervision, graduate students conduct experiments in HSS research centers, including the Social Science Experimental Laboratory (SSEL) and the Caltech Brain Imaging Center (CBIC) .

Graduate students in the social sciences PhD program are encouraged to begin largely independent research early in their graduate career. Many of the research projects involve direct collaboration between members of the faculty and graduate students. Graduate students are expected to participate actively in the intellectual life of the division, including attendance and participation in seminars and workshops. Seminars occur at least weekly and usually feature colleagues from other universities who have been invited to formally present their work. Workshops are more informal gatherings where students, faculty, and visitors present their work in progress.

Expected learning outcomes for a graduate student completing the social sciences PhD program include:

a strong background in economics, political science, and econometrics;
a solid understanding of the technical tools—which themselves require an understanding of different theoretical and empirical approaches—needed to carry out research at the frontier of the social sciences;
a demonstrated record of independent and high-quality research; and
an ability to collaborate and communicate across different fields in the social sciences.

Caltech conferred its first PhD in social science in 1978. Graduates of the program have been eagerly sought after and have found positions in leading university departments of economics, political science, and law, as well as jobs in government and industry. Additional information about graduates of the program is available on the alumni listings page .

Social Sciences Graduate Courses

The first-year graduate curriculum consists of courses in modern statistical and econometric methods; game theory, social choice, and decision theory; microeconomics; and American political institutions. These required courses give Caltech students the unique perspective and background that faculty believe yield special insights into economic and political interactions. This rigorous first-year training also provides students with the foundation and skills needed to conduct independent research early in their careers at Caltech.

The second-year curriculum is built around a series of course sequences that are used to set students on the road to active, independent research. Emphasis in these second-year courses is on areas of the faculty's current research interest, offering students a unique opportunity to work closely with individual faculty members in identifying and tackling research problems.

During their third year, graduate students in the social sciences are expected to complete the transition from coursework to independent research.

To learn more about the research currently underway in the social sciences at Caltech, visit the research areas page.

For questions regarding the social sciences PhD program, please contact the option manager.

Doctorate in Human Development and Social Policy

Graduate & Professional
Human Development and Social Policy
PhD in Human Development & Social Policy

About the Program

The Human Development and Social Policy (HDSP) doctoral program is grounded in the study of relations between public policy and human development. Faculty and students conduct research on how public policy affects human development and well-being, how research on human development across the life span informs policy, and how people affect policy.

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Core Themes

Positive trajectories and transitions.

Study of human development and intergenerational issues spanning across children, adolescents, and adults
Promote positive developmental trajectories and transitions across the life span.

Inequality Reduction

Understand and reduce economic, education and health inequalities.
Recognize and interrogate existing systems of inequality and its impact on communities through our roles and research.

Social Policy Implementation

Examine how policies are developed, how they change incentives and infrastructures, and how they interact with contextual factors to influence behavior.
Evaluate how people affect policy through public opinion, civic engagement, political participation, policy implementation and research.

Multidisciplinary Research

Answer big questions by drawing from multiple disciplines: anthropology, economics, political science, psychology, sociology, and more.
Employ multiple research methods, combining various quantitative and qualitative approaches to create cutting-edge social science research designs.

Curriculum Overview

Course work in the Human Development and Social Policy (HDSP) doctoral program includes a core curriculum and electives.

View Curriculum

Our Students

HDSP students are prepared through course work, participation in a vibrant community of scholars and active engagement in faculty research to conduct multidisciplinary research that combines cutting-edge empirical research methodologies.

“ Having experience collaborating and communicating across the different traditional disciplines represented within HDSP was also incredibly valuable as I searched for policy jobs after grad school.”

Human Development and Social Policy at Northwestern

Explore the breadth of academic courses offered in the curriculum.

Contact Human Development and Social Policy

Phone Number: 847-491-4329

Email: [email protected]

Physical Address: Walter Annenberg Hall 2120 Campus Drive Evanston, IL 60208

Doctoral Programs
Programs of Study
Joint/Dual Doctoral Programs
Masters Programs
Joint/Dual Masters Programs
MA and PhD Certificates
Joint BA/MA Degrees
Undergraduate Programs

Doctoral research is the culmination of graduate study, marking a transition from taking courses to becoming an independent scholar and doing original and significant work. The Division of the Social Sciences offers PhD programs in 10 programs as well as opportunities for joint degrees with other divisions and professional schools at the University of Chicago.

Anthropology Comparative Human Development Conceptual and Historical Studies of Science Economics History Political Economy (in partnership with the Harris School) Political Science Psychology Social Thought Sociology

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Doctoral Degree Programs

The PhD program in the Department of Sociology at Stanford offers rigorous training in sociological knowledge and research methods, and prepares students to embark on successful professional careers in sociology. Our program prides itself on world-renowned faculty, cutting-edge research programs, and close interactions between faculty and students.

Through coursework, workshops, research assistantships, and teaching assistantships, students work closely with faculty members to develop research skills and experience and gain expertise in the substantive areas of sociology. In collaboration with Stanford Law School, as well as other research programs on campus, we offer a JD/PhD joint degree and a multidisciplinary environment for students to pursue their intellectual interests in different areas.

Finalists for the Knight Hennessy scholarships work with Stanford lecturers. Photo credit: Linda A. Cicero / Stanford News Service

Knight-Hennessy Scholars

The Knight-Hennessy Scholars develops a community of future global leaders to address complex challenges through collaboration and innovation. Each year, up to 100 students are awarded with funding to pursue any graduate degree at Stanford and participate in an experiential leadership development program that emphasizes collaboration and innovation. Citizens of any country may apply. Visit khs.stanford.edu to learn more.

PHD IN SOCIAL WELFARE

Bring your intellect, curiosity, and creativity to tackling complex social challenges.

The Doctor of Philosophy in Social Welfare (PhD) Program will transform you into a scholar well-equipped to identify and solve social problems – both close to home and around the world. Grounded in innovation and academic rigor, the SP2 PhD allows you to explore diverse perspectives and approaches to social work, social welfare research, social policy, social theory, and social justice.

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Learn more about the PhD program and the SP2 experience.

Ready to experience SP2? Learn more about the application process.

Join us for an upcoming in-person or virtual event.

An Invitation from the Co-Directors

“Social welfare” is a complex term. Its basic definition is deceptively simple—the collective welfare or wellbeing of a given society. But what constitutes that wellbeing and how it can and should be achieved, who belongs in that society and can and should form and formulate the “social,” are abiding questions that have been posed, debated, and contested for as long as collective human settlements have been in existence. World-shaping works of art, science, and philosophy have been crafted to answer these questions. Disagreements on those answers are at the heart of the social, cultural, and political tumult in which the U.S. is embroiled. Social welfare is, in other words, a weighty, vital, and pressing field of study.

The social welfare field draws from all social science disciplines and the discourses of multiple professions including social work. Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves. Given the school’s commitment to advancing social justice in all of its programs, the courses of study students engage in should, no matter the specific domain, actively attend to issues of power, inequality, and disparity.

We believe that the vitality of the social welfare field is maintained by the passion for social justice brought by those who enter it. SP2’s rigorous yet flexible curriculum aims to provide the training necessary to forge the students’ passion into disciplined scholarship. To encourage each student to develop unique work and an individual scholarly voice, the program is intentionally interdisciplinary, designed to expose students to an array of approaches to social welfare offered by the world-class faculty of the school and the university.

The PhD in Social Welfare prepares students for careers as outstanding researchers and scholars committed to critically and rigorously analyzing social problems to propose effective, research-based solutions, to offer new theories and methods for approaching research and scholarship, and to formulate new paradigms for social welfare. We welcome your questions about the program and the school. We invite you to join us in this endeavor.

Yoosun Park, MSW, PhD Co-Director, PhD in Social Welfare Program

Tamara J. Cadet, PhD, LICSW, MPH Co-Director, PhD in Social Welfare Program

“ Whatever the domain of interest—health, poverty, education, incarceration, climate change, racism, migration, philanthropy, homelessness, history, and whether it is framed as a theoretical, methodological, issue-focused, or population-based inquiry—what we seek is students interested in not only finding the answers but in critically interrogating the questions themselves.”

The SP2 Difference

A highly selective program for students with a proven record of academic excellence and strong potential to contribute to their field

Instruction and mentoring from world-class faculty researchers and practitioners in multiple disciplines

Four years of support in the form of tuition, fees, individual health insurance, and stipend

INVISIBLE – leave blank

Access to Penn’s vast institutional resources

A diverse global alumni network in academia and industry, government, nonprofits, think tanks, and research institutes

Female standing in front of chalkboard holding a piece of paper up and talking

World-Class Faculty

The PhD program faculty are here to help you shape your specific area of expertise, drawing on their own decades of scholarship, teaching, and experience in areas including mental health , queer studies , sex work, homelessness , incarceration, gerontology , foster youth , and more .

Coursework provides students with core knowledge and skills as well as the opportunity to develop a specific expertise area. Papers and projects in core courses, combined with strategically selected electives, ensure a broad understanding of the field as well as deep study in the theoretical and empirical aspects of a specific area.

Students work with their academic advisors to develop an individualized plan for five electives. Graduate-level electives can be taken in any Penn department. At least one of these electives must be an advanced methods course, such as advanced statistical methods or qualitative research methodology.

Courses may be offered in varying order and year of program. Students are notified of such arrangements well in advance.

*Subject to change.

Fall Semester

SOCW 8110: Social Theory
SOCW 8520: Social Welfare Research Methods
SOCW 9010: Proseminar
SOCW 6300: Quantitative Reasoning/Social Statistics

Spring Semester

SOCW 8030: Advanced History and Philosophy of Social Welfare
SOCW 8550: Advanced Social Welfare Research Methods
SOCW 8970: Applied Linear Modeling

Second Year

SOCW 8610: Advanced Policy Analysis Research Methods or elective
Theory Course or Elective
Advanced Methods Course or Elective
Theory course or elective
Advanced methods course or elective

Third & Fourth Years

Fall & Spring Semesters

Dissertation research & writing
Teaching practicum

Your Experience

You’ll devote 15 hours per week to a research fellowship during your first year and 20 hours per week during your second through fourth years. You typically begin by working with your first-year advisor to identify research experiences that align with your skills and interests. To develop a broad range of methodological skills, we encourage students to work on multiple faculty projects as well as their own research.

Each student is assigned a doctoral advisor upon entering the program. At the end of their first year, students are encouraged to assess the arrangement and decide whether to continue with that faculty member or to choose another advisor from among the Graduate Group faculty. The advisor helps the student prepare an individual educational plan, choose courses, form a dissertation committee, and become familiar with SP2 and Penn’s wide array of educational resources. Students are responsible for initiating meetings with their advisors at regular intervals.

Please see University guidelines for best practices around academic advising and building strong mentor relationships.

After completing all required coursework, typically at the end of the second year, students must take the Preliminary Exam.

After completing the required coursework and passing the Preliminary Exam, students defend their dissertation proposal. Upon a successful defense, students become PhD candidates.

A dissertation defense serves as the program’s final examination. Passing this defense completes all degree requirements.

Recent Awards & Honors

Federal research awards.

Shana Merrill

American Board of Genetic Counseling, up to $50,000

Alexandra Schepens

Ruth L. Kirschstein National Research Service Award (F31), National Institutes of Health, 9/1/2014 – 8/31/2017, $105,409
Yoga Intervention for Substance Use and ART Adherence in Community Reentry.

National Research Honors

Michael L. Shier, PhD’15

Received the Northeastern Association of Graduate Schools (NAGS) for the Doctoral Dissertation Award for 2015-2016. Each year NAGS recognizes an outstanding dissertation that has been produced by a PhD candidate at one of its member institutions. The $1,000 award is presented at the annual meeting.

Staci Perlman, MSW’01, PhD’10

Selected by the American Psychological Association Section on Child Maltreatment to receive the Early Career Award in the Field of Child Maltreatment. This award recognizes individuals who have made substantial contributions to the field within eight years of receiving a terminal degree and who have demonstrated the potential to continue such contributions. One award is made each year to a practitioner or researcher whose work has demonstrated an influence on the field of child maltreatment.

Sara Wiesel-Cullen, PhD ‘11

Awarded honorable mention for the best dissertation from the Society for Social Work Research. Her dissertation chair was Professor Phyllis Solomon. Washington, DC: January 2012.

Joanna Bisgaier, PhD ’11

Received the 2012 Student Research Award for Social Work Research from GADE (Group for the Advancement of Doctoral Education). Shown are Jill Duerr Berrick, awards committee chair; Joanna Bisgaier; Karin Rhodes, Joanna’s dissertation chair; and Kia Bentley, Chair Elect of GADE. Washington, DC: January 2012.

The Hal Levin Award

Presented to a meritorious doctoral student who is continuing the process of completing coursework. All students enrolled in classes at the time of award nominations and who have passed their preliminary exams are eligible to be nominated. The recipient is chosen by nomination and voting of the SP2 faculty. Dr. Herman (Hal) Levin was a professor in the School of Social Work.

Recent Recipients

2023-2024: Husel Husile
2022-2023: Samaita Jana and Codi Smith
2021-2022: John Gyourko
2020-2021: Jessica Cho Kim
2019-2020: Michelle Mullen
2018-2019: Viviana Chiu-Sik Wu
2017-2018: Allison Russell

Penn Healthcare Innovation Challenge

Meagan Cusack, 2020

Frank R. Bruel Memorial Prize

Social Service Review recently announced that the 2022 Frank R. Bruel Memorial Prize has been awarded to Aaron Gottlieb and SP2 graduate Kalen Flynn MSW ’09, PhD ’18. The prize honors their article, “The Legacy of Slavery and Mass Incarceration: Evidence from Felony Case Outcomes.”

Presidential PhD Fellows

Sandhya Jha
Sharon Zanti
Jessica Kim
Rebecca Pepe
Mira Phillips
Christopher Wodicka

Career Success

Our PhD graduates go on to hold prestigious positions in academia, government, nonprofit organizations, think tanks, research firms, and more. Here are just some of the places where our recent graduates have found full-time employment:

American Federation of Teachers
Bill and Melinda Gates Foundation
U.S. Department of Health & Human Services, Office of the Inspector General
U.S. Department of Justice, Office of the United States Attorney
U.S. Department of Veterans Affairs, National Center to End Homelessness
Columbia University, School of Nursing
Hebrew University of Jerusalem, School of Social Work
Hong Kong University, Department of Social Work
McGill University, School of Social Work
National Institute on Poverty
New York University, School of Social Work
Rutgers University, School of Social Work
Temple University, Graduate School of Social Work
University of Massachusetts, School of Public Policy
University of Pennsylvania, School of Medicine
University of Pennsylvania, School of Social Policy & Practice
University of Toronto, School of Social Work
Yonsei University

FEATURED ALUMNI

Amy blank wilson, phd ’06.

“I am very thankful to have had the opportunity to pursue my PhD studies at SP2. The invaluable education and training I received at SP2 created opportunities for me to help develop policies and practices for people with mental illness that I could only dream about when I was a practicing social worker in the community mental health system. Through my educational experiences at SP2, I also built relationships with faculty and fellow students that continue to support and fuel my work to this day.”

Ready to join the PhD community?

PhD in Social and Behavioral Sciences

The Social and Behavioral Sciences (SBS) Department aims to understand and improve health equity, both domestically and globally. SBS provides instruction in the theory and methods of the social and behavioral sciences that emphasize individual, interpersonal, community, and structural influences on health, illness, and recovery. The primary emphases are focused on (1) understanding the psychosocial, behavioral, community, and societal influences on health in the general population, with a focus on those who are disadvantaged; and (2) creating multilevel interventions that eliminate barriers to health, from infancy to old age. The SBS curriculum takes an interdisciplinary approach and focuses on integrating methods from epidemiology and the social sciences, training scientists with a broad skill set that allows them to answer a host of complex research questions. The department has numerous research strengths including in HIV/AIDS, aging health, community engaged health research, maternal child health, mental health, health equity and disparities, and stigma prevention and health.

This program does not require General GRE test scores.

Learn more about the Department of Social and Behavioral Sciences

Career Outcomes and the YSPH Career Management Center

MyYSPH.Yale.Edu

PhD in Social Policy

In this section.

Current Students
PhD Student Life
Degree Requirements
What We Look For

The joint PhD Programs in Social Policy combine the disciplinary depth of a PhD in political science or sociology with multidisciplinary perspectives and problem-driven research on questions of social policy.

As a joint venture between the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences' Government and Sociology departments and Harvard Kennedy School, the program is designed for students like you who have broad interests in social policy problems and solutions, spanning topics such as:

Economic inequality
Wealth distribution (including high-end wealth accumulation)
Race and ethnicity
Poverty and social mobility
Family dynamics
Workplace inequities
Health disparities
Crime and criminal punishment
Immigration
Local politics, neighborhoods, and segregation
Educational access and inequality
Political participation and political inequality

The “discipline-plus” model

The PhD Programs in Social Policy are grounded by a “discipline-plus” structure. You will build a strong foundation in either political science or sociology before embarking on a sequence of multidisciplinary seminars and advanced research in social policy—all of which will focus primarily on the United States and Western Europe.

Research at the core

The joint PhD Programs in Social Policy are targeted toward producing scholars whose research puts them at the forefront of studying key problems in social policy. The skills and cross-disciplinary insights you develop will allow you to identify important unanswered questions and create research strategies that improve our understanding of social problems.

Graduates of the joint PhD Programs in Social Policy leave the program well equipped to pursue careers in leading political science or sociology departments, public policy schools, law schools, think tanks, nonprofit organizations, and in the public sector.

Academics >

Social Science PhD Program

Where Interdisciplinary Scholarship Produces Innovative Solutions

At the heart of a Maxwell education is the fundamental belief that analyzing and developing measurable solutions to today’s complex challenges requires both disciplinary excellence and interdisciplinary cross-pollination of ideas.

Since its founding in 1946, our interdisciplinary social science Ph.D. program has been a leading center for innovative scholarship for students whose intellectual interests do not easily fit within the confines of a single social science discipline. With guidance from the social science Ph.D. chair, social science doctoral students develop their own programs of interdisciplinary study, incorporating social theory and research methods from Maxwell’s highly regarded social science and professional programs, including:

anthropology,
international relations,
political science,
public administration and

our alumni hold a broad range of academic, research and leadership roles

we offer the only interdisciplinary social science Ph.D. program in the country

determine the mix of disciplines appropriate for your unique research interests

One degree, many paths

The Ph.D. in social science prepares students to undertake a broad range of careers including college and university research and teaching, non-academic research, consulting, public service, organizational administration, and institutional leadership.

Notable Alumni

See More Alumni Placements

Olga Boichak

Diane lyden murphy, gearoid millar, deborah alexander, priti ramamurthy.

Professor, Gender, Women & Sexuality Studies, University of Washington

Nicholas Armstrong

Innovative scholarship, diverse viewpoints.

I am Maxwell.

I took urban anthropology and urban geography and urban sociology. I studied with some extraordinary people, and the degree that I got gave me such a broad, interesting education. Whether I was jumping into solving the New York City fiscal crisis or sitting over at HHS trying to figure out how we were going to straighten out a very complex Medicare system, all of that came out of very good training.”

Donna Shalala M.A., PH.D. (SOCIAL SCIENCE) Former: U.S. Representative (FL-27); president and CEO Clinton Foundation; president, University of Miami; U.S. Secretary, HHS

Read our story “Freshman Rep From Florida”

Graduate students will conduct cutting edge research alongside faculty mentors and in Maxwell's 15 research centers.

College of Education and Human Development

School of Social Work

PhD in Social Work

Established in 1946, our program is one of the oldest in the United States, and develops a mentoring partnership between nationally prominent faculty and students to promote knowledge and skills in theory development and community-based research. The research productivity of our faculty was ranked 20th out of 76 U.S. social work doctoral programs in a recent study

Our graduates include internationally recognized scholars in diverse areas of study. Alumni go on to faculty and academic leadership roles in schools of social work around the world, as well as agency and program directors, and high-level servants in federal, state, and local government agencies.

Learn about the PhD program in social work at the University of Minnesota, Twin Cities

Scholarship, research, and teaching which contribute to the knowledge base of social work and foster a just, nurturing, inclusive society.

Program Highlights

Highly productive faculty. Collaborate with our faculty and research and training centers to conduct, write, and publish research in child welfare, aging, mental health, violence prevention, health disparities, social welfare policy, international social work, work with immigrants and refugees, and other social work related research areas.
Generous funding for PhD students. The majority of our students receive a four-year funding package that covers tuition, health insurance, and a stipend. Many students also secure dissertation fellowships, and we help students secure assistantships for funding for their fifth year.
Teaching and professional development. Gain skills in teaching and curriculum development. We provide doctoral colloquia focusing both on current research and professional and career development.
Diverse student body. Our graduate students come from Minnesota, across the nation, and from around the world, giving the learning and research experience depth and breadth in lived experiences and perspectives.
Structured research mentoring experiences. Our PhD program relies heavily on a mentoring model, and PhD students work closely with faculty members throughout the program. Mentoring is seen as a vital part of the teaching and learning process within the doctoral program.

Fall 2024 Applications

Notice: Application deadline is December 1st, 2024!

To learn more about the application process, consider attending a one-hour information session:

Thursday, August 8th - 1:00pm

Wednesday, September 18th - 6:00pm

Tuesday, October 15th - 1:00pm

Thursday, November 14th - 1:00pm

Questions about applying? You can schedule a one-on-one appointment with Director of Admissions, Larissa Lavrov .

Program Outline

Students take two years of coursework both inside and outside the School of Social Work, including required courses in research methods, statistics, theory, history, policy and teaching, as well as supporting program courses from across the university. Students typically complete their preliminary examinations and defend their dissertation proposal, and then complete their dissertation in their fourth or fifth year.

Careers of Social Work PhD Graduates

This is a selected list of institutions where recent University of Minnesota School of Social Work graduates have found positions:

Research Universities

State University of New York at Buffalo
Tulane University
University of Arkansas
University of Kansas
University of Memphis
University of Texas
University of Utah
Virginia Commonwealth University

Teaching Universities

Augsburg University
California State University - Chico
Colorado State University - Pueblo
Providence College
Radford University
University of Wisconsin - Green Bay

Institutes and Foundations

Institute on Community Integration, University of Minnesota
Health Partners Research Foundation
Minnesota Minority Education Partnership

Applied/Administrative Positions

Children’s Defense Fund
Minnesota Department of Human Services
NASW-MN

International Universities

National University Taiwan
Tel Aviv University
Self-Directed Services for the Long-Term Supports of Adults with Intellectual and Developmental Disabilities: A Propensity Score Matching Analysis
Social Work, Intractable Conflict and Professionalism: A Case Study of Jewish-Israeli Social Work Practice
Omayeletumbulo [wisdom sayings] as a Pathway to School Engagement for Young Mothers in Rural Namibia
County Exemption from Social Work Licensure in Minnesota: Understanding the Past and Present to Affect the Future
Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice
Environmental Effects on Cognitive Health in Older Adults: Insights for Long-Term Care Services
“This is how we show up for our relatives”: Understanding How Indigenous Relative Caregivers Embody Traditional Kinship to Resist the Colonial Child Welfare System
Perceived Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
Student Stories of Resilience After Campus Sexual Assault
How do Contextual Factors and Family Support Influence Disclosure of Child Sexual Abuse During Forensic Interviews and Service Outcomes in Child Protection Cases?
Moral Injury Among Professionals in K-12 Education: A Mixed Methods Inquiry
Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis
Neighborhood Social Capital and the Health and Health Risk Behavior of Adolescent Immigrants and Non-Immigrants

Sampling of PhD Student Publications

Our PhD students routinely co-author with faculty and other researchers at the School of Social Work and across campus. Nearly all PhD students graduate with multiple peer reviewed articles, multiple presentations at national/international research conferences, and teaching experience as the instructor of record of undergraduate or graduate courses. The following is just a sampling of the recent peer-reviewed articles published by our students, either as sole author or in collaboration with others.

Carlson , W. C. (2023). Implementation challenges of T visa eligibility for human trafficking survivors: a role for social work. Social Work , 68(3), 222-229.

Flangan, S. , Sterman, J., & Merighi, J. R., Batty, R. (2023). Bridging the gap – How interprofessional collaboration can support family-centered emergency preparedness: An exploratory qualitative study. BMC Public Health, 23(1):777.

Haight, W. L., Suleiman , J. , Flanagan , S. K. , Park, S. , Soltani, L. J. , Carlson, W. C. , Otis , J. R. , & Turck, K. S. (2023). Reflections on social work education during the COVID-19 pandemic: Experiences of faculty members and lessons moving forward. Qualitative Social Work , 22(5), 938-955.

Samimi, C., Jefferson, N., Flanagan , S. , & Anyon, Y. (2023). Intersections of disproportion: A critical quantitative examination of dis/ability and gender in Black students’ school discipline outcomes. The Urban Review , 1-20.

Soffer-Elnekave , R. , Haight, W., Nashandi , N. J. , Cho, M., Suleiman , J. , & Park , S. (2023). Re-orienting narratives of moral injury towards positive development: The experiences of emerging adults with child welfare histories. Children and Youth Services Review , 149, 106922.

Soria, K. M., Horgos , B. , & Shenouda, J. D. (2023). Disparities in college students’ financial hardships during the Covid-19 pandemic. Journal of Student Affairs Research and Practice , 60(1), 31-48.

Toft, J., Lightfoot, E., Calhoun, M ., Choy-Brown, M., Merighi, J. R., Renner, L. M., Soffer-Elnekave, R. , Mendel, J., & Marsalis, S. (2023). Effects of neoliberalism on social work practice in the United States: A scoping review. Social Work Research , 47(2), 99-110.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2022). An evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 37(2), 247-259.

Soria K., Horgos B ., Roberts B.J. (2022). The COVID‐19 pandemic and students’ mental health. New Directions for Student Services, 176, 37-45.

Lee, M. H., Hong, S., & Merighi, J. R. (2021). The effect of fatalism on mammography use in Korean American women. Health Education & Behavior , 49(4), 740−749.

Lightfoot, E., Yun, H. , Moone, R., Otis, J ., Suleiman, K., Turck, K ., & Kutzler, C. (2021). Changes to family caregiving of older adults and adults with disabilities during COVID-19. Gerontology and Geriatric Medicine , 7, 1-8.

Mervis, J. E., Fischer, J ., Cooper, S. E., Deckert, A. C., Lysaker, P. H., MacDonald III, A. W., & Meyer-Kalos, P. (2021). Introspective accuracy for substance use across a year of treatment for first episode psychosis. Schizophrenia Research: Cognition , 26, 100200.

Renner, L. M., Hartley, C. C., & Driessen, M. C. (2021). Provider, caretaker, nurturer, hero: Perceptions of parenting changes among women who experienced intimate partner violence. Journal of Child and Family Studies , 30(9), 2191-2203.

Soria, K., & Horgos, B. (2021). Factors associated with college students’ mental health during the COVID-19 pandemic. Journal of College Student Development, 62(2), 107-113.

An, S., Lee, H. Y., Choi, Y. J., & Yoon, Y. J. (2020). Literacy of breast cancer and screening guideline in an immigrant group: importance of health accessibility. Journal of Immigrant and Minority Health , 22, 563-570.

Lightfoot, E., Zheng, M ., & DeZelar, S . (2021). Substantiation of child maltreatment among parents with disabilities in the United States. Journal of Public Child Welfare , 15(5), 583-596.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2020). A pilot study evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 35, 203-215.

Cho, M. , Haight. W., Choi, W. S., Hong, S. H., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth.Children and Youth Services Review, 102, 222-230.

Choi, Y. J., Lee, H. Y., An, S., Yoon, Y. J. , & Oh, J. (2019). Predictors of cervical cancer screening awareness and literacy among Korean-American women. Journal of Racial and Ethnic Health Disparities, 7(1), 1–9.

Driessen, M. C. (2019). Campus sexual assault policies: A feminist policy analysis framework. Affilia, 35(3) 1-16. doi:10.1177/0886109919878273

Driessen, M. C. (2019). Campus sexual assault & student activism, 1970-1990. Qualitative Social Work, 19(3), 1-16. doi:10.1177/1473325019828805

Emery, C. R., Wu, S., Eremina, T., Yoon, Y. J. , Kim, S., & Yang, H. (2019). Does informal social control deter child abuse? A comparative study of Koreans and Russians. International journal on child maltreatment: research, policy and practice, 2(2), 37–54.

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls' vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review, 102, 169–176.

Haight, W., Waubanascum, C., Glesener, D. , Day, P., Bussey, B., & Nichols, K. (2019). The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through Indigenous social work education. Children and Youth Services Review, 100, 156-166.

Kiesel, L, DeZelar, S. & Lightfoot, E. (2019). Equity in social work employment in the United States: Opportunity and challenges for social workers with disabilities. Disability & Society.

Kivnick, H. Q., Driessen, M. C., Santavasy, C. , Wardwell, C., & Davis, L. D. (2019). “Who’s Been Putting Socks in My Drawer?” Narrative case study of an elder role model. The Gerontologist, 1-10. doi:10.1093/geront/gnz114

Lee, H.Y., Beltran, R.M. , Kwon, M., Kim, G.N., Lee, D.K. (2019). Racial disparities in cervical cancer screening: Implications for relieving cervical cancer burden in Asian American Pacific Islander women. Cancer Nursing: An International Journal for Cancer Care.

Lightfoot, E. & DeZelar, S . (2019). Social work with parents with disabilities: Historical interactions and contemporary innovations. Social Work Review, 2, 1-10.

Lightfoot, E., Franklin, C., & Beltran, R . (2019). Preparing for the academic job market: A guide for social work doctoral students and their mentors. Journal of Social Work Education.

Newman, T., Okamoto, K. , Kimiecik, C., Sohns, E., Burns, M., & Magier, E. (2019). The role of social workers in sport: Shared values and opportunities for interprofessional collaborations. Journal of Sport Psychology in Action, 10(3), 160-173.

Renner, L. M., & Driessen, M . C. (2019). Siblings who are exposed to child maltreatment: Practices reported by county children's services supervisors. Journal of Public Child Welfare, 13(5), 491-511. doi:10.1080/15548732.2018.1514350

An, S., Choi, Y. J., Lee, H. Y., Yoon, Y. J. , & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281–1286.

Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an afterschool early literacy intervention on the reading skills of children in public housing communities. Child & Youth Care Forum, 47, 537-561.

DeZelar, S. , & Lightfoot, E. (2018). Use of parental disability as a removal reason for children in foster care in the US. Children and Youth Services Review, 86, 128-134.

Fink, A. (2018). Bigger data, less wisdom: The need for more inclusive collective intelligence in social service provision. AI & Society, 33, 61-70.

Haight, W., Waubanascum, C., Glesener, D. , & Marsalis, S. (2018). A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations. Children and Youth Services Review, 93, 397-410.

Jenson, J. M., Veeh, C., Anyon, Y., St. Mary, J., Calhoun, M. , Tejada, J., & Lechuga-Peña, S. (2018). Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study. Children and Youth Services Review, 88, 211-217.

Kiesel, L., DeZelar, S. & Lightfoot, E. (2018). Challenges, barriers and opportunities: Social workers with disabilities and experiences in field education. Journal of Social Work Education. 54(4), 696-708.

Lee, H. Y., Choi, Y. J., Yoon, Y. J. , & Oh, J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64–E70.

Lightfoot, E. & LaLiberte, T. & Cho, M. (2018). Parental supports for parents with disabilities: The role of informal supports.Child Welfare, 96(4), 89-110.

Merighi, J. R., Zheng, M. , & Browne, T. (2018). Nephrology social workers' caseloads and hourly wages in 2014 and 2017: Findings from the National Kidney Foundation Council of Nephrology Social Workers Professional Practice Survey. Journal of Nephrology Social Work, 42(1), 31−59.

St. Mary, J., Calhoun, M. , Tejada, J., & Jenson, J. M. (2018). Perceptions of academic achievement and educational opportunities among Black and African American youth. Child and Adolescent Social Work Journal, 35(5), 499-509.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.

Haight, W., Sugrue, E., Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.

Hewitt, A., Stancliffe, R., Hall-Lande, J., Nord, D., Pettingell, S., Hamre, K. , Hallas-Muchow L. (2017). Characteristics of adults with Autism Spectrum Disorder who use residential services and supports through adult developmental disability services in the United States. Research in Autism Spectrum Disorders.

Horn, T. L. , Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2017). East Asian and U.S. educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions. Children and Youth Services Review, 73, 128-144.

Khuu, B. P. , Lee, H. Y. (2017). Health literacy and associated factors among Hmong American immigrants. Journal of Community Health, 1-8.

Kim, Y.S., Lee, H.Y., Lee, M.H., Simms, T. , & Park, B.H., (2017). Mental health literacy in Korean older adults: A cross-sectional survey. Journal of Psychiatric and Mental Health Nursing. doi: 10.1111/jpm.12395

Lightfoot, E. & LaLiberte, T. & Cho, M. (2017). A case record review of termination of parental rights cases involving parents with a disability. Children and Youth Services Review, 79, 399-407.

Sugrue, E. & Lightfoot, E. (2017). Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process. Journal of Policy Practice. DOI: 10.1080/15588742.2016.1266982

Carlson, J., Nguyen, H. , and Reinardy, J. (2016). Social justice and the capabilities approach: Seeking a global print for EPAS. Journal of Social Work Education, 52, Issue 3.

Haight, W., Bidwell, L., Choi, W. S., & Cho, M. (2016). An evaluation of the Crossover Youth Practice Model (CYPM): Recidivism outcomes for maltreated youth involved in the juvenile justice system. Children and Youth Services Review, 65, 78-85.

Haight, W., Kayama, M., Ku, M. L., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context. Children and Youth Services Review, 70, 214-228.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Child and Youth Services Review, 70, 190-200.

Hoffman, S. J., Robertson, C. L., Shannon, P. J., Cook, T.L. , Letts, J., & Mathiason, M. A. (2016). Physical Correlates of Torture Exposure in Karen Refugees. Journal of Loss and Trauma, 1-15.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 2: Solutions. Children and Youth Services Review, 70, 403-418.

Khuu, B. P. , Lee, H.Y., Zhou, A.Q., Shin, J. & Lee, R.M., (2016) Healthcare providers’ perspectives on parental health literacy and child health outcomes among Southeast Asian American immigrants and refugees, Children and Youth Services Review, 67 (2016) 220–229. doi: 10.1016/j.childyouth.2016.06.006

Lightfoot, E., Blevins, J. , Lum, T. & Dube, A. (2016). Cultural health assets of Somali and Oromo immigrants in the United States: Findings from a community-based participatory research project. Journal of Health Care for the Poor and Underserved, 27(1), 252-260.

Lightfoot, E. & DeZelar, S. (2016). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review, 62, 22–28.

Lightfoot, E., Nienow, M., Moua, K., Colburn, G. , & Petri, A. (2016). Insights on professional identification and licensure from community practice social workers. Journal of Community Practice, 24 (2), 123-146. http://dx.doi.org/10.1080/10705422.2016.1165328

McCleary, J., Shannon, P. J., Cook, T. (2016) Connecting refugees to substance use treatment: A qualitative study. Social Work and Public Health, 31(1), 1-. 10.1080/19371918.2015.1087906.

Shannon, P.J., Vinson, G.A., Cook, T.L. , Lennon, E. (2016). Characteristics of successful and unsuccessful mental health referrals of refugees. Administration and Policy in Mental Health and Mental Health Services Research, 43(4), 555-568. doi:10.1007/s10488-015-0639-8

Simms, T. (2016). Statutory compensation for the wrongly imprisoned. Social Work, 61, 155-162. doi: 10.1093/sw/sww003

Yang, H., Yoon, Y. J. , Jeong, B., & Emery, C. R. (2016). The effects of parental abuse and aggression on mobile phone dependency: Focused on the moderated mediation effect of youth activity. Youth Facilities and Environment, 14(2), 5–15.

Ph.D. Social Psychology

Young happy people stacking hands outdoor

Our PhD program in Social Psychology is research-intensive, and designed as a five-year PhD program to prepare students for scholarly careers in academic and other research settings. We train graduate students to become productive social psychologists who will contribute to the field through the advancement of theoretical understanding and empirical research in social psychology, and by effectively teaching courses within the domain of social psychology. Formal course requirements are minimized and collaborative research with one or more faculty is emphasized.

Preparing You For Success

We offer a robust, dedicated, and active program that leads to successful students. With four core faculty and a group of around 10 graduate students, the Social/Personality Program is relatively small by national standards, however, this allows for faculty and graduate students to develop deeply collaborative and productive working relationships.

Seminars are also small and highly productive. We are selective with graduate student admissions, and our students develop strong bonds with their mentors and cohort. By graduation, our students are well-prepared for the academic job market, as shown by the fact that most currently have a permanent or visiting faculty position.

Recent Alumni Job Placements & Awards

Hannah Buie, Ph.D. (2023), Assistant Professor of Psychology, Western Carolina University
Dylan Horner, Ph.D. (2023), Assistant Professor of Psychology, Minot State University
Harrison Schmidt, Ph.D. (2023), Assistant Professor of Psychology, Skidmore College
Jake Taylor, Ph.D. (2023), Research Administration Coordinator, Memorial Hermann - Rockets Sports Medicine Institute
Ciara Atkinson, Ph.D. (2022), Evaluation Specialist, University of Arizona Department of Campus Recreation
Eva-Maria Stelzer, Ph.D. (2020), Research Analyst Health, Hubert Burda Media
Isaac Young, Ph.D. (2020) visiting assistant professor, Beloit College, Wisconsin
Peter Helm, Ph.D. (2019) postdoc, University of Missouri
Uri Lifhsin, Ph.D. (2017) postdoc, IDC, Herzylia, Israel
Advanced User Experience Researcher, State Farm
Peter Leavitt, Ph.D., (2016) Assistant Professor at Indiana State University
Elizabeth Focella, Ph.D., (2012) Senior Consultant at Opinion Dynamics
Rebecca Covarrubias, Ph.D., (2012) Associate Professor at U.C. Santa Cruz
Melissa Soenke, Ph.D., (2012) Associate Professor at Cal State Channel Islands
Megan Robbins, Ph.D., (2011) Associate Professor at U.C. Riverside
Dave Weise, Ph.D., (2011) Senior Lecturer and Psych Advisor at Texas Christian University
Shannon Holleran, Ph.D., (2010) Lecturer, Owens Community College, Ohio
Daniel "Spee" Kosloff, Ph.D., (2009) Associate Professor at Cal State Fresno
Chad Forbes, Ph.D., (2009) Associate Professor, and Social Psychology Program Director at the University of Delaware
Mark Landau, Ph.D., (2007) Full Professor at the University of Kansas

Although our program is relatively young, we also take great pride in the accomplishments of the alumni of our program, three of whom have garnered early career awards: APA (Mark Landau, PhD. in 2007), International Society for Self and Identity (Jamie Arndt, Ph.D. in 1999; Mark Landau), the Society of Experimental Social Psychology (Eddie Harmon-Jones, Ph.D. in 1995) and the Society for Psychophysiological Research (Eddie Harmon-Jones).

Updated: 05/25/23

Interdisciplinary Collaboration

The University of Arizona is a highly interdisciplinary environment, and the social psychology students have a history of successful collaboration with students and faculty in the clinical and cognitive neuroscience psychology programs and in other departments on campus (e.g., Family Studies and Human Development, Communications, Management, Marketing, Public Health).

Our program is especially enhanced by clinical students who are mentored by our social faculty and by clinical faculty who mentor our social students. Whenever a social student is interested in psychophysiology, perception, clinical, or other topics in psychology, there is usually a great opportunity for collaboration with faculty from our other departmental programs.

Updated: 09/29/22

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MPhil/PhD Social Research Methods

Graduate research
Department of Methodology
Application code L9ZM
Starting 2024
Home full-time: Closed
Overseas full-time: Closed
Location: Houghton Street, London

This programme offers the chance to undertake a substantial piece of original research that is of publishable standard and which makes an original contribution to social science methodology or which applies advanced methodology to a substantive research problem. You will begin on the MPhil, and will need to meet certain requirements to be upgraded to PhD status.

You will benefit from the knowledge and expertise of staff whose disciplinary backgrounds include political science, statistics, sociology, social psychology, anthropology and criminology. There are a variety of advanced-level courses, seminars and workshops in research design, quantitative analysis and qualitative methods available for you to attend.

The Department of Methodology at LSE supports both standalone qualitative and quantitative research, as well as interesting ways of combining them. We encourage applications from candidates who demonstrate an interest in a substantive area of research and particular methodological approach, aiming at a methodological development. This could involve collecting innovative new data, new analytic techniques, method comparison, evaluation or validation, method critique, applying existing methodology in new contexts, or cost-benefit analysis of methodologies.

Programme details


Start date	30 September 2024
Application deadline	However, please note the funding deadlines
Duration	Three to four years full-time (minimum 2). Please note that LSE allows part-time PhD study only under limited circumstances. Please see   for more information. If you wish to study part-time, you should mention this (and the reasons for it) in your statement of academic purpose, and discuss it at interview if you are shortlisted.
Financial support	LSE PhD Studentships, ESRC funding (see 'Fees and funding')
Minimum entry requirement	2:1 degree or equivalent and a merit in a relevant master’s, or equivalent
GRE/GMAT requirement	None
English language requirements	Research (see 'Assessing your application')
Location	Houghton Street, London

For more information about tuition fees and entry requirements, see the fees and funding and assessing your application sections.

Entry requirements

Minimum entry requirements for mphil/phd social research methods.

The minimum entry requirement for this programme is an upper second class honours (2:1) degree and a merit in an MSc broadly similar to the MSc Social Research Methods, or equivalent.

Competition for places at the School is high. This means that even if you meet our minimum entry requirement, this does not guarantee you an offer of admission.

If you have studied or are studying outside of the UK then have a look at our Information for International Students to find out the entry requirements that apply to you.

Assessing your application

We welcome applications for research programmes that complement the academic interests of members of staff at the School, and we recommend that you investigate staff research interests before applying. We encourage prospective students to email their proposals to potential supervisors before applying to gauge their interest. Browse our list of potential supervisors for MPhil/PhD Social Research Methods under ‘academic staff’ .

We carefully consider each application on an individual basis, taking into account all the information presented on your application form, including your:

- academic achievement (including existing and pending qualifications) - statement of academic purpose - references - CV - research proposal - sample of written work.

See further information on supporting documents

You may also have to provide evidence of your English proficiency. You do not need to provide this at the time of your application to LSE, but we recommend that you do. See our English language requirements .

When to apply

The application deadline for this programme is 25 April 2024 . However, to be considered for any LSE funding opportunity, you must have submitted your application and all supporting documents by the funding deadline. See the fees and funding section for more details.

Research proposal requirements

The Department of Methodology requires you to submit a proposal summarising and justifying your proposed research, to be attached to your formal application. This will provide the selectors with an idea of the topics of interest, and help in matching candidates to potential supervisors.

The research proposal should include the following questions:

Why is the topic interesting? What is the central research question? Is there a theoretical and empirical 'gap' that your research will seek to fill? Is there a theoretical or empirical contradiction that your research will seek to resolve? How will your research take our understanding forward in your chosen field? What core theories and concepts will you draw on? What are the relevant literature(s) and field(s) the work will contribute to? What are the main theories in the area? What are the critical empirical phenomena in the area? Specify the key references relevant to the proposed research. How will you address the empirical aspects of the research? What empirical (qualitative and/or quantitative) information do you propose to collect, how, from where, and why? What methodology of analysis is appropriate and why? If the research question requires a combination of different methodologies, how will they be related? Do you foresee any practical difficulties in pursuing the research (eg finding suitable participants or data sources)? If so, how might they be overcome?

Fees and funding

Every research student is charged a fee in line with the fee structure for their programme. The fee covers registration and examination fees payable to the School, lectures, classes and individual supervision, lectures given at other colleges under intercollegiate arrangements and, under current arrangements, membership of the Students' Union. It does not cover living costs or travel or fieldwork.

Tuition fees 2024/25 for MPhil/PhD Social Research Methods

Home students: £4,786 for the first year Overseas students: £22,632 for the first year

The fee is likely to rise over subsequent years of the programme. The School charges home research students in line with the level of fee that the Research Councils recommend. The fees for overseas students are likely to rise in line with the assumed percentage increase in pay costs (ie, 4 per cent per annum).

The Table of Fees shows the latest tuition amounts for all programmes offered by the School.

Fee status

The amount of tuition fees you will need to pay, and any financial support you are eligible for, will depend on whether you are classified as a home or overseas student, otherwise known as your fee status. LSE assesses your fee status based on guidelines provided by the Department of Education.

Further information about fee status classification.

Scholarships, studentships and other funding

The School recognises that the cost of living in London may be higher than in your home town or country, and we provide generous scholarships each year to home and overseas students.

This programme is eligible for LSE PhD Studentships , and Economic and Social Research Council (ESRC) funding . Selection for the PhD Studentships and ESRC funding is based on receipt of an application for a place – including all ancillary documents, before the funding deadline.

Funding deadline for first round of LSE PhD Studentships and ESRC funding: 15 January 2024 The deadline for the second round of LSE PhD Studentships: 25 April 2024

In addition to our needs-based awards, LSE also makes available scholarships for students from specific regions of the world and awards for students studying specific subject areas. Find out more about financial support.

External funding

There may be other funding opportunities available through other organisations or governments and we recommend you investigate these options as well.

Further information

Fees and funding opportunities

Information for international students

LSE is an international community, with over 140 nationalities represented amongst its student body. We celebrate this diversity through everything we do.

If you are applying to LSE from outside of the UK then take a look at our Information for International students .

1) Take a note of the UK qualifications we require for your programme of interest (found in the ‘Entry requirements’ section of this page).

2) Go to the International Students section of our website.

3) Select your country.

4) Select ‘Graduate entry requirements’ and scroll until you arrive at the information about your local/national qualification. Compare the stated UK entry requirements listed on this page with the local/national entry requirement listed on your country specific page.

Programme structure and courses

In addition to progressing with your research, you are expected to take a selection of training and transferable skills courses. You will discuss with your supervisor whether the first year courses you take will be examined. You may take courses in addition to those listed, and should discuss this with your supervisor. The courses you take may also include ones from other institutes or departments at LSE, dependent on your needs.

At the end of your second year (full-time), you will need to satisfy certain requirements and if you meet these, will be retroactively upgraded to PhD status.

(* denotes a half unit)

A selection of training courses from an approved list

Transferable skills courses, c ompulsory (not examined) Department of Methodology Seminar

Second to fourth years

Transferable skills courses Compulsory (not examined) Department of Methodology Seminar

For the most up-to-date list of optional courses please visit the relevant School Calendar page.

You must note, however, that while care has been taken to ensure that this information is up to date and correct, a change of circumstances since publication may cause the School to change, suspend or withdraw a course or programme of study, or change the fees that apply to it. The School will always notify the affected parties as early as practicably possible and propose any viable and relevant alternative options. Note that the School will neither be liable for information that after publication becomes inaccurate or irrelevant, nor for changing, suspending or withdrawing a course or programme of study due to events outside of its control, which includes but is not limited to a lack of demand for a course or programme of study, industrial action, fire, flood or other environmental or physical damage to premises.

You must also note that places are limited on some courses and/or subject to specific entry requirements. The School cannot therefore guarantee you a place. Please note that changes to programmes and courses can sometimes occur after you have accepted your offer of a place. These changes are normally made in light of developments in the discipline or path-breaking research, or on the basis of student feedback. Changes can take the form of altered course content, teaching formats or assessment modes. Any such changes are intended to enhance the student learning experience. You should visit the School’s Calendar , or contact the relevant academic department, for information on the availability and/or content of courses and programmes of study. Certain substantive changes will be listed on the updated graduate course and programme information page.

Supervision, progression and assessment

Supervision.

You will be assigned a lead supervisor (and a second supervisor/adviser) who is a specialist in your chosen research field, though not necessarily in your topic. Lead supervisors guide you through your studies.

Progression and assessment

First year review.

In the Spring Term of your first year, you are required to produce a 10,000-word 'first year review' that outlines the aims and methods of your thesis: this means summarising the key literature(s), motivating your specific research questions, and highlighting the planned contributions of your work. A first year review document typically includes a general introduction, a comprehensive literature review (covering relevant empirical and theoretical work), a motivation of the research questions and hypotheses, and an indication of the literature(s) that you seek to contribute to (ie, the gaps in knowledge that will be addressed). You will also give an oral presentation of your proposal at the Department of Methodology PhD day.

Written and oral work will be assessed by two academics (not on the supervisory team), normally members of Department of Methodology staff. This work has to reach an acceptable standard to enable you to progress to the second year. It is particularly important that the first year review clearly states the objectives of the doctoral research and indicates how the empirical work will be carried out.

If the panel deems the first year review to be not suitably clear, they can choose not to accept the submitted document and give you up to a month to clarify. This decision will be taken maximum one week after the Department of Methodology PhD Day. Examples of unclear work might include (but not be limited to):

a first year review that does not state clear research questions
a first year review that does not adequately review the specific literatures that the empirical work is contributing to
a first year review that does not give enough methodological detail, showing how the design will produce data that allows you to address the theoretical issues at stake in a systematic and rigorous way.

After your first year

After the first year you will spend more time on independent study under the guidance of your supervisor(s). This will involve the collection, organisation and analysis of data, and writing up the results. During your second year of registration, you will typically submit three (minimum) draft chapters of your thesis plus a short introduction and a detailed plan for its completion. The three draft chapters will typically include a detailed literature review, specification of research problem(s) and two empirical chapters. If you are pursuing a paper-based thesis, your upgrading documents will typically include a short introduction, a literature review and at least two empirical papers. Whether a traditional or paper-based thesis, the material will be evaluated by an upgrading committee (two academics, not necessarily of the MI or even LSE) who will recommend transferral to PhD registration if your work is judged to be of sufficient quality and quantity.

Throughout the MPhil/PhD and PhD, you will attend the Department's research seminar and other specialist workshops and seminars related to your interests. You must present at every Department of Methodology PhD day.

Student support and resources

We’re here to help and support you throughout your time at LSE, whether you need help with your academic studies, support with your welfare and wellbeing or simply to develop on a personal and professional level.

Whatever your query, big or small, there are a range of people you can speak to who will be happy to help.

Department librarians – they will be able to help you navigate the library and maximise its resources during your studies.

Accommodation service – they can offer advice on living in halls and offer guidance on private accommodation related queries.

Class teachers and seminar leaders – they will be able to assist with queries relating to specific courses.

Disability and Wellbeing Service – they are experts in long-term health conditions, sensory impairments, mental health and specific learning difficulties. They offer confidential and free services such as student counselling, a peer support scheme and arranging exam adjustments. They run groups and workshops.

IT help – support is available 24 hours a day to assist with all your technology queries.

LSE Faith Centre – this is home to LSE's diverse religious activities and transformational interfaith leadership programmes, as well as a space for worship, prayer and quiet reflection. It includes Islamic prayer rooms and a main space for worship. It is also a space for wellbeing classes on campus and is open to all students and staff from all faiths and none.

Language Centre – the Centre specialises in offering language courses targeted to the needs of students and practitioners in the social sciences. We offer pre-course English for Academic Purposes programmes; English language support during your studies; modern language courses in nine languages; proofreading, translation and document authentication; and language learning community activities.

LSE Careers – with the help of LSE Careers, you can make the most of the opportunities that London has to offer. Whatever your career plans, LSE Careers will work with you, connecting you to opportunities and experiences from internships and volunteering to networking events and employer and alumni insights.

LSE Library – founded in 1896, the British Library of Political and Economic Science is the major international library of the social sciences. It stays open late, has lots of excellent resources and is a great place to study. As an LSE student, you’ll have access to a number of other academic libraries in Greater London and nationwide.

LSE LIFE – this is where you should go to develop skills you’ll use as a student and beyond. The centre runs talks and workshops on skills you’ll find useful in the classroom; offers one-to-one sessions with study advisers who can help you with reading, making notes, writing, research and exam revision; and provides drop-in sessions for academic and personal support. (See ‘Teaching and assessment’).

LSE Students’ Union (LSESU) – they offer academic, personal and financial advice and funding.

PhD Academy – this is available for PhD students, wherever they are, to take part in interdisciplinary events and other professional development activities and access all the services related to their registration.

Sardinia House Dental Practice – this offers discounted private dental services to LSE students.

St Philips Medical Centre – based in Pethwick-Lawrence House, the Centre provides NHS Primary Care services to registered patients.

Student Services Centre – our staff here can answer general queries and can point you in the direction of other LSE services.

Student advisers – we have a Deputy Head of Student Services (Advice and Policy) and an Adviser to Women Students who can help with academic and pastoral matters.

Meet the Department

You can find out more about the people that make up the Department of Methodology on our ' People ' page. Meet our academics, visiting staff, research students and professional services staff.

Student life

As a student at LSE you’ll be based at our central London campus. Find out what our campus and London have to offer you on academic, social and career perspective.

Student societies and activities

Your time at LSE is not just about studying, there are plenty of ways to get involved in extracurricular activities . From joining one of over 200 societies, or starting your own society, to volunteering for a local charity, or attending a public lecture by a world-leading figure, there is a lot to choose from.

The campus

LSE is based on one campus in the centre of London. Despite the busy feel of the surrounding area, many of the streets around campus are pedestrianised, meaning the campus feels like a real community.

Life in London

London is an exciting, vibrant and colourful city. It's also an academic city, with more than 400,000 university students. Whatever your interests or appetite you will find something to suit your palate and pocket in this truly international capital. Make the most of career opportunities and social activities, theatre, museums, music and more.

Want to find out more? Read why we think London is a fantastic student city , find out about key sights, places and experiences for new Londoners . Don't fear, London doesn't have to be super expensive: hear about London on a budget .

Quick Careers Facts for the Department of Methodology

Median salary of our PG students 15 months after graduating: £48,000

Top 5 sectors our students work in:

Information, Digital Technology and Data
Education, Teaching and Research
Financial and Professional Services
Advertising, Marketing, PR, Media, Entertainment, Publishing and Journalism
Real Estate, Environment and Energy

The data was collected as part of the Graduate Outcomes survey, which is administered by the Higher Education Statistics Agency (HESA). Graduates from 2020-21 were the fourth group to be asked to respond to Graduate Outcomes. Median salaries are calculated for respondents who are paid in UK pounds sterling and who were working in full-time employment.

Students who successfully complete the programme often embark on an academic career.

Further information on graduate destinations for this programme

Support for your career

Many leading organisations give careers presentations at the School during the year, and LSE Careers has a wide range of resources available to assist students in their job search. Find out more about the support available to students through LSE Careers .

Find out more about LSE

Discover more about being an LSE student - meet us in a city near you, visit our campus or experience LSE from home.

Experience LSE from home

Webinars, videos, student blogs and student video diaries will help you gain an insight into what it's like to study at LSE for those that aren't able to make it to our campus. Experience LSE from home .

Come on a guided campus tour, attend an undergraduate open day, drop into our office or go on a self-guided tour. Find out about opportunities to visit LSE .

LSE visits you

Student Marketing, Recruitment and Study Abroad travels throughout the UK and around the world to meet with prospective students. We visit schools, attend education fairs and also hold Destination LSE events: pre-departure events for offer holders. Find details on LSE's upcoming visits .

How to apply

Virtual Graduate Open Day

Register your interest

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PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors.

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal will open for the AY25-26 admissions cycle on September 15, 2024.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 30, 2024

The deadline for letters of recommendation will be November 30, 2024 .

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

Generally, students will hear from us by the end of January.

The status of submitted applications can be viewed anytime by logging in to the application portal .

The deadline to apply for the '25-26 PhD cohort this year is November 30, 2024 . Applicants who are admitted to the program will matriculate in Autumn 2025.

Our next admissions cycle will open in September 2025 and have a November 30, 2025 deadline.

In addition to the information below, please review the Graduate Admissions website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

U.S. Bachelor's degree or its foreign equivalent
Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three Psychology Department faculty members , in order of preference, with whom you would like to work.
Three Letters of Recommendation (submitted electronically). A maximum of six letters will be accepted.
Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do not submit official transcripts with your initial application.
Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford.

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Diversity and Engagement in Psychology PhD Programs
Vice Provost for Graduate Education
Stanford IDEAL
Graduate Application Fee Waiver Information

For More Information

Please see our list of Frequently Asked Questions and psych-admissions [at] stanford.edu (contact us) should you have additional questions.

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The 2025 application will open soon. The spring 2025 and fall 2025 applications will open soon. The spring 2025 deadline for master's and advanced certificate programs is November 1. The fall 2025 deadline for PhD programs is December 15. The fall 2025 priority deadline for master's and advanced certificate programs is January 7.

New & Noteworthy

WATCH: The 2024 NSSR Recognition Ceremony

On May 16, 2024, NSSR honored our fall 2023 and spring and summer 2024 master's, PhD, and Graduate Certificate graduates at our annual Recognition Ceremony. All NSSR graduates present, as well as the Outstanding MA Graduate Award and Dissertation Award recipients, were recognized and called up by name. Congratulations, all!

Ramon de Haan Receives Mellon/ACLS Dissertation Innovation Fellowship

De Haan, an Anthropology PhD student, is writing his dissertation on activism among members of the Black communities in Suriname, Curaçao, and the Netherlands, who are arguing for reparations for slavery and colonialism. The fellowship’s stipend will support de Haan’s travel to the three countries and compensate the community members he interviews and works with.

Professor Jessica Pisano receives 2024 Guggenheim Fellowship

The prestigious grant will help support Pisano, a professor of politics, as she writes her next book, which tells the story of a single street in Eastern Europe under fascism, state socialism, and neoliberal democracy. This small space raises big questions about political and economic change and the way people negotiate the question of who belongs.

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Participate in scholarly exploration at our centers and institutes. Alongside faculty, engage in interdisciplinary research, participate in policy debates, and dialogue with thought leaders to reframe the way you approach problems and develop solutions.

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To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

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To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

Doctoral Program

Phd-phs in social and behavioral sciences.

Prospective doctoral students interested in the Department of Social & Behavioral Sciences should apply to the Doctor of Philosophy ( PhD ) Program in Population Health Sciences and choose Social & Behavioral Sciences as their Field of Study.

The PhD in Population Health Sciences is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS) and is awarded by the Faculty of Arts and Sciences. Students in this program will gain broad, interdisciplinary knowledge in quantitative and qualitative methods of enquiry for understanding the health of populations, and developmental approaches to population health science. In addition, students will belong to one of the following Fields of Study associated with the departments of: Environmental Health , Epidemiology , Global Health and Population , Nutrition , or Social and Behavioral Sciences .

For further details on the PhD program, please visit this website .

Curriculum Guide

2023-24 SBS-PhD Curriculum Guide

What are the admission requirements for the PhD program?

For applicants that are applying into the PhD in Population Health Sciences check out this admission requirement checklist .

Is the GRE required?

Yes. All applicants are required to submit GRE scores as part of their application submission. This is a change from our pandemic policy. As with other application components, the GRE will be considered as part of an applicant’s holistic application, in combination with all submitted materials.

I’m applying to the PhD program in Population Health Sciences, do I need to secure an advisor? Do faculty make advising commitments before applying to the program?

Advisors for PhD students in the PHS program are chosen after we know who will be joining us in the new cohort. Generally, the assignment takes place in early to mid-May. An essential part of the PhD admissions process is the consideration of appropriate mentoring faculty for the applicant. Therefore applicants do not get prior advising commitments from a potential faculty mentor prior to applying to the program. We recommend listing up to three faculty members of interest in your personal statement, articulating how your current research interests align with the faculty listed.

I’m applying to the PhD program in Population Health Sciences, do I need to have prior quantitative coursework?

Our program has a strong emphasis on quantitative methods so showing preparation in this area is strongly recommended. The doctoral program in SBS is very quantitative-focused and we do require students to take a year of Quantitative Research Methods in Population Health Sciences (PHS 2000 A + B). Although the committee looks at the application holistically, some emphasis is placed on how well applicants do in specific course areas such as Biostats, EPI and the social sciences.

It’s always helpful to the admissions committee to be able to assess quantitative skills in an applicant’s background and that is usually demonstrated through coursework, professional experiences and letters of recommendation.

What are you looking for in applicants to the PhD program?

While applications are looked at holistically, the admissions committee does place an emphasis on prior coursework in biostatistics, epidemiology and the social sciences, so highlighting these types of courses in your application will be useful. Additionally, it could be helpful if one of your recommenders is a professor from your last degree program who can comment positively on your quantitative abilities. Your statement of purpose is a chance for you to tell the committee about your motivation for pursuing doctoral work in SBS and to describe yourself as a researcher. A key part of the admissions review process is making sure there is appropriate mentorship, so we suggest naming up to three SBS faculty whose interests align with your own. You can read about the faculty here .

You may find the information on this page helpful as you prepare your application.

Will graduate course work from my master’s degree be accepted for some of the coursework required in the PhD (e.g. statistics courses etc.)?

You can submit a substitution form with the course syllabus for courses you have taken in your Master’s program. Substitution requests are carefully reviewed by the instructor of the required HSPH course to determine if the course is truly equivalent.

Where can I find out more information on the research in the SBS department?

You can get some information on faculty research by viewing their profiles on the department website.

You can read about the research areas of current students here .

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Course type

Qualification, university name, phd degrees in social research.

14 degrees at 14 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

Related subjects:

PhD Social Research
PhD African Studies
PhD Age Studies
PhD American Politics
PhD American Studies
PhD Americas: Studies
PhD Anthropology
PhD Anthrozoology
PhD Applied Social Studies
PhD Arabic Studies
PhD Asian Studies
PhD Biological Anthropology
PhD China Studies
PhD Classics
PhD Combined Humanities Studies
PhD Community Studies
PhD Contemporary Studies
PhD Criminology
PhD Cultural Studies
PhD Defence Studies
PhD Demography
PhD Development Politics
PhD Diplomatic Studies
PhD Disaster Studies
PhD English Studies
PhD Ethnology
PhD Europen Politics
PhD France Studies
PhD Gender Studies
PhD General Humanities Studies
PhD Germany Studies
PhD Globalisation
PhD Government Studies
PhD Government and Politics
PhD Humanities
PhD Humanities and Social Sciences
PhD Immigration studies
PhD International Politics
PhD International Relations
PhD International Studies
PhD Irish Studies
PhD Islamic Studies
PhD Italy Studies
PhD Japan Studies
PhD Jewish Studies
PhD Latin America Studies
PhD Middle East Studies
PhD Middle Eastern Studies
PhD Policy Studies
PhD Political Philosophies
PhD Politics
PhD Politics of Specific Countries
PhD Popular Culture
PhD Regional Studies
PhD Russian Federation Studies
PhD Social Anthropology
PhD Social Data Analysis
PhD Social Research Methods
PhD Social Sciences
PhD Social Studies
PhD Sociology
PhD Sociology of Health and Sickness
PhD Sociology of Specific Subjects
PhD Spain Studies
PhD Strategic Studies
PhD UK Politics
PhD War Studies
PhD Women's Studies
PhD Youth Studies

Course title (A-Z)
Course title (Z-A)
Price: high - low
Price: low - high

PhD Doctor of Philosophy

Edge hill university.

This PhD provides you with the opportunity to interrogate a research topic of interest and develop your knowledge and research skills that Read more...

3 years Full time degree: £6,200 per year (UK)
4.5 years Part time degree: £3,720 per year (UK)

PhD Applied Social and Economic Research

University of essex.

For our PhD Applied Social and Economic Research, we offer supervision in quantitative research in sociology and other social sciences. Read more...

4 years Full time degree: £4,786 per year (UK)
7 years Part time degree: £2,393 per year (UK)

Applied Health Research - PhD

University of kent.

We offer research supervision across a broad range of topics. We are especially interested in applications that include proposals that will Read more...

3 years Full time degree: £4,786 per year (UK)
5 years Part time degree: £2,393 per year (UK)

PhD Postgraduate research in Social Sciences

University of wolverhampton.

PhD students at the Department of Social Sciences, Inclusion and Public Protection (SSIPP) are supervised by academics who are leading Read more...

4 years Full time degree: £4,712 per year (UK)
8 years Part time degree: £2,356 per year (UK)

PhD (Doctor of Philosophy) - Non-Lab

Liverpool hope university.

What is a PhD A PhD is an independent piece of research and writing that presents an original contribution to existing knowledge within a Read more...

3 years Full time degree: £4,500 per year (UK)
5 years Part time degree: £2,250 per year (UK)

PhD Centre for Regional Economic and Social Research

Sheffield hallam university.

Course summary Benefit from and contribute to a thriving, collegiate research environment. Join a research centre ranked in the top Read more...

Social Statistics PhD

Lancaster university.

This scheme, with funding from the North West Doctoral Training Centre, draws upon the acknowledged strengths of social science and social Read more...

36 months Full time degree: £4,786 per year (UK)
48 months Part time degree: £2,393 per year (UK)

PhD Social Statistics

University of manchester.

Programme description The PhD in Social Statistics at The University of Manchester has a thriving and diverse research Read more...

6 years Part time degree: £2,393 per year (UK)

Employment Research PhD

University of warwick.

Using interdisciplinary approaches on PhD in Employment Research you will tackle high quality social science research in employment. Read more...

4 years Full time degree: £4,950 per year (UK)
7 years Part time degree: £4,950 per year (UK)

MPhil/PhD Social Research Methods

London school of economics and political science, university of london.

This programme offers the chance to undertake a substantial piece of original research that is of publishable standard and which makes an Read more...

3 years Full time degree: £4,829 per year (UK)

MPhil/PhD Humanities & Social Sciences Research Degrees

Regent's university london.

By embarking on doctoral study, you commit a period of your life to conducting original research and deepening your expertise. It's Read more...

2 years Full time degree: £6,250 per year (UK)
2 years Part time degree: £4,150 per year (UK)

PhD by Research (School of Applied Social Studies)

Robert gordon university.

RGU delivers high-quality experiences for all students, developing their skills and expertise, and supporting them well into employment. We Read more...

30 months Full time degree: £4,712 per year (UK)
42 months Part time degree: £2,830 per year (UK)

PhD Postgraduate Research

University of winchester.

We offer a wealth of postgraduate research degree opportunities within a supportive environment. Our many research students are a valuable Read more...

3 years Full time degree: £4,780 per year (UK)
6 years Part time degree: £2,390 per year (UK)

PhD Programmes in Collaboration with Abertay University

Al-maktoum college of higher education.

The PhD programmes on this page are delivered in Collaboration with Abertay University. These are unique PhD programmes delivered by two Read more...

3 years Full time degree

Course type:

Full time PhD
Part time PhD

Qualification:

Related subjects:.

Social Science MPhil/PhD

London, Bloomsbury

The MPhil/PhD at the Social Research Institute provides a route for students to carry out their own research project within a multidisciplinary and multi-method environment. Our research students engage with the academic community within UCL and benefit from a comprehensive research training programme. This programme is available to study both face-to-face and online.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Entry requirements

The normal minimum requirement is a Master’s degree from a UK university in a subject appropriate to the programme to be followed, or a qualification of equivalent standard appropriate to the programme to be followed awarded by a university (or educational institution of university rank) outside the UK. The majority of our successful applicants hold a Merit at Master’s level, and may have additional relevant experience.

The English language level for this programme is: Level 4

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The Social Research Institute is one of the largest multidisciplinary social science research and teaching centres in London. Our staff include sociologists, psychologists, social scientists and economists. We have research-active staff able to supervise research in our key areas of expertise.

Who this course is for

We welcome candidates who have a commitment to social research. They are expected to identify two potential supervisors prior to applying. Overseas applicants also need to satisfy the English Language requirement.

What this course will give you

IOE is a world-leading centre for research in education and related social science. We host the UK's largest doctoral cohort in these areas. We are home to many prestigious research centres and projects. In the QS World University Rankings by Subject (2023), the Institute was ranked first for education for the tenth year running, ahead of Harvard, Stanford, Oxford and Cambridge. In the UK's recent Research Excellence Framework (2021), we were ranked first for research strength and research power in Education, according to the Elsevier REF 2021 Results Analysis Tool. We attract extensive research funding each year and host many prestigious research centres and projects.

Doctoral students at IOE have access to the wider UCL community as well as the education cluster constituting the ESRC UBEL Doctoral Training Partnership . The Institute's programme has been designed to provide comprehensive and broadly based research training and to meet the requirements of the Economic and Social Research Council (ESRC), the Arts and Humanities Research Council (AHRC) and the UK Researcher Development Framework.

The foundation of your career

Students develop general and specialist skills in research methodology, academic writing and presentation, as well as experience of engaging with a wide range of practitioners across different social science sectors.

Employability

Social Science doctoral graduates are found in a variety of occupational fields and a wide range of career paths including social research, media research, marketing research, human resources, government, health, policy development, charities, education, NGOs, youth work and managerial posts in business and retail.

The Social Research Institute has a wide range of research seminars where students can join discussion of our ongoing projects, and IOE is the base for national and international conferences. The Centre for Doctoral Education holds two annual conferences for doctoral students. There are also opportunities for students to offer specialist reading groups and workshops and to act as facilitators on courses within the research training programme.

Teaching and learning

Our PhD students work closely with a principal supervisor and subsidiary supervisors. At SRI, we have expertise on a wide range of topics. Students will have opportunities to engage in research activities and seminars. In addition, the UCL Doctoral School also offers a range of skills development courses for PhD students.

In addition to UCL's Doctoral Skills Development Programme, IOE's Centre for Doctoral Education provides a comprehensive Research Training Programme.

The Core Course aims to meets the needs of early stage doctoral students.

There is also a wide range of introductory, advanced methods, advanced theoretical, and generic academic skills courses, as well as student-led workshops and reading groups.

The Doctor of Philosophy (PhD) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should demonstrate your capacity to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline. It must also represent a distinct and significant contribution to the subject, whether through the discovery of new knowledge, the connection of previously unrelated facts, the development of new theory, or the revision of older views. It should reflect the exercise of critical judgement with regard to both your own work and that of other scholars in the field.

For those who decide not to pursue the full PhD, or are unable to do so, the degree of Master of Philosophy (MPhil) consists of a piece of supervised research, normally undertaken over a period of three years full-time or five years part-time. Assessment is by means of a thesis, which should represent a contribution to the subject, either through a record of your original work or a critical and ordered exposition of existing knowledge.

You must ensure you have adequate time to devote to this research, at least six hours a day (2-3 days a week part time).

Research areas and structure

Our expertise at the Social Research Institute covers the following specialising fields:

Children’s rights and advocacy; childhood studies; child development; children in care; maternal and child health; reproductive health; health behaviours; health promotion
Families; family formation; parenting; work and family life; fatherhood; motherhood; food practices
Gender; sexualities and intimate lives
Longitudinal analysis; cohort studies cross-cohort and international comparisons
Lifecourse transitions; intergenerational studies; demography; youth and young adulthood
Social inequalities; intergenerational and intragenerational social mobility
Education; skills and employment; labour market behaviour
Migration; transnational families; sociology of religion; culture and ethnicity
Cultural and social psychology
Political sociology and the study of social movements
Advanced qualitative and quantitative methods; mixed methods and visual methods
Systematic reviews of research evidence; study of how research evidence is used in policy, practice and decision making
Time use research; time use data to study social life, gender, work/family balance, family and economics

Research environment

The Social Research Institute (SRI) is one of the leading centres in the UK for multidisciplinary teaching and research in the social sciences. With more than 180 academic, research and professional staff, we work to advance knowledge and inform policy in areas including gender, families, education, employment, migration, inequalities, public health, health and child/adult wellbeing. At SRI, our postgraduate research students from all over the world work alongside supervisory teams, staff and current students. Students work closely with their supervisor(s) to develop each stage of research; supervisors also help put together a programme of additional courses and activities to support progress towards completion of the final thesis. We offer a wide range of seminars and teaching opportunities. As research students, you will have opportunities to organise your own reading groups, workshops, and seminars, working with other research students in other departments in IOE and UCL.

In addition to the campus-based mode, we offer the option to study online in a distance-learning mode. Choosing the distance-learning mode means that there are no residency requirements and it is not necessary to attend during doctoral study, the viva examination take place in-person at UCL or online. However, you are welcome to visit and use campus facilities including the library, attend seminars etc. In the first year of full-time study (and first two years of part-time study), distance learners take a series of compulsory research methods modules that are studied online. This typically involves provision of materials (articles, eBooks, videos etc.), forums to facilitate discussion of various tasks, and synchronous sessions to discuss the activities. Alongside these you will work with your supervisors on your research (e.g., using Teams/Zoom and email). In addition, there are other resources and training opportunities to support distance-learning students, e.g., sessions to develop generic skills.

The length of registration for the research degree programmes is 3 years for full-time.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva 9-18 months after initial registration.

The Centre for Doctoral Education at IOE, UCL’s Faculty of Education and Society provides an extensive Research Training Programme. A mandatory core course is provided that aims to meet the needs of early-stage doctoral students. There is also a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

Full-time MPhil/PhD students are required to fulfil minimum 20 ‘points’ of training activity in their first year, and are encouraged to fulfil the same in their subsequent years of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status towards the end of your first year of study if full-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Processes aimed at assisting you during your course of study include the Research Student Log (an online project management tool), and periodic reviews of students’ progress.

Upon successful completion of your approved period of registration you may, if necessary, register as a completing research status (CRS) student while you finish writing your thesis.

The length of registration for the research degree programmes is 5 years for part-time.

IOE Centre for Doctoral Education provides an extensive Research Training Programme. A mandatory core course is provided that aims to meet the needs of early-stage doctoral students. There is also a wide range of introductory, advanced methods, advanced theoretical, and generic non-credit bearing academic skills courses, as well as student led workshops and reading groups which you can attend.

Part-time students are required to fulfil minimum 12 ‘points’ of training activity in each year of study. This training can be selected from the UCL Doctoral Skills Development Programme, IOE faculty’s Research Training Programme, the multi-institutional Bloomsbury Postgraduate Skills Network, and from other sources. Each point is worth approximately a half-day of face-to-face training, or an online equivalent. Other activities such as attending and presenting at conferences also count towards research training. Students may undertake additional training beyond these minima, as relevant to their research and/or as agreed with their supervisors.

You are expected to upgrade from MPhil to PhD status at around 18 months if part-time. Students whose performance is satisfactory will transfer from MPhil to PhD status.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

Fee description	Full-time	Part-time
Tuition fees (2024/25)	£7,580	£3,790
Tuition fees (2024/25)	£22,700	£11,350

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students should take into account any travel, accommodation and expenses involved in their thesis.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding webpage: https://www.ucl.ac.uk/scholarships/funding-students-postgraduate-research-courses

UCL's Research Excellence Scholarships (RES) are available annually to prospective and existing UCL research students from any country: https://www.ucl.ac.uk/scholarships/research-excellence-scholarship . The UCL, Bloomsbury and East London Doctoral Training Partnership offers studentships annually. More information is found here: https://ubel-dtp.ac.uk/

UBEL, RES and other funding programmes are not available to online and non-resident students.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Applications for this programme are accepted throughout the year. It is highly recommended that students start their programme at the beginning of the academic year (usually the end of September-beginning of October). Two supervisors must be identified and agreed upon prior to submitting a formal application. To identify potential supervisors, check the areas of research interest of staff from the departmental staff lists https://www.ucl.ac.uk/ioe/departments-and-centres/departments/ucl-social-research-institute/

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Social Research Institute

[email protected]

UCL is regulated by the Office for Students .

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Social psychology

Psychology phd specialization.

Develop innovative solutions to social challenges and societal issues through ASU's PhD program in psychology, specializing in social psychology.

How to apply

PhD program details

Specialization description

Degree awarded: psychology, phd.

Social psychology is one of six degree specializations offered through ASU's PhD program in psychology. Working with recognized leaders in the field, students explore human social behavior through topics like:

Cultural change
Human-computer interactions

Several faculty members combine social psychological theory with practical applications to societal issues, giving the program an international reputation for its dual emphasis on theory and practice. The Department of Psychology fosters collaboration, engaging students in research and coursework across all disciplines, preparing graduates to tackle real-world challenges like cultural biases and human interactions.

Important dates

September 1: Fall 2025 application opens.
December 5: Fall 2025 application deadline.

Students must submit ASU’s graduate application and the Department of Psychology’s Slideroom application to be considered for admission.

More about applying

Faculty and research labs

In the Robert B. Cialdini Social Psychology Research Labs , students work alongside highly productive faculty who are experts in social psychology.

Dr. Athena Aktipis

The cooperation lab.

The Cooperation Lab studies the tension between cooperation and conflict in social living. Using methods like human food sharing and cooperation in multicellularity and cancer, they explore decision-making and principles shaping cooperation, focusing on the benefits and threats of social living and its evolution.

Explore the lab

View faculty profile

Dr. Adam Cohen

Carma: culture, adaptation, religion, morality, anthropomorphism lab.

The CARMA Lab, co-directed by Drs. Adam Cohen and Kathryn Johnson , explores how culture, religion and morality shape behavior. They examine the influence of religious beliefs on social interactions, cultural and individual factors in belief systems and the impact of ecology on social norms. They also study stereotypes, food taboos and programming machines with human values.

Dr. Douglas Kenrick

Evolutionary social psychology co-laboratory.

Led by Drs. Douglas Kenrick, Steven Neuberg , Vaughn Becker and Michael Varnum , the Evolutionary Social Psychology Co-Laboratory applies evolutionary psychology to study various topics such as motivation, emotion, health, prejudice, aggression and cultural change.

Dr. Virginia Kwan

Culture and decision science network lab.

The Culture and Decision Science Network studies how people's thoughts, feelings, and behaviors are influenced by culture. They look at how individuals perceive themselves and others, how they think within and outside their culture, and how they engage in digital and physical life.

Dr. Steven Neuberg

Evolution, ecology, and social behavior lab.

The Evolution, Ecology, and Social Behavior Lab integrates social-cognitive, evolutionary and ecological approaches to investigate the origins, nature and nuances of prejudices, stereotypes and discrimination; the ways that fundamental motivations shape cognition and social behavior; and a wide range of other issues, too.

Dr. Tamera Schneider

Health psychophysiology lab.

The Health Psychophysiology Lab researchers stress resilience, health persuasion and the science of broadening participation, particularly in STEM disciplines.

Dr. Michelle "Lani" Shiota

Splat: shiota psychophysiology laboratory for affective testing.

The SPLAT Lab addresses human emotion with emphasis on positive emotions, emotion regulation, emotion in close relationships and emotional mechanisms of behavior change. A growing body of research applies social psychology and affective science to trainings and interventions related to substance use disorder and perception of people experiencing addiction.

Dr. Michael Varnum

Culture and ecology lab.

The Culture and Ecology Lab focuses on understanding how ecological factors shape behavior, cultural variation and cultural change. The lab uses a wide range of methods to address these questions ranging from traditional experimental and quasi-experimental approaches to analyses of archival and big data.

Dr. Deborah Wu

Incoming faculty: january 2025, idea: identity development, emotions and attitudes lab.

The IDEA Lab examines how social identities and emotions shape our experiences, attitudes and behaviors. Specifically, the lab investigates the antecedents and consequences of stereotyping and prejudice, with the ultimate goal of creating interventions to improve intergroup attitudes. The lab utilizes multiple methods, including longitudinal, experimental and psychophysiological approaches.

Courses and electives

Core and skill courses (24 credits).

Core courses. Two required advanced social psychology courses, in addition to topical seminars offered by faculty in the social psychology area.

Skill courses. Six required courses that integrate quantitative methodologies and professional development into students' work.

Electives (6 credits)

Elective breadth courses. Graduate-level courses in the developmental, biological, cognitive or clinical bases of human behavior designed to provide students with a broader perspective. Pending course availability, a teaching seminar offered by a member of the social psychology faculty may be considered as an additional elective.

Research (42 credits)

Research activities. Milestone courses, involving independent study and regular meetings with a faculty member to discuss assignments and conduct research.

Dissertation (12 credits)

Dissertation. Supervised research including literature review, research, data collection and analysis, and writing.

Graduate students in the social psychology training area are required to complete 84 credit hours. The coursework is customized for each student, considering their prior training, research goals and mentor and committee guidance. The program typically takes five years to complete, with an opportunity to earn a master's degree en route to the PhD. Throughout the program, students aim to make unique scholarly contributions through their research.

Student Handbook

Plan of study (iPOS)

In the initial year of residence, students take the first required advanced social psychology course, a seminar on current topics and quantitative methodology classes. They also start participating in research, working with multiple faculty members.

In the second year, students take the second required social psychology course and further their statistical skills through quantitative classes. They defend an independent research project as a master’s thesis and complete electives within and outside the department.

In the third year, students focus on a major area paper, which may be a topic review, grant proposal or meta-analysis. This leads to an oral exam covering the paper and other topics, advancing the student to PhD candidacy upon successful defense.

Year 4 and 5

In the final two years, students continue research and complete their doctoral dissertation. They may gain teaching experience through a graduate seminar and participate in bi-weekly research meetings for idea exchange and feedback.

The social psychology specialization offers training that enables students to become world class researchers, teachers and practitioners. Although most graduates pursue faculty positions, many have also found opportunities in industry and the nonprofit sector.

Faculty members serve as both educators and mentors, contributing to the ongoing success of the discipline through their graduates' accomplishments.

Get in touch

For questions about the specialization, email the social psychology area head, Dr. Michael Varnum, directly at [email protected] .

Other specialized areas of study

Behavioral neuroscience and comparative psychology, clinical psychology, cognitive science, developmental psychology, quantitive research methods.

The Ohio State University

Master’s of Social Work MSW+PhD

Choose this program to develop an integrated perspective in which practice and research inform each other, build connections with internationally recognized faculty, and engage in research.

One Admission – Two Degrees

The combined MSW/PhD is a program that allows a single application and admission process. The PhD Program is for people who are interested in making a difference through practice informed research. We are preparing the next generation of social work scholars.

Eligibility

Applicants with a master’s degree in a related field or applicants with a bachelor’s degree in social work or a related field are eligible to apply. Successful applicants among those whose highest degree is the bachelor’s must meet the following criteria.:

3.5 undergraduate GPA; and
Have a B- or better in a research and a statistics class.

Estimated timeline to Degree Completion

MSW Degree: 1 to 2 years
PhD Coursework: 2 years
Candidacy: 6 months to 1 year
Dissertation: 1 to 2 years
Total: 4.5-7 years

MSW/PhD students are eligible for a 25% or Graduate Research Associate (GRA) position during the MSW portion of their degree. These positions cover 50% of tuition costs and provide a stipend for 10 hours of work per week for nine months. Once in the PhD portion, students are eligible for a 50% GRA with tuition coverage in exchange for 20 hours of work per week for nine months.

For general questions about the MSW, please contact the MSW Office at [email protected].

For questions about the PhD Curriculum, please contact Dr. Mo Yee Lee, PhD Program Director, [email protected] .

For questions about the MSW+PhD application or general questions about the PhD Program, please contact Jennifer Nakayama, PhD Coordinator, at [email protected] or 614-292-6188 .

Harvard Business School →
Doctoral Programs →

PhD Programs

Accounting & Management
Business Economics
Health Policy (Management)
Organizational Behavior
Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has four areas of study: Accounting and Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management

Business economics , health policy (management) , marketing , organizational behavior , strategy , technology & operations management .

College of Public Health
Explore our Programs

PhD in Public Health Sciences

The PhD degree program provides a pathway to a career in academia focused on research, teaching, and service, with the overall objective of improving the health of populations. Students who commit themselves to this challenging path are expected to become the future stewards of academic public health.

The specific aim of the PhD program is to prepare students for post-doctoral fellowships or assistant professor positions at research universities. To be competitive for these positions, successful PhD students will do more than complete coursework. Importantly, they will author or co-author multiple peer-reviewed publications, complete a rigorous dissertation process, and serve as an effective teacher. In other words, PhD students will demonstrate the ability to engage in the scholarship of discovery and the scholarship of teaching.

Students elect to complete one of the two concentrations in the PhD program: Epidemiology or Health Behavior Research. The PhD concentration in Epidemiology provides advanced training in epidemiologic methods, theory, and practice. The PhD concentration in Health Behavior Research provides a rigorous scientific approach to the study of the psychological, social and cultural factors that impact human health and health behavior.

All students admitted to the PhD program are provided a financial support package for the first two years that includes a stipend, waiver of tuition and fees, and free medical insurance. In the third and fourth years, students are eligible for funding through multiple sources.

View Current Student Profiles

About The Program

Research Faculty Career Goals . UNTHSC is committed to nurturing PhD students whose career goals are positions as research faculty members at Tier I institutions. Our program includes intensive expectations in contributing to ongoing research projects, the establishment of publications, and academic conference presenting.

Full-time . Students take 9 hours each semester. The program carries a heavy research and publication expectation as well as professional development hours. Students serve as teaching assistants at least once a year.

On-campus. UNTHSC is located in Fort Worth, Texas . A vibrant location within the Dallas-Fort Worth metroplex. Take advantage of our excellent city centers and low cost of living.

3-5 Year Program . Students are expected to complete the program in 3 to 5 years depending on their standing upon entrance. Students with completed MS degrees aligning with Ph.D. concentration will have the quickest path to completion, MPH students will have some additional Master’s level work to complete and students entering following a Bachelor’s degree will require 5 years to complete the program.

Fall Entrance . New students begin the program each Fall semester. There are no Spring or Summer start options.

Small PhD cohort . Current admission trends indicate a small admitted class of just 2-4 students in each discipline, allowing for an intense and personalized experience.

Faculty Mentors

When considering your Ph.D. institution, it’s important to ensure a strong match with one or more mentor faculty members.

Matches at HSC are based on research topics or by research methodology. This means candidates who are interested in a research topic that isn’t currently represented in our faculty may identify a mentor based on their research methods. This will allow for a broader range of research topics on our campus, better reflecting the broad scope of public health work. Below are brief descriptions of current faculty research areas. We encourage you to review the full biographies of those most likely to serve as matches for your field.

Dr. Ashenafi Cherkos : Dr. Cherkos’ primary research interests encompass a wide range of critical topics, including fetal origins, perinatal outcomes, maternal and infant nutrition, childhood obesity, growth and development, maternal and child health services utilization, family planning, reproductive health, and the effects of HIV infection, antiretroviral therapy (ART), and tuberculosis (TB) preventive therapy on the long-term growth and development of children. He has applied causal inference principles, surveys, and longitudinal analyses employing both secondary and primary data.
Dr. Stacey Griner : Dr. Griner’s work focuses broadly on maternal and child health, sexual health, oral health, and evidence-based guidelines. She utilizes mixed methods, which includes survey-based research, secondary data analyses, interviews, and focus groups. Her work is guided by health behavior theories and implementation science frameworks to translate research into practice.
Dr. Gregory Knell : Dr. Knell’s work centers around physical activity epidemiology. This includes understanding secular trends and disparities in physical activity, determinants of physical activity, interventions to increase physical activity, and health outcomes related to physical activity. This includes studying physical activity and sport related injuries such as concussions and musculoskeletal injuries. He employs secondary data analysis, primary data collection in schools and community-based settings, and observational and interventional work in clinical settings (randomized trials).
Dr. Dana Litt : Dr. Litt studies the etiology and prevention of adolescent and young adult risk behavior, including substance use. Her research utilizes a variety of research methods including cross-sectional, longitudinal, experimental, and mixed-methods designs. She also develops and tests brief interactive online and text-messaging interventions seeking to reduce risk-taking among adolescents and young adults.
Dr. Melissa Lewis : Dr. Lewis’ theory-driven research focuses on the etiology and prevention of health-risk behaviors. Across her portfolio of research, she has incorporated complex study designs using web-based surveys via phones to assess behavior and cognitions multiple times a day, and behavior change interventions testing web-conferencing and text message content.
Dr. Justin Luningham :Dr. Luningham’s research focuses on developing quantitative methods that make sense of complex behavioral data. His recent work utilizes computational statistics, machine learning approaches, and latent variable models to study the genetics of mental health disorders. He also has extensive experience modeling and evaluating multivariate survey/questionnaire data, analyzing longitudinal data, and synthesizing data across multiple datasets. Substantively, he is interested in mental and behavioral health outcomes across the lifespan.”
Dr. Matthew Rossheim : Dr. Rossheim studies substances frequently used by adolescents and young adults such as supersized alcopops (alcohol), e-cigarettes (tobacco), and delta-8 THC (cannabis), including their marketing and laws curbing use. His research aims to help prevent underage and excessive drinking, associated harms, and tobacco and cannabis use initiation, as well as exposure to secondhand smoke/aerosol.
Dr. Eun-Young Mun : Dr. Mun meta-analyzes and synthesizes data from clinical trials to examine the comparative effectiveness of competing treatment strategies and delineate mechanisms of behavior change. She utilizes latent variable modeling, generalized linear mixed-effects modeling, Bayesian modeling, and statistical machine learning for data integration, classification and prediction, estimation, and causal inference to advance alcohol clinical trials, mHealth interventions, and clinical neuroscience.
Dr. Rajesh Nandy : Dr. Nandy studies the use of novel statistical methods and machine learning techniques to solve complex problems in the clinical diagnosis of neurological disorders. Specifically, his research methods focus on the use of neuroimaging data and various blood biomarkers towards the early diagnosis of conditions such as Alzheimer’s disease and Parkinson’s disease.
Dr. Malinee Neelamegam : Dr. Neelamegam studies aging and its related comorbidities, with a focus on neuropsychological outcomes. Her research focuses on vulnerable populations impacted by health disparities. She utilizes numerous study designs and quantitative research methods. Her work is guided by global health principles and implementation science frameworks.
Dr. Uyen-sa Nguyen : Dr. Nguyen’s research ranges from perinatal to geriatric epidemiology and seeks to understand factors associated with socioeconomic and racial disparities in health and healthcare utilization. She applies a variety of study designs and analytic methods to assess and control for confounding and selection bias such as collider-stratification bias and includes matching, risk-set sampling, propensity score methods, and the use of marginal structural models for causal mediation analysis.
Dr. Scott Walters : Dr. Walters’ research focuses on designing and evaluating behavioral health interventions, most notably those that combine human and technological approaches. His current projects are testing ways to improve cancer risk screening, employment success, alcohol and drug interventions, and health advocacy. He also serves as the Steering Committee Chair for the HEALing Communities Study, which is developing a national model to address the opioid crisis.
Dr. Zhengyang Zhou :Dr. Zhou’s primary research goal is to understand the epidemiology and risk factors of Alzheimer’s Disease and Related Dementia (ADRD), employing advanced statistical and machine learning/artificial intelligence (ML/AI) methodologies. His research focuses on social determinants of health, health disparities, genetic factors, and gene-environment interactions that are related to ADRD and cognitive functions. Dr. Zhou’s research also involves statistical methods development and applications in the areas of human genetics/genomics, substance use, and clinical trials.

Funding & Expectations

Students admitted to this highly selective program are offered a generous package from the university. This package includes:

Two fully funded years including a living stipend currently valued at $35,000 annually, tuition & fees, and health insurance.
In the third and fourth years, students are eligible for funding through multiple sources.

Ph.D. candidates are expected to spend 20 hours a week providing research support for SPH Faculty and complete at least 1 teaching assistant assignment each academic year.

Early application is recommended for this competitive program. Priority deadline is December 1st. Final deadline is January 15th. Offers will be made until seats are filled. Seat count changes year to year based on currently active students.

Financial Aid is available to support additional living expenses. Contact Financial Aid for specific questions and counseling

Phone: (817) 735-2505
E-mail: [email protected]
Visit the financial aid webpage: www.unthsc.edu/financial-aid

Frequently Asked Questions (FAQS)

We’re glad you have questions. Graduate school is a big step and requires careful consideration. You’re always welcome to email or call us for answers, but for your convenience, we’ve curated our responses to the most common questions from our applicants. You may view our “Frequently Asked Questions” page by following this link: www.unthsc.edu/college-of-public-health/faq .

This page was last modified on July 19, 2024

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Damian Milton, PhD

The double empathy problem reframed autism research and how we can understand autistic sociality

Suggested instructions

This profile can be shared with students to enhance the visibility of psychologists of diverse backgrounds. As an additional activity, students can be asked to conduct research to learn more about the psychologist and their work. An alternative assignment could be to ask students to find other psychologists of diverse backgrounds whose work falls into this content pillar. Keywords highlight how psychological scientists study concepts within and across pillars.

Dr. Milton (he/him) is an autistic social psychologist and sociologist on faculty at the University of Kent. He previously served as a consultant for the National Autistic Society in the United Kingdom.

Contributions

Dr. Milton, an autism researcher and advocate, has consistently challenged theories of autism, including the theory that autistic people lack empathy. Dr. Milton has advanced social psychological science with his concept of “double empathy,” which suggests that autistic people and non-autistic people may have trouble empathizing with each other because each have their own unique life experiences.

Notable publications

Milton, D. E. M. (2012). On the ontological status of autism: The ‘double empathy problem’. Disability Society, 27 (6), 883–887. https://doi.org/10.1080/09687599.2012.710008

Milton, D. E. M. (2014). Autistic expertise: A critical reflection on the production of knowledge in autism studies. Autism, 18 (7), 794–802. http://dx.doi.org/10.1177/1362361314525281

Social, Autism, Emotion, Mental Health, Psychological Treatment

The development of resources to broaden diversity and representation in the teaching of high school psychology resources is an APA Committee of Teachers of Psychology in Secondary Schools initiative supported by funding from the American Psychological Foundation David and Carol Myers Fund. This resource was developed by Kara Ayers, PhD; Emily Lund, PhD; Erika Sanborne; and Allison Shaver.

Resources to Broaden Diversity and Representation in the High School Curriculum
Race and Racialized Identity: Social and Personality Pillar
Disability and Neurodiversity: Social and Personality Pillar

Center for Digital Scholarship

University-Wide Requirements for the Ph.D. Dissertation

Dissertations must comply with the specifications set by the Library, by the author's department, and by the University. Departments, divisions, and schools may have requirements in addition to those described in this booklet. Students are responsible for informing themselves of these additional requirements.

The Dissertation Office provides information on the University’s dissertation policies. We help doctoral students understand dissertation formatting and submission requirements, and we assist with the submission process. Students are welcome to contact us with questions.

Contact the Dissertation Office

Web: phd.lib.uchicago.edu Email: [email protected] Phone: 773-702-7404 Visit: Suite 104D, Center for Digital Scholarship, Regenstein Library

Routine Hours: Monday-Friday, 9:00 a.m. to 12:00 p.m. and 1:30 p.m. to 4:30 p.m. Actual hours vary to accommodate meetings, workshops, and training. The office is often closed during the interim between quarters.

Dissertation Requirements

Doctoral dissertations are original contributions to scholarship. As a condition for receipt of the doctorate, all students are required to submit their dissertations to Knowledge@UChicago, the University’s open access repository. If a dissertation includes copyrighted material beyond fair use, the author must obtain permission from the holder of the copyright.

The public sharing of original dissertation research is a principle to which the University is deeply committed, and dissertations should be made available to the scholarly community at the University of Chicago and elsewhere in a timely manner. If dissertation authors are concerned that making their research publicly available might endanger research subjects or themselves, jeopardize a pending patent, complicate publication of a revised dissertation, or otherwise be unadvisable, they may, in consultation with faculty in their field (and as appropriate, research collaborators), restrict access to their dissertation for a limited period of time according to the guidelines outlined by the Dissertation Office. If a dissertation author needs to renew an embargo at the end of its term or initiate an embargo after graduation, the author must contact the Dissertation Office with the embargo request. Embargo renewals may be approved only in rare instances, and in general no more than one renewal will be allowed.

All dissertations must follow the formatting and submission requirements stated in the University-Wide Requirements for the Ph.D. Dissertation , available from the Dissertation Office on the first floor of the Joseph Regenstein Library in the Center for Digital Scholarship.

University-Wide Requirements

Academic Policies

All categories

PhD position in Social Anthropology

The project, ‘Futuring Heritage: Conservation, Community and Contestation in the Eastern Himalayas’, led by Dr. Erik de Maaker, funded by a grant from the Dutch Research Council (NWO), is looking for a PhD candidate for research in Sikkim (India). The project is hosted by Leiden University’s Institute of Cultural Anthropology & Development Sociology, with Ashoka University in Delhi-NCR as its prime academic partner. The PhD will be jointly supervised by Dr. Erik de Maaker (Leiden) and Dr. Swargajyoti Gohain (Ashoka). The Futuring Heritage project consortium encompasses international organisations, Indian governmental agencies, several NGOs as well as a tourism operator active in the eastern Himalayas.

Futuring Heritage investigates how national and international/ governmental and non-governmental programmes aimed at environmental conservation and climate change adaptation in the eastern Himalayas can align with the cultural expectations of the region’s ethnolinguistic minorities. While such programmes are typically presented as ‘community-led’, they often adopt a condescending stance towards residents’ traditional usages of forests, rivers and mountain slopes, which are cultural practices, rooted in the past. Rural Himalayan livelihoods as well as schemes intended to halt deforestation and sustain biodiversity encompass heritage, either authorised, neglected or unseen. Yet, such activities also anticipate time to come, an intentionality the project innovatively conceptualises as ‘futuring’. This project researches futuring pertaining to usages and perceptions of land, developing new spatial methodologies that integrate satellite imagery with ethnographic sensorial mapping. It explores acts of futuring with reference to spatiality and temporality that reveal how heritage, ontology, indigeneity and governance are essential dimensions of socially and culturally inclusive environmental conservation. To address this issue, the project enables ethnographic research across three sub-projects, all located in the eastern Himalayas of India, and thus sharing the same national context.

This PhD position supports ethnographic research in the Indian state of Sikkim, which is often considered an example of successful community-led environmental conservation. In 2016, Sikkim achieved the status of being the first ‘fully organically producing’ state of India and its Khangchendzonga National Park (KNP) became a UNESCO World Heritage site in the mixed category, recognised for both its cultural as well as natural heritage values. This has altered the way stakeholders interact with each other, in line with differences in how they perceive and value the mountain range and the forests covering its slopes. How does the ‘recognised’ and ‘authorised’ worthiness of a place as World Heritage influence the restriction, alteration and initiation of both human and non-human residents’ access to the farmlands and forests surrounding it, and have implications in terms of situated ritual practices and rural livelihood strategies and the heritagised resources these encompass?

What you will do

You will conduct independent ethnographic research in and around Sikkim, defining your research focus within the overall frame of this project and research objectives in collaboration with various consortium members/ stakeholders including UNESCO (World Heritage acknowledgement), Forest Department (Sikkim state government), WWF (wildlife conservation) and regional NGOs and tourism operators.

You will conduct research, entailing at least 10 months of ethnographic fieldwork.
Use GIS mapping and QGIS software, combined with visual and digital methods (GIS training will be provided in the context of the project).
Use visual and digital methods where appropriate.
Write a PhD thesis, publishing several of its chapters as peer-reviewed journal articles (including a special issue on participatory mapping), and in a project-related edited volume.
Contribute to a professional publication, the production of educational materials, and to the creation of the project website, blogs, articles for newspapers, podcasts and a policy paper.
Participate in meetings and proceedings of the project (e.g. reading groups, co-writing initiatives) and the wider activities of the Institute of Cultural Anthropology & Development Sociology.
Co-organise and participate in academic and public events
You will be part of a team comprising two PhD candidates, the principal investigator, and other consortium members. The other PhD and the PI will conduct research in the eastern Himalayas as well.

Where you will work The Faculty of Social and Behavioural Sciences at Leiden University consists of five institutes: Centre for Science and Technology Studies, Cultural Anthropology and Development Sociology, Political Science, and Psychology. The faculty has approximately 7000 students and 1000 staff members. Within the institutes, not only education is provided but also groundbreaking research is conducted that pushes the boundaries of our understanding of human behaviour and societal structures. What makes our faculty unique is the diversity of research topics, the various styles of teaching, and the way professional support is organized; this provides you with the opportunity to explore and develop your interests and expertise.

Visit our website for an impression: Welcome to the Leiden Faculty of Social and Behavioural Sciences - Leiden University.

Leiden University's Institute of Cultural Anthropology and Development Sociology (CADS)

Leiden University's Institute of Cultural Anthropology and Development Sociology concentrates on 'global vulnerability and social resilience'. The institute has three main themes: diversity, sustainability, and digitalisation. CADS is dedicated to making a real-world impact, not just studying change, but also working with communities to promote positive change through education and research. We use a unique approach that blends qualitative, quantitative, audiovisual, and digital methods based on ethnographic fieldwork.

With our unique blend of interdisciplinary interests, comparative regional studies, and social science research methods, we emphasize our role in the extensive collaborative network within Leiden University. In both our research and education, we engage in extensive interdisciplinary and international networks.

What you bring Please apply for this position if you have:

Completed a Master degree in Anthropology, Sociology, Social Geography or any other relevant discipline in the Humanities and Social Sciences.
Excellent skills in ethnographic research, as demonstrated by an outstanding Master thesis and/or long research papers.
Familiarity with India.
Enthusiasm, passion, and commitment for long-term fieldwork in India
Native or near native proficiency of Nepali, and/or Lepcha and/or Bhutia.
Interest in geospatial and multi-modal research methods
Excellent command of English (speaking and writing)
Teamwork and organisational skills

If you immediately recognise yourself in this profile, or if do you not quite meet all the requirements, but you believe that this is the right job for you, we look forward to your application!

How can you apply To apply for this position, please submit:

A curriculum vitae (CV) (2 pages)
A motivation letter (2 pages), explaining your background, how you connect to the thematic. of this project, and Sikkim in particular, and why your unique skills qualify you for this research project.
A preliminary research proposal, explaining how you intend to address the project’s questions (2500 words).
Names and contact details of two referees.

Deadline: October 1.

Online interviews will be held with shortlisted candidates by mid-October. The starting date is February 1st, 2025.

What we offer Our goal is to work together to create a transparent and inclusive work environment in which everyone feels welcome and appreciated. Our organisation is always evolving and we need your ideas for improvement and innovation to take us further. We want to devote attention to your personal development.

You can expect an enjoyable job within the socially relevant world of education and research. The University's challenging and international work environment is located just steps away from Leiden’s lively city centre or the bustling city centre of The Hague. We also want to work with you to devote attention to your health and vitality, for example with the fun activities we organise through Healthy University.

We also offer:

An employment contract for (38 hours per week) as a PhD candidate, initially for a period of 1 year, with the possibility of extension for 3 years after a positive evaluation. This contract falls under the Collective Labour Agreements (CLA) of Dutch Universities;
A salary of a minimum of € 2872 and a maximum of € 3670 gross per month, based on a full-time appointment (38 hours) (scale P-0); with increments based on the CLA.
A holiday allowance (8%), an end-of-year bonus (8,3%), and an attractive pension scheme at ABP;
Flexible working hours: as a standard, you are entitled to a minimum of 29 leave days on the basis of a full-time working week of 38 hours; you can also save for extra leave, for example by working 40 hours a week, and in this way accrue an extra 96 leave hours, or exchange 96 leave hours for a 36-hour week.
Lots of options when it comes to secondary employment conditions; we can, for example, discuss options for a sabbatical or paid parental leave. Within our terms of employment individual choices model, you can exchange leave days and/or salary for benefits such as an advantageous sports subscription or bicycle scheme, and we also offer child-care options;
If your work allows it, hybrid working is possible within the Netherlands;
A home-working allowance (day and internet allowance) and attention for good workplaces. The University will also provide you with a laptop and a mobile telephone (if applicable for the position).

For more information about employment conditions, see https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

What we find important Promoting an inclusive community is central to Leiden University’s values and vision. Leiden University aims to be an inclusive community in which all students and staff members feel valued and respected, and are able to develop to their full potential. Diversity in experiences and perspectives enriches our teaching and strengthens our research. High-quality education and research means inclusive education and research.

Want to apply or find out more? If you want to apply straight away, click the application button.

If you would like more information about what the job entails, please contact: Dr. Erik de Maaker, Associate Professor at [email protected]

You can apply until October 1st, applications will be processed immediately.

To help us get to know each other better, we follow a number of steps in the application procedure. For more information, see https://www.universiteitleiden.nl/werken-bij/sollicitatieprocedure-en-arbeidsvoorwaarden

A pre-employment screening (references, diplomas, certificate of good conduct (VOG) may be part of the selection procedure.
Acquisition in response to this vacancy is not appreciated. If you nevertheless choose to send us CVs, no rights can be derived from this. #LI-Hybrid

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The PhD concentration in Health Behavior Research provides a rigorous scientific approach to the study of the psychological, social and cultural factors that impact human health and health behavior. ... (ML/AI) methodologies. His research focuses on social determinants of health, health disparities, genetic factors, and gene-environment ...
How to Become a Psychiatrist in 2024
Psychiatrists in academic settings work at medical schools, universities, or research institutions. They are involved in teaching, conducting research, and advancing the field of psychiatry. Typical Services: Teaching medical students and residents, conducting research studies, and contributing to academic publications. Community Mental Health ...
Damian Milton, PhD
The "double empathy" problem reframed autism research and how we can understand autistic sociality. ... is an autistic social psychologist and sociologist on faculty at the University of Kent. He previously served as a consultant for the National Autistic Society in the United Kingdom. ... This resource was developed by Kara Ayers, PhD ...
University-Wide Requirements for the Ph.D. Dissertation
If dissertation authors are concerned that making their research publicly available might endanger research subjects or themselves, jeopardize a pending patent, complicate publication of a revised dissertation, or otherwise be unadvisable, they may, in consultation with faculty in their field (and as appropriate, research collaborators ...
PhD position in Social Anthropology
PhD position in Social AnthropologyThe project, 'Futuring Heritage: Conservation, Community and Contestation in the Eastern Himalayas', led by Dr. Erik de Maaker, funded by a grant from the Dutch Research Council (NWO), is looking for a PhD candidate for research in Sikkim (India). The project is hosted…