phd and ma

BA, BSc, MA, MSc, PhD - what do they all mean?

BA, BSc, MA, MSc, PhD (and more) are abbreviations of British degrees.

They reflect the specific level and discipline of a qualification achieved at university.

While most courses are conducted on a full-time basis, there are options for part-time, distance learning and other flexible learning arrangements.

Here is a breakdown of some of the most common qualifications and ones that Aberystwyth University offers.

• BA = Bachelor of Arts, Humanities and Social Sciences;
• BSc = Bachelor of Sciences;
• BENG = Bachelor of Engineering (Software, Robotics and Physics);
• LLB = Bachelor of Law.

Achieved after 3 to 4 years of study. The extra year (for a 4 year course) can be from a year studying abroad or a year working in industry.

Integrated-Masters:

• MARTS = Masters of Arts;
• MBIOL = Masters of Biology;
• MCOMP = Masters of Computer Science;
• MENG = Masters of Engineering;
• MMATH = Masters of Mathematics;
• MPHYS = Masters of Physics;
• MSCI = Masters of Sciences and Humanities.

4 years course (3-year Bachelors, 1 year Masters) that enables you to secure a loan for the full duration rather than having to fund a Masters degree separately.

• MA = Masters of Arts, Humanities and Social Sciences;
• MSc = Masters of Sciences;
• MBA = Masters of Business Administration;
• MPhil = Masters of Philosophy: Advanced research Masters degree;
• MRes = Masters of Research: Contains some taught and research elements;
• LLM = Masters of Law.

Achieved after graduation from Bachelors level, usually 1-2 years duration.

• PhD = Doctor of Philosophy: for a range of disciplines.

Achieved after graduating from Masters level, usually 3-8 years duration.

A wide range of Undergraduate, Postgraduate and Further-Research courses – across the Arts and Sciences – are available at Aberystwyth.

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College students have several options when choosing which type of degree to pursue. For some careers, only an undergraduate degree is necessary, while others may require a more advanced degree. It is essential for students to have a general understanding of each type of degree in order to choose the one that is best for their career goals. This article discusses the three main types of college degrees in the United States.

Bachelor's Degrees

There are two different types of bachelor's degrees: a Bachelor of Arts (B.A.) and a Bachelor of Science (B.S.). Both are considered undergraduate degrees and require about four to five years of study. Those who study humanities or liberal arts earn a Bachelor of Arts and might work in education, journalism or psychology. Those who study in math or science fields earn a Bachelor of Science and might have careers in accounting, nursing or computer science.

Master's Degrees

A graduate, advanced or master's degree is the next step. A Master of Arts (M.A.) or a Master of Science (M.S.) degree usually takes about two additional years to earn, and it often requires students to perform original research and write a thesis. Holding a master's degree can make job seekers more competitive in their field or lead to increased salaries. For some positions, such as school administrator, librarian and clinical psychologist, a graduate degree is a necessity.

Doctoral Degree

Ph.D. is an abbreviation for "Doctor of Philosophy," commonly called a doctoral degree. It is typically the highest academic degree awarded and requires at least four years of study and extensive original research. Doctoral degree candidates must also complete and defend a dissertation on their research, and often they publish portions of this dissertation during their studies. University professor, scientist and researcher are examples of positions that may require a doctoral degree.

Choosing the Right One

Choosing a degree is an important process and can be overwhelming. Students should research careers they are interested in and seek the help of a college advisor to help determine which type of degree is preferred or necessary in their desired field. It is also important to make sure that the degree is earned from an accredited institution.

• The College Board: Quick Guide: Your College Degree Options
• The College Board: Matching Careers to Degrees
• College Atlas: Types of College Degrees

Houston area native Marie Anderson began writing education articles in 2013. She holds a Bachelor of Science in exercise and sports science and a Master of Science in education administration. She has seven years of teaching and coaching experience within the Texas public school system.

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Master’s vs PhD — These are the Main Differences

Updated: July 18, 2022

Published: October 31, 2019

The consideration between earning a master’s vs PhD is not always an easy choice. While many careers and personal aspirations may be complete with just an undergraduate degree (Associate’s or Bachelor’s), a lot of people continue their higher education to obtain graduate degrees. These include a master’s and/or a PhD.

Neither a master’s degree nor a PhD is considered to be a walk in the park. Therefore, it’s useful to understand why you would earn either and then decide how far to go.

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Definitions: master’s vs phd.

Bost a master’s and PhD are defined as postgraduate degrees, but they require different commitments and styles of learning.

1. Master’s Degree:

Mostly all master’s degrees will require the completion of an undergraduate bachelor’s degree to enroll. They generally all share the same common requirement for a thesis or dissertation to graduate.

Earning a master’s degree through a taught program will result in the completion of a Master of Art (MA), Master of Science (MS), or Master of Philosophy (MPhil). For those who earn their master’s degree through research, they will earn a Master of Research (Mre), in a tailored field of study. There are also degree-specific master’s programs like Master of Business Administration (MBA) and Master of Education (M.Ed).

After earning a master’s degree, the next step is a PhD, which entails both working and performing research at an institution. A PhD is an abbreviation for “Doctor of Philosophy.” It is the highest academic degree one can achieve. As such, it is a time-consuming pursuit that requires a lot of studying and research.

You may be wondering, “Do you need a master’s to get a PhD?”

Technically, the answer is not always. Some students skip a master’s and go straight for their PhD, but they may lack research experience. While it could save money, the transition between a bachelor’s and a PhD is incredibly sharp. It may be harder to complete a PhD without the experience from a master’s.

Yet, some institutions may allow for the possibility to earn both your master’s and PhD in conjunction with one another. This will alleviate the transition between skipping a master’s and going straight to earning a PhD.

Should You Get a Master’s or PhD?

There are many considerations to factor when deciding between a master’s of PhD. For starters, it’s useful to consider the amount of time it will take, the cost, and the benefits and disadvantages of each. It is also of utmost importance to explore your own personal goals and reasons for wanting a graduate degree.

If your desired career of choice requires a PhD, like becoming a university professor, then you have your answer. If you want to start a business and benefit by networking while in school, a Master of Business Administration (MBA) could be a good idea. Consider what you want to pursue as a career and find out the requirements first.

Another useful thing to note is that a master’s degree can be used for a shift in careers. For example, if you attended college and earned a bachelor’s degree in humanities, but now you want to pursue science, you can still earn your master’s degree in a scientific discipline. On the other hand, a PhD is tailored to your field of study and specialty, so it will require that you are sure of your direction when you first earn your master’s degree.

Length of Time

A typical master’s degree program takes about two years full-time. However, there are accelerated programs that can be completed in just a year or so.

A PhD, in general, requires five to six years of studying, teaching, and research. However, it may even take some students up to eight or nine years to graduate. With this significant investment in time, it’s necessary to know if a PhD is right for you before starting.

The cost of both programs varies by institution and enrollment status of part-time versus full-time. However, since a PhD takes longer to complete, it will end up costing more. With that said, if you look into your return on investment, a PhD could end up yielding a higher salary, and therefore end up “costing less.”

Additionally, there is also the possibility of being paid to complete your PhD. Some students may receive an academic stipend, a university fellowship or apprenticeship or a reduced fee to earn their PhD while completing research (or teaching) at an institution. It’s also possible to get financial aid through a scholarship or grant.

As tuition rates continue to rise, it’s useful to look into alternative institutions for affordable education. For example, the University of the People offers a tuition-free master’s program in Business Administration and Education. This means you can study 100% online and graduate for less than the cost of most programs.

Weighing the Benefits

When comparing the two degree types, here are some benefits of each:

• Career-oriented
• Can open the door for more job opportunities
• Costs less than a PhD
• Takes less time than a PhD
• Helps you stand out from those with only an undergraduate degree
• You can perform research in your field of choice
• You become an expert in your field
• The prefix Dr. is added to your name
• You can teach in academia at the highest level

Required Commitment and Reasons to Pursue

Both a master’s and a PhD require a huge amount of hard work and utter commitment. You must be dedicated and motivated to complete either degree. Since most careers only may require a bachelor’s degree, having a master’s or PhD will set you apart from the competition. However, this should not be the sole reason to pursue either.

You may be wondering why would you earn either degree. Here’s a look at some motivational factors:

Reasons to Study for a Master’s

• Your career requires it (see next section)
• You want to advance your subject knowledge
• You want to experience graduate school and network with peers

Reasons to Study for a PhD

• You want to contribute new research to your field of choice
• Your career requires a PhD
• You want to earn the title of Dr.

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Required degrees by career.

Most people are motivated to pursue higher education because their desired careers require they do so. Here, we will break down those fields that require the completion of a master’s degree as it’s high on the list of reasons why to get one.

• Education Administration: To work as an administrator in an educational institution, you need to hold an advanced degree. A Master’s in Education (M.Ed) will provide you with the necessary knowledge and required skills to succeed in the field.
• Executive Level Business: A Master’s in Business (MBA) will not only place you ahead of the competition to land high-level positions in the field of business, but it can also be the jumping off point for becoming your own boss.
• Environmental Science: With issues in climate change and technological advancement, careers in Environmental Science are growing. As with most scientific careers, it requires a master’s degree where you will learn Applied Ecology, Environmental Policy, Environmental Chemistry, and more.
• Mental Health: To become a licensed practitioner and assist in mental health counseling, you will continue your education through a master’s degree in the field.
• Physical Therapy: Employers of physical therapists often prefer them to obtain a master’s degree in the discipline as the field is highly specialized.

Of course, some careers require a PhD. These careers are easy to spot because they have the prefix Dr. in front of them or the suffix like J.D. (Juris Doctor). To become a lawyer, doctor of medicine, veterinary medicine or psychologist/psychiatrist, you must obtain a PhD in the respective field.

Salary Differences Between Master’s and Ph.D. Graduates

According to a study performed by the Georgetown University Center on Education and the Workforce , the overall evidence shows that the higher the degree you have, the higher your salary potential. However, the differences vary by subject level and field.

In general, the expected lifetime earnings of those with each degree level is as follows:

• High School Diploma: $973,000
• Bachelor’s Degree: $1.3 million
• Master’s Degree: $2.7 million
• Doctorate Degree: $3.3 million

The Bottom Line

Aside from the financial cost and length of time, the opportunity to earn a master’s and a doctorate degree can offer several benefits.

However, it is an undertaking that requires a lot of dedication and motivation on behalf of the student. As such, it’s important to perform research on your desired career’s requirements, as well as your personal interest in pursuing either a Phd vs master’s.

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Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

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• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

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What is the difference between a postgraduate taught master’s and a postgraduate research master’s?

Pgce, mres, ma, msc or phd if you’re considering postgraduate study, use this guide to learn the difference between the kinds of postgraduate degrees on offer.

Richard Carruthers

Postgraduate courses come in many formats, ranging from vocational diplomas and certificates through to master’s and doctoral qualifications.

The two most common categories of postgraduate study are postgraduate taught (PGT) courses and postgraduate research (PGR) courses.

As you shop around potential postgraduate courses, you may also come across the PGCE, the LLM, the MRes, the MPhil and the PhD.

But what is the difference between all these acronyms?

Below is a guide explaining the differences between all the postgraduate degrees on offer, including how the application process varies between them.

Postgraduate taught (PGT) courses

Postgraduate taught courses are sometimes called level 7 qualifications and are one of the most common kinds of master’s degrees. When people refer to master’s courses, they usually mean a postgraduate taught course.

These courses are typically one year in duration if studied full-time, or two years if studying part-time.

The course will usually comprise several months of taught classes, much like undergraduate study, followed by an intensive independent research project for the final few months.

These courses have highly specialised content, making them great launchpads for careers where specialist knowledge is required. They are also often used as a stepping stone to more advanced research degrees.

What’s the difference between an MSc and an MA?

Postgraduate taught courses will usually lead to either an MSc or an MA qualification, depending on the subject you choose.

An MSc stands for a “master of science” and will focus on advancing a particular aspect of scientific research across the sciences, engineering, mathematics or a similar field that involves logic, scientific research or numbers.

An MA refers to a “master of arts”, and covers postgraduate taught degrees in the arts and humanities, such as literature, languages, history, cultural studies and some social sciences.

Applying for a postgraduate taught course

To apply for a postgraduate taught course, you will normally be asked to provide transcripts showing your academic performance on your undergraduate degree, a personal statement and a CV.

Your CV should focus on your educational achievements and interests and discuss any project work that shows you have the technical and academic skills needed to be a successful and independent postgraduate student.

Your personal statement can be tackled in a similar way to a cover letter, where you introduce yourself and convey your interest, enthusiasm and motivation to study the subject. It is also advisable to tailor your statement to each course you apply for and to explain your interest in some of the modules offered by that specific course.

It can also be beneficial to demonstrate some thought around where the course will lead you in the future, whether that’s into a new career or towards further study.

With postgraduate taught courses, you often won’t have to submit a research proposal for your research project as part of your application, as the taught elements of the course are meant to help inform your research proposal.

However, some postgraduate master’s courses may ask for you to submit a research proposal or at least have an idea of the topic you want to do your master’s dissertation on, even if this changes later.

Applying to master’s courses is generally done through a decentralised system, meaning you apply individually to each course and university. Each institution will set different entrance and application requirements. Check the exact requirements your course is looking for, and get in touch with the institution’s postgraduate admissions office with any questions.

What are MRes and MPhil degrees?

The MPhil stands for “master of philosophy”. The MRes course option, which is relatively new but has grown in popularity in recent years, stands for a “master of research”.

Much like postgraduate taught courses, both the MPhil and the MRes are technically classified as level 7 qualifications, and typically take one year to complete.

The main difference between an MRes or MPhil and a postgraduate taught course is that MRes and MPhil courses place much more focus on individual research, with as much as 60 per cent to 100 per cent of either degree consisting of a personal research project.

Given the heavy research focus, MRes and MPhil courses tend to contain fewer taught classes, but you will usually receive training in research techniques. As a result of the research focus, an MRes or an MPhil may help prepare a student for a doctoral programme (PGR) or a career that requires specific research skills and techniques.

Applying for an MRes or MPhil course is very similar to applying for a postgraduate taught course, but you may be asked to submit a research proposal as part of your application, so it’s important to have an idea of the kind of research project you would like to pursue.

Doctorate courses

Postgraduate research (PGR) courses are sometimes called level 8 qualifications and usually refer to doctorate courses.

These courses take about three to four years of full-time study to complete, but the exact duration of a doctorate course depends on whether you get involved in teaching, how long your research takes to complete and how long it takes you to write your doctorate thesis.

Successful PhD candidates are awarded doctoral qualifications such as doctor of philosophy (PhD) or doctor of engineering (EngD), depending on their field of research.

Research is the core component of a PhD programme, and you will be expected to produce original work on a specific subject topic, usually in the form of a thesis.

Doctorate qualifications are often a prerequisite for a career as a university academic, researcher or scientist in industry.

Applying for a doctorate (PhD) programme

To apply for a doctorate degree, you’ll need to submit a personal statement and a CV, both providing evidence of your academic experiences and passion for the subject.

Some PhD programmes will expect you to have already completed a postgraduate taught programme, but this isn’t always essential.

For a PhD, you may also be asked to submit a detailed research proposal outlining a specific research question you would like to address, the subject area you will work in, and the approach you would take to solving this.

Your proposal should demonstrate your current knowledge and discuss how your research idea could develop or challenge existing knowledge. You should also mention the potential significance of your research and why it would be a useful contribution to your chosen field.

Usually, you will be expected to apply individually to each PhD programme you’re interested in. Places will usually be dependent on your academic achievements, but also on the funding available in your chosen university department and whether the university can provide an appropriate supervisor.

If you’re considering applying for a PhD, it may be worth contacting academics individually to discuss whether they’d be interested in supervising you and asking about any funding opportunities.

Other postgraduate courses

Aside from the categories discussed above, there are many other classifications of master’s degrees, including postgraduate diplomas and certificates.

Often these lead to a vocational qualification that is used to gain entry to a specific profession.

Examples include the postgraduate certificate of education (PGCE), which leads to a career in teaching, the graduate diploma in law (GDL) or master of law (LLM), which opens the door to the legal professions, or the master of business administration (MBA), which is a common choice for business professionals looking to gain entry to C-suite positions.

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Dual Degrees: Combined Master’s and Ph.D. Programs

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• Dual degrees combine studies in two distinct but related fields, such as business and law.
• Earning two degrees together can increase your career options and salary potential.
• Dual degrees offer professional benefits, but tuition can get expensive.
• Consider your career goals carefully to decide if you really need a dual degree.

If you're looking for career versatility and high salary potential , combined master's and doctoral programs can help you advance quickly in your field. These specialized programs combine a master's degree in one area with a doctorate in another area, such as a master's in business and a law degree.

Our guide to master's and Ph.D. combined programs offers information on popular programs, career options, and answers to common questions about dual degrees .

Featured Online Master's Programs

What is a dual degree.

Master's and Ph.D. combined programs give you complementary skills in two different areas of study, preparing you for careers that cross professional boundaries. These degrees focus on related subjects that commonly intersect, such as law and public policy. By studying both fields together, you gain a more specialized perspective that can make you more competitive in the job market.

Completing two degrees simultaneously can also help you graduate faster, save money on tuition, and enter the workforce sooner.

9 Popular Combined Master's and Doctoral Programs

This list highlights nine of the most popular types of combined master's and doctorate. These dual degrees bring together diverse fields such as business, medicine, and education.

1. MBA & Doctor of Nursing Practice (DNP)

Combining skills in business and nursing , a dual MBA/DNP prepares you for leadership positions in nursing and healthcare. With this dual degree, you'll gain advanced skills in clinical care, nursing leadership, and healthcare management. An MBA/DNP gives you an understanding of both the practical and the business sides of the healthcare industry.

2. MBA & Doctor of Medicine (MD)

A dual MBA/MD can prepare you for cross-disciplinary jobs requiring intensive medicine and business leadership knowledge. Fusing two high-paying degrees , these master's and doctorate combined programs train you for high-level healthcare leadership roles. Usually taking 5-6 years to complete, an MBA/MD equips you for clinical medical practice, medical leadership, and medical consultation in the private sector.

3. MBA & Doctor of Pharmacy (Pharm.D.)

A combined MBA/Pharm.D. degree gives you comprehensive skills in both pharmacy practice and business leadership. This is an ideal program to pursue if you're interested in a high-level career in the pharmaceutical industry. A dual MBA/Pharm.D. can also prepare you for entrepreneurship opportunities in the pharmaceutical and healthcare industries.

4. MBA & Doctor of Psychology (Psy.D.)

A dual MBA/Psy.D. degree can prepare you for both clinical psychology practice and private sector consultation without forcing you to commit to either path. These programs focus on psychology and business knowledge, commonly preparing you for executive coaching or organizational consulting jobs.

5. MBA & Juris Doctor (JD)

One of the most versatile master's and doctorate combined programs, a combined MBA/JD covers both business management and law. This degree can prepare you for careers in corporate law or any other industry where business and law intersect. MBA/JD programs take 3-5 years to complete.

6. Master of Education (M.Ed.) & Juris Doctor

A combined M.Ed./JD gives you extensive knowledge of law, education leadership, and education policy. Coursework typically explores the relationship between education organizations and state and federal education regulations. This degree is ideal if you want a career in education administration , advocacy, or policy development.

7. Master of Public Policy (MPP) & Juris Doctor

A dual MPP/JD degree provides insight into both law and public policy. Often taking four years to complete, these master's and doctorate combined programs focus on regulatory and legal issues related to public policy. After graduating, you can work in law, government, or other policy-related careers .

8. Master of Science (MS) & Medical Doctor

An MS/MD degree combines medical knowledge with scientific research, giving you a deeper understanding of the science behind clinical healthcare. These programs can prepare you for careers in healthcare, medical research, and teaching. You can complete an MS/MD degree program in five years of full-time study.

9. Master of Public Health & Medical Doctor (MPH)

A combined MPH/MD highlights the intersection of community health and clinical medical practice. This degree combines individualized and community perspectives on healthcare issues, training you both to treat patients and address larger, population-wide health issues. An MPH/MD program typically takes 4-5 years to complete.

Is a Combined Master's and Ph.D. Degree Worth It?

Combined master's and Ph.D. programs offer some notable professional benefits, including increased job options and higher salary potential. However, earning two advanced degrees usually doesn't come cheap — particularly if you're pursuing high-paying fields such as medicine, business, and law.

Ultimately, you have to weigh the increased cost of earning two degrees against potential future earnings in your field.

If you're interested in a specific career path or hope to advance in your current job, a dual degree can be a practical choice. At the same time, it's crucial to consider your return on investment and how much more you can realistically earn by completing two graduate degrees instead of just one.

Frequently Asked Questions About Dual Master's and Ph.D. Programs

How long does a combined master's and ph.d. program take.

Completion times for combined master's and Ph.D. programs vary by school and type of degree, but most programs take 3-6 years. Accelerated programs may take as few as three years, while part-time programs usually take longer.

Do you need your master's to earn a Ph.D.?

Education requirements for admission vary by program. Some dual degrees, such as the MBA/DNP, often require you to hold a master's in nursing to apply. Others, such as the MBA/JD, only require a bachelor's degree. Consult individual program admissions requirements to learn what level of education you need to apply.

What can you do with a combined master's and Ph.D.?

Most combined master's and Ph.D. programs prepare you for management roles and other advanced positions within your field. These degrees also qualify you for more specialized jobs that combine knowledge from multiple fields, such as healthcare management or corporate law.

Can you get your master's and Ph.D. at the same time?

Dual master's and Ph.D. programs often let you complete coursework for both degrees simultaneously. Combining coursework helps you earn your master's and doctorate in less time than it would take to complete both degrees separately. Some programs may split coursework for the two degrees into different school years, while others let you work toward both degrees simultaneously.

Explore More College Resources

Dual-degree program guide.

Dual Degree vs. Double Major: What’s the Difference?

Do you need a master’s to get a ph.d..

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• Integrated Masters with PhD – Explained
• Types of Doctorates

An Integrated Masters with a PhD (iPhD) is a four-year postgraduate level programme that combines a one-year Masters course with a three-year PhD course. They allow students to familiarise themselves with their chosen topic, research methods and academic writing techniques before embarking on their own independent research project. An Integrated Masters with a PhD is particularly popular with international students and students who initially lack specialised knowledge or research skills.

Introduction

An Integrated Masters with PhD, also commonly referred to as either just an Integrated Masters degree or an Integrated PhD, offers a relatively new way to undertake postgraduate training. They maintain the depth and focus of a conventional PhD but offer a more comprehensive doctoral training experience.

Due to their growing popularity, both the number of universities offering these newer forms of PhD and the number of students applying to them has steadily increased.

This page describes what Integrated Masters with PhDs are, who they are for, their advantages and disadvantages, how they differ from conventional PhDs and how they are structured in terms of programme, eligibility and costs. This page is for you if you are considering applying for an integrated course, or simply want to know more about them.

What is an Integrated PhD?

An Integrated PhD is a four-year postgraduate programme. They involve undertaking a one-year Masters degree (MRes or MSc) in your first year, followed by a three-year PhD programme in your second to fourth year. Although the courses run back-to-back, a student can only progress to the second year if they show satisfactory performance in their first year. The one-year Masters and the three-year PhD are considered separately in terms of qualifications; therefore, a student who completes an Integrated PhD will receive both a Masters degree (MRes or MSc) and a PhD as opposed to a single postgraduate qualification.

The aim of an Integrated PhD is to provide a structured approach to doctoral studies, combining advanced PhD research with formal teaching in relevant subjects, research methods and communication skills.

As Integrated PhDs are relatively new compared to more regular doctoral pathways such as stand-alone or MPhil-upgraded PhDs, some professors informally refer to them as ‘New Route PhDs’.

Difference Between Integrated PhD and Regular PhD

The most significant difference between an Integrated PhD and a regular PhD is the addition of the one-year Masters degree at the beginning of the programme. This results in an Integrated PhD typically lasting four years, as opposed to the three years as with regular PhDs.

Integrated PhDs are structured in such a way that they provide students with a broader range of foundational skills than a regular PhD. The first year introduces you to a combination of taught elements, practical experience and advanced research skills. In a regular PhD this mode of teaching is missing as it is assumed you already have this level of knowledge.

The last significant difference between the two types of doctoral programmes is the ‘group’ aspect associated with the Integrated version. Since the Masters programme also includes other students enrolled in Integrated PhDs, you will have a small cohort with whom you will work closely alongside during your studies.

Who are Integrated PhDs suitable for?

Integrated PhDs can be an effective pathway for any student, but they stand out in two situations:

Scenario 1: International Students

The Higher Education system differs across countries , although not by a large amount, enough to where an unfamiliar student may struggle, especially when working independently. An Integrated PhD allows you to adapt to the UK education system by offering a more guided and hands-on approach to your learning and research process before you embark on your three-year research project.

It also has visa benefits. If an international student seeking a Masters degree in the UK already knows they want to follow it up with a PhD, enrolling in an Integrated PhD will save them from having to leave the country and re-apply for a visa after completing their initial postgraduate degree.

Scenario 2: Lack of undergraduate research experience or a relevant Masters degree

An Integrated PhD is useful for students who have academic abilities but lack the necessary background to be considered for a standard-route PhD. This usually occurs under one of three scenarios:

• The applicant is currently an undergraduate student or only holds a Bachelor’s degree,
• The student has a Masters degree, but in a subject only loosely related to the discipline they wish to pursue at doctoral level,
• The student has a relevant Masters degree, but the programme lacked a research focus, leaving the student with underdeveloped research skills.

Advantages and Disadvantages of an Integrated PhD

The advantages of an Integrated PhD are strongly linked to the international and inexperienced students they cater for. They offer students an effective means of gaining more confidence, knowledge and research skills in their field before starting a doctorate, and also provide visa benefits to international students who will be undertaking prior postgraduate study.

Integrated PhDs also enable students the possibility of receiving funding for the Masters phase of their programme, as will be explained in more detail in the ‘Funding Opportunities’ section.

Integrated doctorates have no obvious disadvantages, but are generally not suitable for those who already have a Masters degree or well-developed research skills in their chosen field. For these students, the additional costs and duration of an Integrated PhD can be avoided by opting for a traditional PhD for which they will already be suited for.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

The programme of study is naturally divided into two parts, the first for your Masters studies and the second for your PhD studies.

Your Masters studies will usually be divided into 180 module credits, half of which will focus on taught components and the other half on research components.

The modules will be tailored to your course, but they will include a variation of:

Taught modules:

• Subject-specific module – You choose one or two modules from a predefined list of topics within your subject area. Your selection should reflect the research area you want your PhD to focus on.
• English and Communication – Academic language and communication skills will be taught to prepare you for the ‘writing-up’ phase of your doctorate. A common misconception is that this module is similar to the English language requirement tests required to apply to a iPhD. In reality, the module will focus on learning how to critically evaluate research sources, write abstracts, literature reviews and conclusions, communicate in lab-based environments and present to audiences.
• Research Techniques  – You’ll receive in-depth training to familiarise you with the different research methods and analytical techniques available to modern researchers.
• Research Proposal Development  – You’ll work with your intended PhD supervisor to prepare a research proposal for your three-year PhD research project.

Research Modules:

You will carry out one or two small laboratory research projects under supervision for practical experience.

If you complete these modules with satisfactory performance, you will be awarded a Masters degree and will be considered for the following three-year PhD programme.

Each university has its own process for making this consideration, but most invite you to an interview with the supervisor you wish to conduct research with. The interview is used to confirm that you have acquired the specialised knowledge and research skills expected at masters level, and beyond that of someone capable of completing doctoral study.

If your interview goes well, you will be enrolled in your PhD programme. From this point on, your path will be the same as a regular PhD student. During your doctoral phase, you will conduct independent research and laboratory work for two years, followed by a final year of writing up and formally submitting your findings as a thesis. Your thesis, expertise and research competence will be assessed in an oral examination known as a viva. Upon successful completion of your viva, you will be officially awarded a PhD, and your studies will come to an end.

It should be noted that aside from the above, your university may offer optional modules which can equip you with a wide range of transferable skills.

Eligibility

Entry requirements for an integrated masters degree in the UK will vary from university to university, but the typical requirement is an Upper Second Class (2:1) honours Bachelor’s degree in a relevant subject. Equivalent international qualifications are also accepted.

If you are an international student and English is your second language, most universities will require proof of your English language proficiency through an exam certificate. It’s best to check directly with the universities which certificate types they accept, but the most common English language qualification requirement is an IELTS certificate, with a minimum overall score of 6.5 with no less than 6.0 in each category.

The typical annual tuition fee for an Integrated PhD in the UK is £4,712 per academic year for home/EU students (or £2,356 for part-time study) and £19,596 per academic year for international students (or £9,798 for part-time study).

As with all doctoral programmes, there are likely to be additional costs associated with your studies, such as bench fees for lab work, travel costs for collaborating and potential write-up fees for students who need more time to submit their thesis. You can get more information about these additional costs on our cost breakdown page .

Funding Opportunities

You can obtain funding for Integrated PhDs in the same way as for regular PhDs. Funding is usually provided by one of the seven UK Research Councils  and research charity organisations such as the  Wellcome Trust ; grants, scholarships and funded opportunities can be found directly in our searchable database .

Funding can either be partial (tuition fees only) or full (tuition fees and living costs). Most funding providers also cover the tuition fee for the Masters degree programme due to being integrated with the PhD, however, you should confirm this on a case-by-case basis.

As with regular PhD funding, the fully-funded opportunities are generally limited to home and EU students.

It’s also worth noting that PhD programmes which include an integrated Masters degree are eligible for a Doctoral Loan , even if you already have a postgraduate Masters degree from a previous university. Applications for Doctoral Loans must be made directly to Student Finance England and you must first be registered for a full doctoral degree. Due to application restrictions, you won’t be able to apply for a separate Postgraduate Masters Loan for the integrated Masters phase of your degree.

Availability

You can search for Integrated PhDs in three ways:

• Our Search Page  – Search for the term ‘Integrated’ in our  comprehensive database of STEM PhDs .
• University Search Pages – Universities advertise their Integrated PhDs on their postgraduate search pages. You can find them by searching the name of the university followed by “ search postgraduate courses ” directly in Google.
• Funding Body Websites – Funding bodies which provide studentships for Integrated PhDs sometimes advertise the positions on their website. A list of the most common funding providers can be found here: PhD Studentships .

Browse PhDs Now

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Application requirements for phd, ma, ms.

The following requirements and processes apply to all PhD and most master’s programs with the following exceptions:

• Stanford Teacher Education Program (STEP)
• Joint MA Programs
• Individually Designed MA in Education

Deadlines For The 2025-2026 Academic Year:

Application Available:  September 15, 2024 PhD Application Deadline: Early December 2024 MA/MS Application Deadline:  Early January 2025 KHS  GSE Program Application Deadline, Master's & PhD Candidates: Mid November 2024

Complete and submit Stanford’s graduation application form . For reference only, here is a PDF sample of last year's application .

Coterm applicants (current Stanford undergraduates): please use the coterminal application . For more information on being a GSE coterm, visit this page: https://ed.stanford.edu/admissions/coterminal

The application fee is $125, is nonrefundable, and must be received by the application deadline.

Application fee waivers are reviewed when the graduate application opens in mid-September, and are available to GSE applicants in three ways:

• GRE Fee Reduction Certificate-Based Waiver
• Program Participation-Based Waiver
• School-Based Waiver

GRE fee reduction certificate and program participation waivers are granted by Stanford's Central Graduation Admissions office . School-based waivers are granted by GSE admissions to applicants who do not qualify for the GRE fee reduction certificate or the program participation-based waiver. School-based waiver applications will be reviewed on a first-come basis. Preference is given to low-income, first generation domestic applicants. Acceptance or denial of your fee waiver application does not affect your likelihood of admission into a graduate program.

GSE Admissions reviews and releases our School-based fee waiver decisions in rounds, and decisions are sent after 12:00 PM (Pacific) the day of the fee waiver application deadline. The rounds are scheduled as follows for the 2024-2025 application cycle:

Round 1: October 1 - October 19 @ 12pm PDT (decisions released on October 20) Round 2: October 20 - November 2 @ 12pm PDT (decisions released on November 3, last day for KHS Master's or PhD applicants) Round 3: November 3 - November 16 @ 12pm PDT (decisions released on November 17, last day for PhD applicants) Round 4: November 17 - December 7 @ 12pm PST (decisions released on December 8) Round 5: December 8 - January 4 @ 12pm PST  (decisions released on January 5, last day for Master's applicants)

If your fee waiver application is approved you will receive a waiver code to enter on the payment page of your graduate admissions application.

If you do not receive a fee waiver, you are instructed to pay the $125 nonrefundable fee.

Your typed, single-spaced statement of purpose should be between one and two pages with 12-point font and regular, one-inch margins. Describe your reasons for applying, your preparation for this field of study, why our program is a good fit for you, your future career goals, and other aspects of your background and interests that might aid the admissions committee in evaluating your aptitude and motivation for graduate study.

If you are applying to the doctoral program , you should include your research interests and the names of two or three faculty members whose work closely converges with yours, to identify potential advisors. DAPS applicants have a specific statement of purpose prompt; please review it below under the program-specific requirements section.

For master's applicants , focus on how your previous work, background, and/or academic experience informs your decision to apply to the program as well as how the program will impact your career goals.

Please keep a copy for your records.

What is a good statement of purpose?

Upload your resume or CV (whichever is most appropriate to your background) in the online application. There is no page limit, though we typically see resumes of one page with 12-point font and regular, one-inch margins.

In the online application, you will be asked to identify your recommenders and their email addresses. Please notify your recommenders that they will receive an email prompt to submit their letters online. You can submit your request for letters of recommendation through the system without submitting your entire application. Stanford GSE only accepts recommendations through the online application system , and cannot accept mailed, emailed, or faxed recommendations.

Your recommenders should be people who have supervised you in an academic, employment, or community service setting. We strongly recommend that at least one of these letters be from a university professor familiar with your academic work. Your letters should directly address your suitability for admission to a graduate program at Stanford GSE.

It is your responsibility to ensure that all three letters of recommendation are submitted through the application system by the application deadline. 

Guide for Recommenders

If you are writing a letter of recommendation for an applicant to Stanford GSE, please review our Guide for Recommenders to see what we are looking for in a strong letter or recommendation.

We require transcripts from every college and university you have attended for at least one academic year as a full-time student. Upload transcripts as scanned copies or PDFs (no larger than 10MB) when submitting the online application. Please refrain from uploading a secured PDF/transcript with a digital signature, as our system cannot upload these properly.

If you earned a degree at the institution from which you are submitting a transcript, please ensure that the degree conferred and the degree conferral date are clearly visible on the document. If you are currently enrolled in a degree program and will not have earned the degree by the time you submit your application, submit your most recent in-progress transcript .

If admitted, we will contact you with instructions for sending official transcripts. Note that the instructions for sending transcripts in the online application and on the Stanford Graduate Admissions Office website differ from this GSE requirement.

Study Abroad

If the transcript from your home institution reflects your study abroad coursework and grades, you do not need to submit original transcripts from your abroad institution.

Foreign Institutions

If your institution provides a transcript in a language other than English, we require that you submit a translation, either provided by the institution or a certified translator. Translations must be literal and complete versions of the original records.

If your transcript does not include your degree conferred and your degree conferral date , please submit a scanned copy of your diploma, a conferral statement, or a conferral document in addition to your transcript. If you are currently enrolled in a degree program and will not have earned the degree by the time you submit your application, submit your most recent in-progress transcript .

GSE will not require the GRE for admission for the 2025-2026 academic year. However, applicants will have the opportunity to submit GRE scores if you have taken the test and feel that your scores would enhance your application. Not submitting your GRE scores does not affect your application negatively in any way. If you wish to send scores, please follow the guidelines below.

• For applicants submitting optional GRE scores: We accept all scores that are still valid/reportable by ETS standards . If your scores are reportable you may send them electronically to Stanford University institution code 4704 (department code does not matter). Once you submit your application, your scores will be matched with your application. We cannot guarantee that official scores received after your program’s application deadline will be included in your application.

TOEFL Requirement

Stanford University requires the TOEFL from all applicants whose native language is not English. The GSE requires a minimum score of 100 ibT. The Test of Written English (TWE) is not required. Applicants who have completed a four-year bachelor’s degree or a one- or two-year master’s program (or equivalent) in the U.S. or at an institution at which English is the main language of instruction do not need to take the TOEFL. For more information on TOEFL requirements, please refer to the central Stanford Graduate Admissions website .

TOEFL Dates and Deadlines

You should plan to take the TOEFL and have the scores sent electronically to Stanford at institution code 4704 no later than the following dates:

• PhD applicants: November 1 (to meet the December 1 deadline)
• MA/MS applicants: December 13 (to meet the January 7 deadline)
• KHS-GSE applicants: October 15 (to meet the November 15 deadline)

In alignment with ETS policy, Stanford considers TOEFL scores to be valid for two years (counting back from the application deadline).

Do I need to take the TOEFL?

Please follow our TOEFL flowchart  to determine if you are required to take the TOEFL.

TOEFL Waiver Request

If you have earned a degree from an institution in a country outside the U.S., Australia, Canada (except Quebec), New Zealand, Singapore, Ireland, or the UK but the language of instruction was only English, then you may request a TOEFL waiver from Stanford's central Graduate Admissions Office. Because the central office needs up to 15 business days (three weeks) to review the request, then please plan to submit your GSE application 3 weeks BEFORE the application deadline.  To request a TOEFL waiver, please see the instructions at the bottom of this page .

If approved, you do not need to take the TOEFL. If not approved, you need to take the TOEFL.

Program-Specific Requirements

Cte: elementary education; literacy, language, and english education; history/social science education; mathematics education; science education; teacher education.

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Not required. Other program-specific requirement: None.

NOTE : The History/Social Science Education program will  not admit students for the 2024-2025 academic year. 

DAPS: Developmental and Psychological Sciences

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Not required. Other program-specific requirement: DAPS Statement of Purpose must include the following (2,000 word maximum):

• Describe your academic coursework (e.g., courses in math, statistics, computer science, data science, interview or ethnographic methods, etc.) that demonstrates you have potential to be successful in the research-focused DAPS strand. Also, add a short statement of why you believe these courses are relevant to your DAPS ambitions.
• Describe any research experiences and papers you have authored/co-authored that demonstrate you have potential to be successful in the quantitative/qualitative-focused DAPS strand.
• Describe any other academic, research or volunteering experiences (e.g., film projects, policy briefs, software design, teaching) that demonstrate your potential as a researcher.
• Describe experiences that illustrate why you are applying to the graduate program in DAPS. These experiences should include academic, research, or professional experiences, and they may also include personal experiences that further demonstrate your commitment to this course of study.
• Lastly, how do you see your interests and ideas connected to those of two or more current faculty members in the DAPS program?

LSTD: Learning Sciences and Technology Design 

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Not required. Other program-specific requirement : None.

RILE: Race, Inequality, and Language in Education 

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Required. Please submit a piece of writing that helps us understand your perspectives on education as they relate to race, inequality, and/or language. The piece could include a blog post, an op-ed, a reflection on a lesson you have designed, an essay, or a more formal research paper. There is no minimum or maximum page limit requirement, however 1,000 to 5,000 words is preferred. Other program-specific requirement: None.

SHIPS: Anthropology of Education

Interview: Not required. Writing sample: Required. Please submit one research-oriented writing sample written in the context of your employment or education. The writing sample should be at least 10 pages in length; submitting the work in its entirety is acceptable. Other program-specific requirement: None.

SHIPS: Economics of Education

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Not required . Other program-specific requirement: You will be asked to respond to these essay prompts on the SHIPS Economics of Education supplemental application (page 13).

• Please discuss a situation in which you approached a problem with data (preferably about education). Explain the problem you addressed and how you used your analytical and technical skills as well as your domain knowledge to understand the data and problem. You may also elaborate on potential theoretical applications and/or data-driven approaches if you have yet to carry one out. (1,500 characters maximum)
• It is important we understand your current skills so we can better understand your needs should you be admitted to the program. On the application, you will be asked to fill out a skill level matrix. View the matrix here . If your answer is other than “degree” or “certified course,” please elaborate. (1,000 characters maximum)
• How many years of experience do you have with statistical software/programming languages? Please list languages and experience. (for example: R—x years; Python—x years; Stata—x years, etc.)
• Please identify a piece of empirical research/scholarship about education that represents the scholarship that you would like to learn to do. Why do you find this type of research valuable? We would prefer if you choose a sample of research or scholarship that was not written by one of our program faculty. (1500 characters maximum)

SHIPS: Education Data Science

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Required. Please submit a research-oriented writing sample, e.g., master's or honors thesis, senior or capstone research paper, a class research paper or proposal, or a study written in the context of your employment. Other program-specific requirement: You will be asked to respond to these essay prompts on the SHIPS EDS supplemental application (page 13).

• Please briefly describe what your ideal PhD program would provide, given your academic and professional goals. (1500 characters maximum)
• Please discuss a situation where you approached a problem with data (preferably about education). Explain the problem you addressed and how you used your analytical and technical skills as well as your domain knowledge to understand the data and problem. You may also elaborate on potential data-driven approaches if you have yet to carry one out. (1500 characters maximum)
• How many years of experience do you have with statistical software/programming languages? Please list languages and experience (for example: R—x years; Python—x years; Stata—x years, etc.).

SHIPS: Educational Linguistics

Interview: Not required Writing sample: Required. Please submit one research-oriented writing sample written in the context of your employment or education. The writing sample should be at least 10 pages in length; submitting the work in its entirety is acceptable. Other program-specific requirement: None.

SHIPS: Educational Policy

Interview: The admissions committee might contact you for an interview in order to get additional information. Writing sample: Not required. Other program-specific requirement: You will be asked to respond to these essay prompts on the SHIPS Educational Policy supplemental application (page 13).

SHIPS: Higher Education

Interview: The admissions committee might contact you for an interview in order to get additional information.  Writing sample: Required. Applicants must submit a research-oriented writing sample, e.g., master's or honors thesis, senior or capstone research paper, a class research paper or proposal, or a study written in the context of your employment. Other program-specific requirement: You will be asked to respond to these essay prompts on the SHIPS Higher Education supplemental application (page 13). 

• Describe any research experiences or other scholarly work that illustrate your potential for doctoral training. (1500 characters maximum)
• Describe how specific faculty, research, and curricular resources at Stanford and the GSE will help you accomplish your goals for doctoral training. (1500 characters maximum)
• Describe how you envision contributing to the doctoral learning community at Stanford and the GSE. (1500 characters maximum)

SHIPS: History of Education

Ships: international comparative education , ships: organizational studies.

This program will not admit students for the 2024-2025 academic year. 

SHIPS: Philosophy of Education

Ships: sociology of education.

Interview: The admissions committee might contact you for an interview in order to get additional information.  Writing sample: Required. Applicants must submit a research-oriented writing sample, e.g., master's or honors thesis, senior or capstone research paper, a class research paper or proposal, or a study written in the context of your employment. Other program-specific requirement: You will be asked to respond to these essay prompts on the SHIPS Sociology of Education supplemental application (page 13). 

The CTE master's program will not admit students for the 2024-2025 academic year. 

Interview: Not required. Writing sample: Not required. Other program-specific requirements:

• Please briefly describe what your ideal MS program would provide, given your academic and professional goals (1500 characters maximum).
• Please describe a time you used data to better understand a problem (preferably related to education). How did you use your analytical and technical skills as well as your domain knowledge to frame the problem and consider solutions? You may also elaborate on potential data-driven approaches if you have yet to carry one out (1500 characters maximum).
• How many years of experience do you have with statistical software/programming languages? Please list statistical software/programming languages and experience separately (for example: R—x years; Python—x years; Stata—x years, etc.).
• Students will need basic programming skills to enter most data science classes. As a result, basic programming experience or prior coursework in programming is required. Novices should consider taking EdX or Coursera courses before applying. The education data science program relies on R and Python programming languages.

Interview: Not required. Writing sample: Required. Please submit one research-oriented writing sample written in the context of your employment or education. The writing sample should be at least 10 pages in length; submitting the work in its entirety is acceptable. Other program-specific requirement : None.

Interview: Not required. Writing sample: Not required. Other program-specific requirement: You will be asked to respond to these essay prompts on the LDT supplemental application (page 13).

• Please briefly describe what your ideal master’s program would provide, given your academic and professional goals. (1,000 characters maximum)
• What intrigues you about the design of digital tools for learning? (1,000 characters maximum)

Interview: Not required. Writing sample: Required. Please submit a writing sample of no more than 10 typewritten pages. This may be a paper written for a course, a section of an undergraduate thesis, a report submitted in the context of your employment, or a piece you write in response to a current event or something you have read. This writing sample should show evidence of your ability to evaluate an issue or problem, use evidence, and offer an informed opinion or solution. Other program-specific requirement: You will be asked to respond to this additional essay prompt on the POLS supplemental application (page 13): 

• Why POLS? Why Stanford? (2,500 characters maximum)

Still have questions? Our FAQ page might have what you are looking for.

For information not covered in our program pages , application requirements, or FAQ page , please contact the GSE Admissions Office at [email protected] . For information on recruitment events and visiting campus, please see Connect & Visit .

Financing Your Education

To learn more about tuition and financial support at the GSE, please visit Financing Your Education .

If you are uncertain about which degree or program to which you should apply, read "Which Degree, Which Program" by Associate Dean for Student Affairs, Professor Eamonn Callan.

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MA/PhD in English Language and Literature

Program Overview

Our MA/PhD in English Language and Literature is an integrated program that allows students to earn an MA on the way to the PhD. We do not admit students for a terminal MA degree. The program receives over 250 applications of admission each year and typically enrolls an entering class of 10-14 students, all of whom receive funding.   

The MA/PhD program offers two tracks: one in Literature and Culture, the other in Language and Rhetoric. Within each track, students will develop individualized programs of study in close consultation with faculty mentors. Intellectually, there is substantial connection between work in these areas of the department: faculty teaching in the Language and Rhetoric track are certainly thinking about matters of culture, just as faculty teaching in Literature and Culture clearly attend to the nature and politics of language. Students in either track can and do take courses in the other.

However, these two tracks offer distinct forms of professional training and accreditation: students in the Literature and Culture track are trained to conduct research and to teach in literary and cultural studies (e.g., in fields such as Victorian literature, ecocritism, or contemporary speculative fiction). Students in the Language and Rhetoric track are trained to conduct research and to teach in areas broadly related to language-in-use (e.g., in fields such as composition studies, rhetoric, history of English, applied linguistics, literacy, and writing pedagogy). Their research might study practices in the composition classroom or might address topics in discourse analysis, language policy, and translingualism. On completion of the PhD, Literature and Culture students are qualified to apply for jobs teaching in their area of literary or cultural study; students in Language and Rhetoric are qualified to apply for jobs in rhetoric and composition studies, applied linguistics, or writing program administration. When applying to the program, applicants must choose between these two tracks and may not apply to both simultaneously.

Department faculty work across a range of historical periods (Medieval, Early Modern, 19 th , 20 th , and 21 st centuries) and methodological frameworks with a focus on the study of discourse, literacy, textuality, genre (including speculative fiction and SF), gender and sexuality, race and ethnicity, postcoloniality, indigeneity, disability, environment, media, and public culture. For a fuller snapshot of the work we do, please consult our faculty profiles . 

Application Information

Application materials are due December 1. (If December 1 falls on a Saturday or Sunday, then the deadline is the following Monday.)  Offers of admission are usually made by mid-March.  

• How to Apply
• Application Checklist

For frequently asked questions, please see our  MA/PhD FAQ  page. 

Funding Opportunities

We offer a funding package to all admitted MA/PhD students. The funding package includes a tuition waiver, health insurance, and a monthly stipend during the academic year through an Academic Student Employee position. In general, duties include teaching one English class, assisting in a large lecture and leading quiz sections, or assisting in program administration.

PhD students also have opportunities to compete for fellowships and scholarships offered through the Department of English.

• Check out our other Funding Opportunities

MA/PhD Degree Requirements

MA/PhD degree requirements can be found here: PhD Degree Requirements .

Students who enter our PhD program without a related master’s degree will be required to complete an MA in the first two years. More information can be found here:  MA/PhD Degree Requirements: Master's Degree .

Placement & Alumni

A recent survey of our graduates from 2008-2018 showed the following employment rates:

• 43% in tenure-track positions
• 43% in other academic positions (not tenure-track)
• 8% in professional careers

Dissertation abstracts from recent graduates can be found here: Graduate Research .

Check out our  PhD Alumni Spotlight page where recent alumni have shared their current job placements, highlights from their time at UW, and advice for current and prospective students. 

Contact an advisor

• We welcome questions and correspondence from prospective graduate students at  [email protected]
• Meet our Graduate Staff
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• Dual Degree Programs

JD/PhD and JD/MA Programs

New York University School of Law (Law) and Graduate School of Arts and Science (GSAS) offer coordinated dual degree programs leading to a Juris Doctor (JD) and either a PhD or MA degree in two Arts and Science disciplines:

Law and GSAS also offer dual degree programs leading to a JD and MA in the following disciplines:

• French Studies
• Latin American and Caribbean Studies

Law and GSAS also offer dual degree programs leading to a JD and PhD in the following disciplines:

• American Studies
• Comparative Literature
• Computer Science
• Hebrew and Judaic Studies
• Italian Studies
• Mathematics
• Middle Eastern and Islamic Studies
• Neural Science
• Psychology (Cognition and Perception)

Students enrolled in these dual degree programs will work closely with faculty advisors in both the School of Law and GSAS to develop an integrated program of study and research. The programs are particularly aimed at students interested in pursuing academic careers. We expect that students who complete the JD/PhD program will be strong candidates for faculty positions in both law schools and in arts and sciences programs. The JD/MA programs provide rigorous interdisciplinary training for students interested in legal academia, but also for students who plan to pursue other career paths related to law.

These coordinated programs reduce the amount of time required to complete both degrees. The School of Law will count 12 credits of GSAS coursework toward the total of 83 credits required for the JD degree, typically allowing dual degree students to complete their JD coursework in five semesters rather than the usual six. All coursework must be approved by the respective program to count towards the dual degree program. Likewise, some law school coursework will count toward the PhD and MA program requirements, allowing students to accelerate the completion of those degrees. For students in the JD/MA program, both degrees are typically conferred at the end of four years (eight semesters) rather than the usual five years to complete both degrees separately. For students in the JD/PhD program, the JD is typically conferred at the end of the fourth year, while the student continues to complete the PhD requirements.

Prospective dual degree students must apply independently to both the School of Law and GSAS and be admitted to both. Current law students or GSAS doctoral students may apply to enter a dual degree program during their first year. Students looking to start the JD/PhD program at GSAS should inquire with the School of Law about the program sequence. Please refer to the GSAS website for information regarding funding for PhD candidates.

Students interested in a dual degree program are encouraged to contact Amy Chu, Senior Director of Academic Services and Registration at the School of Law ( [email protected] or 212-998-6020) or Tania Barnes at GSAS ( [email protected] ) for more information.

© 2024 New York University School of Law. 40 Washington Sq. South, New York, NY 10012.   Tel. (212) 998-6100

• Harvard Business School →
• Doctoral Programs →

PhD Programs

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

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

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

How do I know which program is right for me?

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

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

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

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

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

Accounting & Management  

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

Program Type

• Combined Degree (4)
• Degree Granting (72)
• Summer Programs (1)
• Visiting Students (4)

Academic Areas

• Arts & Architecture (4)
• Biological Sciences (4)
• Engineering & Applied Sciences (10)
• Harvard Integrated Life Sciences (14)
• History (14)
• Humanities (22)
• Languages (9)
• Mathematics (2)
• Medical Sciences (7)
• Physical Sciences (6)
• Social Sciences (21)

Degrees Offered

• AB/AM, AB/SM (1)
• Doctor of Philosophy (PhD) (68)
• Master of Arts (AM) (8)
• Master of Engineering (ME) (2)
• Master of Science (SM) (4)

GRE Requirement

• Not Accepted (28)
• Optional (28)
• Required (14)

African and African American Studies

American studies, anthropology, applied mathematics, applied physics, architecture, landscape architecture, and urban planning, bioengineering, biological and biomedical sciences, biological sciences in public health.

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Loyola University Chicago

Department of philosophy, phd and ma programs, welcome to the philosophy graduate program.

Loyola’s graduate program in philosophy prepares students to be scholars and teachers who are grounded in the history of philosophy as well as contemporary philosophical methodologies. It supports specialization in a variety of contemporary fields, including those that expand the purview of philosophical inquiry beyond its traditional boundaries. Our department values philosophical pluralism, and our faculty represent diverse philosophical schools and perspectives, offering students a uniquely well-rounded education. We also take seriously the commitment of our Jesuit institution to social justice, providing opportunities to pursue philosophical inquiry that is socially engaged, interdisciplinary, and oriented toward the betterment of the world.

At Loyola, we offer four graduate degree programs:

PhD in Philosophy

MA in Philosophy

MA in Social Philosophy

BA/MA five-year program in Philosophy

Loyola’s graduate faculty boasts a wide range of research strengths across the core areas of philosophy, offering a diversity of research paths that students can pursue. These strengths include:

Social and Political Philosophy/Ethics

Continental Philosophy

History of Philosophy

Critical Philosophy of Race

Why Loyola?

Excellence in Research and Teaching: As a graduate student at Loyola, you will be mentored by nationally and internationally renowned scholars in your field and receive training through research assistantships, workshops, and seminars that prepare you to present and publish original research. Loyola will also prepare you to be an excellent teacher who can design and deliver courses across the core areas of philosophy and adapt to the needs of diverse student bodies.

Professional Development and Placement: Loyola offers extensive training for doctoral students interested in pursuing the academic job market as well as MA students applying to PhD programs. This includes our first year proseminar to prepare students for graduate coursework, research assistantships, and placement and professional development workshops throughout the year.

Diversity at Loyola : The Loyola Philosophy Department is committed to cultivating a diverse, inclusive, and welcoming philosophical community. Our graduate faculty is uniquely positioned to support research in underrepresented fields such as critical philosophy of race, feminism, and queer theory. Loyola’s philosophy department also houses a graduate student led Minorities and Philosophy chapter that hosts events and provides mentoring to undergraduate students.

Chicago’s Philosophical Community: Loyola graduate students are at the heart of one of the most vibrant philosophical communities in the world. Our students can participate in research opportunities at universities in the Chicago area including Northwestern, DePaul, University of Chicago, University of Illinois-Chicago, as well as other landmark universities in the Midwest region including Marquette, Saint Louis University, and Notre Dame. In addition, Loyola houses four research groups that host speakers, organize conferences, and provide opportunities for Loyola graduate students and faculty to present their research: The Phenomenology Research Group (PRG), the Social, Political, and Legal Philosophy Workshop (SPLW), the History of Philosophy Roundtable (HOPR), and the Loyola Ethics and Values Symposia (LEAVS).

Career Pathways: While Loyola provides an exceptional education for those pursuing careers in academia, we recognize the importance of serving students who are interested in alternative paths. Loyola offers training and internship opportunities that prepare students to enter such fields as academic publishing, education administration, public policy, social work, and computer programing.

You can learn more about how to apply to our graduate program through our website. Feel free to reach out to our Graduate Program Director  Dr. Jennifer Gaffney  with any questions.

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PhD and MA Programs

• Graduate Program Overview
• Admissions and Funding
• Information for Current Students

The Department offers both the Ph.D. and M.A. degrees.  The graduate program is structured to provide students with a comprehensive understanding of contemporary analytic philosophy, as well as the tools and skills to produce innovative research of their own. The Department has special strengths in the areas of:

• Ethics and Political Philosophy
• Philosophy of Mind and Cognitive Science
• Logic 
• Philosophy of Language

However, faculty members have a wide range of research interests in areas throughout contemporary analytic philosophy, including metaphysics, epistemology, philosophy of science, the history of philosophy, artificial intelligence, and decision, game, and social choice theory. Many members of our Department reach across disciplines to work with colleagues from other excellent departments and schools at Maryland, such as Computer Science, Economics, Government and Politics, Linguistics, Medicine, Neuroscience, and Psychology.

Please the links at the right for further information.

Graduate Director

Fabrizio cariani.

Professor, Philosophy

Admissions Officer

Paolo santorio.

Associate Professor, Philosophy

• School of Public Health and Health Professions
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• Gloria Aidoo-Frimpong, PhD, MPH, MA

Gloria Aidoo-Frimpong

Phd, mph, ma.

Research Topics

Global HIV/AIDS prevention and care; immigrant and refugee health; health disparities and health equity; technology-based research methods (e.g., social media platforms such as WhatsApp); implementation science; reproductive and sexual health; mixed-methods research

Contact Information

193 Farber Hall

Buffalo NY, 14214

Fax: (716) 829-2979

[email protected]

Selected Publications

• Aidoo-Frimpong, G ., Tong, G., Akyirem, S., Abwoye, N. D., Nwanaji-Enwerem, U., Lopez, J.D., Wilton, L., & Nelson, E. L. (2024). Sociodemographic correlates of late HIV diagnosis among men who have sex with men (MSM) in Ghana. AIDS care, 1–9. Advance online publication.  https://doi.org/10.1080/09540121.2024.2325071 .
• Mangum, L. C., Aidoo-Frimpong, G. , Alexander, I., Waddell, A., & Whitfield, D. L. (2024). "We Take Care of Our Young, No Matter What," Experiences of Engagement in HIV Care Among Black Mothers Parenting Dependent Children in Southwestern Pennsylvania: A Retrospective Descriptive Qualitative Study. The Journal of the Association of Nurses in AIDS Care : JANAC , 10.1097/JNC.0000000000000473. Advance online publication. https://doi.org/10.1097/JNC.0000000000000473 .
• Robinson, M., Aidoo-Frimpong, G ., Nelson, L.E., Williams, B., Sandoval-Rosario, M., & Chandler, R. (2024). Navigating pre-exposure prophylaxis access: Qualitative insights from Black Women at a Northeastern Historically Black College and University. Journal of the Association of Nurses in AIDS Care 35(3) :p 234-244, May/June 2024. | DOI: 10.1097/JNC.0000000000000470.
• Chandler, R., Warner, S., Aidoo-Frimpong, G ., Wells, J. (2024). “What Did You Say, ChatGPT?” The Use of AI in Black Women's HIV Self-Education: An Inductive Qualitative Data Analysis. Journal of the Association of Nurses in AIDS Care 35(3) :p 294-302, May/June 2024. | DOI: 10.1097/JNC.0000000000000468.
• Dada, D., Abu-Ba’are, G. R., Turner, D., Mashoud, I. W., Owusu-Dampare, F., Apreku, A., Ni, Z., Djiadeu, P., Aidoo-Frimpong, G ., ... & Nelson, L. E. (2024). Scoping review of HIV-related intersectional stigma among sexual and gender minorities in sub-Saharan Africa. BMJ open, 14 (2), e078794.
• Abu-Ba'are, G. R., Aidoo-Frimpong, G ., Stockton, M., Zigah, E.Y., Amuah, S., Amu-Adu, P., Amoh-Otoo, R.P., Nyblade, L., Torpey, K., & Nelson, E.L. (2024). “I told myself, be bold and go and test”: Motivators and barriers to HIV testing among gays, bisexuals, and all other men who sex with men in Ghana – West Africa. PLOS Glob Public Health. 2024 Jan 11;4(1):e0002231. doi: 10.1371/journal.pgph.0002231.
• Bleasdale, J., Wilson, K., Aidoo-Frimpong, G ., Gabriel, S. J., & Przybyla, S. M. (2024). Lesbian, gay, bisexual, and transgender (LGBT) health education in healthcare professional graduate programs: a comparison of medical, nursing, and pharmacy students. Journal of homosexuality, 71 (1), 193-206.
• Goh, H. Q., Nelson, L. E., Teo, W. Z., Aidoo-Frimpong, G ., Ramos, S. R., & Shorey, S. (2023). Perspectives and thoughts of pregnant women and new mothers living with HIV receiving peer support: A mixed studies systematic review. Journal of advanced nursing , 10.1111/jan.16014. Advance online publication. https://doi.org/10.1111/jan.16014.
• Aidoo-Frimpong, G ., Turner, D., Collins, R. L., Ajiboye, W., Agbemenu, K., & Nelson, L. E. (2023). WhatsApp-propriate? Exploring "WhatsApp" as a Tool for Research Among Ghanaian Immigrants in the United States. Journal of racial and ethnic health disparities , 1–8. Advance online publication. https://doi.org/10.1007/s40615-023-01664-9
• Aidoo-Frimpong, G ., Agbemenu, K., Adzrago, D., Akyirem, S., Boateng, S., & Nelson, L. E. (2023). The Promise of Pre-Exposure Prophylaxis - Examining Awareness, Knowledge, and Willingness to use Different Modalities Among US-Based African Immigrants. Journal of immigrant and minority health , 10.1007/s10903-023-01515-z. Advance online publication. https://doi.org/10.1007/s10903-023-01515-z
• Gyamerah, A. O., Kinzer, E., Aidoo-Frimpong, G ., Sorensen, G., Mensah, M. D., Taylor, K. D., Vanderpuye, N. A., & Lippman, S. A. (2023). PrEP knowledge, acceptability, and implementation in Ghana: Perspectives of HIV service providers and MSM, trans women, and gender diverse individuals living with HIV. PLOS global public health , 3(6), e0001956. https://doi.org/10.1371/journal.pgph.0001956 .
• Reeves, J.M., Zigah, E.Y., Shamrock, O.W., Aidoo-Frimpong, G ., Dada, D., Batten, J., Abu-Ba’are, G.R., Nelson, L. E. & Djiadeu, P. (2023). Investigating the impact of stigma, accessibility and confidentiality on STI/STD/HIV self-testing among college students in the USA: protocol for a scoping review. BMJ Open 13:e069574. doi: 10.1136/bmjopen-2022-069574.
• Akyirem, S., Ekpor, E., Aidoo-Frimpong, G. A ., Salifu, Y., & Nelson, L. E. (2023). Online interviews for qualitative health research in Africa: a scoping review. International health , ihad010. Advance online publication. https://doi.org/10.1093/inthealth/ihad010
• Aidoo-Frimpong, G ., Collins, R. L., Agbemenu K., Orom, H., Morse, D. G., & Nelson E. L. (2022). Barriers and facilitators to Pre-exposure Prophylaxis uptake among Ghanaian immigrants. AIDS Education and Prevention . 34(3):209-225. doi: 10.1521/aeap.2022.34.3.209. PMID: 35647865.
• Wachira, E., Laki, K., Chavan, B., Aidoo-Frimpong, G. , & Kingori, C. (2022). Factors Influencing COVID-19 Prevention Behaviors. Journal of prevention , 1–18. Advance online publication. https://doi.org/10.1007/s10935-022-00719-7
• Aidoo-Frimpong, G ., Orom, H., Agbemenu, K., Morse, D. G., Collins, R. L., & Nelson, E. L. (2021). Awareness, perceptions, and willingness to use Pre-exposure Prophylaxis among US-based Ghanaian immigrants: A qualitative study. AIDS Patient Care and STDs. https://doi.org/10.1089/apc.2021.0156 (PMCID: PMC8905245)
• Agbemenu, K., Mencia, J. J., de Rosa, C., Aidoo-Frimpong, G ., & Ely, G. (2022). Family planning research in African immigrant and refugee women: A scoping review. Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society , 10436596211072891. Advance online publication. https://doi.org/10.1177/10436596211072891 (PMID: 35135387)
• Craddock, B. J., Mangum, L. C., Aidoo-Frimpong, G ., & Whitfield, D. L. (2021) The associations of HIV Pre-exposure Prophylaxis interest and sexual risk behaviors among young black women. AIDS Patient Care and STDs, 35 (7), 263-270. https://doi.org/10.1089/apc.2020.0259 (PMCID: PMC8262384)
• Aidoo-Frimpong, G ., Agbemenu, K., & Orom, H. (2021). A review of cultural influences on risk for HIV and culturally-responsive risk mitigation strategies among African immigrants in the US. Journal of Immigrant and Minority Health , 10.1007/s10903-020-01138-8. Advance online publication. https://doi.org/10.1007/s10903-020-01138-8 (PMID: 33428074)
• Aidoo-Frimpong, G ., Wilson, K., & Przybyla, S. (2020). Factors influencing Pre-exposure Prophylaxis uptake among current users: A qualitative study. Journal of HIV/AIDS & Social Services, 19 (3), 252-262. (PMCID: PMC8291342)
• Bleasdale, J., Wilson, K., Aidoo-Frimpong, G ., & Przybyla, S. (2020). Prescribing HIV Pre-exposure Prophylaxis: A qualitative analysis of health care provider training needs. J ournal of HIV/AIDS & Social Services, 19 (1), 107–123. https://doi.org/10.1080/15381501.2020.1712291 (PMCID: PMC7478340)
• Agbemenu, K., Aidoo-Frimpong, G. , Auerbach, S., & Jafri, A. (2020). HIV attitudes and beliefs in US-based African refugee women. Ethnicity & Health, 27 (3):499-508. doi: 10.1080/13557858.2020.1740175. (PMID: 32228028)
• Casapulla, S. L., Aidoo-Frimpong, G ., Basta, T. B., & Grijalva, M. J. (2018). Zika virus knowledge and attitudes in Ecuador. AIMS Public Health, 5 (1), 49 – 63. https://doi.org/10.3934/publichealth.2018.1.49

• Graduate Student News

Congratulations to Annenberg’s 2024 Ph.D. and M.A. Graduates

Thirteen students earned their doctoral degrees, and fifteen students received M.A. degrees.

Photo Credit: Sarah J. Jackson

Yesterday, the Annenberg School for Communication held its annual doctoral graduation ceremony. The in-person celebration honored Annenberg's 2024 Ph.D. and M.A. recipients.

The ceremony recognized the following thirteen students who earned their doctoral degrees in Communication, listed with their dissertation titles:

Congratulations are also in order to the following Annenberg students who have earned their M.A. in Communication en route to the completion of their doctoral degrees:

• Anjali DasSarma
• Christiana Dillard
• Timothy Dorr
• Tom Etienne
• Calvin Isch
• Ben Muzekari
• Kate Okker-Edging
• Devo Probol
• Valentina Proust Iligaray
• Taylor Smith 
• Silvia Téliz Martínez 
• Natasha Jade Williams

In addition, Valentina Proust, Taylor Smith, and Azsaneé Truss were recognized with the James D. Woods Award for outstanding teaching by a graduate assistant.

Related News

Student Profile Video: Kate Okker-Edging

Proust, Smith, and Truss Win 2024 James D. Woods Award

Azsaneé Truss Receives Penn Prize for Excellence in Teaching

Tarik Haydar, PhD, Named Chair of Anatomy & Neurobiology

Haydar received his PhD in physiology in 1997 from the University of Maryland School of Medicine in Baltimore. After postdoctoral training in neurobiology at Yale University School of Medicine, Haydar was appointed assistant professor at George Washington University School of Medicine and Health Sciences in 2002 and established his lab at Children’s National Hospital in Washington, D.C. He was promoted to associate professor with tenure in 2008. He then joined BU as an associate professor in 2010 and was promoted to professor in 2017. In 2020, Haydar moved his lab back to Children’s National to direct the Center for Neuroscience Research.

Haydar’s research focuses on the forebrain, from molecular characterization of progenitors in the fetal brain to understanding how brain circuitry is constructed during development. His lab also studies how changes caused by genetic or environmental anomalies lead to altered brain function, focusing most specifically on Down syndrome. His cellular and molecular studies include delivery of nucleic acids to the fetal and postnatal brain, advanced laser microscopy techniques and single cell/nucleus genomics of mouse and human brain. Recent projects in the Haydar lab also include analysis of 3D forebrain spheroids from patient-derived induced pluripotent stem cells.

In addition to pursuing these basic research goals, Haydar serves multiple roles in research societies focused on brain development and Down syndrome. Throughout his career, Dr. Haydar has served as a standing member and chair of several NIH study sections. He has received funding from multiple NIH institutes, the DANA Foundation and Cure Autism Now, and has published in high-impact journals, including Science, Cell, Neuron, PNAS and Nature Neuroscience.

Haydar has served on many executive leadership committees and has a strong record of faculty mentorship, diversity and inclusion efforts, and growth of the grant funding base of his center.

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• Tech Family
• First students graduate in new MA in communication studies program

May 29, 2024 | Alumni , Liberal Arts , Students

Louisiana Tech celebrated its first MA students in communication studies at the spring commencement ceremonies.

Leslee Bennett and Madison Remrey, both graduates of Tech’s undergraduate program in communication, are the first MA graduates in communication studies with a concentration in communication technologies.

Dr. Judith Roberts, associate professor of communication studies, said this program started two years ago and currently has a cohort of almost 10.

“We are so proud to offer this new MA program, which truly allows individuals to be versatile and marketable when looking for a career,” Roberts said. “To have our first two students be individuals who came through our undergraduate program as well makes me as a professor very proud to watch how they have developed over their collegiate career.”

Bennett plans to stay at Tech and work in University Communications, and Remrey intends to pursue her Ph.D.

“This program has meant so much to me,” Bennett said. “I was able to form new friendships with my fellow peers in the program and learned so much more about communication, research and important topics our current society faces.”

Remrey, who started the program with a two-week old baby, said the program has allowed her to grow as a researcher.

“It has opened my eyes to the importance of discipline,” Remrey said. “The professors in this program made me realize I cannot be a master of communication if I do not discipline myself to participate in the field of scholarship within communication. This looks like reading scholarship from all types of communication scholars — though  my favorite is in the critical field — and writing even when I feel like I can’t write anymore. There is no better way to grow your academic writing voice than to just write consistently.”

Roberts said the goal of the program is to create graduates who can work in a variety of fields to communicate effectively and efficiently.

“Our MA program can help students in every field – communication, engineering, science, education – all of them,” she said. “The great thing about communication is thatwe all have to do it – and in the work force, we need to be able to communicate well. Our program takes the rigors of academic scholarship and real-world learning and merges them into something that can be used in all fields.”

For more information about the MA or the undergraduate program, please email Roberts at [email protected] .

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PhD alum Sara Bubenik named ACLS postdoctoral fellow at United Way of MA

• By: Matthew Dineen
• May 29, 2024

Sara Bubenik has been named an American Council of Learned Societies (ACLS) postdoctoral fellow at  United Way of Massachusetts Bay (UWMB). Bubenik has been appointed as UWMB Research Communications Director where, among other responsibilities, she will collaborate with colleagues and research partners to disseminate findings from ongoing research efforts to a broad audience.

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GSBS Welcomes the 2024 BDBS Summer Students

Each year GSBS welcomes a group of undergraduates to its summer research program, BDBS. Join us in welcoming this year's group.

Learn more about BDBS

BDBS Students - 2024