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Quantitative methods, doctor of philosophy (ph.d.), you are here, a doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses. .

The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.

What Sets Us Apart

About the program.

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.  

Fall: 4 courses; Spring: 4 courses

Research apprenticeship Yes

Culminating experience Dissertation

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities as well as important responsibilities at research and assessment organizations. Graduates will be prepared to design first-rate empirical research and data analyses and to contribute to the development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the  M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART)  and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge. The research apprenticeship provides students with an opportunity to collaborate with a faculty sponsor on an ongoing basis and to participate in field research leading to a dissertation. 

For information about courses and requirements, visit the  Quantitative Methods Ph.D. program in the University Catalog .

Our Faculty

Penn GSE Faculty Robert F. Boruch

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor   Adjunct Associate Professor, Penn GSE 

"Penn GSE’s Quantitative Methods Ph.D. program equipped me with the methodological skills to do impactful applied education research as soon as I graduated."

Anna Rhoad-Drogalis

Our graduates.

Graduates go on to careers as university professors, researchers and psyshometricians for government agencies, foundations, nonprofits organizations, and corporations. 

Alumni Careers

  • Assistant Professor, Texas A&M University-Corpus Christi
  • Associate Director, Bristol-Myers Squibb
  • Lead Psychometrician, American Institute of Certified Public Accountants
  • Research Analyst, Penn Child Research Center, University of Pennsylvania
  • Senior Director, Educational Testing Service
  • Senior Researcher, Mathematica

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Christine P. Lee Program Manager (215) 898-0505 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Psychological Sciences

Psychological Sciences

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  • Graduate Program

Quantitative Methods

Program overview.

Faculty in the Quantitative Methods (QM) program train students in state-of-the-art statistical methods and engage in research that develops and applies such methods. Students in the QM doctoral program develop expertise in the principles of research design and in the theoretical foundations and application of advanced statistical models for human behavior. Students work closely on research projects with a faculty mentor throughout their graduate career, and often collaborate with other faculty and students. QM faculty collectively have expertise in factor analysis and structural equation modeling; network analysis; measurement and item response theory; exploratory data analysis; mediation and moderation; longitudinal methods; multilevel modeling; mixture modeling; categorical data analysis; and generalized linear models. Quantitative faculty approach the study of these topics from a variety of angles, such as: developing computational tools to promote the use of new or existing methods; evaluating the performance of such methods under real-world conditions; and applying these methods in novel and sophisticated ways to solve substantive problems. Several QM faculty have substantive specializations in, for example, individual differences, personality psychology, clinical psychology, learning sciences, and developmental psychology, which facilitate intensive investigation of analytic approaches critical to those substantive domains. Students may pursue greater or lesser degrees of substantive psychological training, in addition to quantitative training, depending on their and their advisors' interests.

The QM program is housed within the Department of Psychology and Human Development at Peabody College-- a top-ten ranked school of education for the past ten years. This unique context exposes QM students to a variety of applications, methods, and statistical problems that arise in psychological and educational research, as well as the social sciences more generally.

QM faculty teach courses on a broad variety of fundamental and advanced topics in design and data analysis. These courses are attended by students from a variety of social science disciplines, as well as by QM students. QM students are encouraged to tailor their curriculum to maximize relevancy for their particular research interests, background, and career goals. QM course offerings include correlation and regression; analysis of variance; psychological and educational measurement; data science methods; multivariate analysis; psychological, field, and clinical research methods; item response theory (basic and advanced); exploratory/graphical data analysis; structural equation modeling; factor analysis; latent growth curve modeling; categorical data analysis; multilevel modeling; mixture modeling; nonparametric statistics; individual differences; causal analysis in field experiments and quasi-experiments; network analysis; statistical consulting; and meta-analysis. Additionally, many of our students get an optional Minor in Biostatistics . Students may also take courses in Scientific Computing , and/or other areas of psychology and education. Several research centers on campus also provide QM students with training opportunities. Vanderbilt’s new Data Science Institute (DSI) offers numerous workshops, short courses, colloquia, and collaboration opportunities using data science methods and tools. QM faculty also serve as teaching faculty and/or faculty affiliates of the DSI and are involved with the development, operations, and strategic goals of the DSI. Also, the Vanderbilt Kennedy Center maintains a statistics and methodology core which provides a methodology lecture series as well as statistical consulting training and resources. Additionally, students gain presentation and research skills by participating in the Quantitative Methods Forum (schedule below).

Core faculty

More information about individual faculty's research programs can be obtained from their websites by clicking on their names. Alternately, a list of QM faculty is available here . Prospective students are encouraged to contact core QM faculty with shared interests to ask questions about the program. Core QM faculty recruit and train Ph.D. students through the QM program.

  • Sun-Joo Cho (item response theory; generalized latent variable modeling; test development and validation)
  • * Alex Christensen (network analysis; data science; psychometrics; measurement)
  • David Cole (structural equation modeling; mediation analysis; longitudinal methods; developmental psychopathology)
  • Shane Hutton (survival analysis; dynamical systems modeling)
  • David Lubinski (measurement; assessment; individual differences; intellectual talent development)
  • Kristopher Preacher (structural equation modeling; multilevel modeling; mediation and moderation)
  • Sonya Sterba (mixture models; multilevel and longitudinal methods; latent variable models)
  • Chris Strauss (measurement and assessment; multilevel measurement; structural equation modelling)
  • Hao Wu (model evaluation; uncertainty quantification; robust and nonparametric methods; structural equation modeling)

         (* = interested in recruiting a QM Ph.D. student to start in the 2024-2025 academic year)

Emeritus faculty

  • Joseph Rodgers (general multivariate methods; exploratory/graphical data analysis; multidimensional scaling and measurement; behavior genetics; adolescent development)
  • Jim Steiger (structural equation modeling; model evaluation; inferential methods; statistical computing)
  • Andrew Tomarken (categorical data analysis; generalized linear models; longitudinal methods; clinical psychology)

Affiliated faculty

  • Li Chen (statistical consulting; quantitative pedagogy)
  • Scott Crossley (natural language processing)
  • Will Doyle (data science; education policy)
  • Kelly Goldsmith (business analytics, marketing, consumer psychology)

The program maintains its own quantitative computer lab, and additionally individual faculty have labs and computing resources that support their research programs. There are also computing labs in the department and elsewhere in Peabody College that are supplied with statistical software often used for classroom teaching.  Special funds for research-related software and computing equipment, as well as external workshop and conference travel, are available to QM students.

Information for Prospective QM Applicants

QM doctoral program graduates are prepared for faculty positions in academic settings, methodology positions in basic or applied research centers, or methodology positions in industry. Students work together with their advisor and advisory committee to refine their career goals, and tailor their research, coursework, and teaching experiences accordingly. The American Psychological Association reports that there are far more jobs for doctoral students trained in quantitative methods in psychology than there are applicants. Further information can be found here , here , and here .

The QM program is designed to lead to a Ph.D. degree within 5 years. In the first two years, students take a series of fundamental methods courses and begin working on research with their advisor. To build students' oral presentation skills, students present their research to the program on a yearly basis. Students who did not enter with a full year of calculus also complete such coursework in the Mathematics Department during this time. In their third year, students complete their masters thesis and continue research in collaboration with their advisor and others, while furthering their expertise with an individualized set of advanced coursework. Students take an exam in their third or fourth year that is based on reading lists related to content in courses they have taken up until that point. In their fourth and fifth years students finish their coursework and conduct a dissertation project under the guidance of their advisor and other committee members, while building additional independent research and/or teaching skills relevant to their particular career goals.

Doctoral applicants admitted to the QM program receive a guaranteed 5 years of stipend and tuition support, which usually takes the form of a combination of research assistantships and/or teaching assistantships in quantitative courses (for instance, the introductory graduate statistics sequence). Additionally, QM students have a successful track record of obtaining prestigious NSF fellowships. Senior students routinely also may obtain other kinds of stipends as statistical analysts or consultants for various research projects and grants on campus; these opportunities serve as valuable supplementary training experiences. Some students also serve as teaching instructors for their own section of an undergraduate statistics course or undergraduate measurement course in order to deepen their teaching credentials. Application instructions are available here .

QM Masters Program

In Spring 2014, the QM program launched a terminal M.Ed. in Quantitative Methods. This program is distinct from our longstanding research-focused Ph.D. program. More information about the goals and expectations for applicants to our M.Ed. program can be found here .

Graduate QM Minor

Doctoral students outside the QM program may elect to minor in quantitative methods. This formal minor involves taking four advanced methods courses from the QM program beyond the first year required graduate statistics sequence (6 courses total). The minor requires a 3.5 average GPA (for all 6 minor courses), with no grade below a B. The minor provides students with exceptional training in the application of complex psychometric and statistical procedures and provides students with skills that can enhance the quality of their research program over the course of their career. Many students find that the credential of a graduate minor in quantitative methods is a valuable asset in the pursuit of research-oriented academic positions or quantitatively-oriented industry positions after graduation. Detailed information on minor requirements can be obtained from the Psychological Sciences graduate student handbook. For more information, contact Kris Preacher .

Undergraduate QM Minor

The QM program offers an 18-credit undergraduate minor in quantitative methodology. For information on our new undergraduate QM minor, please click here .

Quantitative Methods Colloquium Series

The QM program offers a weekly Quantitative Methods Colloquium Series which covers novel methodological advances, cutting-edge applications of quantitative methods, inclusivity in QM, teaching pedagogy in QM, QM professional development activities, QM outreach, and QM workshops. The QM colloquium series features a mix of external speakers from different settings (e.g., academia and industry) and different stages of their careers in order to expose our QM students to a variety of career paths and perspectives. Each semester our QM forum also contains internal program speakers, QM students and QM faculty, to allow us to share our research with, and gain feedback from, our colleagues. For more information on the QM Colloquium please visit the Colloquium schedule .

Quantitative Methods Outreach

At least once per year the QM Colloquium Series features an Open House where statistical consulting problems presented by Peabody faculty guest(s) receive a program-level discussion. Additionally, our QM program offers a statistical consulting course on a yearly basis to which Peabody faculty can submit statistical problems to serve as student projects. QM faculty also maintain a listserv ([email protected]) to which Peabody faculty can submit statistical problems that are limited in scope. Submitted questions will first be considered for open house or course project slots and secondarily for a graduate assistant to the QM faculty for further attention.

Fall 2024 QM Course Offerings

  • PSY-GS 8861-01: Statistical Inference . TR 1:15p - 2:30p Hutton
  • PSY-GS 8870-01 / PSY-PC 3735-01: Correlation and Regression . TR 9:30a - 10:45a Strauss
  • PSY-GS 8873-01: Structural Equation Modeling . TR 11:00a - 12:15p Cole
  • PSY-GS 8876-01 / PSY-PC 3724-01: Psychological Measurement / Psychometrics . T 4:15p - 7:05p Lubinski
  • PSY-GS 8878-01 / PSY-PC 7878-01: Statistical Consulting . T 1:15p - 4:05p Strauss
  • PSY-GS 8879-01 / PSY-PC 3743-01: Factor Analysis . F 10:10a - 1:00p Preacher
  • PSY-GS 8882-01: Multilevel Modeling . W 10:10a - 1:00p Preacher

Undergraduate

  • PSY-PC 2110-01: Introduction to Statistical Analysis . TR 11:00a - 12:15p Hutton
  • PSY-PC 2110-05: Introduction to Statistical Analysis . MWF 11:15a - 12:05p Chen
  • PSY-PC 2110-06: Introduction to Statistical Analysis . MWF 12:20a - 1:10p Osina
  • PSY-PC 2110-07: Introduction to Statistical Analysis . MWF 10:10a - 11:0 0a Chen
  • PSY-PC 2110-08: Introduction to Statistical Analysis . TR 9:30a - 10:45a Vinci-Booher
  • PSY-PC 2110-09: Introduction to Statistical Analysis . TR 1:15p - 2:30p Wu
  • PSY-PC 2110-10: Introduction to Statistical Analysis . TR 2:45p - 4:00p Wu
  • PSY-PC 3722-01: Psychometric Methods . TR 8:00a - 9:15a Cho
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Risk.net

Quant Finance Master’s Guide 2023

Risk.net’s guide to the world’s leading quant master’s programmes, with the top 25 schools ranked

Quant Finance Master’s Guide 2023

  • By Risk.net staff
  • @riskdotnet
  • 23 May 2023
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View 2023 full rankings

Welcome to the latest edition of Risk.net ’s guide to the world’s leading quantitative finance master’s programmes, and ranking of the top 25 courses.

Fifty programmes feature in the 2023 edition of the guide, with the top 25 ranked according to Risk.net ’s proprietary methodology . Click on an institution’s entry in the table to access its full listing, including programme data and interviews with course directors. A full list of all featured institutions can also be found at the bottom of this page.

New York universities make up four of the top 10 places this year, including the top spot for City University of New York’s Baruch College for the first time. That marks a reversal of last year’s trend, which saw East Coast and West Coast US rivals making gains at the expense of renowned Manhattan colleges.

This appears to be partly a function of the impact of Covid-19 rolling off, as travel bans and restrictions on movement finally end. Covid-19 had an outsized impact on schools with a higher proportion of overseas students, which saw a wave of deferrals and cancellations during the pandemic.

The makeup of the rest of the guide is more diverse, however. Eleven programmes from outside the US are ranked in the top 25 – up from just six last year, and a high-water mark for the guide. France sees three schools placed, with two each for Canada, Switzerland and the UK , and one apiece for Italy and Germany. Many continental European schools boast low fees and generous student support, implying a strong value-add metric for those that also rank highly and boast high salaries and strong employability.

As before, the guide covers only master’s programmes in which the teaching of quantitative finance is central. Programmes whose focus is on other subjects – corporate finance, management or statistics – that may still feature quantitative finance courses have not been considered here. The list of programmes is non-exhaustive. Programmes that failed to provide updated statistics were not included in the 2023 edition.

We are grateful for the help of programme directors and faculty administrators when collecting data. Risk.net bears no responsibility for exceptions, oversights or omissions. We will gladly consider feedback in this regard.

The guide should not be relied on for advice, but we hope it proves helpful to would-be master’s students, their teachers and their future employers.

Feedback and observations are welcomed: [email protected]

Research by Mauro Cesa and Tom Osborn. Editing by Daniel Blackburn, Rob Evers, Alex Krohn and Jon Lloyd.

Ranking methodology

To compile the ranking of the top 25 programmes, we considered eight metrics. These have been standardised with respect to the total pool of entries, and a weight has been assigned to each to reflect their contribution to the final score. The total score is the sum of the eight standardised metrics. The institution with the highest score takes the top position in the ranking.

The methodology used for this year’s ranking is identical to that used for the 2022 guide . The eight variables and the respective weights are:

5% – Average class size; 10% – Acceptance rate; 10% – Percentage of offer-holders who enrol; 5% – Ratio between students and lecturers; 10% – Number of industry-affiliated lecturers over the total number of lecturers; 30% – Employment rate in finance sector six months after graduation; 5% – Number of citations for the five most cited lecturers in the past four years; and 25% – Average salary six months after graduation, adjusted for the purchasing power conversion factor provided by the World Bank.

The average number of students per class, the ratio between number of students and lecturers, and the programme’s acceptance rate – an indicator of the selectivity of a programme – contribute negatively to the final score, so the lower they are, the higher its final score.

For an institution to be considered for this ranking, it needed to provide sufficient data for the calculation of the final score. Institutions that submitted insufficient data have not been included.

Not all institutions provided the number of citations for their lecturers. Where possible, these figures were sourced from Google Scholar. Where that was not possible, the number of citations is considered as zero. In order to mitigate the effect of the high variability in the citations count, the ranking has been calculated using the logarithm of that variable.

The ranking, as well as the guide, relies on the featured institutions providing accurate figures. Risk.net bears no responsibility for any inaccurate metrics, or their impact on a university’s position in the guide.

North America

Baruch College, City University of New York Boston University (Questrom School of Business) University of California, Berkeley (Haas School of Business) University of California, Los Angeles (Anderson School of Management) Carnegie Mellon University University of Chicago Columbia University IEOR at Columbia University Cornell University Fordham University (Gabelli School of Business) Georgia Institute of Technology Johns Hopkins University University of Illinois at Urbana-Champaign Lehigh University New York University (Courant Institute of Mathematical Sciences) North Carolina State University Princeton University (Bendheim Center for Finance) Rutgers University Stevens Institute of Technology Stony Brook University (SUNY) University of Washington University of Toronto University of Waterloo

City, University of London (Bayes Business School) Imperial College London University College London University of Oxford University of York University of Warwick University of Bologna Collegio Carlo Alberto, University of Turin University of Florence Polimi Graduate School of Management Paris-Diderot University Paris-Saclay University Paris-Sorbonne University/Ecole Polytechnique EPFL ETH Zurich/University of Zurich University of St Gallen KU Leuven WU: Vienna University of Economics and Business Technical University of Munich University of Amsterdam

Asia-Pacific

Monash University University of Technology Sydney City University of Hong Kong Chinese University of Hong Kong, Shenzhen

View the 2022 guide

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An Assessment of Research-Doctorate Programs

A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders.

Publications

Cover art for record id: 12994

A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD)

A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included. The book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings. Included with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment. As an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet. PhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities.

  • Press Release
  • Report Brief
  • Corrections Log (PDF)
  • Message from the Presidents (PDF)

Cover art for record id: 12676

A Guide to the Methodology of the National Research Council Assessment of Doctorate Programs

A Guide to the Methodology of the National Research Council Assessment of the Doctorate Programs describes the purpose, data and methods used to calculate ranges or rankings for research-doctorate programs that participated in the NRC Assessment of Research-Doctorate programs. It is intended for those at universities who will have to explain the NRC Assessment to others at their university, to potential students, and to the press. Although the main text is fairly non-technical, it includes a technical description of the statistical methods used to derive rankings of over 5000 doctoral programs in 61 fields.

Cover art for record id: 10859

Assessing Research-Doctorate Programs: A Methodology Study

Cover art for record id: 4915

Research Doctorate Programs in the United States: Continuity and Change

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities.

Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 editions. This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions.

This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists.

This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs.

Read Full Description

  • Awards and Honors

Data Collection and Methodology

Because awards and honors reflect external assessment of the perceived quality of doctoral program faculty, NRC staff collected data on a total of 1393 awards and honors in all fields: 292 in the arts and humanities, 182 in social sciences, 578 in physical sciences and engineering and 341 in life sciences.

Starting in the fall of 2006, NRC staff compiled lists of international, national, and disciplinary scholarly awards in all of the taxonomic fields. In the study that was published in 1995, awards and honors had only been collected for fields in the arts and humanities. Data on 21 awards had been collected at that time. For the current study, names of awarding organizations were gathered from the past NRC study, from federations of professional societies such as the American Council of Learned Societies and the American Association for the Advancement of Science, and from consultations with the committee. Once the committee decided which awards would be included in the final awards list, members categorized the awards as either “highly prestigious” or “prestigious”. (Criteria for this determination varied by field.) Staff then collected awards data dating back to 1970, or as far back as available, through online databases or hardcopy files sent by awarding organizations.

Once data collection was complete, staff matched names of award-winners with faculty lists compiled by Mathematica Policy Research. This process included matching all faculty in programs in a given taxonomic field against the entire database of award winners according to broad field (e.g. social sciences, physical sciences). Thus, the faculty members assigned to the Comparative Literature field were matched by name and university affiliation against all of the award-winners collected in the Arts and Humanities disciplines, in order to catch possible interdisciplinary awards. In order to ensure that awards were matched to the correct faculty member, staff manually reviewed faculty lists, eliminating records where people may have matched by first and last name, but not according to middle name or institution.  Finally, staff counted the number of awards per faculty member in each of the programs. Since many faculty members are affiliated with multiple programs, a formula was used in order to allocate a percentage of the total number of each faculty member’s awards to the multiple programs in proportion to that person’s level of involvement with each program. Thus a program in which a faculty member is listed as a Core member will receive a greater percentage of credit for that person’s awards than will a program in which a faculty member is listed as Associated. This allocation formula ensures that each program benefits from the achievements of its faculty member, but it gives more weight to those programs with which the faculty member is most directly involved.

The awards in the NRC study include research/scholarship awards, teaching awards, prestigious fellowships or memberships in honorary societies. Types of awards generally not included are public service, travel or conference grants, and graduate student or post-doctoral awards.

Inevitably, there are limits to the awards data. First, there were awards for which staff could not locate data (the information was not available online and/or awarding organizations did not respond to requests for information). In addition, although staff generally collected data back to 1970, the dates of the awards data vary: some awards have come into existence more recently, while others only had records on more recent awardees. Because awards and honors reflect external assessment of the perceived quality of doctoral program faculty, NRC staff collected data on a total of 1393 awards and honors in all fields: 292 in the arts and humanities, 182 in social sciences, 578 in physical sciences and engineering and 341 in life sciences. [NOTE: Given the passage of time, the lists of individual program faculty have been removed.]

TAXONOMY OF FIELDS Revised 7/28/06

Respondents will be asked to assign each doctoral program to the fields below.

The definition of a program is a unit that satisfies at least three out of the following four criteria: 1) enrolls students, 2) has a designated faculty, 3) develops a curriculum for doctoral study, and 4) recommends students for the award of a doctoral degree. Do not split or combine existing doctoral programs. To be listed, a program must have produced 5 Ph.D.s during the period 2001/2 to 2005/6.

Emerging Fields. Some fields are listed in this category because they are sometimes offered through stand-alone programs or are sometimes programs that are included as part of another larger field. Institutions are requested to report programs in emerging fields regardless of whether or not they are included in another program. If it is a separate program, respondents will be asked to indicate whether it is a stand-alone program or not. Other fields are listed because they have been experiencing significant growth, although they do not yet meet the size criterion for inclusion in the study. Institutions will also be asked to list the number of doctoral faculty members associated with the program and the number of students enrolled in it. Emerging fields will not be included in the ratings process.

Note: Field names are provided so that the study may group doctoral programs that are comparable to one another. Doctoral programs should be assigned to fields. A field may contain more than one program within the same institution. If a program has research strength outside its field (e.g. astrophysics in a physics program) or is interdisciplinary in nature, there will be an opportunity to select multiple fields for a program on the program questionnaire. In the case of “umbrella” programs in the biosciences, a doctoral program should be assigned to the field in which it awards a degree, not the program which admits doctoral students.

LIFE SCIENCES

  • Biochemistry, Biophysics, and Structural Biology
  • Cell and Developmental Biology
  • Ecology and Evolutionary Biology
  • Public Health
  • Genetics and Genomics
  • Immunology and Infectious Disease
  • Biology/Integrated Biology/Integrated Biomedical Sciences (Note: Use this field only if the degree field is not specialized.)
  • Kinesiology
  • Microbiology
  • Neuroscience and Neurobiology
  • Pharmacology, Toxicology and Environmental Health
  • Animal Sciences
  • Food Science
  • Forestry and Forest Sciences
  • Plant Sciences

Emerging Fields:

  • Bioinformatics
  • Biotechnology
  • Systems Biology

PHYSICAL SCIENCES & MATHEMATICS 

Applied Mathematics

Astrophysics and Astronomy

Computer Sciences

Earth Sciences

Mathematics

  • Oceanography, Atmospheric Sciences and Meteorology
  • Statistics and Probability

ENGINEERING

Aerospace Engineering

Biomedical Engineering and Bioengineering

Chemical Engineering

Civil and Environmental Engineering

Computer Engineering

Electrical and Computer Engineering

Engineering Science and Materials (not elsewhere classified)

Materials Science and Engineering

Mechanical Engineering

Operations Research, Systems Engineering and Industrial Engineering

  • Computational Engineering
  • Information Science
  • Nanoscience and Nanotechnology
  • Nuclear Engineering

SOCIAL AND BEHAVIORAL SCIENCES

Agricultural and Resource Economics

Anthropology

Communication

Linguistics

  • Political Science

Public Affairs, Public Policy and Public Administration

  • Criminology and Criminal Justice
  • Science and Technology Studies
  • Urban Studies and Planning  

ARTS AND HUMANITIES

American Studies

  • Comparative Literature

English Language and Literature

French and Francophone Language and Literature

German Language and Literature

Language, Societies, and Cultures

History of Art, Architecture and Archaeology

Music (except performance)

Spanish and Portuguese Language and Literature

Theatre and Performance Studies

Emerging Fields:  

  • Feminist, Gender, and Sexuality Studies
  • Film Studies
  • Race, Ethnicity and post-Colonial Studies
  • Rhetoric and Composition

Criteria for Inclusion

The construction of taxonomy inevitably confronts limitations and requires execution of somewhat arbitrary decisions. The taxonomy builds upon the previous studies, in order to represent the continuity of doctoral research and training and to provide a basis for potential users of the proposed analysis to identify information important to them. Those users include scholars, students, academic administrators as well as industrial and governmental employers. Furthermore, taxonomy must correspond as much as possible to the actual programmatic organization of doctoral studies. In addition, however, taxonomy must capture the development of new and diversifying activity. The Committee struggled with the frequent disparity among institutional nomenclatures, representing essentially the same research and training activities, as well as by the rise of interdisciplinary work. The Committee did its best to construct a taxonomy that reflected the way most graduate programs are organized in most research universities but realizes that there may be areas where the fit may not be perfect. We thought it would be useful to name sub-fields for fields in the taxonomy in order to provide a guide for program placement. 

TAXONOMY OF FIELDS AND THEIR SUBFIELDS Revised 7/31/06

The definition of a program is a unit that satisfies at least three out of the following four criteria: 1) enrolls students, 2) has a designated faculty, 3) develops a curriculum for doctoral study, and 4) recommends students for the award of a doctoral degree. Do not split or combine existing doctoral programs. To be listed, a program must have produced 5 Ph.D.s during the period 2001/2 to 2005/6.

The names of sub-fields are provided for two purposes: 1) To assist institutions in placing their programs in the fields in the taxonomy, and 2) To indicate areas of research of program faculty so that students may have an indicator of what research specialties exist in each program. Data will not be collected or reported by sub-field except as an indicator of the research specialties of program faculty.

Biochemistry, Biophysics, and Structural Biology Biochemistry Biogeochemistry Biophysics Molecular Biology Structural Biology

Cell and Developmental Biology Anatomy Cell Biology Developmental Biology Cancer Biology Ecology and Evolutionary Biology Behavior and Ethology Biogeochemistry Botany Evolution Population Biology Terrestrial and Aquatic Ecology Public Health Environmental Health Epidemiology Biostatistics Genetics and Genomics Computational Biology Genetics Genomics Molecular genetics Immunology and Infectious Disease Immunity Immunology of Infectious Disease Immunopathology Immunoprophylaxis and Therapy Pathology Parasitology Biology/Integrated Biology/ Integrated Biomedical Sciences (Note: This is only if the degree field is not specialized. ) Kinesiology Biomechanics Exercise Physiology Motor Control Psychology of Movement Microbiology Bacteriology Environmental Microbiology and Microbial Ecology Microbial Physiology Pathogenic Microbiology Virology Neuroscience and Neurobiology Behavioral Neurobiology Cognitive Neuroscience Computational Neuroscience Developmental Neuroscience Molecular and Cellular Neuroscience Systems Neuroscience Nursing Pharmacology, Toxicology and Environmental Health Environmental Health Medicinal Chemistry and Pharmaceutics Pharmacology Toxicology Physiology Cellular and Molecular Physiology Comparative and Evolutionary Physiology Endocrinology Exercise Physiology Systems and Integrative Physiology Animal Sciences Animal Sciences Aquaculture and Fisheries Dairy Science Poultry (or Avian) Science Zoology Entomology Food Science Food Processing Food Microbiology Food Chemistry Food Biotechnology Forestry and Forest Sciences Forest Biology Forest Management Wood Science and Pulp/Paper Technology Nutrition Comparative Nutrition Human and Clinical Nutrition International and Community Nutrition Molecular, Genetic, and Biochemical Nutrition Nutritional Epidemiology Plant Sciences Agronomy and Crop Sciences Botany Horticulture Plant Biology Plant Pathology Plant Breeding and Genetics

Emerging Fields: Bioinformatics Biotechnology Systems Biology

Control Theory Dynamic Systems Non-linear Dynamics Numerical Analysis and Computation Partial Differential Equations Ordinary Differential Equations and Applied Dynamics

Physical Processes Instrumentation The Sun and the Solar System Stars, Interstellar Medium and the Galaxy External Galaxies Cosmology

Analytical Chemistry Biochemistry Environmental Chemistry Materials Chemistry Medicinal-Pharmaceutical Chemistry Inorganic Chemistry Organic Chemistry Physical Chemistry Polymer Chemistry

Artificial Intelligence/Robotics Computer and Systems Architecture Databases/Information Systems Graphics/Human Computer Interfaces Numerical Analysis/Scientific Computing Programming Languages/Compilers OS/Networks Software Engineering Theory/Algorithms

Biogeochemistry Cosmochemistry Environmental Sciences Geology Geochemistry Geophysics and Seismology Glaciology Mineral Physics Paleobiology Paleontology Soil Science Tectonics and Structure Vulcanology

Algebra Algebraic Geometry Analysis Discrete Mathematics and Combinatorics Dynamics/Dynamical Systems Geometry and Topology Harmonic Analysis and Representation Logic and Foundations Number Theory Set Theory Oceanography and Atmospheric Sciences and Meteorology

Atmospheric Sciences

Climate Fresh Water Studies Meteorology Oceanography Physics

Astronomy and Astrophysics

Atomic, Molecular and Optical Physics Biological and Chemical Physics Condensed Matter Physics Cosmology, Relativity, and Gravity Elementary Particles and Fields and String Theory Engineering Physics Fluid Dynamics Non-linear Dynamics Nuclear Optics Plasma and Beam Physics Quantum Physics Statistics and Probability

Applied Statistics

Biostatistics Biometry Probability Statistical Methodology Statistical Theory

Aeronautical Vehicles Space Vehicles Systems Engineering and Multidisciplinary Design Optimization Aerodynamics and Fluid Mechanics Astrodynamics Structures and Materials Propulsion and Power Navigation, Guidance, Control and Dynamics Multi-Vehicle Systems and Air Traffic Control

Biological Engineering Bioelectrical and neuroengineering Bioimaging and biomedical optics Biomaterials Biomechanics and biotransport Biomedical devices and instrumentation Molecular, cellular, and tissue engineering Systems and integrative engineering

Biochemical and Biomolecular Engineering Catalysis and Reaction Engineering Complex Fluids Membrane Science Petroleum Engineering Polymer Science Process Control and Systems Thermodynamics Transport Phenomena

Civil Engineering Construction Engineering/management Environmental Engineering Geotechnical Engineering Structural Engineering

Computer and Systems Architecture Digital Circuits Data Storage Systems Digital Communications and Networking Hardware Systems Robotics

Biomedical Computer Engineering Controls and Control Theory Electrical and Electronics Electromagnetics and photonics Electronic Devices and Semiconductor Manufacturing Nanotechnology fabrication Power and Energy Signal Processing Systems and Communications VLSI and circuits: Embedded/Hardware Systems

Engineering Mechanics Dynamics/Dynamical Systems Non-linear Dynamics Mechanics of Materials

Biology and Biomimetic Materials Ceramic Materials Metallurgy Polymer and Organic Materials Semiconductor and Optical Materials Structural Materials

Acoustics, Dynamics, and Controls Applied Mechanics Biomechanical Engineering Computer-Aided Engineering and Design Electro-Mechanical Systems Energy Systems Heat Transfer, Combustion Manufacturing Ocean Engineering Tribology

Ergonomics Industrial Engineering Operational Research Systems Engineering

Emerging Fields: Computational Engineering Information Science Nanoscience and Nanotechnology Nuclear Engineering

Archaeological Biological and Physical Linguistic Anthrolpology Social and Cultural

Broadcast/Video Studies Communication Technology and New Media Critical and Cultural Studies Gender, Race, Sexuality, and Ethnicity in Communication Health Communication International and Intercultural Communication Interpersonal/Small Group Communication Journalism Studies Mass Communication Organizational Communication Public Relations/Advertising Social Influence and Political Communication Speech and Rhetorical Studies

Economics 

Behavioral Economics Econometrics Economic History Economic Theory Growth and Development Industrial Organization International Economics Labor Economics Macroeconomics Public Economics

Geography   Physical and Environmental Geography Human Geography Nature and Society Relations Geographic Information Sciences

Anthropological Linguistics/Sociolinguistics Applied Linguistics Comparative and Historical Linguistics Computational Linguistics Discourse/Text Linguistics First/Second Language Acquisition Typological Linguistics and Linguistic Diversity Language Description/Documentation Morphology Phonetics/Phonology Psycholinguistics/Neurolinguistics Semantics/Pragmatics Syntax

Political Science 

American Politics Comparative Politics International Relations Models and Methods Political Theory

Public Administration Public Affairs Public Policy Urban Studies

Psychology (Ph.D. programs only)   Biological Psychology Clinical Psychology (Ph.D. programs only) Cognition and Perception Cognitive Psychology Community Psychology Developmental Psychology Health Psychology Industrial and Organizational Psychology Personality and Social Contexts Social Psychology

Demography, Population, and Ecology Family, Life Course, and Society Gender and Sexuality Inequality and Stratification Medicine and Health Methodologies : Quantitative, Qualitative, Comparative, and Historical Place and Environment Politics and Social Change Race and Ethnicity Regional Sociology Rural sociology Social Control, Law, Crime, and Deviance Social Psychology and Interaction Sociology of Culture Theory, Knowledge and Science Work, Economy and Organizations Criminology

Criminology and Criminal Justice Science and Technology Studies Urban Studies and Planning

American Film Studies American Material Culture American Popular Culture Ethnic Studies

Ancient History (Greek and Roman through Late Antiquity) Ancient Philosophy Byzantine and Modern Greek Classical Archaeology and Art History Classical Literature and Philology Indo-European Linguistics and Philology Comparative Literature

Literature in English, British Isles Literature in English, Anglophone (other than British Isles and North America) Literature in English, North America (other than ethnic and minority) Literature in English, North America, ethnic and minority Feminist, Gender and Sexuality Studies Rhetoric and Composition

French Linguistics French and Francophone Literature

German Linguistics German Literature

African Languages and Societies East Asian Languages and Societies European Languages and Societies (not elsewhere classified) Latin American Languages and Societies (not elsewhere classified Near Eastern Languages and Societies Slavic Languages and Societies South and Southeast Asian Languages and Societies    History

African Asian European Islamic World/Near East Latin American United States Cultural History Diplomatic History Gender History of Religion History of Science, Technology, and Medicine Intellectual History Legal Medieval History Military History Political History Social History Women’s History

American Art and Architecture Ancient, Medieval, Renaissance and Baroque Art and Architecture Asian Art and Architecture Contemporary Art Modern Art and Architecture Theory and Criticism

Composition Ethnomusicology Musicology Music Theory

Philosophy    Continental Philosophy Epistemology Esthetics Ethics and Political Philosophy Feminist Philosophy History of Philosophy Logic and foundations of mathematics Metaphysics Philosophy of Language Philosophy of Mind Philosophy of Science

Biblical Studies Comparative Methodologies and Theories Ethics History of Religions of Western Origin History of Religions of Eastern Origins Religious Thought/Theology/Philosophy of Religion

Latin American Literature Portuguese Literature Spanish Linguistics Spanish Literature

Theatre History Dramatic Literature, Criticism and Theory Performance Studies Playwriting

Feminist, Gender, and Sexuality Studies Film Studies Race, Ethnicity and post-Colonial Studies Rhetoric and Composition

We recognize that scholarship and research in interdisciplinary fields have grown significantly since the last study. Some of this work is multidisciplinary; some is cross disciplinary or interdisciplinary. We could not devise a single standard for all possible combinations. Where possible, we have attempted to include acknowledged interdisciplinary fields such as Neuroscience, Biomedical Engineering, and American Studies. In other instances, we listed areas as emerging fields. Our goal remains to identify and evaluate inter-, multi-, and cross-disciplinary fields. Once they become established scholarly areas and meet the threshold for inclusion in the study established by this and future committees, they will be added to the list.

The initial basis for the Committee’s consideration of its taxonomy was the classification of fields used in the Doctorate Records File (DRF), which is maintained by the National Science Foundation (NSF) as lead agency for a consortium that includes the National Institutes of Health, U.S. Department of Agriculture, and National Endowment for the Humanities, and U.S. Department of Education. Based on these data, the Committee reviewed the fields included in the 1995 Study to determine whether new fields had grown enough to merit inclusion and whether the criteria themselves were sensible. In earlier studies, the criteria for inclusion had been that a field must have produced at least 500 Ph.D.s over the most recent 5 years and be offered by programs that had produced 3 or more Ph.D.s in the last 3 years in at least 25 universities. After reviewing these criteria, the Committee agreed that the field inclusion criterion should be kept, although a few fields in the humanities should continue to be included even though they no longer met the threshold requirement.

Recommendation 3.1: The quantitative criterion for inclusion of a field used in the preceding study should be, for the most part, retained—i.e., 500 degrees granted in the last 5 years.

The Committee also reviewed the threshold level for inclusion of an individual program and, given the growth in the average size of programs, generally felt that a modification was warranted. A minimal amount of activity is required to evaluate a program.

This parameter is modified from the previous study—3 degrees in 3 years—to account for variations in small fields. The 25-university threshold is retained.

Recommendation 3.2: Only those programs that have produced 5 or more Ph.D.s in the last 5 years should be evaluated.

Two fields in the humanities, Classics and German language and literature, had been included in earlier studies but have since fallen below the threshold size for inclusion in terms of Ph.D. production. Adequate numbers of faculty remain, however, to assess the scholarly quality of programs. In the interests of continuity with earlier studies and the historical importance of these fields, the Committee felt that they should still be included. Continuity is a particularly important consideration. In the biological sciences, where the Committee redefined fields, the fields themselves had changed in a way that could not be ignored. Smaller fields in the humanities have a different problem. A number of them are experiencing shrinking enrollments, but it can be argued that inclusion in the NRC study may assist the higher-quality programs to survive.

Recommendation 3.3: Some fields should be included that do not meet the quantitative criteria, if they were included in earlier studies.

The number of degrees awarded in a field is determined by the number of new Ph.D.s who chose that field from the Survey of Earned Doctorates based on the NSF taxonomy. However, there is no external validation that these fields correctly reflect the current organization of doctorate programs. The Committee sought to investigate this question by requesting input from a large number of scholarly and professional societies. Beginning in December 2002, the proposed taxonomy was also presented in a public Website and suggestions were invited. As of mid-June 2003, over 100 suggestions had been received, and both the taxonomy and the list of subfields were discussed with the relevant scholarly societies. The taxonomy was also used in the pilot trials, and although the correspondence was not exact, the pilot sites found a reasonable fit with their graduate programs. This taxonomy included new fields that had grown or been overlooked in the last study. It also reflected the continuing reorganization of the biological sciences. The taxonomy put forward by the Committee; compared with the taxonomy for the 1995 Study is found in table 3.1 of the methodology study.

Inclusion of the arts and sciences and engineering fields preserves continuity with previous studies. Inclusion of agriculture recognizes the increasing convergence of research in those fields with research in the traditional biological sciences and the legitimacy of the research in these fields, separate and independent of other traditional biological disciplines.

The biological sciences presented special problems. The past decade has seen an expansion of research and doctoral training in the basic biomedical sciences. However, these Ph.D. programs are not all within faculties of arts and sciences, which was the focus of the 1995 Study. Many of them are located in medical schools and were overlooked in earlier studies. The Committee sought input from basic biomedical science programs in medical schools through the Graduate Research Education and Teaching Group of the American Association of Medical Colleges to assure systematic inclusion the next time the study is conducted.

Description

This study will assess the quality and characteristics of research-doctorate programs at institutions in the United States. The study will be conducted by a 15 person committee, and their work will be supported by an 11 person panel that will address data collection issues (See BHEW-Q-03-02-B for information on the Data panel).The study will consist of:1) the collection of quantitative data through questionnaires administered to institutions, programs, faculty, and admitted to candidacy students (in selected fields),2) the collection of additional program data on publications, citations, and dissertation keywords, and3) the design and construction of program ratings using the collected data. The methodology for the study will be a refinement of that described by the Committee to Examine the Methodology for the Assessment of Research-Doctorate Programs in the report Assessing Research-Doctorate Programs: A Methodology Study." During the first stage of the study the committee will review and finalize the recommendations of the methodology study concerning the field taxonomy for the programs, the questionnaires and data definitions. Procedures for data collection will also be developed. The next stage will be devoted to data collection at the institutions. This will begin with an institutional questionnaire to identify programs and will be followed by a program questionnaire that gathers information about the programs and the faculty participating in the programs. The faculty will then be surveyed concerning their activities, and students in selective fields will be asked to information related to their studies and career development. In the final stage the data will be analyzed and an on-line database will be developed and made available to the public in September of 2008. In conjunction with the availability of the database the committee will issue a report describing how the database can be used.The committee will conduct a second phase of the study during 2008 when a group of experts will analyze the data and write essays that will be part of a final report.The approximate starting date for the project 08/10/2005"Sponsors for the project include:Andrew W. Mellon FoundationAlfred P. Sloan FoundationNational Institutes of HealthDepartment of Health and Human Services Department of EnergyNational Science FoundationUpdate 10-01-08: The release schedule for reports for the NRC Assessment of Research Doctoral Programs has changed. The release of the Methodology Guide is now estimated for late October or early November 2008. The release schedule for the project report and its database will be announced when we have precise dates.Update 11-17-08: The release of the Methodology Guide is now estimated for December 15, 2008. The final expected report release date (and/or database start date) is February 15, 2009. Update 02-03-09: The release of the Methodology Guide will occur at least one month before the final project report is released. The release schedule for the project report and its database will be announced when we have precise dates. Please check back to this page for datesUpdate 4/9/09: Procedure for Report Release:Although the Methodology Guide has not yet emerged from NRC report review and the final report cannot be completed until the Methodology Guide is completed, we have received many inquiries about the procedures the NRC will follow about the release of the final report and database. The planned release procedure is that universities will receive results for their programs 72 hours before the public release of the report and database.If you have questions about this, contact the Board on Higher Education and the Workforce for assistance at 202-334-2700

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Contact the Public Access Records Office to make an inquiry, request a list of the public access file materials, or obtain a copy of the materials found in the file.

Past Events

Multiday Event | November 20-21, 2009

[Closed] An Assessment of Research-Doctorate Programs

12:00AM - 12:00AM (ET)

August 1, 2009

[Closed] An Assessment of Research-Doctorate Programs- Woods Hole

Multiday Event | June 8-10, 2008

[Closed] Committee Meeting

Multiday Event | March 3-5, 2008

[Closed] Committe Meeting

Multiday Event | November 25-27, 2007

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Program rankings

The following organizations rank graduate economics programs using various approaches:

  • US News and World Report 2023 Best Economics Schools
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  • RePEc Ranking of Institutions
  • Tilburg University Top 100 Worldwide Economics Schools Research Rankings
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Academic research evaluating economics programs

  • Amir, Rabah and Malgorzata Knauff. 2008. " Ranking Economics Departments Worldwide on the Basis of PhD Placement ." Review of Economics and Statistics , 90 (1), pp. 185-90.
  • Grijalva, Therese C. and Clifford Nowell. 2008. " A Guide to Graduate Study in Economics: Ranking Economics Departments by Fields of Expertise ." Southern Economic Journal , 74 (4), pp. 971-96.
  • Kalaitzidakis, Pantelis, Theofanis P. Mamuneas, and Thanasis Stengos. 2011. " An Updated Ranking of Academic Journals in Economics ." The Canadian Journal of Economics , 44(4):1525-1538.
  • McPherson, Michael A. 2012. " Ranking US Economics Programs by Faculty and Graduate Publications: An Update Using 1994-2009 Data ." Southern Economic Journal , 79 (1): 71-89.  

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Top 10 Best PhD in Marketing Programs in the US [2024]

Lisa Marlin

How deep do you want to dive into the ever-growing marketing field? A marketing background is a lucrative education choice that brings you applicable expertise for any industry. These days, marketing managers  make upwards of $130,000 per year. A master’s in marketing  is a great start.

But a PhD in marketing takes your career to the highest levels, though not only for individual businesses. You can take that expertise and dive deeper into research or pursue a teaching career in academia.

What are the best marketing PhD programs, and where can you find them? We’ve put together a solid list that even includes online marketing PhD programs for you to choose from!

Table of Contents

Best Marketing PhD Programs and Schools

Arizona state university, w. p. carey school of business, phd in marketing.

Arizona State University logo

ASU was ranked no. 1  by the US News and World Report on its list of the most innovative schools. In this PhD marketing program, you can choose between three tracks: consumer behavior, quantitative marketing models, and service strategy. There are also core courses shared by all streams, which cover research methods and marketing models.

  • Duration: 5 years
  • Tuition : $11,720 per year
  • Acceptance rate: 88.4%
  • Location: Phoenix, Arizona

Harvard University, Harvard Business School

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Harvard University is a world-renowned Ivy League  university known for its strength in research. This program draws on various disciplines, such as research methods, statistics, computer science , machine learning, and field seminars. After the first two years, students can embark on their dissertation. Although the Harvard Business School offers this program, doctorate candidates can also collaborate with other Harvard schools and MIT.

  • Courses: 13
  • Tuition : $50,928
  • Acceptance rate: 5%
  • Location: Boston, Massachusetts

The University of Wisconsin, Wisconsin School of Business

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The Wisconsin School of Business has a strong reputation for its excellent faculty and reasonable tuition. The school’s core research areas for their marketing PhD are quantitative modeling, marketing strategy, and consumer behavior. Interested in a research position at a university, or teaching a specialized course? You’ll find many network opportunities if you enroll in this prorgam.

  • Tuition: Refer tuition page
  • Acceptance rate: 57.2%
  • Location: Madison, Wisconsin

Carnegie Mellon University, Tepper School of Business

Phd program in marketing.

Carnegie Mellon University logo

Carnegie Mellon University is based in Pittsburgh but has campuses all over the world. Their marketing PhD program covers topics like brand-choice models, marketing/operations interface, and theories of consumer behavior. Students are supported by excellent faculty to pursue quality research in specialty areas like behavioral and experimental economics , high-tech marketing, and two-sided market pricing.

  • Duration: 4 to 5 years
  • Tuition : $47,000 per year
  • Acceptance rate: 17.3%
  • Location: Pittsburgh, Pennsylvania

The University of Colorado Boulder, Leeds School of Business

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The University of Colorado Boulder is the flagship institution of the University of Colorado system and has nine schools and colleges offering around 150 programs. Its PhD in marketing is an advanced degree covering experimental and statistical methods, predictive modeling, quantitative marketing, and theory building, with crucial courses built around consumer behavior and quantitative modeling.

  • Tuition : $2,811 per credit
  • Acceptance rate: 84.2%
  • Location: Boulder, Colorado

The University of Missouri, Robert J. Trulaske Sr. College of Business

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The University of Missouri is a public land-grant university that offers high-quality but affordable education. Its PhD program in marketing focuses on developing teaching and research skills and helps students prepare for careers in various research settings. The program offers small class sizes and promotes a collaborative environment.

  • Semester hours: 72
  • Tuition : $414.60 per credit hour
  • Acceptance rate: 81.8%
  • Location: Cornell Hall | Columbia, Missouri

Florida International University, College of Business

Phd in business administration (marketing).

Florida International University logo

FIU College of Business is a world-renowned institution that falls within the top 5% of elite business schools globally and has been ranked second  in the nation for international business programs. Its PhD in Business Administration with a focus on marketing equips students with the knowledge necessary to establish successful careers in academics and research. The program’s key courses include marketing research methodology, advanced data analysis, and statistical methods in consumer research.

  • Duration: 4 years
  • Tuition : $10,935.36 per year
  • Location: Miami, Florida

Drexel University, LeBow College of Business

Drexel University logo

Drexel University is a well-known private research institution and center of higher learning that emphasizes experiential learning. Its PhD in marketing program covers both the macro and micro aspects of marketing, though with a greater focus on the microelements. You can also choose between electives in economics-oriented or behavior-oriented subjects. Economics-oriented courses include econometrics and advanced microeconomics, while behavior-oriented includes multivariate analysis, and behavioral science research.

  • Tuition : $2,000 per credit hour
  • Acceptance rate: 77.2%
  • Location: Philadelphia, Pennsylvania

Liberty University

Online doctor of business administration (dba) – marketing.

Liberty University logo

Looking for online marketing doctoral programs? Liberty University offers various fully online programs flexible enough for working professionals. Its DBA program in marketing includes strategic marketing management, supply chain management, marketing research, and marketing promotions. As one of the only fully-online marketing PhD programs available, it is ideal for working professionals who want to keep a balance between work and study. The program also lets you transfer up to 50% of credits from previous degrees.

  • Credit hours: 60
  • Duration: 3 years (average)
  • Tuition : $595 per hour
  • Acceptance rate: 50.1%

Grand Canyon University, College of Doctoral Studies

Doctor of business administration (dba): marketing (quantitative research).

Grand Canyon University logo

Grand Canyon University is the largest private Christian university with almost 100,000 students. Unlike a qualitative DBA, which attempts to analyze topics using insights into how and why people think and behave, this quantitative DBA focuses on analysis by interpreting numeric data. This online doctorate in marketing includes courses about quantitative data collection and analysis, the complexity of marketing, and digital technology (a PhD in digital marketing is a great specialty!) and consumer behavior.

  • Credits: 60
  • Tuition : $702 per credit
  • Acceptance rate: 80.7%

Should I Get a Doctorate in Marketing?

With a doctorate in marketing, you’ll be eligible for various high-level roles in academia, business, and research. These positions can offer salaries anywhere from $55,000 to $155,000, making the degree a valuable qualification for your CV.

Of course, like any discipline or program, a marketing PhD has advantages and disadvantages.

Advantages of Having a PhD in Marketing:

  • Excellent career prospects:

A PhD in marketing will qualify you for roles at the highest levels of business management, which you otherwise might not access with a master’s alone. Alternatively, you use this degree to pursue a career in academia and research.

  • Job opportunities in academia:

A PhD is a prerequisite if you want to teach marketing at a post-secondary level or pursue certain research career paths.

  • Scope for innovation:

A PhD in marketing helps you contribute to advances in the field, especially in cutting-edge areas like artificial intelligence and natural language processing. In contrast, a master’s degree has a smaller scope for research.

Drawbacks of a PhD in Marketing:

  • You have to wait to launch your career:

Studying a PhD is a serious time investment: it takes around five years to complete for most people. Of course, this is after you’ve already completed your bachelor’s and master’s degrees, so it will take you an average of 11 years before the degree brings you higher on the career ladder.

  • It’s a balancing act:

By the time you start your PhD, you might have a family to take care of. As a result, managing your studies, research, and family could be a challenge.

How to Choose a Marketing Doctoral Program?

With so many options, you might have trouble picking from the top marketing PhD programs. Here are some essential factors to consider before deciding:

1. Your career goals

You might be able to build a worthwhile career in marketing with a master’s degree . But for heavy research and academic or teaching work, you’ll need a PhD. If you’re not interested in teaching or research, you might reconsider the time and financial commitment needed to complete a marketing PhD.

2. Accreditation

Check each school you’re considering for their regional accreditation. Some marketing programs may even have programmatic accreditation to look out for. This is an important factor in picking a reputable program that’s attractive to potential employers.

3. Mode of delivery

If you’re already a working professional, full-time, on-campus study might not be an option for you. In this case, you must look for a PhD in marketing online that offers remote learning and flexibility.

These are just a few ideas to keep in mind. Weigh all your options and listen to your gut feeling in the end.

Alternatives to a Marketing Major

Marketing is a specialized discipline with well-defined objectives, needing specific skillsets. However, in today’s interconnected world, various disciplines share many of the same concepts.

You can still build a high-level career in marketing with qualifications in different fields, like:

  • Advertising
  • Data analytics
  • Strategic management
  • Analytical management
  • Production management

Careers with a PhD in Marketing

A PhD in marketing can open doors to various top-level roles.

Here are some of the most common roles for professionals with a marketing doctorate, with the median annual salaries for each:

  • Marketing Manager ( $67,696 )
  • Market Research Analyst ( $55,742 )
  • Chief Executive Officer (CEO) ( $156,413 )
  • Professor (Marketing) ( $89,181 )

What Do You Need to Get into a Marketing Doctoral Program?

Every marketing PhD program has specific admission requirements. Always double-check by referring to the admission webpage or contacting a school representative. Usually, a master’s degree in a related field is required for admission.

Most programs will also require:

  • A statement of purpose , research proposal, or both
  • Letters of recommendation
  • Academic resume
  • GRE/GMAT scores may or may not be required

PhD Marketing vs. Master’s Degree: Which is Better?

A master’s degree in marketing is a career-oriented qualification that can propel you into a meaningful marketing career for a variety of corporations or small businesses. On other hand, marketing PhD programs are generally research-based and will give you more specialized knowledge that equips you for a career in the academic sphere.

PhDs also require a much more significant time and financial commitment.

PhD in Marketing FAQs

What can you do with a phd in marketing.

Popular career choices for marketing PhD grads include market research analysts, chief marketing officers, and marketing professors. This advanced degree will not only equip you for roles in senior management, but also the fields of research and academia.

How Many Years is a PhD in Marketing?

A PhD in marketing typically takes five years to complete. However, some universities allow you to earn your doctorate in as little as three years, though usually only if you have enough transfer credits. At the other end of the scale, your PhD may push out to up to seven years.

Is There a PhD in Marketing?

Yes. Many universities offer a PhD degree in marketing, as well as online marketing doctorate programs for working professionals. Some schools also offer a comparable DBA (Doctor of Business Administration)..

Can I Do a PhD in Marketing After an MBA?

Yes, you can do a PhD in marketing after completing an MBA. In fact, you might consider completing a DBA to be more in line with your studies.

Key Takeaways

You can access a wealth of career opportunities available with an MBA or another master’s degree . But if you want to open more doors in research and academia, a PhD in marketing is the way to go. With so many online study options, it’s easier now than ever to complete a remote degree while juggling work or a family.

If you want to explore more options for excellent advanced degrees, take a look at our guides for:

  • Best online PhD in Psychology programs
  • History PhD programs
  • Best PhD programs in California

Lisa Marlin

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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Quantitative biology - doctorate (phd).

STEM Program

DEGREE OVERVIEW

The PhD in quantitative biology is designed to train students to apply sophisticated quantitative techniques to solving basic and applied problems in biology. Students will attain substantially greater quantitative skills than in traditional doctoral programs in the biological sciences, providing them with a competitive advantage in business, industry, government, and academia.

ABOUT THE PROGRAM

The Department of Biology offers a Doctor of Philosophy degree in quantitative biology with research emphasis in genome biology & genetics, cell biology, ecology & systematics, or microbiology. The doctoral program is designed to train students to apply sophisticated quantitative techniques to solving basic and applied problems in biology. Students in this program will attain substantially greater quantitative skills than in traditional doctoral programs in the biological sciences, providing them with a competitive advantage in business, industry, government, and academia.

  • Admissions requirements and degree curriculum
  • Degree information in the University Catalog
  • Biology faculty and staff

GET STARTED

Take the next step toward investing in yourself by learning more about our Quantitative Biology - Doctorate (PhD) program.

Apply Today

If you're ready, so are we. The next step is to apply. Applying for admission is easy, and we're here to work with you every step of the way.

PROGRAM CONTACT

Name: Stephanie Fenton

Email: [email protected]

Learn more about this program on the Department or College website.

Department of Biology

College of Science

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  • 2024 Rankings

2024 MFE Programs Rankings Methodology

25 master programs in Financial Engineering, Mathematical Finance, Quantitative Finance were surveyed from November to December 2023 on admission, placement, and career services information. All invited programs provided the data needed to calculate the rankings based on a weighted average of the categories described below.

Peer Assessment Score (20%)

Each program was asked to rate all programs in this year ranking from 1 (marginal) to 5 (exceptional).

Placement Success (55%)

  • Employment Rate at Graduation (10%)
  • Employment Rate Three Months after Graduation (15%)
  • Average Starting Salary and Sign-on Bonus (20%)
  • Employer Survey Score (10%)

Student selectivity (25%)

  • Undergraduate GPA (17.5%)
  • Acceptance Rate (7.5%)

Overall score

A score for each program is accumulated from the points in each category multiplied by the category's assigned weighted average. The final scores were rounded to the nearest integer. A tie is determined if any two or more programs have the same final score and tied programs are listed alphabetically.

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M.S. in Mathematical Finance Increases to No. 12 Ranking in US

#12 Financial Engineering Program in the Nation

UNC Charlotte’s Master of Science in Mathematical Finance program has once again been named among the top-ranked programs in the nation, ranking No. 12 in the TFE Times’ 2021 Master of Financial Engineering program rankings . Over the past six years, the M.S. in Math Finance program has increased steadily in the rankings, rising eight slots since 2016, according to TFE Times.

quantitative phd program ranking

“UNC Charlotte’s M.S. in Mathematical Finance is proud to be a leader among financial engineering programs in the country,” said Dr. Yufeng Han , M.S. in Math Finance program director. “This ranking places us among elite institutions and demonstrates the quality of our quantitative graduate programs. Our graduates know that the future of financial engineering is a necessity in our data-driven world.”

Over the last three years, 95% of M.S. in Math Finance alumni are employed within three months of graduation, according to First Destination Survey data. The growth of the program’s success is a testament to the exceptional faculty, combined with a customizable interdisciplinary approach, Han said.

As the second-largest banking center in the United States, Charlotte relies on the Belk College of Business to supply talent and insights — new financial technology — that drives the region’s economy. As a STEM-designated program of the Departments of Finance and Economics in the Belk College and the Mathematics and Statistics Department in the College of Liberal Arts & Sciences , the program excels as an emerging field in one of the top AACSB accredited business schools in North Carolina .

The TFE Times rankings, one of several Belk College national rankings , are the most comprehensive for graduate financial engineering, financial mathematics , quantitative finance, computational finance and mathematical finance programs in the country. The rankings are calculated based on several components, including average test scores, starting salaries, undergraduate GPA, acceptance rates and graduate employment rates.

Green and Gold Drive Business

The Belk College of Business at UNC Charlotte has been driving business for more than 50 years. Established in 1970, the college offers outstanding business education programs at the undergraduate, master’s, doctoral and executive levels. The Belk College is one of the Carolinas’ largest business schools, with more than 4,600 students, over 100 full-time faculty, and more than 33,000 alumni. Accredited by AACSB International, the college is committed to building strong partnerships in the greater Charlotte region and beyond as North Carolina's urban research business school. Learn more about how the Belk College is driving business at  belkcollege.charlotte.edu , and on  LinkedIn ,  Facebook ,  Twitter  and  Instagram .

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Learn more about investor and real estate developer, Jane Wu '07 M.S. in Mathematical Finance.  Wu is the 2020 B elk College Outstanding Young Alumni Award recipient.

  • Quantitative Finance Specialization
  • Academic Programs
  • Management Science and Analytics (Ph.D.)

The Quantitative Finance specialization in the Ph.D. in Management Science and Analytics program is excellent preparation for either academic careers or for students who want to apply the theoretical, analytical, and quantitative rigor of management science to careers in finance.

Dissertation research in this area may include a wide range of topics such as risk modeling, financial time series analysis, and investment analysis.

Required courses for the Quantitative Finance specialization (three credits per course):

  • MSC 621—Corporate Finance
  • MSC 623—Investments
  • MSC 631—Theory of Finance I
  • MSC 633—Theory of Finance II
  • MSF 545/MSC 613—Structured Fixed Income Portfolios
  • MSF 546/MSC 614—Quantitative Investment Strategies

View the curriculum for the Ph.D. in Management Science (MSC) program and MSC course descriptions .

Career Opportunities

Industry and Research

The specialization in Quantitative Finance prepares students for a wide range of careers in finance, particularly in areas such as investment and commercial banking, trading, and risk management. This background also opens career opportunities across industries in business functions focused on finance, financial modeling, economics, and risk compliance.

Chicago’s position as a global center for finance and fintech, as well as the home to the world’s largest markets in financial derivatives, make it a prime location for internships, networking, and job opportunities for Stuart students in quantitative finance.

Our graduates are ready to step into roles such as:

  • Senior quantitative analyst or quantitative analytics manager-economic modeling
  • Quantitative developer, senior quantitative modeler, or quantitative risk modeler
  • Research data scientist, senior quantitative researcher, or quantitative researcher-asset management
  • Portfolio risk analyst, senior quantitative risk analyst, or exotic rates quantitative analyst
  • Equity derivatives quantitative strategist or quantitative portfolio strategist
  • Senior quantitative markets analyst or machine learning analyst

Students interested in academic careers are supported by strong mentoring relationships with our faculty, opportunities to co-author papers published in prestigious scholarly journals, and help in securing adjunct positions to develop their teaching skills.

As a result, our graduates have launched teaching and research careers as finance faculty members at colleges and universities in the United States and around the world, such as:

  • Carnegie Mellon University
  • Beijing Normal University
  • Lewis University
  • Brooklyn College - City University of New York
  • Benedictine University
  • Northeastern Illinois University
  • East China Normal University
  • Saint Michael’s College (Vermont)

Learn more...

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Doctor of Finance Programs in America

1-17 of 17 results

Wharton School

Philadelphia, PA •

University of Pennsylvania •

Graduate School

  • • Rating 4.67 out of 5   15 reviews

Master's Student: Intensive but interesting. Great people, but professor quality varied. Lectures tend to be very interesting, but are high level in some cases. Coming from an engineering background, this felt "easy", but it is a different type of learning- more focused on the concepts than proving theories and underlying complexities. TAs are great and there is a lot of effort put towards making students understand the material. Since there isn't a sink or swim culture, I think it incentivizes learning for the sake of learning rather than curving to a "B". Professors are very friendly and actually enjoy getting to know their students. ... Read 15 reviews

University of Pennsylvania ,

Graduate School ,

PHILADELPHIA, PA ,

15 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says Intensive but interesting. Great people, but professor quality varied. Lectures tend to be very interesting, but are high level in some cases. Coming from an engineering background, this felt "easy",... Professors are very friendly and actually enjoy getting to know their students. .

Read 15 reviews.

Kellogg School of Management

Evanston, IL •

Northwestern University •

  • • Rating 4.81 out of 5   16 reviews

Master's Student: An MBA (Master of Business Administration) academic experience typically involves a rigorous and comprehensive curriculum designed to equip students with the knowledge, skills, and perspectives needed for leadership roles in various areas of business. The general overview of what you might expect from an MBA academic experience: After completing the core courses, students often have the opportunity to choose elective courses based on their interests and career goals. Elective courses can cover specialized topics such as entrepreneurship, international business and sustainability. A common teaching method in MBA programs is the use of case studies. their knowledge and skills to a real-world business challenge. MBA programs incorporate experiential learning opportunities such as simulations, consulting projects, or international study trips Overall, the MBA academic experience is designed to be challenging, dynamic, and , preparing students for leadership roles in the business world. ... Read 16 reviews

Northwestern University ,

EVANSTON, IL ,

16 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says An MBA (Master of Business Administration) academic experience typically involves a rigorous and comprehensive curriculum designed to equip students with the knowledge, skills, and perspectives... .

Read 16 reviews.

Tepper School of Business

Pittsburgh, PA •

Carnegie Mellon University •

  • • Rating 4.8 out of 5   10 reviews

Master's Student: Embarking on Carnegie Mellon's Master in Business Analytics promises unparalleled growth. Its esteemed reputation in academia assures an intellectually stimulating environment, fostering collaboration and innovation. The meticulously crafted curriculum equips students with advanced analytical skills and a deep understanding of business dynamics. Beyond coursework, experiential learning opportunities abound, from hackathons to industry partnerships. Moreover, the vibrant community fosters inclusivity and camaraderie, enriching the overall experience. With each lecture and interaction, I anticipate expanding my knowledge, honing my skills, and becoming a catalyst for positive change. Carnegie Mellon's program is not just an education; it's a transformative journey toward personal and professional excellence. ... Read 10 reviews

Blue checkmark.

Carnegie Mellon University ,

PITTSBURGH, PA ,

10 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says Embarking on Carnegie Mellon's Master in Business Analytics promises unparalleled growth. Its esteemed reputation in academia assures an intellectually stimulating environment, fostering... .

Read 10 reviews.

Leonard N. Stern School of Business

New York, NY •

New York University •

  • • Rating 4.82 out of 5   28 reviews

Master's Student: As a part-time MBA candidate at NYU Stern, I'm deeply impressed by the program's blend of academic rigor and practical application. The faculty, industry leaders in their own right, provide invaluable insights, fostering a rich learning environment. The diversity among my peers enhances our discussions, offering varied perspectives on business challenges. Stern's location in NYC is ideal for networking and accessing career opportunities, which is crucial for a working professional like me. The flexibility of evening and weekend classes allows me to balance my professional and academic commitments effectively. Stern equips students with advanced business knowledge and fosters personal and professional growth, making it an exceptional choice for anyone aspiring to excel in the business world. ... Read 28 reviews

New York University ,

NEW YORK, NY ,

28 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says As a part-time MBA candidate at NYU Stern, I'm deeply impressed by the program's blend of academic rigor and practical application. The faculty, industry leaders in their own right, provide... .

Read 28 reviews.

Carroll School of Management

Chestnut Hill, MA •

Boston College •

  • • Rating 5 out of 5   2 reviews

Master's Student: I am currently enrolled in the part time, professional evening MBA program. So far it has brought me to communicate with like minded individuals and the professors truly want to see you succeed so they will go out of their way to connect with you and help you. ... Read 2 reviews

Boston College ,

CHESTNUT HILL, MA ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I am currently enrolled in the part time, professional evening MBA program. So far it has brought me to communicate with like minded individuals and the professors truly want to see you succeed so... .

Read 2 reviews.

McCombs School of Business

Austin, TX •

University of Texas - Austin •

  • • Rating 4.67 out of 5   12 reviews

Master's Student: Being in the accounting program at UT Austin has been a remarkable opportunity for me. The best part of being an accounting major at McCombs is the diverse set of classes that students can utilize to explore different interests within business and broaden their career opportunities. The worst part of being at McCombs is the competitive environment, although it incentivizes students to work harder, it can be mentally draining to constantly try to outperform one's peers. ... Read 12 reviews

University of Texas - Austin ,

AUSTIN, TX ,

12 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says Being in the accounting program at UT Austin has been a remarkable opportunity for me. The best part of being an accounting major at McCombs is the diverse set of classes that students can utilize to... .

Read 12 reviews.

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Mays Business School

College Station, TX •

Texas A&M University •

  • • Rating 2 out of 5   3 reviews

Graduate Student: Im starting in the summer and my experience has been great. I will be entering as an MD/MBA student starting with the MBA. ... Read 3 reviews

Texas A&M University ,

COLLEGE STATION, TX ,

3 Niche users give it an average review of 2 stars.

Featured Review: Graduate Student says Im starting in the summer and my experience has been great. I will be entering as an MD/MBA student starting with the MBA. .

Read 3 reviews.

Eli Broad College of Business

East Lansing, MI •

Michigan State University •

  • • Rating 5 out of 5   1 review

Current Master's student: The program has exelcent professors and organization which is appreciated since I am attending the EMBA program and do not want to waste time. ... Read 1 review

Michigan State University ,

EAST LANSING, MI ,

1 Niche users give it an average review of 5 stars.

Featured Review: Current Master's student says The program has exelcent professors and organization which is appreciated since I am attending the EMBA program and do not want to waste time. .

Read 1 reviews.

Culverhouse College of Business

Tuscaloosa, AL •

The University of Alabama •

The University of Alabama ,

TUSCALOOSA, AL ,

University of Connecticut School of Business

Storrs, CT •

University of Connecticut •

  • • Rating 4.75 out of 5   8 reviews

Master's Student: I like the diversity of students - ethnicities, work backgrounds, ages, and life experiences. I also love the strong reputation that UConn has. ... Read 8 reviews

University of Connecticut ,

STORRS, CT ,

8 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says I like the diversity of students - ethnicities, work backgrounds, ages, and life experiences. I also love the strong reputation that UConn has. .

Read 8 reviews.

Charles H. Lundquist College of Business

Eugene, OR •

University of Oregon •

  • • Rating 5 out of 5   6 reviews

Master's Student: This is my first year, but all the information I have received and the "pre classes" I have attended have been excellent. ... Read 6 reviews

University of Oregon ,

EUGENE, OR ,

6 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says This is my first year, but all the information I have received and the "pre classes" I have attended have been excellent. .

Read 6 reviews.

Louisiana State University - College of Science

Baton Rouge, LA •

Louisiana State University •

Louisiana State University ,

BATON ROUGE, LA ,

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J. Mack Robinson College of Business

Atlanta, GA •

Georgia State University •

  • • Rating 3.5 out of 5   6 reviews

Master's Student: I am a student at Robinson college of business at Georgia State University. The courses are excellent and provide you with a great opportunity to enhance your knowledge. Most of the professors at RCB are good, and they use multiple ways to evaluate students. ... Read 6 reviews

Georgia State University ,

ATLANTA, GA ,

6 Niche users give it an average review of 3.5 stars.

Featured Review: Master's Student says I am a student at Robinson college of business at Georgia State University. The courses are excellent and provide you with a great opportunity to enhance your knowledge. Most of the professors at RCB... .

College of Business - University of Texas - San Antonio

San Antonio, TX •

University of Texas - San Antonio •

Master's Student: I first attended UTSA in 2007 and graduated with my bachelors in 2009. My education opened up opportunities for me in the healthcare field. While at UTSA I felt the environment was conducive to learning and there were resources available to me to help me succeed. I've worked my way through school as an undergraduate and will do so as a graduate student. UTSA has classes available to fit my schedule and it is affordable. I hope attending graduate school will open up new opportunities for me and help me to fulfil my dreams of becoming a hospital executive. ... Read 1 review

University of Texas - San Antonio ,

SAN ANTONIO, TX ,

Featured Review: Master's Student says I first attended UTSA in 2007 and graduated with my bachelors in 2009. My education opened up opportunities for me in the healthcare field. While at UTSA I felt the environment was conducive to... .

Falls School of Business

Anderson, IN •

Anderson University - Indiana •

Anderson University - Indiana ,

ANDERSON, IN ,

Capella University

Minneapolis, MN •

  • • Rating 4.61 out of 5   960 reviews

Master's Student: As a passionate advocate for addiction recovery and mental health, pursuing a Master's in Addiction Studies at Capella University has been a transformative experience for me. The program has not only equipped me with the necessary knowledge and skills but has also provided me with a supportive and enriching learning environment. One of the key aspects that sets Capella University apart is its commitment to online education. Being able to study from the comfort of my own home has allowed me to balance my academic pursuits with my personal and professional responsibilities. The flexibility of the online format has enabled me to engage in meaningful discussions with fellow students from diverse backgrounds, bringing a wealth of perspectives to the virtual classroom. In conclusion, I am confident that with the education and experiences I have gained at Capella University, I am well-prepared to contribute positively to the lives of individuals and communities struggling with addiction. ... Read 960 reviews

MINNEAPOLIS, MN ,

960 Niche users give it an average review of 4.6 stars.

Featured Review: Master's Student says As a passionate advocate for addiction recovery and mental health, pursuing a Master's in Addiction Studies at Capella University has been a transformative experience for me. The program has not only... .

Read 960 reviews.

Inter American University of Puerto Rico

San Juan, PR •

  • • Rating 4.6 out of 5   5 reviews

Doctoral Student: I am grateful that I have professors working hard every day to make the experience of online classes, less tedious and more active and entertaining. Therefore, it helps me go through classes more smoothly and more openminded about the current situation we are all going through right now. I honestly cant be more grateful about my professors work and resilience. They are a very good example for us all. ... Read 5 reviews

SAN JUAN, PR ,

5 Niche users give it an average review of 4.6 stars.

Featured Review: Doctoral Student says I am grateful that I have professors working hard every day to make the experience of online classes, less tedious and more active and entertaining. Therefore, it helps me go through classes more... .

Read 5 reviews.

Showing results 1 through 17 of 17

Northeastern University Graduate Programs

D'Amore-McKim School of Business

Business analytics.

Our STEM-designated MS in Business Analytics will not only teach you to analyze data efficiently but, more importantly, will also teach how to leverage data to make effective strategic business decisions confidently. You'll learn from business school faculty who are thought leaders in their fields and build the skills needed for long-term business success.

Data is essential in today’s business world—but it only has true meaning in context. More and more companies are seeking the right professionals who can capture, analyze, and translate the right data. That’s why the experience-driven approach to our program is so valuable.

The Online Master of Science in Business Analytics program at the D’Amore-McKim School of Business focuses on the ever-changing and dynamic tech economy. Our programs support skilled leaders using new technologies and data analytics to inform their decision-making. You'll tackle a rigorous curriculum and learn from expert faculty and business trailblazers. Through in-class case studies, your professors will share real company data as you explore questions such as how to build sales, enhance marketing, or strengthen a company’s infrastructure.

You'll gain exposure to data mining, statistical and quantitative analysis, multivariate testing, and predictive modeling.

Designed to meet the needs of working professionals, this 100% online program includes experience-powered learning opportunities—allowing you to take the knowledge and insights you gain in the classroom and easily apply them the next day in the workplace.

Your Path to an MBA

After successfully completing your MS in Business Analytics, you can apply your credits earned toward an eligible MBA at Northeastern. As a Northeastern alum, you’ll qualify for the Double Husky Scholarship and receive a 25% reduction in your tuition for your remaining MBA courses.

Dive deeper into the MS in Business Analytics: Online program on the D’Amore-McKim School of Business website.

More Details

Unique features.

  • Top-ranked. Earn your MS in Business Analytics at a highly ranked, top-tier U.S. university.
  • World-class faculty. Your business school faculty are thought leaders in their field and consult with Fortune 500 companies as well as startups.
  • Creating tomorrow’s business leaders. Prepare for a leadership role where you’ll need to recognize and respond to potential management challenges and make data-driven business decisions during times of uncertainty.
  • Personalized career support. You'll have a dedicated career advisor who will meet with you one-on-one in coaching sessions to help you develop the personal and professional skills to manage your lifelong career. Whether you're a seasoned professional or looking to advance your career, your advisor will help you map your next steps.
  • Build toward an MBA. You can apply your credits to an eligible MBA program at Northeastern.

Program Objectives

D’Amore-McKim’s MS in Business Analytics program prepares you to interpret and apply data and make data-driven decisions in an increasingly competitive and technology-driven business environment.

  • Core courses will introduce you to data mining, statistical and quantitative analysis, multivariate testing, and predictive modeling.
  • Marketing track courses will include real company data to help you explore questions such as building sales, enhancing marketing, or strengthening a company’s infrastructure.
  • Project-based learning allows you to apply what you’ve learned in the classroom to actual business challenges.
  • Faculty will help you achieve success and connect you to new opportunities in this growing field.

Career Outlook

By enrolling in Northeastern, you gain access to a network of more than 275,000 alumni and 3,350+ employer partners, including Fortune 500 companies, government agencies, and global nongovernmental organizations. Our current students and faculty across strategically located regional locations further foster a lifelong, global community of learning and mentoring.

Depending on your background, the MS in Business Analytics program will help you prepare to differentiate yourself and take on roles in the fields of financial services, transportation and logistics, retail, and more.

All companies see a growing need for skilled and forward-thinking business professionals—large or small, public or private, startup or well established. Industries experiencing strong growth in this arena include financial, retail, health services, and transportation, just to name a few.

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Accreditation Description

Accredited by the Association to Advance Collegiate Schools of Business International—the highest standard of achievement for business schools worldwide.

Testimonials

David igbokwe, ms in business analytics, '21, enoska ventura, ms in business analytics, '21, mannat lamba, ms in business analytics, '21, sascha demmerle, ms in business analytics, '21, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

  • Application form
  • Application fee
  • A personal statement (<=500 words) and a short essay (<=300 words)
  • Two letters of recommendation
  • Academic transcript(s) from all undergraduate and graduate schools attended
  • Kira online interview (by invitation, access is provided after submitting your application)
  • Optional GMAT/GRE test scores (for more information, review our admissions policies )
  • TOEFL, IELTS, Duolingo, or PTE Academic (for international students only, view more information and waiver eligibility in our admissions policies )
  • Passport or permanent residency card (if applicable)

Are You an International Student? Find everything you need, from tuition and financial aid to deadlines and procedures.

Admissions Details Learn more about the D’Amore-McKim School of Business admissions process, policies, and required materials.

Admissions Dates

Classes Begin in September

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

At the D’Amore-McKim School of Business, our integration of academic thinking with authentic experiential learning opportunities has created a unique educational model that defines the standard for business education’s future. Within the MS in Business Analytics program, you will execute in-class case studies where professors integrate real-world data into the coursework to bring a business perspective and relevance to what they’re teaching.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Yang W. Lee, PhD

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Peter Tarasewich, PhD

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Kwong Chan

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By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

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College basketball transfer portal 2024: Ranking top 50 players as ex-FAU C Vladislav Goldin hits the market

Here are the best transfers in the portal so far during college basketball's 2024 offseason.

NCAA Basketball: Big Ten Conference Tournament First Round-Penn State vs Michigan

Vladislav Goldin became the latest high-caliber big man to hit college basketball's transfer free agent market on Monday, when the former FAU star announced that he is entering the transfer portal and testing the NBA Draft waters. Goldin developed into one of the country's top post players during his three seasons at FAU under coach Dusty May, who is now at Michigan.

Goldin began his career at Texas Tech, appearing in 10 games as a freshman before transferring to FAU and becoming a mainstay in the starting lineup as the Owls evolved into a national force. The 7-foot-1 Russian averaged a career-best 15.7 points on 67.3% shooting in 2023-24 as FAU finished 25-9 with a first-round NCAA Tournament loss to Northwestern.

Among the other high-caliber post players in the portal are Clifford Omoruyi from Rutgers, Jevon Porter from Pepperdine, Maxine Raynaud from Stanford and Brandon Garrison from Oklahoma State, just to name a few. Collectively, the group makes for a strong contingent of big men who will be on the move this offseason.

The spring portal window opened on March 18 and will remain open until May 1. However, players who have entered the portal by then don't face a firm deadline on when they must commit. Additionally, graduate transfers and players impacted by coaching changes that occur after May 1 will be able to transfer after the deadline.

As players enter the portal, we will rank the best of them here. The rankings will be updated regularly as players either enter the portal or announce their intentions to enter the portal.

Check out the latest transfer portal updates from 247Sports

1. Tucker DeVries

Old school: Drake  | New school: West Virginia

DeVries won Missouri Valley Conference Player of the Year twice during three seasons while playing for his father, Darian DeVries. The 6-foot-7 wing averaged 21.6 points, 6.7 rebounds and 3.7 assists per game in 2023-24. He's a career 35.9% 3-point shooter and dynamic offensive threat. DeVries is following his father, who accepted the West Virginia job. 

2. Zeke Mayo

Old school: South Dakota State  |  New school: Kansas

Mayo earned Summit League Player of the Year after averaging 18.8 points, 5.7 rebounds and 3.5 assists for a South Dakota State team that won the conference. He's a career 38.8% 3-point shooter and scored 19 points on just 11 shots against Iowa State's vicious defense in an NCAA Tournament loss. There is a strong recent track record of Summit League Players of the Year transferring up. Max Abmas was the leading scorer for Texas this season after winning the award twice in his career at Oral Roberts. Baylor Scheierman has also been a star at Creighton the past two seasons after winning Summit League POTY at SDSU in 2022.

3. AJ Storr

Old school: Wisconsin

Storr provided a significant jolt of offense for Wisconsin in the 2023-24 season, averaging 16.8 points. The 6-foot-6 wing is a multi-level scorer with the size needed to finish in the paint and around the rim. If surrounded with other dynamic playmakers who can share the offensive burden, it should allow Storr increase his efficiency after he shot 43.4% from the floor for the Badgers.

4. Vladislav Goldin

Old school: FAU

Goldin averaged 15.7 points, 6.9 rebounds and 1.6 blocks per game on an insanely efficient 67.3% shooting from the floor for FAU in 2023-24. The 7-foot-1 Russian is a rugged and seasoned veteran who impacts both ends of the floor but is a particularly strong asset on offense, despite the fact that he's never attempted a 3-pointer.

5. Clifford Omoruyi

Old school: Rutgers

Entering the first round of the NCAA Tournament, Omoruyi's 93 blocks ranked fourth nationally. The 6-foot-11 center is an elite rim protector with consecutive Big Ten All-Defense honors. Omoruyi also averaged double figures in each of the last three seasons and posted 29 double-doubles in his four years with Rutgers. He can't do much away from the rim offensively but is excellent defensively.

6.  Jevon Porter

Old school:   Pepperdine

Porter ranked as a top-100 prospect in the Class of 2022 and earned honorable mention All-WCC honors this season while averaging 16.2 points, 5.9 rebounds and one block per game. The 6-foot-11 younger brother of Denver Nuggets star Michael Porter Jr. is a career 32.5% 3-point shooter and could get high-major interest because of his size, pedigree and flashes of perimeter shooting.

7. Kevin Miller

Old school: Wake Forest

Miller averaged 15.6 points, 3.5 assists and 1.4 steals while starting all 35 games for Wake Forest in 2023-24. The 6-foot guard is a career 36.5% 3-point shooter and hit 84.5% of his free throws for the Demon Deacons. He's been prone to turnovers but is an offensive spark plug with a proven body of work in a major conference.

8. Tony Perkins

Old school:   Iowa

Perkins averaged 14 points, 4.6 assists and 1.6 steals while starting all 34 games for Iowa as a senior. Following 126 career appearances for the Hawkeyes, he should make a significant impact at his next destination. Though just a career 31.7% 3-point shooter, Perkins is a physical guard at 6-foot-4 who can attack the basket. He also rated as Iowa's top defender in the 2023-24 season, per  evanmiya.com .

9. Meechie Johnson

Old school:   South Carolina  | New school: Ohio State

Johnson wasn't necessarily South Carolina's best all-around player. But the 6-foot-2 guard did lead the Gamecocks in scoring at 14.1 points per game in 2023-24 during his second season in the program. Johnson began his career at Ohio State and will have one season of eligibility remaining as he returns to his home state to finish out his career with the Buckeyes.

10. Darlinstone Dubar

Old school: Hofstra

Dubar is a 6-foot-6 wing who averaged 17.8 points and 6.8 rebounds on 39.9% 3-point shooting for a 20-win Hofstra team. He began his career at Iowa State , starting seven games for the Cyclones in 2020-21. As a fifth-year player with a proven shot and good size, he'll have opportunities to return to a major conference. Alabama guard Aaron Estrada is a recent example of a quality high-major player to come through Hofstra.

11. Maxime Raynaud

Old school: Stanford

Raynaud was named the Pac-12's most improved player after nearly doubling his scoring average to 15.5 points per game as a junior. The seven-footer collected 9.6 rebounds per game and hit 36.1% of his 3-pointers on 61 attempts. The drawback is how limited he is defensively for a player of his size (0.8 blocks per game in 29.1 minutes).

12. BJ Freeman

Old school: Milwaukee

Freeman was a busy man the past two years at Milwaukee, leading a pair of 20-win teams in scoring. In 2023-24, he also led the Panthers in rebounds (6.6), assists (4.1) and steals (1.1). At 6-foot-6, he's both a good solo shot creator and can facilitate for others His results against high-major opposition were mixed in a limited sample size over the past two years, but Freeman is definitely someone who can help a good team.

13. Kobe Johnson

Old school: USC

Johnson stood out as an elite defender for USC, collecting 2.2 steals per game and rating as one of the top players on that side of the ball in the Pac-12. The 6-foot-5 wing also scored 10.9 points per game in 2023-24. Though just a career 32.9% 3-point shooter, Johnson has some chops as a distributor and will be a plug-and-play veteran at his next stop.

14. Tyrin Lawrence

Old school: Vanderbilt

Lawrence is a 6-foot-4 guard with 105 career appearances for an SEC program under his belt. Though just a career 28.7% 3-point shooter, he's a good defender and averaged better than 13 points per game the past two seasons. He is the type of seasoned veteran with a track record of production who could provide reliable minutes for a good high-major program.

15.  Brandon Garrison

Old school:  Oklahoma State

Garrison showed glimpses of why he was a top-50 prospect and McDonald's All-American in the Class of 2023 during his freshman season at Oklahoma State. There are offensive strides to be made, but Garrison blocked 1.5 shots per game in just 22.7 minutes and has three seasons of eligibility remaining to continue realizing his potential.

16. Cade Tyson

Old school: Belmont

Tyson is a career 44.6% 3-point shooter on 287 attempts over two seasons with Belmont. At 6-foot-7 with a demonstrated outside stroke, he could be an impact player for a high-major program. How Tyson will translate defensively to a higher level is likely the biggest question mark here. 

17. Jalen Blackmon

Old school: Stetson

Blackmon turned heads nationally with his 43-point outburst in the ASUN Tournament title game. The 6-foot-3 guard hit 38.1% of his 3-pointers on 8.3 attempts per game in the 2023-24 season and is a career 90.6% free-throw shooter. The Indiana native has only one season of eligibility remaining but has proven himself worthy of a shot to shine on the sport's big stage.

18. Gibson Jimerson

Old school: Saint Louis

Shooters like Jimerson don't come around often. The 6-foot-5 wing hit 39.5% of his 789 long-range attempts over five seasons for Saint Louis. He's got one season left to play and should be heavily pursued after demonstrating one of college basketball's most consistent outside strokes in an unparalleled sample size.

19. Jacob Crews

Old school:   UT Martin  | New school: Missouri

Crews shot 41.4% from 3-point range on 6.7 attempts per game as a junior for a UT Martin team that won a share of the OVC regular-season title. He also yanked down 8.2 rebounds per game for the Skyhawks. There are questions about his defense, but at 6-7 and with a good shooting stroke, he is big pickup for Missouri. The Tigers are coming off a winless SEC campaign and need help.

20. Dug McDaniel

Old school: Michigan

McDaniel averaged 16.3 points and 4.7 assists while shooting 36.8% from 3-point range on 5.8 attempts for a bad Michigan team. The 5-11 guard also rated as the Wolverines' top defender, per evanmiya.com. Although his offensive numbers dipped against Big Ten foes, the former four-star prospect will help a team needing to upgrade its guard play.

21. Malik Mack

Old school: Harvard  

Mack's efficiency dipped down the stretch, but it was still a phenomenal freshman season for the 6-foot-1 guard, who averaged 17.2 points and 4.8 assists per game. The Ivy League Rookie of the Year finished with 18 points and six assists at Boston College and scored 27 at Indiana during the first month of his college career. It was an impressive peek at what he's capable of against high-major opposition.

22. Myles Rice

Old school: Washington State

Rice defeated cancer and helped lead Washington State to its first NCAA Tournament since 2008. With coach Kyle Smith off to Stanford, it was no surprise to see Rice hit the portal. The 6-foot-2 guard averaged 14.8 points, 3.8 assists and 1.6 steals for the Cougars and should have three seasons of eligibility remaining. He needs to improve his 3-point shot (27.5% on 3.7 attempts per game) and bulk up. But there is a lot to like about his trajectory.

23. Kanaan Carlyle

Old school:   Stanford

Carlyle averaged 11.5 points and 2.7 assists per game in his freshman season at Stanford after ranking as a four-star prospect in the Class of 2023. His best games came against  Arizona  and  Washington State , which were both NCAA Tournament teams. With three seasons of eligibility remaining and a proven body of work at the high-major level, there is some upside here.

24. Otega Oweh

Old school:  Oklahoma  

Oweh's production and efficiency dropped dramatically during the grind of Big 12 play after his sophomore season began with tantalizing glimpses of offensive promise. But while his game remains a work in progress, the 6-foot-5 wing is already a great defender. With two years left to play, Oweh is worth a swing for a team in need of perimeter defense.

25. J'Vonne Hadley

Old school: Colorado

Though only a role player on a team oozing talent, the 6-foot-6 wing did a lot for the Buffaloes, averaging 11.6 points, six rebounds and 2.4 assists. He attempted just 1.3 shots from 3-point range but hit 41.7% of them, and he was efficient inside the arc (56.5%). How he might translate into a larger role is tough to project, but the combination of size and skill make him intriguing.

26. Koren Johnson

Old school: Washington

Johnson earned Pac-12 Sixth Man of the Year honors while averaging 11.1 points, 2.7 assists and 1.2 steals for Washington. The 6-foot-2 guard is a career 35.1% 3-point shooter over his two seasons and also rates as a good defender for his size. 

27. Malik Dia

Old school:   Belmont

Dia shined as a dynamic frontcourt player in his sophomore season at Belmont after playing sparingly during his freshman season at Vanderbilt . He averaged 16.9 points and 5.8 boards for the Bruins while shooting 34.1% from 3-point range. He's 6-9 and has surprising athleticism for a player with such a big frame. His game needs refining, but Dia's upside is clear.

28. Terrence Edwards

Old school: James Madison

Edwards was the leading scorer at 17.2 points per game for a James Madison team that finished 32-4 with a trip to the second round of the NCAA Tournament. The 6-foot-6 guard also dished out 3.4 assists for the Dukes after making significant productivity strides in all four years he was at JMU.

29. Ja'Kobi Gillespie  

Old school:  Belmont | New school: Maryland

Belmont was at its best with Gillespie on the floor; he averaged 17.2 points, 4.2 assists and 2.2 steals for the Bruins. The 6-foot guard is on the smaller side but shot a ridiculous 66% inside the arc and a solid 38.7% beyond it. With two seasons of eligibility remaining, he's a good addition for a Maryland team that needs help in the backcourt.

30. Skyy Clark

Old school: Louisville

After spending one season at Illinois , Clark transferred to Louisville and led the moribund Cardinals in scoring during the 2023-24 season at 13.2 points per game. His career 1:1 assist-turnover ratio is unappealing, but if the former top-40 prospect can find the right fit, he could still shine.

31. Houston Mallette

Old school:  Pepperdine | New school: Alabama

Mallette is a career 37.5% 3-point shooter on 512 attempts over three seasons at Pepperdine. The 6-foot-5 guard upped his mark to a career-best 41.5% in 2023-24 and had big games against quality foes like Indiana State and UNLV . Alabama wasted little time snatching up Mallette. His combination of size and shooting ability should make him a natural fit with the Crimson Tide.

32. Saint Thomas

Old school: Northern Colorado

Northern Colorado produced a gem last cycle in Dalton Knecht . Can it come through again? Thomas is a vastly different player but nonetheless intriguing. At 6-foot-7, he averaged 19.7 points, 4.2 assists and 1.7 steals while making 57.2% of his 2-pointers and 33% of his 3s in 2023-24. The dynamic forward began his career at Loyola Chicago and has just one season left to play.

33. Danny Wolf

Old school: Yale

Wolf averaged 14.1 points, 9.7 rebounds and 1.3 blocks for a Yale team that reached the second round of the 2024 NCAA Tournament. He is more fluid, nimble and versatile than a typical seven-footer. Wolf can attack defenders off the dribble, hit 3-pointers or post up. He has two seasons left, and his rare combination of size and tools make him one of this offseason's most interesting transfer prospects.

34. Bensley Joseph

Old school: Miami

Joseph played a key role on Miami's Final Four team in 2023 and upped his contributions to 9.6 points and 3.4 assists per game as a starter in 2023-24. The 6-foot-1 guard is a career 37.9% 3-point shooter and has one season left to play.

35. Michael Ajayi

Old school: Pepperdine | New school: Gonzaga

Ajayi is 6-foot-7 and hit 47% of his 3-pointers on 2.5 attempts per game while averaging 17.2 points in his lone season at Pepperdine. While Ajayi was a rebounding force for the Waves with 9.9 per game, his defense is a question mark. He should be a natural fit at Gonzaga as the Bulldogs seek to build a deeper roster after struggling with depth in 2023-24.

36. Frankie Collins

Old school: Arizona State  

Collins is only a career 30.8% 3-point shooter, but he is an excellent perimeter defender. The 6-foot-1 guard led the Pac-12 in steals at 2.6 per game during his second season at Arizona State. The former Michigan guard has one season of eligibility remaining.

37. Dain Dainja

Old school: Illinois

As a burly big man, Dainja wasn't a great fit in Illinois' five-out offensive system. He played just 10.8 minutes per game during the 2023-24 season but was productive when on the floor. The 6-foot-9 bruiser is an effective scorer in the paint, and he's a good rebounder and rim protector. He will be a difference-maker in the right scheme.

38. Frankie Fidler

Old school: Omaha

Fidler finished second in the Summit League in scoring at 20.1 points per game. The 6-foot-7 forward hit 35.6% of his 3-point attempts in 2023-24 and was effective against Big 12 foes TCU and Texas Tech . Max Abmas ( Oral Roberts to Texas ) and Grant Nelson ( North Dakota State to Alabama) are recent examples of players from this league transferring up and playing big roles for good teams.

39. Riley Kugel

Old school: Florida  | New school: Kansas

Kugel is an interesting prospect with good tools and NBA upside; however, the 6-foot-5 wing regressed as a sophomore while shooting just 31.2% from 3-point range. If he can push that closer to 40% and cut back on his turnovers, then Kugel could blossom into an impact 3-and-D player.

40. Andrej Stojakovic

Stojakovic averaged 7.8 points and 3.4 rebounds in 22.3 minutes per game as a freshman at Stanford after ranking as a top-25 prospect in the Class of 2023, per 247Sports. He hit just 32.7% of his 3-pointers and was not an impact defender. But with three seasons left to play, he'll have time to realize the potential that made him a McDonald's All-American.

41. Micah Peavy

Old school: TCU

Peavy rated as TCU's top defender each of the past three seasons, per evanmiya.com . The 6-foot-7 wing is just a career 26.7% 3-point shooter. But for a team in need of a versatile, veteran defensive presence, he will make a significant impact.

42. Sean Pedulla

Old school: Virginia Tech

Pedulla was a mainstay in the Virginia Tech rotation for the past three seasons and led the Hokies in scoring during the 2023-24 campaign at 16.4 points per game. He is a career 35.5% 3-point shooter and dished out 4.6 assists per game during his junior year. The 6-foot-1 guard struggled with turnovers in 2023-24 (3.3 per game) but has enough offensive game to garner significant interest.

43.  Adou Thiero

Old school: Kentucky

Kentucky's most effective defensive lineups often featured Thiero. The tenacious 6-foot-6 wing guards and rebounds with a voracious appetite and can score attacking the rim. He's just a career 32.3% 3-point shooter and doesn't have a refined offensive game. Still, his 80% free-throw shooting mark in 2023-24 portends promise, and he could shine if given a greater and more consistent role.

44. PJ Haggerty

Old school: Tulsa

Haggerty averaged 21.2 points on 54% shooting inside the arc for Tulsa in 2023-24. What separates the 6-foot-3 guard from some of the other volume scorers in the portal is that he has three seasons left to play. Instead of merely serving as a one-year rental, he could potentially develop into a three-year rotational mainstay. And if he develops his 3-point shot, he could be a high-level college star.

45. Clark Slajchert

Old school: Penn

Slajchert shot 42.2% from 3-point range on 6.1 attempts per game in 2023-24 while averaging 18 points per game. At 6-foot-1, adapting to the defensive demands of the high-major level could be a challenge. But his offensive game will be attractive to major programs in need of perimeter firepower.

46. Sincere Parker

Parker is the definition of instant offense. The 6-3 guard averaged 15.9 points per game in just 20.7 minutes per contest off the bench for Saint Louis while shooting 42.6% from 3-point range. He went for 30 or more three games in a row during one February stretch of A-10 play. That should make him interesting to high-major programs.

47. Isaac McBride

Old school: Oral Roberts

McBride helped fill the scoring void at Oral Roberts that Max Abmas left behind upon transferring to Texas. The 6-foot-1 guard averaged 19.1 points per game on 39.4% 3-point shooting for ORU in the 2023-24 season. He showed glimpses of promise as a freshman at Vanderbilt in 2020-21 and now could be ready for another crack at the high-major level.

48. Jordan Sears

Old school: UT Martin

Looking for a bucket? Sears has you covered. The 5-foot-11 guard ranked ninth nationally in points per game at 21.6 after making 43.2% of his 3-pointers on 5.5 attempts per game for UT Martin. He also dished out 4.5 assists and rated as the Skyhawks' top defender, per evanmiya.com . How it might translate to a tougher conference is difficult to decipher, but he's worth a look for teams needing some scoring punch.

49.  Amari Williams

Old school:   Drexel

Williams earned CAA Defensive Player of the Year for a third straight season while averaging 1.8 blocks per game. The 6-foot-10 rim protector rated among the top-100 defenders in all of college basketball following the conclusion of conference tournament play, per evanmiya.com. He also scored 12.2 points and grabbed 7.8 rebounds for a 20-win Dragons team.

50. Tre White

White began his career at USC before transferring to Louisville and averaging 12.3 points and 5.9 rebounds as a sophomore. At 6-foot-7, his size and versatility as a dynamic forward are intriguing. If White can improve his career 29.9% 3-point shooting mark, the former top-50 prospect could be a major asset for a good team.

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Special Master's Programs Can Lead to Med School

Completing such a program can strengthen your med school application.

Special Master's Programs and Med School

Student researchers while working in a chemistry lab while working with chemicals.

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For applicants that may have graduated years ago, had poor grades or taken an alternative career path before applying, the path to medical school is not so linear.

Getting into a U.S. medical school is no easy feat. With just around 40% of applicants matriculating, according to the Association of American Medical Colleges, those applying must set themselves apart and be as competitive as possible.

For some, the path to medical school is a straight trajectory from college, but for others the path is not as linear. Applicants may have graduated years ago, had poor grades or taken an alternative career path before applying. To be competitive enough to gain admission, many consider a postbaccalaureate program, commonly referred to as a postbac, or a special master's program.

Special master's programs provide graduate-level courses and appear as a separate GPA in students' applications. They last one or two years and are designed with premed students in mind.

Schools that offer them understand that most students will be enrolling to strengthen their application to medical school. As such, they design the programs to replicate aspects of med school, including having students take courses along with first-year med students and sit for national medical exams.

Here's what to know about special master's programs to help you decide if enrolling in one is the next best step in your path to medical school.

Type of Degree Earned

Each program offers a different master's degree at the completion of the requirements. Students commonly receive a master's in medical sciences or a master's in medical physiology.

Keep in mind that medical school admissions committees are most interested in the type of coursework – the difficulty level and whether courses are similar to those taken by a first-year medical student – rather than the specific degree obtained.

How Med School Admissions Committees View Special Master's Programs

When you submit your American Medical College Application Service, or AMCAS, application, your undergraduate and graduate grades will be cumulated as separate GPAs . Each medical school has its own system when considering these GPAs, but in general, if an applicant has a low undergraduate GPA, a high graduate GPA will help compensate for this.

Medical schools tend to recognize special master's programs as more rigorous and representative of medical school than, say, an MBA or online Master of Public Health degree. Therefore, a 4.0 from a special master's program will most reflect your academic capabilities as a future medical student.

Benefits of a Special Master's Program

Most special master's programs offer a variety of activities with the goals of premed students in mind. Many provide research opportunities, which is helpful if this is a potential area of weakness in your med school application. They may also have opportunities for clinical experience and volunteer work.

In addition, many provide MCAT preparation and advising to ensure all areas of an application are in check.

Downsides of a Special Master's Program

Special master's programs are not for everyone. The programs can be costly, with tuition at some universities upward of $50,000 per year.

Additionally, you have to apply to these programs, and although they cater to premeds that have lower GPAs, acceptance is not guaranteed.

Students must also consider the timing of applying. For instance, if the degree length for a special master's program is one year, you ideally want to submit your medical school application after having completed the program – to demonstrate your success. This means that you would not matriculate into med school until a year after completing the program.

In addition, you should have all of your medical school prerequisite courses completed before the special master's program. This is because the program will offer coursework that may not satisfy requirements for general science courses such as organic chemistry or physics.

Who Should Consider a Special Master's Program

Let's look at a couple of real-life examples of students for whom a special master's program is an ideal route.

One student completed college with subpar grades. He finished his medical school prerequisites, but his overall GPA was a 3.4. In his case, if he performs well in a special master's program, he can show medical schools his true academic capabilities as he completes courses alongside current medical students.

Another student finished a biology major but took 10 years off from school and ran a business . She has her prerequisites completed but lacks research and medical-related activities. A special master's program is ideal for her because she can provide admissions committees with a more recent GPA and also has the opportunity to bolster her extracurricular activities through the program.

Ultimately, enrolling in a special master's program can greatly enhance your application to medical school. If you're struggling to gain acceptance to med school or want to strengthen your academic record before applying, a special master's program may be the next best step for you.

Where Famous Docs Earned Medical Degrees

FILE - In this Oct. 7, 1954, file photo, Dr. Jonas Salk, developer of the polio vaccine, holds a rack of test tubes in his lab in Pittsburgh. Tens of millions of today's older Americans lived through the polio epidemic, their childhood summers dominated by concern about the virus. Some parents banned their kids from public swimming pools and neighborhood playgrounds and avoided large gatherings. Some of those from the polio era are sharing their memories with today's youngsters as a lesson of hope for the battle against COVID-19. Soon after polio vaccines became widely available, U.S. cases and death tolls plummeted to hundreds a year, then dozens in the 1960s, and to U.S. eradication in 1979. A handful of cases since then have arrived in visitors from overseas.

Tags: medical school , graduate schools , education , students

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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