phd courses in mass communication

Ph.D. in Mass Communications

Our Ph.D. degree in Mass Communications is internationally recognized for our faculty and areas of research. We provide future academics and professionals with rigorous training in theory and research with highly individualized programs that students develop in consultation with their advisors. Our Ph.D. graduates become some of the most successful researchers and leaders in the field of mass communication.   We require our students to engage in a systematic search for answers to well-formulated and substantive questions. The research process culminates in the discovery and reporting of new knowledge to others.

A doctoral dissertation in Mass Communications demonstrates a student’s ability to examine in detail an important issue in the field, using original research. Faculty members expect the dissertation to be clearly presented while conveying the student’s close familiarity with his or her research area.

The program offers several internationally recognized areas of research and teaching excellence: 

• civic and political communication
• health and environmental communications
• history of media institutions
• information technologies
• social networking and digital media
• processes and effects of mediated communication
• law and ethics of media
• international and inter-cultural communication
• public opinion
• science and risk communication
• social marketing
• journalism studies
• media ecologies
• race and media

Working closely with their advisor and committee, students draw from courses offered in departments across campus to develop a plan of study in preparation for independent and original research in their area of specialization.

Visit the Ph.D. in Mass Communications website for more information.

Visit  Ph.D. in Mass Communications  for more information.

Ph.D. Handbook (PDF)

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PHD, Mass Communication

The graduate studies program of the Grady College of Journalism and Mass Communication offers two graduate degrees for students preparing for professional and academic careers: the M.A. degree and the Ph.D. degree.

Degree Type: Doctoral

Degree Program Code: PHD_MCOM

Degree Program Summary:

The M.A. program emphasizes the integration of mass communication theory, research methods, decision making, and critical thinking and provides preparation for further study and/or for careers in advertising, journalism, mass media studies, public relations, and telecommunications. The Ph.D. program is designed to produce critical scholars capable of independent and original research. The program offers advanced study and specialization in preparing for careers in teaching and research or for positions of responsibility in mass media, industries, or government. Applicants accepted for the M.A. and Ph.D. program begin their program in the fall semester. Admission is based on undergraduate grade point average, the results of the Graduate Record Examinations (GRE), a statement of purpose, and letters of recommendation, as well as previous professional experience and scholarly work. Anyone holding a bachelor’s degree from an accredited college or university is eligible to apply for admission to the master’s programs. A master’s degree is required for acceptance into the Ph.D. program. The program is open both to students with undergraduate majors in journalism and mass communication and to those who have majored in other areas. Master’s students without backgrounds in journalism and mass communication may be required to take 9 or more credit hours of undergraduate-level foundation courses before registering for more than 6 hours of graduate courses. If not previously completed, a course in statistics is also required. Applications and additional information may be obtained from the Graduate Studies Office, Grady College of Journalism and Mass Communication.

The Grady College’s Ph.D. program in mass communication is designed to prepare scholars for academic careers in teaching and research or for professional careers in industry or government. The program draws mainly on the resources and facilities of the College’s three departments: advertising / public relations, journalism, and telecommunications.

The primary objective of the Ph.D. program is to develop mass communication scholars who are capable of critical thinking and independent scholarship. The degree is granted in recognition of research proficiency, breadth and soundness of scholarship, and thorough knowledge of selected aspects of mass communication and related fields. Degree requirements are fulfilled in three stages:

• successful completion of an approved program of study;
• the passing of written and oral comprehensive examinations; and
• the execution and presentation of an acceptable dissertation based on independent research.

Students are encouraged to develop their own theoretical and methodological approaches to mass communication research. Some Ph.D. students work within and from traditional social science models of inquiry; others adopt historical, critical theory, naturalistic, or cultural studies perspectives on mass communication phenomena.

Locations Offered:

Athens (Main Campus)

College / School:

Grady College of Journalism & Mass Communication

120 Hooper Street Athens, GA 30602

706-542-1704

Graduate Coordinator(s):

Phone Number:

706-583-8268

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Ph.D in Mass Communication

Mass Communication Ph.D. – a joint program with the E.W. Scripps School of Journalism and the School of Media Arts and Studies

We are pioneers in journalism education and research and media studies scholarship. Scripps’ Mass Communication doctoral graduates hold key positions at colleges and universities around the world. We lead scholarly organizations and are professors, chairs and deans at Carnegie R1 institutions. We focus on innovation in our changing media environment.

Our faculty have significant experience in industry and the academy, preparing our doctoral students for research in journalism, mass communication, strategic communication (advertising and public relations), social media, data analytics, critical cultural studies, First Amendment theory and policy, media ethics and history, political communication, and international communication.

Scripps offers a caring community where students collaborate with faculty, each other and scholars across our university community. We provide students with mentorship in their academic areas, in scholarly publishing, in the timely completion of their degrees as well as assistance with job placement.

Our financial aid (tuition waivers and stipends) are highly competitive, and we offer travel grants for students to present their research across the country and the world. Recently, doctoral students have presented their research and completed field work in such countries as Romania, England, China, Germany, Cambodia and India, just to name a few.

We offer the prestigious Scripps Howard Teaching Fellowship to our best candidates who have significant professional experience in the news industry. Doctoral students have the opportunity to teach some of the best undergraduate media, journalism and strategic communication majors in the country.

Our students are driven to conduct research that strengthens democracy, improves health communication in an effort to improve health outcomes, and focuses on media for and about under-represented groups. Join us in the beautiful foothills of Appalachia, in Athens, Ohio, a small town with a world view.

About the Program

Meet current students

Program outcomes

Past graduate students have on gone on to work as faculty at universities and colleges, professionals in the media production industry, researchers and activists at NGOs, and journalists around the world. Learn more about our program alumni.

How to Apply

Please apply through OHIO's  Graduate College portal . The Ph.D. in Mass Communication program has two tracks: choose program code PH5307 for Media Arts and Studies (MDIA), and program code PH5308 for Journalism (JOUR). 

Applications are accepted for fall admission only (the start of the academic year). For each academic year's admissions, the application portal will open on September 30 the year prior.  

We ask for the following materials as part of your application:

• Graduate Record Examination (GRE). Optional. We encourage the submission of GRE scores, but we will evaluate each applicant in a holistic manner. If you are including your GRE scores, they must be sent by the testing agency to the Graduate College. Please note in your application if you are not submitting scores. 
• International applicants must provide TOEFL or IELTS scores to the Graduate College, except for those who fulfill one of the exemptions listed here. No other test of English proficiency (such as Duolingo) can be accepted as a substitute.
• Official transcripts from all universities previously attended
• Statement of purpose: 500-1,000 words explaining your reasons for pursuing a Ph.D. in Mass Communication, and why you would be a strong applicant for an Ohio University doctoral program
• Three letters of recommendation
• Writing sample
• The GRE, TOEFL, and IELTS  reporting code  for Ohio University is  1593 .

You also are welcome to submit samples of your professional work, but they are not required.

Applicants should have a Master's degree. You need not have an undergraduate major or master’s degree in mass communication, media studies, or journalism to apply for a Ph.D. in mass communication. However, the admissions committee will look favorably on relevant academic and professional experience.

Application deadlines:

The deadline for all applicants (U.S. citizens/permanent residents and non-U.S. citizens/permanent residents) is January 2, 2025.

Assistantships

Graduate assistantships are competitively awarded based on academic record, professional experience, recommendations and current needs of the School of Media Arts and Studies and the E.W. Scripps School of Journalism. All doctoral students with a graduate assistantship are required to work a minimum of 15 hours per week (and no more than 20 hours) in exchange for a stipend and full tuition waiver and may be assigned as teaching assistants, research assistants, or instructors. 

For questions or more information about our doctoral program, contact:

School of Journalism and Mass Communication

Doctor of philosophy in mass communication.

The Doctor of Philosophy program in Mass Communication requires a minimum of 72 s.h. of graduate credit. The program provides training in research methods, communication theory, and teaching skills. Students in this program prepare for careers as professors, teachers and industry researchers.

The program emphasizes interdisciplinary studies, with coursework and research tailored to each student’s interests under the guidance of faculty members. The school offers several areas of strength to support graduate student research:

• critical and cultural studies 
• sports media
• global media
• health communication
• journalism studies
• digital media

Students who enter the Ph.D. program with a completed relevant master’s degree at the time of enrollment can transfer up to 30 hours of graduate credit from academic courses, including up to 3 credit hours for the thesis. Students who will have not completed a relevant master’s degree by the time of enrollment should apply for our M.A. program. M.A. students who complete their degree requirements and successfully pass the qualifying exam will be considered for admission to the Ph.D. program.

For more information, refer to the Graduate Student Handbook or Frequently Asked Questions page to learn more about SJMC graduate programs. In addition, listed below are the general categories of coursework required to earn the degree; for more specific information on courses, curriculum, and requirements of the Doctor of Philosophy in mass communication, visit the UI General Catalog . Don’t find an answer to your question? Email it to us at [email protected].

Important Deadlines

Application Deadline : January 1st (for Fall admission)

Admission decisions are based on prior academic performance, letters of reference, and the applicant's statement about background and purpose. Applicants must meet the admission requirements of the Graduate College; see the  Manual of Rules and Regulations of the Graduate College  on the Graduate College website. For more information, see the  Graduate Admissions Process  page.

Comprehensive Examination

At the completion of coursework (typically in the fourth or fifth semester), each doctoral student will enroll in Guided Reading for Comprehensive Exam (JMC:6920). For this course, students will work with three committee members to create three reading lists on topics that (a) relate to the student’s dissertation area and (b) relate to the respective committee member’s expertise. For each reading list, students will spend 4 weeks reading and writing a response paper based on a prompt provided by the committee member. The advisor will not be responsible for any individual reading list but will oversee the entire process. During either the last week of the semester or finals week, the student will have an oral defense of their three written responses. The response papers and oral defense will serve as the Comprehensive Examination.

Dissertation

Students who are enrolled in the Ph.D. program are required to complete a scholarly dissertation. The dissertation committee is composed of at least four faculty members. At least three must be members of the University of Iowa tenure-track faculty, at least two must be members of SJMC (which may include faculty with 0% appointments), and at least one must come from outside the department. By special request, the program may request permission from the Graduate College to replace one committee member with a recognized scholar of professorial rank from another academic institution. Changes to committee membership are often necessary, and can be made at various stages in a student’s program, but should always be done in close consultation with their advisor and/or the Director of Graduate Studies.

NOTE :  Any research which involves "human subjects" must be reviewed by the University of Iowa  Institutional Review Board (IRB)  prior to the initiation of the project.  Proof of the determination/review process must also be submitted to the International Studies Program before the international experience proposal can be approved. For all questions contact the IRB at (319) 335-6465; or complete the  IRB Determination Form  to find out if your research meets the definition of human subjects research.

PhD in Mass Communication (General Catalog)

NOTICE: The University of Iowa Center for Advancement is an operational name for the State University of Iowa Foundation, an independent, Iowa nonprofit corporation organized as a 501(c)(3) tax-exempt, publicly supported charitable entity working to advance the University of Iowa. Please review its full disclosure statement.

Theory and Research Ph.D.

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The Ph.D. program prepares students to conduct original research on communication processes, their origins, and their psychological, political and cultural effects. Most of our doctoral graduates enter academic teaching and research careers, or communication-related professions that require research skills.

Students usually enter the program with strong interests in one of our three areas of special strength:  Media Psychology ,  Political Communication , or  Journalism, Media and Culture . Within the program, students tend to anchor in one area while exploring key empirical and theoretical concerns in the others. After a core curriculum of courses in quantitative and qualitative methods, statistics, and mass communication theory, each student builds a research specialization through advanced courses and seminars in Communication and related departments, research projects, teaching, and an examination in the area of concentration. These requirements are normally completed within four years, and the dissertation within six.

Ph.D. Requirements and Procedures

PhD Degree Program | Mass Communications and Media Arts | SIU

Communication and media programs:, mass communications and media arts.

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Main Content

The graduate programs in the College of Mass Communication and Media Arts develop teaching, research, and creative work that interrogates the construction, reception, and social impact of mass media forms and texts. Our work uniquely blends methods from the arts, humanities, history, theory, and social sciences. The faculty seek to nurture an intellectual and creative community attuned to global social changes, as we respond to new ways of creating and analyzing media.

Our doctoral program engages students in the interdisciplinary study of global media. Students learn to compare and contrast concepts and methods drawn from various research traditions in the field. Students are not only encouraged to think broadly about the discipline, but also develop mastery in a particular specialization in order to produce original research in that specific area. 

View our full Ph.D. Handbook

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Program Description

Graduate symposium.

Students are required to present at the graduate student symposium in Spring Year 1.

First Year Review

After formal presentation at the Graduate Research Symposium, students will undergo a faculty review at the end of Year 1. This process allows faculty to deliver formal feedback regarding the student’s progress toward their degree that includes performance in courses and scholarly production outside of the classroom.

Committee Selection

By the end of the third semester in residence, each Ph.D. student will be required to select, in consultation with the Director of Graduate Studies, a committee chair. The faculty committee chair and the student develop a specific plan of study, considering the requirements of the Graduate School, the degree program, and the goals of the student.

Examinations

In the beginning of the third year, after the Ph.D. student has completed coursework, the student must pass rigorous comprehensive written and oral examinations. These exams are chaired by a graduate faculty member in MCMA, and administered by three other faculty members. Generally, these exams are taken in Fall Year 3.

After successfully completing the comprehensive written and oral exams, the student advances to candidacy to complete and defend a dissertation based on scholarly research and independent thought that adds to the body of knowledge in the field.

Dissertation

Under the guidance of a dissertation committee chair, the doctoral student forms a dissertation committee of five members (one of whom must be from outside of the college) and prepares a dissertation proposal.

A public oral defense of the proposal must be made before the dissertation committee and approved within one year of reaching candidacy. Students then write a dissertation which they also must defend at a final meeting of the doctoral committee. The program allows a maximum of seven years from the date of original enrollment for completion of the doctoral degree.

Past dissertations by our students.

Student Learning Outcomes

• Master a specific research tradition in mass studies
• Think critically about the interdisciplinary nature of mass communication studies.
• Write a dissertation which breaks new ground in the disciplines of Mass Communication and Media Arts.
• Speak articulately about Mass Communication and Media Arts.
• Understand the important global and international nature of mass communication.

Currently, all of our accepted Ph.D. students receive a 50% graduate assistantship for four years, which comes with a tuition waiver and a small monthly stipend which is generally enough to cover housing and modest living expenses.

The Graduate School offers a few scholarship and fellowship opportunities.

Program Admission

Students applying for doctoral study must have a master’s degree and a graduate GPA of at least 3.00. All applicants must submit currently valid Graduate Record Examination (GRE) scores.

Other factors considered include professional and academic accomplishments, examples of professional work, awards and honors, evidence of scholarship such as research papers and published articles, and prior full-time teaching in the mass communication and media arts area.

A visit to SIU and interview with faculty is recommended. Students whose preparation is lacking in certain areas may be required to take undergraduate courses that will not be counted towards the Ph.D. degree.

International Students

International students must have a TOEFL score of at least 550 (paper score) or 80 (internet score) or have an IELTS score of 6.5 to be admitted.

Application deadline : March 1, 2022

Accelerated Program

An accelerated entry option to the Ph.D. program is offered in exceptional cases to students who have been admitted to the M.A. program.

To be eligible, the student must: 1) possess a master’s degree; 2) have qualified for admission to the MCMA Ph.D. program initially; 3) complete at least nine hours but no more than 18 hours in the M.A. degree; 4) have a minimum 3.25 GPA in the M.A. program with no incomplete or deferred grades.

The student may petition the Director of Graduate Studies for the accelerated entry option during the semester in which the student will begin taking the ninth hour of graduate courses, but must petition before earning the 18th hour of course work in the M.A. program. If approved, the student will be enrolled in the Ph.D. program the next semester. Up to 18 graduate credits earned in the M.A. program will count toward the Ph.D. degree if the accelerated entry option is approved by the MCMA Graduate Committee. Once the student is admitted to the Ph.D. program, all requirements of the Ph.D. program apply. Exceptions to any of these rules must be appealed to the MCMA Graduate Committee, which has final authority to approve or reject the petition.

Contact Information

Walter Metz , Director of Graduate Studies

Communications Building 1050i 1100 Lincoln Dr. Carbondale, IL 62901 [email protected]

Ph.D. in Mass Communications

Applications are due December 15th

The interdisciplinary Ph.D. program in Mass Communications is offered jointly by the Department of Life Sciences Communication and the  School of Journalism and Mass Communication .

The Ph.D. degree in Mass Communications provides future academics and professionals with rigorous training in theory and research with highly individualized programs that students develop in consultation with their advisors. Our Ph.D. graduates become some of the most successful researchers and leaders in the field of mass communication.   We require our students to engage in a systematic search for answers to well-formulated and substantive questions. The research process culminates in the discovery and reporting of new knowledge to others.

A doctoral dissertation in Mass Communications demonstrates a student’s ability to examine in detail an important issue in the field, using original research. Faculty members expect the dissertation to be clearly presented while conveying the student’s close familiarity with his or her research area.

The program offers several internationally recognized areas of research and teaching excellence: 

• civic and political communication
• health and environmental communications
• history of media institutions
• information technologies
• social networking and digital media
• processes and effects of mediated communication
• law and ethics of media
• international and inter-cultural communication
• public opinion
• science and risk communication
• social marketing
• journalism studies
• media ecologies
• race and media

Working closely with their advisor and committee, students draw from courses offered in departments across campus to develop a plan of study in preparation for independent and original research in their area of specialization.

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Ph.D. in Communications

A multidisciplinary approach to the study of communications

Program Overview

The Doctor of Philosophy degree in Communications offers a multidisciplinary approach to the study of the relationships between people and media in their cultural, social, political, historical, economic and technological contexts.

With the guidance of an interdisciplinary faculty advisory committee, students craft i ndividual courses of study drawing on the university's graduate resources in the humanities, the social and practical sciences, the arts, and the professional schools. 

Our goal is to connect the strengths of the Columbia journalism tradition with intellectual work in the humanities and human sciences to enhance our understanding of media and journalism in society. Recent dissertation projects have included conservative social media influencers; native advertising; the ordinary person’s experience of appearing in the news; the making of a left-wing Spanish political party in the digital age; surveilling religious expression in the U.S.; sabotage and speech in Progressive-era politics; and media, trust and political polarization in the U.S. and Germany.  More than half of our graduates are currently teaching in colleges or universities, the great majority of them in full-time tenured or tenure-track  positions, while others have chosen work in government, industry, consulting, research, policy, finance, journalism, or the law.

A full-time Ph.D. student is generally offered a standard financial aid package that can include tuition exemptions, coverage of medical fees, and a stipend. Some service as a teaching or research assistant is required. We do not accept part-time students for doctoral study and we do not offer a terminal master’s degree.

For more information, visit the Ph.D. FAQ page.

Fall Colloquiums

Ph.d. requirements.

To graduate, each candidate must demonstrate a general understanding of the field of communications as a whole and acquire deep knowledge in an area of concentration through research and coursework in appropriate disciplines ranging from history, sociology, or religion to business or international affairs.

Read the full requirements

Financial Aid

The standard financial aid package offered to full‐time Ph.D. students who do not receive significant awards from outside sources consists of a stipend for four years (or five years for students entering the program in fall 2024 or later) and a tuition exemption for the student's two or three years of coursework (the length of study depends on whether advanced standing has been granted).

During the first year of coursework no service is required, but in all subsequent years during which students receive funding (i.e. years two through four or five) they will be assigned an assistantship that will require research or teaching.

The university's Columbia Plan health insurance and the university health service fees are covered for all funded Ph.D. students through the fourth year after their completion of coursework—i.e. for a total of six or seven years depending on transfer credits.  Students must actively register for their health insurance after the completion of coursework; enrollment is automatic while taking classes. University matriculation fees are covered for funded students for the first four years after their completion of coursework.

Ph.D. Program Faculty

Richard R. John , Professor of Journalism

Michael Schudson , Professor of Journalism and Program Chair

Andie Tucher , H. Gordon Garbedian Professor of Journalism and Program Director

Communications Ph.D. Subcommittee

Casey Blake , Professor of History 

Jelani Cobb , Dean and Henry Luce Professor of Journalism

Victoria De Grazia ,  Moore Collegiate Professor Emerita of History

Mark Hansen , Director of the Helen Gurley Brown Institute for Media Innovation and Professor of Journalism

Eli Noam , Director, Columbia Institute for Tele-Information, and Garrett Professor of Public Policy and Business Responsibility, Emeritus

David Pozen , Charles Keller Beekman Professor of Law

Anya Schiffrin , Senior Lecturer and Director of the Technology, Media and Communications Specialization, School of International and Public Affairs

Robert Y. Shapiro , Wallace S. Sayre Professor of Government

David Stark , Arthur Lehman Professor of Sociology and International Affairs

Diane Vaughan , Professor of Sociology

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Ph.D. Mass Communications

The Donald P. Bellisario College of Communications offers advanced study leading to the Doctor of Philosophy degree in mass communications. The purpose of the program is to prepare graduates for entry into college and university teaching and research and for a variety of communications-related professions.

Program Preparation

The program integrates preparation in teaching and research as complementary endeavors. Doctoral students begin the program in the fall semester and, during the first year, complete two semesters of the doctoral proseminar, colloquium, and typically at least one course in communications research methodology. By the end of the first year, doctoral students must form a committee of faculty members to guide their subsequent course of study. The remainder of the Ph.D. program is determined, in close consultation with the student, by his/her doctoral committee who is responsible for the formal approval of the proposed program.

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The MA in mass communication is a research-based, academic program designed to prepare students to conduct scholarly research in the field of mass communication. Every year, our graduate students present research at major conferences, have work published in leading journals and books, receive recognition from academic organizations, and work for major media organizations.

Application Deadlines

Fall 2025 Admissions : We are now accepting applications for Fall 2025 admission to our Mass Communication M.A. and Ph.D. graduate programs.  

Fall 2025 Admissions Deadline:  Our program admissions deadline for the Mass Communication M.A. and Ph.D. graduate programs is  December 15, 2024.

If you have additional questions about the application process, please email  [email protected] .

Program Curriculum 

While our curriculum's interdisciplinary nature allows you to develop unique research projects tailored to your individual interests, most students center their study within several broad areas, including:

• Advertising
• Communication law and regulation
• Health communication
• History of mass communication
• International mass communication
• Journalism studies
• Mass media structures, processes, and effects
• Political communication
• Public relations  

Your Career Path

Upon graduation, you are prepared to begin a career in communication policy or research, within communication industries, or as an educator at the community college level. You also have the option to fashion a sequence of courses to your MA degree to form the initial stages of doctoral study.  

Degree Requirements

You must complete a minimum of 25 graduate credits, 10 thesis credits, and a thesis as outlined in the curriculum and courses for the program. All course work must be taken on an A-F grading basis.

1. Required Mass Communication Core (7 credits)

• JOUR 8001: Studies and Theories of Mass Communication (3 cr)
• One more theory course inside the HSJMC (e.g. JOUR 8514) (3 cr)
• JOUR 8009: Pro-seminar in Mass Communication (1 cr)

2. Required Methodology Core (6 credits)

• JOUR 8501: Research Methods in Mass Communication (3 cr)
• One additional method course inside or outside of the HSJMC (3 cr)

3. An additional 12 credits of course work. Minimum 6 credits of these additional credits must come from HSJMC. 4. Minimum 6 credits of minor or supporting program courses are also required as part of the total required 25 course credits. This can be achieved by any combination of theory, method, and topic seminar courses taken outside the HSJMC. 5. Master's thesis credits (10 credits) 6. Approved thesis 7. Final oral examination

View curriculum & courses  

Master’s Thesis Process

All MA candidates complete a master’s thesis at the end of the program. The thesis is a piece of independent and original scholarship that demonstrates your ability to conduct mass communication research. MA candidates work closely with their faculty advisors during the formative stages of writing their theses. A list of recent MA theses can be found here.  Once students complete their thesis, they meet with their thesis committees for a final oral examination. 

Change of Status to the PhD Program

MA students who wish to pursue a PhD in mass communication can apply for change of status during your second year of study in the MA program. Applications for change of status are due December 15 and are reviewed by the graduate faculty during the PhD admissions process. The admissions process for the PhD degree is competitive, and PhD admission is not guaranteed. MA coursework ordinarily counts toward completion of the PhD program will. Change-of-status students must complete their MA thesis by the end of their first semester in the PhD program.

Learn more about the PhD in Mass Communication .

Transferring Credits

With the approval of their advisor, the Director of Graduate Studies, and the College of Liberal Arts (CLA), students may bring a limited number of credits with them from other graduate programs.

Learn more about transferring credits . 

Interested in earning your MA in Mass Communication?

Ph.D. in Mass Communication Degree Programs (Doctorate Programs)

Updated: december 30, 2023.

Mass communication(s) is a broad field, spanning traditional media to contemporary, technology-driven new media (e.g. web and social media). At its core, mass communication is messaging that is created for, delivered to and consumed by large audiences. A comprehensive academic discipline, the study of mass communication considers the function and effects of media in its various forms and how it is shaped by and impacts social, cultural, political, and social institutions.

Whether it is the study of how media influences social activities and trends or how consumer behavior informs advertising methods, doctoral-level studies in mass communication integrate communication theory, research methods, and critical analysis. The Ph.D. in mass communication prepares students to become academics, teachers, and researchers, but may also offer them pathways to careers in media-related industries, such as public relations, journalism, advertising, and mass media.

Classification of Mass Communications Doctorate Programs

At the Ph.D. level, students in mass communication programs gain a foundation in the core principles of mass communication theories and research methodologies that prepare them not only for independent research opportunities, but also to teach at institutions of higher education. Typically, mass communication programs are housed in schools and departments of communication, mass communication, and journalism. Many are offered through joint programs in schools of journalism and mass communication, including the following:

• The University of Iowa
• University of Minnesota
• University of Wisconsin-Madison
• University of Georgia
• University of Southern Mississippi

Through their Ph.D. programs, students can specialize their academic studies in diverse areas, such as the following:

• Advertising and marketing
• Civic and political communication
• Health and environmental communication
• Information technology
• Intercultural/international communication
• Journalism studies
• Media law and ethics
• Public relations
• Sports and media

Admissions Information for Ph.D. in Mass Communication Programs

Applicants to doctoral programs in mass communication are usually expected to have a demonstrated interest in communication research by completing a master’s degree in communications or a related field. However, depending on the communication research specialization (e.g. science, politics), some programs may accept students with a graduate degree in other fields, such as biology or political science. Students should note that some Ph.D. programs require applicants to have completed a thesis as part of their master’s program as opposed to an applied project or passing a comprehensive exam.

There are some Ph.D. programs in mass communication that accept post-baccalaureate students without a master’s degree. However, these programs are not as common as traditional Ph.D. programs in mass communication that require a master’s degree for admission. Programs that admit students with only a bachelor’s degree typically require students to enroll in a master’s-level curricula plan, comprised of master’s level courses that students would have taken had they completed a master’s degree in mass communication. Once they complete this foundational coursework, student take a qualifying examination to gain entrance into the doctoral program. If they fail that examination, students earn a master’s degree and exit the communications program.

Although admission requirements vary, most mass communication programs share common admission elements, including the following:

• Master’s degree or equivalent advanced degree (bachelor’s degree for schools that offer a post-baccalaureate Ph.D. program)
• Minimum GPA requirements (typically a 3.5 GPA on a 4.0 scale) in master’s-level study
• Statement of purpose or personal essay
• GRE scores (typically within the past four to five years)
• Official transcripts
• CV or resume
• Letters of recommendation (usually three letters)
• TOEFL or IELTS, if international
• Academic writing sample

Curriculum Details for Doctorate in Mass Communication Programs

The curriculum in a Ph.D. in mass communication program is divided between required core coursework (which typically includes classes in research methods), specialized coursework, secondary expertise coursework, and a dissertation. Mass communication is inherently interdisciplinary, bringing together mass media and messaging, including journalism, mass advertising, and social media, and other disciplines, such as health, cultural studies, and technology. Due to this discipline’s complexity, doctorate programs in mass communication typically have classes and seminars that cover mass communication principles and research competencies, as well as their relevance in the social sciences, politics, health care, and other fields. Scholars of mass communication may explore the relationship between mass communication and public health outcomes, or the connection between mass communication and the public’s perception of political figures and policies.

The core curriculum introduces students to research design and methodology in mass communication, covering topics such as mass communication theory, communication research methods, and communication pedagogy. Traditionally speaking, the core curriculum is usually offered in a three-to-four course cycle that prepares students to transition into their primary doctoral coursework in their selected academic concentration, such as information technology or entertainment media.

Depending on the institution, students complete research methodology classes (typically two to three classes) to learn how to conduct research and use historical and traditional inquiry models to mature as a systematic researcher who can contribute original research and thought to the mass communication field. After gaining an understanding of qualitative and quantitative research methodologies, students complete their second year of study in concentration-specific coursework. Concentration and elective classes vary by program, but usually require five to eight courses to satisfy graduation requirements.

After their first two years of study, students complete preliminary written and oral examinations prior to transitioning into full doctoral program candidacy to complete a dissertation. Once they pass their examinations, students spend the remainder of their time in the program planning their dissertation prospectus, conducting research, and finally writing their dissertation.

The list below highlights example courses students may encounter while completing a Ph.D. in mass communication.

• Quantitative Methodology : An advanced examination of the research methodologies, statistical software, and analysis used in social sciences, including experiments and surveys.
• Classical Rhetorical Theory : The study of historical rhetorical theory, covering the major historical figures of antiquity (e.g. Plato, Aristotle) and later influences (e.g. St. Augustine).
• Communication Theory : A review of communication theory’s role across communication research, including how theoretical concepts shape and inform research in different domains, such as mass, intercultural, and health communication.
• Teaching Communication : An overview of educational best practices in communication education, teaching students how to design syllabi, master in-classroom instructional techniques, and conduct grading assessments.
• Analysis of Mass Media : An introduction to the various literary, sociological, cultural, and historical methods used to analyze media, including an assessment of how various communication theories have influenced modern media.
• New Media Technology : The study of emerging communication forms (e.g. social media and the internet), exploring how they are shaping the economic, social, cultural and political dimensions of contemporary media.

The doctorate in mass communication, in general, is designed to be completed in three- to four-years of full-time study. However, many graduate programs may extend the timeline to finish, which (in most cases) is eight years of study. Some students may also decide to extend their program in order to give themselves more time to publish academic papers to improve their job prospects post-graduation. Because students typically enter a doctoral program with a master’s degree, they can generally transfer up to 30 credits of study to satisfy graduation requirements within the Ph.D. program.

Students typically must complete between 45 and 65 credit hours of study (including dissertation credits) beyond their master’s degree to graduate with a Ph.D. in mass communication. For example, in a four-year program, the first two and half years (5 semesters) are dedicated to completing core classwork, one year is reserved for preliminary examinations and a dissertation proposal, and the final year is spent researching, writing, and defending the dissertation.

The table below is a sample of how a four-year doctoral program in mass communication (master’s required), with a focus on new media communication, could be structured. In reality, curriculum plans vary by program, specialization, and even by student, so this should be used for example purposes only. In addition, some students take more than one year to write their thesis.

Preliminary Examinations for a Ph.D. in Mass Communications

Upon completing their core classes, students must complete preliminary examinations to be fully admitted into candidacy for the doctoral degree in mass communication. These examinations vary, but typically take two formats: written and oral.

Preliminary written examinations are designed to test a student’s grasp and mastery of their field of communications and may cover the student’s dissertation prospectus and research methodologies. These examinations gauge a student’s ability to develop unique research critiques, analyze and evaluate communication theories, methodologies, and literatures, and discuss specific areas of research within their field of study.

After finishing their written examinations, students schedule an oral examination with their committee members. The oral examination, like the written examination, varies by institution. This examination tests the student’s professional knowledge and ability to think and critically respond in an open environment. Depending on the program, students may also be asked to submit a summary of their proposed dissertation research and respond to questions about its goals and structure.

Master’s in Mass Communication Versus the Ph.D. in Mass Communication

Although the master’s in mass communication and Ph.D. in mass communication share common classwork subjects, they are different programs both in their learning objectives and career outcomes. For master’s in mass communication programs, there are both applied and theory-based programs. Applied mass communications programs are designed for public relations, marketing, and new media professionals who desire to enhance their multimedia, research, and analytical skills to craft messaging and media products to reach large audiences. Applied mass communication programs are typically for students who do not plan to pursue a doctorate in communication. There are also research or theory-based programs designed to prepare students for further study at the doctoral level, and which have more courses in mass communication research and theory, as well as courses that encourage students to investigate mass communication’s relevance to human society and its development.

Both applied and theory-based master’s programs introduce students to the theoretical principles of communication. The core curriculum for these programs generally covers the major concepts in mass communication, including topics such as mass communication theory, the history of mass communication, research and writing methods in mass communication, as well as media management strategies, strategic communication principles, and technology and mass media. From there, applied programs typically cover communication strategies and practices used in multiple professional arenas including journalism, broadcasting, digital media, global/intercultural media, advertising, public relations, and media management. For example, an applied master’s program in mass communication may have classes in integrated marketing communication, strategic marketing, news media, political communication, cross-cultural communication, new and digital media, visual communication, and more.

Master’s programs in mass communication with a research and theory focus have electives that prepare students to enter doctoral-level studies in this field. Such courses allow students to delve into advanced and specialized research in specific areas within mass communication, such as mass communication for social change, mass communication and its effects on consumer behavior, mass messaging and its role in political outcomes, and the role of mass media in public health and consumer lifestyle choices.

In contrast to master’s in mass communication programs that have an applied industry focus, the Ph.D. in mass communication largely concentrates on graduating scholars with the ability to become independent researchers in the field. These programs are designed for individuals interested in teaching and research careers in higher education, as well as leadership positions in mass media, government and nonprofit, corporate communications, marketing, and more.

The Ph.D. in mass communication offers a greater level of specialized study that allows students to craft specialized academic tracks that go beyond what is offered at the master’s level. The core curriculum exposes students to doctoral level study in mass communication theory, qualitative and quantitative research methods, professional writing, and cultural considerations in mass media communication practices. Through this exploration of fundamental concepts in communication, students develop a broad knowledge of the literature, models and methodologies, strategic practices, and research methods in mass communications. They are also encouraged to build off of their research interests that they have developed in previous graduate work to deepen their understanding of mass communication and its intersection with different issues such as interpersonal relationships, cultural phenomena, political outcomes, and more.

With their doctoral-level knowledge, students are then encouraged to pursue and create their own methodological approach and apply it to a specialized area of study in mass communication research. Whether they work through a cultural studies lens or historical model of inquiry, students use their elective classes to conceptualize and develop an original research approach to developing new knowledge in mass communications.

These topics may cover any number of areas, such as political and social communication, health communication, media messaging, media ethics, media production and processes, or intercultural communication. Depending on their focus, students may study how media is used and consumed, and/or how audiences process messaging in different environments. Their research may examine how governments and politicians develop and distribute messages through different media channels to persuade public opinion, or it may consider how mass messaging through social marketing can positively impact health-related behaviors and practices, such as reducing the use of tobacco.

Students considering an education in mass communication should review the curriculum in both master’s and Ph.D. in mass communication programs to decide which path better suits their academic needs and professional goals.

Career Paths for Graduates with a Ph.D. in Mass Communication

The most common career path for Ph.D. students is to pursue tenure-track academic positions at institutions of higher education, both in the United States and abroad. Yet, graduates of doctoral-level studies in this field can go beyond becoming a research or educator in the field. Individuals with a Ph.D. in mass communication develop knowledge and skills that can be applied in any number of fields, including statistics, politics, public relations, marketing and more.

Mass communication graduates can consider career paths outside of academia, in areas such as advertising agencies, non-profits, research firms and think tanks, public relations firms, and more. Below is a snapshot of academic and non-academic employment avenues individuals with a Ph.D. in mass communication may want to consider:

• Professor : Tenure-track professors work at institutions of higher education, conducting original research, teaching classes, and performing campus services, such as serving on committees, attending conferences, and advising students.
• Community College Professor : Professors who teach at the community college level do not have to conduct or publish research in their area of expertise, and instead focus on developing curricula and teaching students about the theory and practice of mass communication.
• Corporate Communications Director : Corporate communications directors manage a company or organization’s messaging, branding, and public relations, executing strategic initiatives to meet internal and external communications and marketing goals.
• Marketing Director : Marketing directors oversee the marketing and brand strategy for companies and organizations, devising an integrated marketing and communications strategy across public relations initiatives, campaigns, digital marketing, and more.
• Media Consultant : Media consultants work in public relations and marketing, providing strategic communications guidance to clients and businesses to garner positive press coverage, deliver consistent messaging, and promote products and services alike.

University of Florida

Mass Communication

Program information, ph.d. with a major in mass communication.

The Ph.D. degree is a research degree. The Ph.D. program is designed to help develop knowledge, attitudes, and skills so graduates can make important contributions to understanding mass communication. Faculty members help students lay the foundation for a lifetime of significant, creative work.

The doctoral program prepares students for a variety of opportunities in mass communication. Graduates are expected to teach at colleges and universities; conduct research for organizations in advertising, journalism, public relations, telecommunication, and other mass communication fields; do consulting; and conduct research and contribute to policy in government and private organizations. Doctoral students in the College of Journalism and Communications gain valuable experience in both teaching and research. Assistantships help prepare students for academic and other research positions. Students in the program have consistently been among the nation’s leaders in winning top-paper awards at national and regional scholarly meetings.

Master of Arts in Mass Communication (M.A.M.C.)

The Master of Arts in Mass Communication includes both thesis and non-thesis options on campus and several non-thesis concentrations offered fully online.

On-Campus Options

Customizable research and theory (thesis).

The customizable on-campus thesis option focuses on research and theory in mass communication, including courses in the areas of advertising; journalism; international and intercultural communication; and media production, management and technology. Students are required to take courses that focus on research, theory, ethics, and writing, leading to a master’s thesis as the capstone. This option is appropriate for students wishing to pursue careers in research or a Ph.D.

Public Relations Concentration (thesis)

The Public Relations Concentration is an on-campus research-based program designed to prepare students for careers and advancement in the industry or for entering doctoral studies.  Students learn the conceptual foundations of public relations and develop professional and research competency within the duration of the program. Courses in the public relations specialization focus on conceptual foundations of public relations, including mass communication and society; professional and managerial skills mastery; and research expertise. 

For more information, please see our website: https://www.jou.ufl.edu/graduate/research-and-theory/mamc-public-relations/

Science and Health Communication Concentration (thesis)

The Science and Health Communication Concentration is an on-campus program designed to teach scientists and health specialists to communicate effectively via media, and to teach mass media specialists the background science to translate the language of science and health into meaningful and understandable stories for their audiences. These goals are achieved through theoretical writing and applied courses. At least two aspects of the program make it unique among science communication programs nationwide. First, other existing science communication programs in the U.S. focus on training journalists. UF’s program is open to journalists who want to specialize in covering science and health, offers training for people planning to work as public affairs or public information officers for science and health organizations, for other communication specialists, and for scientists who need to be able to communicate with the public about their work. Second, the program focuses on training students to understand and communicate effectively about science and health policy. 

For more information, please see our website: https://www.jou.ufl.edu/graduate/research-and-theory/mamc-science-health/

Professional Master’s (non-thesis)

The Professional Communication Concentration (or “Professional Master’s”) is an on-campus professional program designed specifically for those who want to develop additional skills to become more competitive in the job market. The program’s “mix and match” coursework structure allows students to develop their own customizable degree plans, with only six required core courses and a wide range of electives available across the college’s four departments. Degree plans culminate with a capstone project, completed over at least two semesters and supervised by a graduate faculty committee. Student projects range from documentary films and long-form journalistic narrative pieces to public relations and advertising campaigns, and many others in between. These projects allow students to explore various interests within the college and showcase a variety of skills learned during their course of studies.

The Professional Master’s can be completed at your own pace, in as little as one year for those who want an accelerated program, or two years for a more traditional path.

For more information, please see our website: https://www.jou.ufl.edu/current-students/masters/promasters/ .

Online Concentrations (non-thesis)

UF CJC Online offers eight comprehensive, current, and digitally focused online master's concentrations: Audience Analytics, Digital Strategy, Global Strategic Communication, Political Communication, Public Interest Communication, Public Relations and Communication Management, Social Media, and Web Design and Online Communication.

Audience Analytics

The Audience Analytics Concentration is an online program offered through the University of Florida College of Journalism and Communications designed to prepare students with the theoretical foundations, industry knowledge, and analytical tools to understand the nature, value, and behaviors of audiences across multiple media platforms and disciplines. The courses equip students with the analytical tools and methodological foundations to assess and analyze audience-related datasets. Students will also learn how to use such data and present insights in order to tell fundamental stories that will ultimately drive the ability to make informed decisions for their stakeholders.

For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/audience-analytics/

Digital Journalism and Multimedia Storytelling

The  Digital Journalism and Multimedia Storytelling Concentration  is an online program offered through the University of Florida College of Journalism and Communications designed for students who want to master the latest reporting, writing, and technical skills for traditional journalism, digital media, and various genres of storytelling across a variety of multimedia platforms. Students will learn to explain the role and apply principles and laws of a free press, identify key events in the history of journalism, and trends in artificial intelligence and current media. They will learn to exhibit respectful collaboration and professional ethical principles and work in the pursuit of truth, accuracy, and fairness. Further, students will apply tools and technologies appropriate for various communications professions including social media. 

For more information, please see the program’s website:  https://onlinemasters.jou.ufl.edu/digital-journalism/

Digital Strategy

The Digital Strategy Concentration is an online program offered through the University of Florida College of Journalism and Communications designed for students who want to become better digital marketers. This concentration is designed to challenge students to develop effective messaging to drive increased conversions and create loyal customers.  Our courses focus on teaching students the skills they need to be effective at copywriting for every type of social and digital channel, developing an inbound strategy, generating leads,  analyzing effectiveness, designing around the user’s experience, and more.

For more information, please see our the program’s website: https://onlinemasters.jou.ufl.edu/digital-strategy/

Global Strategic Communication

The Global Strategic Communication Concentration is an online program offered through the University of Florida College of Journalism and Communications and is designed for students who are passionate about solving global issues. This specialization embodies three core pillars: Messaging, Communication, and Culture.  Students in this concentration will learn how to communicate across cultures, influence public policy, engage audiences, and initiate dynamic change despite geographical boundaries. The Global Strategic Communication program will allow students to offer solutions to world problems, business ethics, education, and more using strategic interpersonal communication skills with attention to cultural considerations. For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/global-strategic-communication/

Political Communication

The Political Communication Concentration is an online program offered through the University of Florida College of Journalism and Communications that prepares students to become digital political professionals with an understanding of cutting-edge digital advertising, engagement, and analysis techniques.  Professionals in the field will prepare students to navigate the ever-evolving political landscape by giving them the tools of modern campaigning to help increase political engagement and drive change. The Political Communication Concentration is narrowly focused on communicating online for political organizations, nonprofits and corporations. Ultimately, this program provides hands on experience on how to effectively design a political campaign in the new digital age.

For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/political-communication/

Public Interest Communication

The Public Interest Communication Concentration is an online program offered through the University of Florida College of Journalism and Communications that embraces the vision of creating science-based, strategic communications designed to advance the human condition. It is critical to achieving significant behavioral or social changes on an issue that transcends the particular interests of any single organization. This program offers students the opportunity to develop the skills, strategies, theory and techniques required to build movements and drive positive social change using strategic communication. This interdisciplinary concentration includes both theoretical and practical work and draws from practice and scholarship in public relations, journalism, advertising, psychology, sociology, political science, anthropology, and neuroscience. The coursework places an emphasis on working across organizations and sectors, system-level thinking, strategic planning and the core skills critical to any effective social change effort.

For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/public-interest/

Public Relations and Communication Management

The Public Relations and Communication Management Concentration is an online program offered through the University of Florida College of Journalism and Communications that focuses not only on strategic communication, but also incorporates elements of copywriting,graphic design, and business. This program will teach students how to effectively communicate during crises, build meaningful relationships with the media, manage a brand's reputation, evaluate and measure change, in addition to influence opinions. With the Public Relation and Communication Management Concentration, students will be able to approach Public Relations like a strategic conversation where they control the narrative to get the results clients need. For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/public-relations/

Social Media

The Social Media Concentration is an online program offered through the University of Florida College of Journalism and Communications that focuses on making meaningful online connections and ensuring students have the tools and training to be effective at reaching their audience. This comprehensive program will not only teach students how to use current social media platforms, but it will also team them to approach social media marketing in a holistic way, by incorporating writing, video production, and brand marketing.  

The program will also teach students how to use research to drive content creative, how to create effective advertising and public relations campaigns, and how to use new and emerging technologies to appeal to target audiences and drive meaningful social change. For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/social-media/

Web Design and Online Communication

The Web Design and Online Communication Concentration is an online program offered through the University of Florida College of Journalism and Communications that takes a three-pronged approach with courses on design skills, communication theory and code.  The curriculum starts off with a solid foundation of graphic design principles along with best practices of HTML5 and CSS. Students then take additional coding courses to learn how to use JavaScript, PHP, jQuery, and more. By the end of the program, students will be able to code a completely customized, mobile responsive website for a real client.

For more information, please see the program’s website: https://onlinemasters.jou.ufl.edu/web-design/

For more help with any of our graduate degree programs, please refer to our website:  https://www.jou.ufl.edu/graduate/

Combination Degrees:   The College of Journalism and Communications offers a robust Combination Degree program that is open to undergraduate students from any major who meet the program’s admission criteria. 

For more information, please see the program’s website:  https://www.jou.ufl.edu/combination-degree-main/

Degrees Offered with a Major in Mass Communication

• without a concentration
• concentration in Clinical and Translational Science
• concentration in Audience Analytics 
• concentration in Digital Journalism and Multimedia Storytelling
• concentration in Digital Strategy
• concentration in Global Strategic Communication
• concentration in Political Communication 
• concentration in Professional Communication
• concentration in Public Interest Communication 
• concentration in Public Relations
• concentration in Public Relations and Communication Management
• concentration in Science and Health Communication 
• concentration in Social Media
• concentration in Web Design and Online Communication 

Requirements for these degrees are given in the Graduate Degrees section of this catalog.

College of Journalism and Communications Courses

mass communications (PHD)

SLO 1     Knowledge         Develop a thorough identification and review of mass communication theory and proficiency in research methods surrounding a specific area of expertise in the mass communication field.

SLO 2     Knowledge         Discuss and translate mass communication theory and proficiency in research methods surrounding a specific area of expertise in the mass communication field.

SLO 3     Skills      Explain and report communication subject matter and methodology, successfully complete research studies through conceptualization, methodological expertise, analysis and submission to professional conferences and publication in peer-reviewed journals.

SLO 4     Professional Behavior    Display of ethical behaviors, cultural sensitivity and appreciation for diverse viewpoints, leadership, independent and creative thinking.

SLO 5     Professional Behavior    Participate in professional and academic service activities that develop leadership skills.

Mass Communications (MAMC)

SLO 1     Knowledge         Identify, describe, explain, and apply communication theory research methods, aiding in a synthesized perspective for evaluating and addressing professional or theoretical problems

SLO 2     Skills      Address communication subject matter and issues through application, analysis, or synthesis of subjects, theories and methodologies

SLO 3     Professional Behavior    Display ethical behaviors, teamwork, cultural sensitivity/appreciation for diverse viewpoints, and meet professional standards for effective and ethical decision making

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Manship School of Mass Communication

Ph.D. in Media & Public Affairs | LSU Manship School of Mass Communication

• Master of Mass Communication
• Dual MMC/Law Degree
• Ph.D. in Media & Public Affairs
• Certificate in Strategic Communication

Contact 

For more information about the Ph.D. program, contact: 

Dr. Meghan Sanders

Associate Dean for Research & Graduate Studies

Start Your Online Application Today!

The Manship School is home to the nation’s only doctoral program in media & public affairs. We have a broad view of media and public affairs, with research on political polarization, digital technology, crisis communication, wartime propaganda, gender and sexuality, media effects, health communication, native advertising and the representation of minority groups, among others.

We fund all of our doctoral students for four years ($25,000 per year) and admit only a small class to ensure personal attention and mentorship from faculty. Our acceptance rate is about 15%. Our doctoral program graduates work at a variety of institutions: research-intensive, teaching-centered, Historically Black Colleges and Universities, and international institutions.

Cutting-Edge Research Facilities

The Manship School prepares scholars to study the ever-changing world of mass media with three research laboratories and infrastructure for a wide range of quantitative and qualitative approaches to research media messages and their effects.

Collaborative Research Groups

The Manship School uses endowed professorships to support collaborative research groups of faculty members and students. The funds allow the teams to collect original data, hire research assistants, travel to archives and host mini-conferences.

Excellent Funding

The Manship School admits a small cohort of doctoral students each year on a highly competitive basis. Our doctoral funding includes a $25,000 9-month stipend, for each of four years, provided the student remains in good standing, and a tuition exemption (students must pay some mandatory student fees). We support doctoral students to present research at two conferences per academic year, with additional funds available from the LSU Graduate Student Association. We also fund doctoral research through our distinguished Hamilton Fellowship awarded annually, funded research groups and dissertation awards.

Degree Requirements

The total number of hours required for Ph.D. in Media & Public Affairs degree is 88 hours.* A comprehensive guide to our Ph.D. program can be found in our Ph.D. in Media & Public Affairs Policies and Procedures Handbook . 

*This does not replace the Graduate School catalog .

I. Core Courses (31 hours)

• MC 7000: Proseminar in Mass Communication and Public Affairs (1)
• MC 7001: Research Methods in Mass Communication (3)
• MC 7002: Mass Communication Philosophy and Principles (3)
• MC 7005: Public Opinion and Public Affairs (3)
• MC 7018: Legal Problems of the Mass Media (3)
• MC 7019: Emerging Media: Theory, Application & Effect (3)
• MC 7021: Mass Communication Theory (3)
• MC 7036: Seminar in Media and Public Affairs Theory (3)
• MC 7201: Advanced Research Methods in Mass Communication and Public Affairs (3)
• MC 7209: Public Communication Practices (3) MC 7210: Public Communication Administration (3)

II. Required Externship & Dissertation (27 hours)

• MC 8009: Public Affairs Externship (9)
• MC 9000: Dissertation Research (18)

III. Mass Communication Electives (12 hours)

IV. Two additional advanced Statistics or Methodology courses (6 hours)

V. Four courses concentrated in a single outside program or concentration of four courses drawn from at least two supported fields (12 hours)

• If you wish to declare a University recognized minor, you must complete the outside minor program’s full requirements in addition to the required 88 hours to complete the doctoral program.

The Manship School doctoral program accepts applications for fall admission. Applicants submit a statement of purpose, resume, writing sample, transcripts from all prior universities or colleges attended and standardized test scores (e.g., GRE and TOEFL for international applicants) online. We also require recommendation letters from three people familiar with your academic work. For full consideration, you should submit your application by January 25 to be reviewed for admission and funding decisions for the following fall.

Minimum Requirements

You must have a cumulative 3.0 GPA, undergraduate and master’s. You must have earned a completed master’s degree or a terminal graduate degree (for example, an M.F.A. or a J.D.) We prefer to see GRE scores above 156 verbal & quantitative and above 4.5 analytical writing. For TOEFL, we prefer scores above 100 on the internet-based test.

For 2024 international degree requirements, please visit https://www.lsu.edu/graduateschool/admissions/international_admissions.php . 

We accept applications by January 25 for fall admission (no spring admission for Ph.D.).

After initial screening, finalists for admission to the doctoral program are invited to LSU and the Manship School for a campus visit and interview at our expense. Applicants living outside the U.S. are invited to participate in the interview process via Skype. Final offers for admission are made after the campus visit, typically the first or second week in March

Want to learn more about our doctoral program?

For further information, contact [email protected] or [email protected].

Ph.D. in Mass Communications

Our doctoral program in mass communication, jointly administered with the Department of Life Sciences Communication, is internationally recognized for our faculty and areas of research. Applicants to the Joint Ph.D. in Mass Communications may apply to one or both departments, depending on your areas of research interest. Options are:

• Mass Communications: Journalism & Mass Comm (code G630L)
• Mass Communications: Life Sciences Comm (code G630A)

The Ph.D. degree in Mass Communications provides future academics and professionals with rigorous training in theory and research with highly individualized programs that students develop in consultation with their advisors. Our Ph.D. graduates become some of the most successful researchers and leaders in the field of mass communication. We require our  students to engage in a systematic search for answers to well-formulated and substantive questions. The research process culminates in the discovery and reporting of new knowledge to others.

A doctoral dissertation in Mass Communications demonstrates a student’s ability to examine in detail an important issue in the field, using original research. Faculty members expect the dissertation to be clearly presented while conveying the student’s close familiarity with his or her research area.

The program offers several internationally recognized areas of research and teaching excellence: 

Working closely with their advisor and committee, students draw from courses offered in departments across campus to develop a plan of study in preparation for independent and original research in their area of specialization.

Visit the  Ph.D. in Mass Communications  website for more information.

• Admissions Info

Admissions requirements:

The Graduate School establishes  minimum admission criteria for all students who enter the University of Wisconsin–Madison. International applicants should refer to the Graduate School’s website for information on English proficiency requirements and financial resource information.

Application deadline:

December 15

Application requirements:

• Online application
• Personal statement
• Three letters of recommendation
• Transcripts
• GRE: The GRE is optional for Mass Comm-Life Sciences Communication applicants for the fall 2024 application cycle.

The online application is available  here .

Writing samples are not required for applications to Mass Comm-Life Sciences Communication.

Fee Waivers

The UW-Madison Graduate School offers a limited number of application fee waivers for eligible students. Please visit the  Graduate School website to see if you qualify and to apply. If you are from a Graduate Research Scholars-eligible group and do not already qualify for a waiver from the Graduate School, please contact our academic advising manager Lynn Bartholomew at  [email protected] at least one week prior to the application deadline to inquire about a fee waiver. Unfortunately, LSC is not able to provide fee waivers to international students or other domestic students who are not GRS-eligible.

LSC Resources

LSC Ph.D. student handbook appendix Mass Comm PhD Joint-Program Handbook LSC funding and financial aid

Academic Resources

Deadlines for graduate students Enrollment information (deadlines, procedures, FAQs, etc.) Academic Policies and Procedures

Graduate School Resources

Graduate School Home Graduate School Contacts Graduate student family and parent resources Guide to student life Professional development

Other Resources

Assistantship appointment rates CALS Career Services Commencement McBurney Disability Resources Center Scholarship application and information Student Privacy Rights (FERPA) Tuition UW-Madison emergency procedures University Health Services UW-Madison Grants Database

Do I need to secure an advisor prior to applying to the program?

No, in fact, students are admitted to the program without a formal advisor and will typically pick one during their first year. In order to help students get started in the program, they are assigned an orientation advisor who will help them prepare for and proceed through their first year in the program. In many cases, students work with this advisor throughout their time in the program. We also have a process for switching advisors if a student later decides that a different faculty advisor would be a more appropriate fit.

Is funding available for students in this program?

Yes. Please refer to our funding page for more information.

What can I do with this degree?

Students with a Ph.D. in Mass Communications go on to a variety of careers in academia and industry. Check out this page for a list of first jobs secured after graduation by our doctoral students.

Is the program offered in an online modality?

No, we do not offer an online Ph.D. in Mass Communications.

Plan a Visit to the Department of Life Sciences Communication We encourage all potential graduate student applicants to visit the Department of Life Sciences Communication (LSC) at Hiram Smith Hall. The best time to visit is when most faculty and students are on campus, September through May.

We encourage applicants to contact  specific faculty members  to explore mutual interests.

Before scheduling a visit, please contact our Academic Advising Manager,  Lynn Bartholomew , or the Director of Graduate Studies, Nan Li .

While visiting LSC, sit in on a  class  or a  SCIMEP research group  meeting, or tour campus facilities and attractions, such as the  student unions , or the  Wisconsin Institute for Discovery .

Finding LSC LSC is located in Hiram Smith Hall, 1545 Observatory Drive.   Use the campus map to find us .

Getting Around Campus The University of Wisconsin-Madison campus is located in downtown Madison. Public transportation is an easy way to travel on campus and buses frequently stop close to Hiram Smith Hall. Information about bus routes can be found on the Madison Metro website and also at the bus stops themselves.

• Madison Metro Route 80 is a free campus shuttle that covers most of campus with a stop close to Hiram Smith Hall.
• All City/UW bus routes can be found at  Madison Metro
• For more information about getting around campus, use the  Transportation Services  link and the official  map of UW-Madison Campus

Parking The closest public parking ramp to Hiram Smith Hall is Lot 36. There is also free after hours and weekend parking on campus. View the online campus  maps with parking locations .

More Information UW Visitor & Information Programs  has information about the entire campus as well as the beautiful city of Madison.

Mass Communications Ph.D.

Our fully-funded, interdisciplinary doctoral program will prepare you for a rewarding career in communications research and teaching.

Our program offers a stimulating intellectual environment where you may explore and specialize in a variety of topics, including media ethics and diversity; media sociology; new media; political communication; popular television; public relations; or social effects.

The doctoral program is designed to be completed in four years, with two years of coursework followed by qualifying exams and the dissertation.

Regina Luttrell

Associate dean, research and creative activity, associate professor, public relations, co-director, real chemistry emerging insights lab.

Anne Osborne

Doctoral program, media studies, communications.

Kristen Northrop

Assistant director.

Jenn Yoshioka

Administrative specialist.

• SCHOOL OF COMMUNICATION

PhD in Communication Studies - Northwestern University School of Communication

The Doctor of Philosophy in Rhetoric, Media, and Publics is replacing the PhD in Communication Studies (Rhetoric and Public Culture). Rhetoric, Media, and Publics is an interschool program between the School of Communication, Weinberg College of Arts and Sciences, and the Medill School of Journalism, Media & Integrated Marketing Communications; and it is based in the School of Communication.

The Rhetoric, Media, and Publics PhD program, grounded in the humanistic tradition of rhetoric, asks the fundamental question of how people influence, reflect, and transform society through mediated practices. Students learn to analyze the production and circulation of meaning in a range of rhetorical and journalistic texts, practices, and institutions through varied modes of qualitative inquiry, and to engage audiences and communities directly in the production of knowledge. The stakes of this inquiry are profoundly social and political as well as formal and aesthetic. The program teaches students to approach public media as sites for political contestation, for the representation and interrogation of ethics and power, and for imagining personhood and collective life.

Mass Communication, MMC

• Program description
• At a glance
• Concurrent program options
• Accelerated program options
• Degree requirements
• Admission requirements
• Tuition information
• Application deadlines
• Program learning outcomes
• Global opportunities
• Career opportunities
• Contact information

Audio Production, Broadcast, Communications, Documentary, Entrepreneurship, Journalism, Mass Communication, PR, Photography, Photojournalism, Reporting, cronkite, digital, media, writing

Become a high-impact journalist, storyteller, strategic communicator or media leader, and take your career to the next level. In as few as 12 months, get immersive, hands-on experience that prepares you to produce impactful journalism and strategic communications content.

The Walter Cronkite School of Journalism and Mass Communication's MMC degree program immerses students in the practices of journalism and strategic communications, preparing them for careers in news, documentary storytelling, advocacy, community engagement or corporate communications.

This 36 credit hour master's degree program begins with a multimedia boot camp, teaching students how to tell stories with text, photo, video and audio elements. In the second semester, students choose from a selection of more advanced courses, such as those focused on narrative writing, podcasting, advanced broadcast production, documentary production, health reporting, Spanish-language news, transborder coverage, public relations research, strategic communications storytelling and media entrepreneurship.

The program culminates in a professional immersion experience in one of the Cronkite School's strategic communication labs or news bureaus in Los Angeles, Phoenix or Washington, D.C. Working under the guidance of award-winning journalists and strategists, these capstone programs offer practical experience in a professional news or agency environment.

This program is offered concurrently with degrees from ASU's Sandra Day O'Connor College of Law and ASU's School of Sustainability. It is also offered in a dual MD/MMC degree with the Mayo Clinic Alix School of Medicine.

• College/school: Walter Cronkite School of Journalism and Mass Comm
• Location: Downtown Phoenix
• STEM-OPT extension eligible: No

Students can choose to create their own concurrent degree combination to match their interests by working with their academic advisor during or after their first semester of study. Some concurrent combinations are not possible due to high levels of overlap in curriculum; students should speak with their academic advisor for more details.

This degree is also offered as a concurrent program with the following:

Acceptance to the graduate program requires a separate application. Students typically receive approval to pursue the accelerated master’s during the junior year of their bachelor's degree program. Interested students can learn about eligibility requirements and how to apply .

30 credit hours including the required applied project course (MCO 593)-Mid-Career, or 30 credit hours including the required capstone course (MCO 570)-Mid-Career, or 36 credit hours including the required capstone course (MCO 570)-Full Time

Required Core (9 credit hours) MCO 503 Media Law (3) MCO 510 Data Journalism (3) or MCO 536 Public Relations Research (3) MCO 525 21st-Century Media Organization and Entrepreneurship (3)

Electives (6 credit hours)

Other Requirements (12 credit hours) MCO 502 Journalism Skills (8) MCO 504 Cronkite Master's Seminar (1) MCO 530 History, Philosophy and Ethics of Journalism (3) or MCO 519 Strategic Communications Leadership and Ethics (3)

Culminating Experience (3 or 9 credit hours) MCO 570 Master of Mass Communication Capstone (3 or 9) MCO 593 Applied Project (3)

Additional Curriculum Information The master's degree program is a full-time, 36 credit hour program. Students with extensive professional journalism experience may be offered the opportunity to pursue the 30 credit hour mid-career option.

Students must complete a total of eight credit hours of MCO 502, which is offered at variable credit hours and can be taken multiple times.

Students should see the academic unit for a complete list of approved electives. Other requirement coursework may be substituted with approval of the academic unit.

Applicants must fulfill the requirements of both the Graduate College and the Walter Cronkite School of Journalism and Mass Communication.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• three letters of recommendation
• personal statement of interest (350 to 500 words in length)
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency. TOEFL scores must be at least 100 for the internet-based examination taken in a testing center.

The Cronkite School's graduate committee reviews complete and on-time applications. Recommendations for admission are made to Graduate Admission Services, where the final admission decisions are made.

Program learning outcomes identify what a student will learn or be able to do upon completion of their program. This program has the following program outcomes:

• Develop the tools, technology and techniques for content creation that adheres to accepted journalistic standards and practices, and which prepares them for careers in media and communication.
• Evaluate ethical, diversity and legal standards relevant to the journalism industry and create culturally proficient communication.

Studying abroad is possible for graduate students. There are more than 50 program opportunities, with programs on every continent.

Students can find more information on the Global Education website .

The skills of strong reporting, research, writing and multimedia production are in high demand across industries, including in journalism, strategic communication, nonprofit leadership, international affairs, political advocacy and entrepreneurship.

Career examples include:

• digital strategist
• documentary producer
• entrepreneur
• media executive
• photojournalist
• podcast producer
• videographer

Walter Cronkite School of Journalism and Mass Comm | CRONK 302 [email protected] 602-496-5555 Admission deadlines

Featured WRIT Programs: MA and PhD in RSTC

The Department of Writing Studies proudly offers an MA and PhD in Rhetoric and Scientific & Technical Communication (RSTC). As applications for Fall 2025 open this month, we chatted with Dr. Molly Kessler, Associate Professor, Director of Graduate Studies, and Associate Chair, to learn more about what sets RSTC apart from other graduate programs. We also invite prospective students to  explore our research programs on our website !

What skills do students learn in RSTC?

The RSTC program is designed to support students in becoming experts in writing studies, rhetorical studies, and technical communication. Our program supports students in gaining the knowledge, experience, and skills to succeed as experts in RSTC fields. Specifically, our program provides training  in research design and methods, academic writing, pedagogy and teaching, and skills for entering both academic and non-academic industries.

What types of individuals might be interested in joining RSTC?

Folks interested in becoming experts in rhetoric, scientific, and technical communication! This might include folks aspiring to be teachers, researchers, or practitioners in RSTC areas.

What makes RSTC unique?

We are extremely committed to accessible, inclusive, and student-centered practices and processes in RSTC. We take this commitment seriously across our curriculum, community, teaching, and programming. We also prioritize joy in RSTC and want our programs to be a place where folks feel like they belong, are supported, and can succeed in achieving their individual goals!

How does RSTC support students?

In any way we can! :) We know graduate school is about what you learn in courses and through programmatic milestones, but we also know that the graduate school experience includes professional development, teaching, building community, and engaging with various program, department, college, and university resources. RSTC works to meet students where they are and work with them individually and collectively to support their goals while creating an inclusive, rigorous, accessible, and fun program and community.

What is your favorite part about working with RSTC?

The students! I learn so much from the graduate students in this program. It is truly one of the biggest joys in my professional life to work with graduate students every day, learn from their innovative and creative ideas, and be challenged to always continue learning and growing myself.

How can an interested individual join RSTC?

Reach out to Allie Cooperman, our incredible Graduate Programs Coordinator, or to me directly. You can find our contact information on our  Graduate Programs website . Talking with prospective students is one of the best parts of my job!

Related News

Featured RSTC PhD Graduates

Celebrating the accomplishments of our recent and upcoming RSTC PhD graduates!

Featured MS Student: Matthew Bouvier

Q&A with Writing Studies MS student Matthew Bouvier

TWC Graduates Share their Experiences

Technical Writing & Communication graduates share their experiences in Writing Studies and working in their major.

More Writing Studies News

• Open access
• Published: 11 September 2024

Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review

• Dana ElKhalifa 1 ,
• Ola Hussein 2 ,
• Abeer Hamid 3 ,
• Nour Al-Ziftawi 4 ,
• Israa Al-Hashimi 5 &
• Mohamed Izham Mohamed Ibrahim 2  

BMC Medical Education volume  24 , Article number:  989 ( 2024 ) Cite this article

Metrics details

Background/objectives

We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs.

A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes.

Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload.

Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes.

Peer Review reports

Pharmacy is a dynamic discipline of science, rapidly expanding with a rising number of students pursuing postgraduate studies in the field [ 1 ]. Postgraduate education is pivotal in shaping and advancing pharmacy practice across diverse settings, effectively addressing significant challenges and bridging crucial gaps. Such a specialized knowledge would ultimately contribute to improved patient care and population health outcomes. Further, postgraduate education programs must ensure the provision of teaching across diverse specialized domains. These include, but are not limited to, professional education, drug discovery, medicinal chemistry, pharmaceutics, biotechnology, biochemistry, pharmacogenetics, pharmacokinetics, pharmacognosy, pharmacology, pharmacotherapy, pharmacoepidemiology, pharmacoeconomics, and pharmacoinformatics. Additionally, these programs should aim to contribute to advancing and improving healthcare systems, pharmacy laws and ethics, and proficiency in working with advanced machines and analytical techniques [ 2 , 3 ], all of which have positive impacts for the quality and safety of patient care and the overall health of populations.

Postgraduate pharmacy education faces a range of challenges. These include the surplus of postgraduates in traditional disciplines as compared to available emerging jobs in the market, curricula that fail to align with the demands of pharmaceutical practice settings, maintaining traditional teaching methods despite the dynamic change in the pharmaceutical industry, and advanced global practice and technology [ 4 , 5 , 6 ]. Notably, pharmacy postgraduate education in low- and middle-income nations confronts numerous challenges and gaps related to education, systems, and practice. Further, teaching methods at different universities are diverse [ 7 , 8 , 9 , 10 ]. As a result, it is unclear whether these universities are effectively optimizing and tailoring their educational strategies to meet the current needs of postgraduate students and align with the demands of pharmaceutical industries and healthcare systems [ 3 ]. Nevertheless, institutions offering postgraduate education have a fundamental responsibility to provide high-quality education, necessitating the continuous evaluation and enhancement of their curricula to align with the developing needs of future graduates and prospective employers. This holds particular significance as postgraduate students carry the expectation that their universities have designed high-quality educational programs to fulfill their diverse needs [ 4 ].

There is a noticeable absence of a definitive guide on how universities can effectively address the expanding challenges within pharmacy postgraduate education. This is primarily because accreditation bodies focus predominantly on evaluating and reviewing undergraduate curricula, neglecting the unique challenges of postgraduate education in pharmacy. Furthermore, international experiences and needs in pharmacy education vary significantly between countries. This raises the following research question: what insights, perspectives, challenges, and recommendations can inform the optimization of postgraduate (PhD and MSc) pharmacy programs at universities worldwide? To answer this question, it is essential to conduct this scoping review to systematically chart the available evidence and understand the current body of knowledge about pharmacy postgraduate education. Through this endeavor, our objectives are a) to identify current insights, perspectives, challenges, and recommendations that can assist various postgraduate pharmacy programs in addressing potential gaps within their systems and possibly refining their existing educational structures (e.g., curricula) and approaches (e.g., educational methods) to enhance the overall learning process for their students; and b) to develop a framework to optimize postgraduate pharmacy programs.

Study design

We conducted a scoping review to synthesize and map the available evidence and identify a framework for improving educational programs for postgraduate degrees in pharmacy. Scoping reviews tackle broad subjects and usually aim to recognize research gaps in the existing literature [ 11 ]. While conducting this review, we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, which contains 22 reporting items [ 12 ]. Our filled PRISMA-ScR checklist for this scoping review is included in Supplementary Material 1.

The study protocol was drafted and reviewed using the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-P) checklist [ 13 ]. While it was not previously published, it is available as supplementary material (Supplementary Material 2).

Eligibility criteria

Eligibility criteria for studies included in this scoping review: i) Studies published in peer-reviewed journals; ii) The primary focus of the studies should be on curriculum and education development within MSc and PhD Pharmacy programs; iii) Studies needed to discuss related aspects such as competencies, assessment methods, and courses; iv) They need to be published in English between the period of January 2011- September 2023; v) To encompass various aspects of graduate pharmacy education, studies were included if they employed qualitative, quantitative, or mixed-method study designs.

Conversely, studies were excluded if they: i) Focused on public health, PharmD, diploma, or clinical practice-based master programs that do not include research/thesis, as these programs often have distinct educational objectives compared to research-based postgraduate programs; ii) Addressed initiatives to improve research unrelated to postgraduate programs, because the focus of this review is solely on postgraduate education; iii) Were centered on dual pharmacy (PharmD)/master of public health (MPH), as these programs are mainly interdisciplinary in nature and do not specifically reflect the unique challenges of research-oriented programs; iv) Focused on genetic counseling, because this field has a distinct aim and is not directly related to postgraduate research-based pharmacy education; v) Were associated with other non-pharmacy-related programs, as our focus is on Pharmacy; vi) Focused solely on university facilities, because our target is the educational content; vii) Were categorized as commentaries or review articles, to avoid bias in reporting and prioritize original research content.

Information sources/literature search

The search for relevant studies was conducted on PubMed, EMBASE, Scopus, ProQuest, Web of Science, and Google Scholar to identify relevant studies published between January 2011 and September 2023. The search strategy utilized related keywords: postgraduate, higher education, graduate, PhD, MSc, masters, education, curriculum, courses, syllabus, skills, competencies, assessment, evaluation, pharmacy, and pharmaceutical sciences. Search limits were applied to the title/abstract and English language. Three investigators independently performed the initial screening of the titles and abstracts to identify eligible articles. Discrepancies were resolved through discussion and agreement. Specialized journals were also specifically reached to identify relevant articles, specifically the American Journal of Pharmaceutical Education, Journal of Medical Education and Curricular Development, Currents in Pharmacy Teaching and Learning, Pharmacy Education, European Journal of Education, Journal of Pharmacy Practice and Research, and Health Education Journal. The final search strategy for each database is presented in Table S1 (Supplementary Material 3). Finally, the removal of duplicates, title/abstract screening, and full-text screening were conducted using the Rayyan application [ 14 ].

Studies selection and data charting

Three reviewers independently screened all included citations and full-text articles and agreed on their eligibility. A standardized data extraction tool was created using Microsoft Excel and utilized to chart data from all eligible articles. In addition, the following information was collected independently by three reviewers: authors, year of publication, focus of the study, title, relevant/irrelevant, objectives, country, challenges, recommendations, and conclusion. Discrepancies were resolved through discussion and agreement between the authors.

We followed the framework proposed by Arksey and 'O'Malley for data synthesis and charting [ 11 ]. Eligible studies were grouped based on common themes. Our grouping focused on the following three themes in Table  1 : i) Courses, curriculum, and syllabus; ii) Training, competencies, and skills development; and iii) Assessment, evaluation, and mentorship methods.

Development of the conceptual model

To develop a comprehensive conceptual model guiding the creation of collective, high-quality pharmacy postgraduate (MSc/PhD) programs, we conducted a rigorous literature review focusing on the challenges, recommendations, factors, and successful interventions. To synthesize this information, we employed the Arksey and 'O'Malley framework for data synthesis and charting. The model development process involved the following steps:

Identification of key themes: Based on the literature review, three primary themes emerged as critical for postgraduate pharmacy program development:

Courses, curriculum, and syllabus

Training, competencies, and skill development

Assessment, evaluation, and mentorship methods

Model construction: A conceptual model was constructed around these themes, incorporating essential components, including:

Curriculum design and development, including necessary and optional elements

Competency-based curriculum development

Training and skills development aligned with student, program, and job market needs

Diverse assessment and evaluation methods to measure program effectiveness, student learning, and job market impact

Successful interventions and international experiences

Model enrichment: To ensure comprehensiveness, the model was expanded to include additional factors and emerging trends deemed important to the study team. For instance, under the "courses and curriculum" theme, we incorporated elements like needs assessment, regular evaluation, and program refinement to promote the concept of program sustainability. Additionally, we explored the potential of using advanced tools like artificial intelligence for assessment, evaluation, and mentorship, based on what has been reported within the included studies.

Overall, this systematic approach, grounded in both literature and practical examples, resulted in a robust conceptual model to inform the development and evaluation of collective, high-quality pharmacy postgraduate programs.

Literature search

After removing duplicates, 5542 articles were identified from the different searched databases (Fig.  1 ). After titles and abstracts screening, 5461 citations were excluded because they matched our exclusion criteria, leaving 81 full-text articles to be further assessed for eligibility. Among them, 45 were excluded and summarized with their exclusion reasons in Table S3 in Supplementary Material 3. The remaining articles ( n  = 36) matched our inclusion criteria and were included in this scoping review.

PRISMA flow diagram of the studies selection process

Study characteristics

Based on their primary focus, the included studies were classified into three commonly identified themes, as defined in Table  1 . Study characteristics are summarized in Table  2 , including the study authors, publication year, focus, objectives, place of origin, design, and main findings. Among them, 14 addressed courses, curriculum, and syllabus issues; 9 discussed training, competencies, and skills development; and 13 targeted topics pertaining to assessment, evaluation, and mentorship methods (Fig.  2 ). The studies implemented various designs, including quantitative, qualitative, and mixed-method (Fig.  2 ).

Distribution of the research methods employed in the included studies per identified theme

The included publications on various pharmacy postgraduate educational programs (MSc, PhD, or both) were segregated based on their focus on the three themes (Fig.  3 ). Notably, most research articles concentrated on master’s programs compared to PhD programs, validating that more research is conducted on this program type (Fig.  3 ). In addition, the distribution of research on Master programs across the three themes revealed a larger number of publications focusing on courses, curriculum, and syllabus (Fig.  3 ). In contrast, research on PhD programs disclosed that training, competencies, and skills development garnered the most attention, implying a distinct focus on research efforts and underlining the necessity of competencies/skills development for PhD graduates (Fig.  3 ). Details on the distribution of the articles by country are outlined in Fig.  4 a.

A radar chart comparing the three identified themes based on the postgraduate program type

Distribution of research articles: ( a ) Overall 36 articles by country; ( b ) Articles based on country and identified theme

Courses, curriculum and syllabus

As outlined in Fig.  2 , 14 publications were dedicated to enhancing courses and curricula for various specialized MSc and PhD programs. These originated from nine countries, and as outlined in Fig.  4 b, most of these studies were conducted in the USA ( n  = 5, 35.71%), followed by Australia ( n  = 2, 14.29%). Additional contributing countries encompassed Jordan, Iran, Portugal, Malaysia, the Netherlands, Switzerland, and China (Table  2 ). Five of the identified studies emphasized the importance of specialized courses for improving postgraduate education (Table  2 ), such as research ethics, preparation for future faculty roles, pharmacoinformatics, and laboratory experience [ 15 , 16 , 17 , 18 , 19 ]. In the context of curriculum development, nine studies specifically addressed the design, format, review, and restructuring of postgraduate pharmacy programs to meet students' present and future needs [ 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. Methodologies utilized in these studies included descriptive analyses, cross-sectional questionnaires, and surveys, as well as the incorporation of focus groups and interviews (Table  2 ).

Training, competencies and skills development

Nine published studies evaluated specific skills necessary for inclusion in postgraduate curricula (Fig.  2 ). Most of these studies originated from the USA ( n  = 7, 77.7%), with the remaining two published in India and Poland (Fig.  4 a). Most studies ( n  = 8, 88.9%) primarily focused on PhD students, while only two included MSc students (Fig.  3 ). The studies shed light on the need for developing competencies and skills in research, curriculum development, communication, health administration and leadership, industrial training, and critical thinking and problem-solving (Table  2 ). Study designs were varied and encompassed mixed-methods, cross-sectional surveys, retrospective studies, interviews, and descriptive studies (Table  2 ).

Assessment, evaluation and mentorship methods

The third group of studies ( n  = 13) embraced approaches and criteria for assessing students' performance, methods for delivering certain lectures, and mentorship (Table  2 ). Consistent with the previous themes, the majority of the studies ( n  = 5, 38.46%) were based in the USA, while two articles originated from Jordan ( n  = 2, 15.38%) (Fig.  4 ). The remaining studies originated in the United Kingdom, India, Denmark, China, Australia, and Ukraine. Six studies within this group focused on assessment methods, emphasizing the importance of comprehensive evaluation and peer review (Table  2 ) [ 38 , 39 , 40 , 41 , 42 , 43 ]. Two studies specifically emphasized the significance of evaluating students' performance without merely focusing on testing theoretical understanding [ 41 , 42 ] (Table  2 ). Additionally, four studies advocated the added value of artificial intelligence and computer-based tools in delivering lectures and elucidating certain life sciences concepts [ 44 , 45 , 46 , 47 ] (Table  2 ). Three studies evaluated postgraduate mentorship models, highlighting the positive impact of dual mentors [ 48 , 49 , 50 ] (Table  2 ).

The conceptual model content

To visualize the relationships among the identified themes and relevant key components, we developed a conceptual model (Fig.  5 ). Figure 5  presents the final summary derived from our comprehensive literature review of the core elements proposed for a collective high-quality pharmacy postgraduate (MSc/PhD) educational program. To our knowledge, this is the first model to be developed and published on the specific topic of pharmacy postgraduate educational programs. All the identified insights, perspectives, challenges, and recommendations that can inform the optimization of postgraduate pharmacy programs at universities worldwide have been grouped together to allow for the development of this coherent model outlining the following themes:

A conceptual framework for developing a collective high-quality Pharmacy postgraduate (MSc/PhD) educational program. This illustration was developed based on the recommendations discussed in the literature from the relevant identified themes

This theme encompasses curriculum design and development. Studies investigating the key concept of curriculum design and development, particularly emphasizing the importance of aligning the curriculum to concepts of competency-based learning, job market demands, career planning, collaboration, research, specialization areas, and others. It was noted that a number of concepts are needed to develop a comprehensive postgraduate program that is essential for graduates’ success and meets the needs of the job market.

Training, competencies and skill development

This theme included the main components a program could target to implement effective change in students’ knowledge, skills, attitudes, and competencies required in real-world practice. It was noted that skills relevant to other disciplines, e.g., leadership and management, data science, as well as various non-science communication skills, are highly essential for the modern job market. Additionally, the necessity of providing students with training on additional non-academic career skills was deemed crucial and had a positive influence on students’ skills and competencies, as well as the effectiveness of programs to produce graduates who can meet the demands of employers in the modern job market.

This theme features the role of effective assessment and mentorship in program development and student success. Various assessment strategies, such as mentorship, advanced assessment tools, merged assessment, and peer assessment, were all positive experiences reported in the literature with the potential benefit of conducting successful assessments of students learning and intervention effectiveness, both of which are related to successful program implementation and development.

Principal findings

This scoping review aimed to map the existing literature on postgraduate education in pharmacy systematically. We identified 36 primary studies addressing the curriculum, skills development, and/or assessment approaches of postgraduate (MSc and PhD) pharmacy programs on an international scale. The studies were categorized and will be discussed based on their primary focus into three distinct themes: i) courses, curriculum, and syllabus issues; ii) training, competencies, and skills development; and iii) assessment, evaluation, and mentorship methods.

A group of studies explored the importance of different universal and specific courses within diverse pharmacy postgraduate curricula.

One of the crucial topics explored in the literature for its critical value in pharmacy postgraduate education is research ethics (RE). RE education is an integral component that equips students with the necessary skills to adhere to ethical standards when designing and conducting clinical and biomedical research [ 51 , 52 ]. Unfortunately, the findings indicate that ethics training in postgraduate programs related to pharmacy and medical sciences remains insufficient, particularly in developing countries such as Jordan and Iran [ 17 , 19 , 42 ]. Ahmed et al. also reported that, on a global scale, only 10% of research-based master programs offered standalone research ethics courses, and 40% offered some discussions within their curriculum [ 19 ]. Consequently, it is recommended that postgraduate schools consider integrating comprehensive research ethics training into their curricula, especially in developing countries. Furthermore, there is a need for additional studies in developed countries to explore this aspect further.

While many students pursue higher education to enter academia, postgraduate schools often prioritize research skills over teaching skills [ 53 ]. Teaching assistantships can offer students interested in academia practical teaching experiences [ 54 ]. However, not all students can access such opportunities, necessitating a compromise. For instance, integrating embedded lectures and courses into the curriculum can provide a viable solution. Preparing Future Faculty (PFF) was a valuable course to prepare graduate students and postdoctoral fellows for academic teaching [ 15 ]. The course syllabus included practical teaching experience and lecture delivery under dual supervision [ 15 ]. By the end of the course, many PFF graduates could secure faculty positions, and the course was distinguished as sustainable and valuable for students planning to work in academia [ 15 ]. The same course was taught to doctoral public health students and it showed excellent outcomes [ 55 ]. Similar courses can be adopted in postgraduate programs, especially PhD, as optional electives for students interested in academia.

A study by Fox et al. highlighted the urgent need to include pharmacoinformatics courses in pharmacy master's programs [ 18 ]. In particular, careers in pharmacoinformatics require students to have advanced conceptual knowledge and hands-on experiential education [ 56 ]. Recommended lecture topics encompass drug formulary management, advanced pharmacy and medical informatics, supply chain management, evidence-based medicine, and health policy [ 18 ]. Notably, the study revealed higher expectations for pharmacoinformatics knowledge for MSc graduates compared to their BSc counterparts, emphasizing the necessity for developing a comprehensive postgraduate pharmacoinformatics curriculum [ 18 ].

Another important curricular element is laboratory experience, particularly in basic sciences postgraduate programs. For example, the Non-Stop Lab Week (NSLW) was formed as part of the master's program at the University of Aveiro, Portugal, to equip students with real-life lab experience [ 16 ]. Over 1 week, students independently conducted molecular assay projects in an environment mirroring a real laboratory setting [ 16 ]. Most students found the NSLW's intensity very suitable and beneficial for their careers [ 16 ]. After graduation, they found this exposure to be similar to their experience in their current workplaces [ 16 ]. Often, postgraduate students focus solely on specific skills aligned with their thesis supervisor's area of expertise, potentially missing out on essential skills for future roles in the pharmaceutical industry. Therefore, experiences like the NSLW help expose students to the actual work environment. Likewise, programs may add curricular modules for students to get hands-on exposure to different research projects during their first semester, offering insights into potential future careers and a great scientific breadth while connecting with potential thesis supervisors.

Concentrating on a few specific courses is insufficient, and crafting a comprehensive curriculum poses a complex challenge [ 57 ]. There is a notable shift towards Competency-Based Education (CBE) in contemporary postgraduate and undergraduate pharmacy and medical education systems due to its demonstrated effectiveness [ 58 , 59 , 60 ]. CBE occurs when a curriculum incorporates comprehensive tasks, such as systems of instruction, didactic and experiential courses, and assessments to demonstrate proficiency in taught skills and concepts [ 60 ]. Various studies advocated incorporating CBE when developing postgraduate pharmacy curricula [ 21 , 25 , 26 , 27 ]. Keller et al. suggested some curricular components and building blocks to be included in postgraduate pharmacy education, encompassing the decision on core competencies, foundational concepts, lectures, syllabus, thematic training, research seminars, research integrity, supervision, student feedback, evaluation, assessment, stipends and financial support, and alumni networking [ 25 ]. They also proposed a set of competencies to be taught in PhD health sciences programs, categorized into three domains [ 25 ]:

Scientific knowledge: information literacy, research methods, scientific writing, ethics and integrity, and professional conduct.

Management and Organization: self-management, project management, and teaching.

Leadership and personal: leadership and communication.

Pharmacy education continues to adapt to the evolving needs of diverse pharmacy career paths. Initiatives for developing curriculum recommendations have been undertaken, focusing on equipping graduates with knowledge and skills for future career paths. A key initiative is the American Association of Colleges of Pharmacy (AACP) Research and Graduate Affairs Committee report [ 20 ]. The AACP report was developed based on data from different universities within the USA [ 21 ]. It addressed universal skills applicable to all pharmacy disciplines to be incorporated into different curricula [ 21 ]. These identified skills were grouped into five domains [ 21 ]:

Foundational knowledge.

Scientific communications.

Leadership and management.

Personal and professional development.

The three key proposals endorsed by the report were the need to concentrate on career guidance, external peer review, and preparing students for roles in academia [ 21 ]. In another study by Koster et al., three distinct pharmacy-related master's programs tailored for community or hospital pharmacists were described [ 27 ]. These programs were adapted to pharmacy education based on the CanMEDS framework, which originally describes the required skills for physicians to effectively address the needs of the individuals they serve [ 27 ]. In addition, the authors highlighted the importance of experiential (workplace) education over traditional on-campus education and the need to expose the students to a mixture of both [ 27 ].

A very important curriculum component is career planning and professional skills development. This is particularly important because many postgraduates move into postdoctoral training, even if they do not plan to take a research career path [ 61 ]. Regrettably, career discussions usually happen close to graduation [ 20 ]. Indeed, early career guidance and mentoring, ideally at the program's commencement, would empower students to make more informed decisions about their future career paths. Traditionally, pursuing a PhD was synonymous with academic positions. Still, this perception has evolved in the last decade, necessitating an educational shift to prepare students for broader career options [ 20 ]. The current job market reveals a growing "supply–demand" gap, with limited academic sector vacancies and an increasing number of postgraduate students graduating annually. Therefore, there must be a shift to diversify curriculum content, gearing it towards paths beyond traditional academic careers. For example, in a study by Fuhrmann et al., biomedical PhD students indicated that they were considering various career paths (research and non-research), which underlines the necessity for a comprehensive doctoral curriculum [ 20 ]. To aid students in achieving their career goals, the development of their plans, including career planning and professional skills training, can be encouraged through discussions with program mentors. Moreover, programs may allow flexible mandatory electives where students can select their preferred courses based on their constructed career plans.

It is crucial to have regular curriculum revisions to ensure that the educational content remains current and aligns with the expanding industry requirements and needs. An example of these revisions was published by Allen et al., in which a pharmaceutical medicine curriculum was reviewed at an Australian university based on cross-sectional survey findings to identify required updates to the program [ 24 ]. They developed a two-year, part-time, fully online program with interactive assessments to support students' career goals [ 24 ]. In another study, Barrett et al. presented a qualitative description of an established Master’s program in drug discovery and development [ 22 ]. The program was initially a course that was refined and expanded based on student and market demands, covering various stages of drug development [ 22 ]. The curriculum encompasses topics delivered as courses by different colleges, including epidemiology, nanotechnology, pharmacogenomics, and project management [ 22 ]. The authors reported that most program graduates secured jobs in the pharmaceutical industry upon graduation, emphasizing the significance of regular program evaluations and refinement [ 22 ]. Similarly, Lypson et al. outlined the newly adopted program evaluation process at the University of Michigan Health System, involving dedicated faculty and formal resident members [ 23 ]. This process also benefits from standardization of meetings, content experts, a transition from paper to electronic committee materials, and a focus on continuous improvement efforts for the program [ 23 ].

To uphold the quality of pharmacy postgraduate programs, supervisors must ensure students meet program requirements and graduate efficiently. Incorporating blended learning, which combines online and on-campus classroom experiences, has been suggested as a valuable learning tool [ 62 , 63 ]. Furthermore, introducing dual postgraduate degrees alongside undergraduate education in pharmacy programs can enable students to attain advanced degrees in a shorter duration efficiently. Implementing a hybrid teaching format can also be helpful, particularly for working professionals.

Training, skills and competencies development

Student preparation should extend beyond curricular coursework to encompass practical training and skill development, including cultivating critical thinking skills. Postgraduate pharmacy students must acquire skills and competencies to excel in their future roles. While some skills may be specific to student specialization, others are universally applicable and should be integrated into most specialized medical and pharmaceutical programs. Furthermore, the current job market demands more than traditional scientific research skills. Students may also need to demonstrate disparate skills in business, policy management, and advanced technologies. Therefore, the curriculum should incorporate relevant course content to address these multifaceted requirements. Competencies are frequently defined as meaningful job-related skills, knowledge, attitudes, and abilities essential for competent performance in distinct professions [ 60 ]. Key skills and competencies highlighted in the literature regarding pharmacy postgraduate education encompass research competencies, curriculum development training, communication skills, health administration and leadership training, industrial training, and critical thinking and problem-solving.

In a study published by Poloyac et al., core research competencies for a PhD program were developed in a clinical pharmaceutical sciences curriculum [ 29 ]. Eight major competencies were identified for students to integrate preclinical and clinical evidence into their research successfully [ 29 ]. These competencies included: i) literature review and evaluation; ii) hypothesis generation; iii) research methods and study design; iv) statistical methods and data evaluation; v) grantsmanship; vi) presentation and delivery of oral and written scientific information; vii) ethical conduct of research; viii) leadership, management, and multidisciplinary teamwork [ 29 ]. Each category features subcategories of competencies, and evaluation rubrics were created to assess students' performance [ 29 ]. These competencies provide a valuable framework that can be adapted for other research-based postgraduate programs.

As previously discussed, some students pursue higher education to enter academia, emphasizing the need to acquire essential competencies to excel in their potential roles. Given that curriculum development and revision are ongoing and dynamic processes, training postgraduate pharmacy students on curriculum development becomes invaluable for those aspiring to pursue an academic career in pharmacy. Newton et al. demonstrated the effectiveness of incorporating a faculty simulation of curriculum development seminar for MSc and PhD pharmacy students, offering a practical and successful tool to prepare them for the responsibilities associated with academic roles [ 30 ].

Research, being a multifaceted interdisciplinary field, demands excellent communication skills. Thus, students must undergo training in presentation, negotiation, and conflict management skills. Additionally, employers' appreciation of diverse soft skills highlights the importance of cultivating a broad skill set in graduates [ 64 ]. Studies have highlighted substantial benefits for doctoral pharmacy students who received training to enhance their communication skills, improve confidence in discussing findings, and enhance public speaking abilities [ 31 , 32 ]. Therefore, integrating courses and lectures focused on communication into the curriculum emerges as an invaluable component, aiding students in cultivating and strengthening their personal and interpersonal communication capabilities.

Specialized programs often require students to develop unique skills and competencies relevant to their areas of study. For instance, a master’s degree in health-system pharmacy administration and leadership training (HSPAL) was a novel program developed within the Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill [ 33 ]. That program combined Master’s education with practical HSPAL residency [ 33 ]. The program was designed to provide a balanced curriculum encompassing leadership, management, clinical, administrative, and didactic courses to prepare students for pharmacy administrative positions and leadership careers [ 33 ]. The program indicated attainment of the main core competencies and outcomes by enrolled students and graduates [ 33 ]. Furthermore, supervisors noted a greater likelihood of hiring graduates for administrative positions [ 33 ].

Many pharmacy programs often encompass laboratory components involving traditional basic sciences practice labs. However, there is a recognized need to integrate elements that provide students with the necessary knowledge for pharmaceutical industry practice, particularly those aspiring to work in drug discovery and development. A study revealed that most graduate programs inadequately address industry-related skills, emphasizing the importance of incorporating experiences that better prepare graduates for non-academic careers [ 35 ]. In another study by McLaughlin et al., a qualitative analysis of employers’ expectations for pharmaceutical sciences PhD graduates was conducted to understand the skills sought by employers [ 34 ]. The authors identified themes such as depth and breadth of knowledge, collaboration, communication, adaptability, experiential training, research productivity, and motivation [ 34 ]. Thus, integrating a holistic lab experience throughout the study duration, rather than limiting exposure to technical skills, can add significant value. This could be implemented by placing students in local and international pharmaceutical industries for mandatory practical experiences.

Critical thinking and problem-solving are among the highly desired skills in pharmacy postgraduates and are key to successful research conduct and evaluation of published evidence. However, various barriers may hinder their acquisition, including students' perceptions, limited metacognitive skills, biases, and the need for effortful thinking [ 65 ]. Though challenging, developing and nurturing these skills is not impossible in a thoughtful and encouraging educational environment. Research from India and Poland explored these skills in pharmacy postgraduate education [ 36 , 37 ]. Research from India investigated the performance and perception of students and their instructors regarding utilizing critical appraisal tools [ 37 ]. Both students and instructors reported that journal club (JC) criticism activities were vital in pharmacy postgraduate education, contributing to an enhancement in critical appraisal skills among participating students [ 37 ]. Research from Poland reported that graduates had insufficient knowledge of and attitudes toward evidence-based pharmacy, especially in their critical appraisal of scientific articles and problem-solving skills [ 36 ]. The study suggested that blended learning, combining classroom and online multi-module courses, could enhance the learning experience [ 36 ]. Further research evaluating critical-thinking and problem-solving training in pharmacy postgraduate education across diverse countries is essential to draw wide-ranging conclusions and recommend improvements in relevant curricula.

Assessment, evaluation and mentorship

Competency-based education proves beneficial when students' competence is continually assessed throughout the program [ 66 , 67 ]. A well-defined course syllabus should outline the timeline, assessment approaches, deadlines, and submissions and emphasize feedback and constructive criticism [ 66 , 67 ]. Course instructors should decide on the course objectives and identify potentially relevant embedded assessment tools to achieve these goals [ 40 ]. For instance, a program-level assessment process was developed for an MSc in Pharmaceutical Sciences program using an iterative data collection process, peer evaluation, and discussions [ 40 ]. The main assessment domains were cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) [ 68 ]. The assessment was developed utilizing Bloom's taxonomy, which includes cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) domains, and can guide the setting of course goals based on complexity and specificity [ 40 , 68 ]. Program success can be evaluated through student evaluations and feedback on course content, format, assessment methods, and suggestions [ 40 , 68 ].

A set of publications explored the performance assessment of pharmacy postgraduate students. In a descriptive study by Robinson et al., a comprehensive competency review assessing postgraduates' competencies was discussed [ 38 ]. Students were required to provide written evidence for each competency, and the instructor would either accept it if found satisfactory or reject it while requesting a rewritten version to ensure the development of the required competencies [ 38 ]. Based on students' performance, the faculty member may suggest elective courses during the program's second half [ 38 ]. Similarly, in a National Institutes of Health (NIH) Grant Application Writing Assessment for pharmacology postgraduate students, grades improved considerably upon resubmission, with survey responses indicating increased student confidence in grant writing capability [ 39 ]. The study emphasized improving writing skills through writing, revision, submission, constructive feedback, rewriting, and resubmitting [ 39 ]. Together, these findings underline the importance of midpoint evaluations for various competencies. While this process may be time-consuming for students and faculty, it is considered a worthwhile investment in time, cost, and effort.

Assessing students' understanding of theoretical concepts alone may not be sufficient; they should also be evaluated based on their actions and practical applications. For instance, a study conducted in Jordan reported a high theoretical understanding of plagiarism among pharmacy postgraduate students. However, when given practical assignments, overall performance was unsatisfactory, revealing a high prevalence of plagiarism [ 41 ]. Therefore, educational institutions should ensure students learn various paraphrasing methods and are educated on useful references for plagiarism checking. In another study conducted in the same country, the adherence rate of postgraduate students to ethical standards related to data confidentiality and informed consent when dealing with human subjects was also inadequate [ 42 ]. Hence, assessing students’ performance in applying theoretical concepts is also recommended to ensure they are highly competent in real-world settings.

The careful selection of tools and methods for delivering lectures is crucial, especially in the context of advancing technologies and artificial intelligence. In postgraduate education, 3D virtual computer simulation methods were deemed advantageous [ 44 , 46 ]. In a randomized controlled study, using 3D technology to demonstrate drug-receptor interactions significantly enhanced students’ understanding and performance compared to traditional 2D graphics [ 44 ]. Similarly, a computer-simulated method in experimental animal modeling in postgraduate pharmacology improved the experimental outcomes and confidence when conducted before an isolated live tissue-based bioassay [ 46 ]. Moreover, a pilot study assessing the value of technology (Lecture Tools) as an active learning method in teaching pharmacokinetics and pharmacodynamics demonstrated a positive experience [ 45 ]. Lecture Tools is a cloud-based system that permits various question designs, student participation, and in-class evaluations [ 45 ]. Students can use any smart device, like laptops, tablets, or mobile phones, and take notes within the same slide of the teaching presentation [ 45 ]. Despite the provision of real-time interactions, there are limitations, including weak faculty preparedness for using this tool, the time required for preparing the lecture slides, and limited lecture time [ 45 ]. Other tools have also proven valuable for undergraduate and postgraduate pharmacy education, offering interactive and easily accessible sessions, such as Coursera and EdX platforms, Socrative, Yammer, and the Lecture Capture System [ 69 , 70 , 71 ].

Postgraduate supervision is crucial to students' success, emphasizing the need for high-quality and sufficient mentorship. Swedish PhD students indicated that poor supervision prolonged their studies and delayed the completion of their thesis projects [ 49 ]. Every student has the right to guarantee that their mentorship is provided by qualified supervisors capable of effectively mentoring postgraduate students. When interviewed, supervisors expressed a need for training regarding the required instructions, guidance, and clarification of their roles as mentors [ 49 ]. In a study by Yue et al., which investigated Master’s mentor competence, it was reported that a mentor’s development can be encouraged via supportive policy, time, and appropriate programs [ 50 ]. Secondly, the mentor’s competencies should be assessed through mentor training and evaluation [ 50 ]. Lastly, mentors should endorse all competencies voluntarily [ 50 ]. The dual-mentorship model is a promising key initiative to improve mentorship in postgraduate education. Soucy et al. advocated for the dual-mentored PhD model, where each student is supervised by two expert mentors from different organizations, leading to superior outcomes [ 48 ]. Graduates of this program demonstrated great success, graduating two years earlier than traditional Ph.D. program students without compromising the outcomes [ 48 ].

After discussing each theme in detail, we employed a visual presentation to summarize the major identified challenges (Fig.  6 ), offering educators and readers an overview of the current potential challenges. Understanding these barriers can ensure that postgraduate pharmacy programs are effective and subject to continuous improvement. Table S4 (Supplementary Material 3) provides a detailed explanation of the identified challenges.

A summary of the major recognized challenges from each of the three identified themes

Study recommendations

Based on the insights driven from this scoping review, we have synthesized and developed a conceptual framework outlining an optimal structure for Pharmacy postgraduate programs (Fig.  5 ). This framework elucidates evidence-based recommendations for universities to improve the educational experience for students and for refining pharmacy postgraduate programs. While implementing this framework, it is noteworthy that research and improvement efforts should be tailored to each program context and capacity.

This model can be utilized by various stakeholders. The use of such a model should be tailored to the specific target audience and the overall context. Several stakeholders could benefit from the model; for example, investigators could focus their research on a theme or a subcategory to develop and examine the effectiveness of an intervention. Likewise, postgraduate students could use this model to identify the key knowledge areas, skills, and competencies they need to master in order for them to stay ahead of the continuously changing demands of the job market. Additionally, educators, management teams, and administrators at postgraduate programs could use the model for the continuous development and refinement of their postgraduate programs.

This scoping review highlights various recommendations to be explored in future research efforts. First, all included studies were observational and descriptive, with only one randomized controlled trial (RCT) and a limited number of mixed-method studies. Thus, we suggest the need for well-designed RCTs and mixed-method research studies evaluating postgraduate programs focusing on the three presented themes. RCTs would provide valuable high-level evidence to support future research and practice applications. At the same time, mixed-method studies can facilitate the collection and evaluation of unique quantitative and qualitative data in individual program contexts. Second, future research should investigate educational programs from the need assessment and/or program objective development stage to the final evaluation of programs and their improvements. Exploring the utilization of well-established frameworks from the literature will allow the development of research and/or program evaluation following a systematic and comprehensive approach. Third, there are few publications on the assessment and evaluation methods. Accordingly, investigating this theme can provide valuable information on the effectiveness of the implemented programs and guide the process of program improvement and development. Fourth, our findings suggest that research involving MSc programs focuses more on courses, curriculum, and syllabus topics and less on training, competencies, and skills development. Given the growing need for competent professionals, investigating training and competencies within MSc programs will assist in preparing competent graduates. On the other hand, there were limited studies exploring courses and curriculum topics in PhD programs. Therefore, studies investigating the development or evaluation of PhD-tailored curricula and courses, particularly those focusing on competency-based education, should be considered in future research efforts. Finally, we have identified a need for additional international research efforts, from both developing and developed countries, to advance postgraduate pharmacy education on a global scale.

Study strengths and limitations

Strengths and limitations inherent to the scoping review.

It is noteworthy that this review is, to our knowledge, the first to systematically synthesize and chart available evidence on pharmacy postgraduate (MSc and PhD) education. Such a systematic approach offered many strengths relevant to conceptual and theoretical aspects and other strengths relevant to the standard methodology utilized in this scoping review. Studies discussed educational program implementation in detail, which provided a comprehensive overview and opportunity to learn from programs at various stages of implementation (i.e., both programs at advanced stages with successful implementation practices and nascent programs with identified improvement opportunities). The details provided in this review and in individual studies could be utilized to inform the implementation and improvement of other programs at the international level. Moreover, the included studies utilized diverse research methodologies and offered valuable insights into the current literature landscape on MSc and PhD pharmacy programs. The review also resulted in the development of an evidence-based conceptual framework for enhancing pharmacy postgraduate education. Further, included herein are outcomes of the examination of the postgraduate pharmacy educational curriculum, competency development, and assessment methods. Another strength of this study is the use of these defined themes to guide the framework constriction, analysis and presentation of findings. Additionally, methodological strengths included a) utilization of standard methodology (i.e., PRISMA-ScR) to conduct this review; b) employment of the framework proposed by Arksey and 'O'Malley for data synthesis and charting; c) utilization of a comprehensive search strategy documented in the supplementary material to increase the transparency and replicability of the search strategy; and d) utilization of major databases and journals relevant to the field of pharmacy education research to ensure comprehensiveness. Despite these strengths, this review has some limitations. Firstly, due to its scoping nature, the outcomes of the studies were not assessed using formal quality assessment tools; thus, interpretation of findings and efforts to implement any intervention or recommendation would require further investigation. However, to ensure the inclusion of high-quality data and to mitigate this limitation, we included articles from peer-reviewed journals only. Secondly, the included studies were descriptive and observational, with only one RCT. Thus, well-designed RCT studies evaluating pharmacy postgraduate programs are recommended for future research efforts. Lastly, the inclusion criteria were limited to studies published in English between 2011 and 2023; this might affect the inclusion of articles published in non-English or before 2011.

Limitations of the conceptual model

Although this model can provide a valuable foundation for developing collective, high-quality pharmacy postgraduate programs, there are some limitations to take into consideration before utilizing or interpreting the information provided, which include:

First, concerning methodological rigor, there is a need for a more robust and structured methodology for developing this model, such as the Delphi method, which would ultimately enhance its robustness. Nevertheless, the development of the model relied on a comprehensive literature review and synthesis. The model utilized a rich dataset originating from primary studies and implementing various research methodologies, e.g., survey research, qualitative interviews, and mixed-methods research. The various methodologies used in the primary studies, the various types of data originated and data qualities, as well as the unique experiences of various postgraduate programs, enriched this model and improved its quality.

Second is the issue of contextual applicability. Developing countries can find it difficult and costly to implement or adapt this model into their educational programs, mainly due to the cost and availability of necessary resources. For instance, certain components of the model could require expensive resources that are not readily affordable in low-income countries. Therefore, these educational programs should customize this model in a cost-effective approach, taking into consideration their available resources.

Finally, the consideration of stakeholders’ perspectives is crucial. Various stakeholders are required to provide their perspectives and input effectively to evaluate this model before its utilization. To elaborate, educators, program administrators, and employers representing the job market may find the model or some aspects of the model not applicable to their scope of interest or resources or may identify additional factors or priorities that are not explicitly addressed in the model.

Conclusions

Postgraduate pharmacy education represents a vital transition from undergraduate learning to unique, practice-oriented knowledge, preparing graduates for exceptional service across diverse pharmacy areas, topics, pursuits, and settings. Therefore, tailored pharmacy programs at higher education institutions must constantly evaluate various aspects of their educational systems with ongoing updates to remain relevant. This scoping review offered a wide breadth of evidence-based suggestions, recommendations, gaps, improvement opportunities, and conclusions pertaining to key areas of a) practice-oriented courses, curricula, and modules; b) performance-based assessments; c) real-world competencies, applied skills, and training; d) diverse tools and methods for teaching and learning; e) programs emphasizing the crucial role of mentorship and support in diverse pharmacy postgraduate topics. This review resulted in developing a conceptual framework, which can serve as a reverence for improving and developing Pharmacy postgraduate educational programs. Various opportunities for further research were also recognized to address various challenges and identified gaps in pharmacy postgraduate education.

Availability of data and materials

All data generated or analyzed during this study are included in this published article [and its supplementary information files].

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DK, OH, & MI worked on developing the study protocol. DK, OH, & NA screened and identified eligible articles. DK, OH, & AH grouped the studies, extracted the required data, and summarized the results. DK drafted the initial manuscript. AH, IA, & MI revised and edited the manuscript. MI supervised all the steps and provided guidance and feedback throughout the whole process of constructing this review. All the authors read and approved the final manuscript.

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ElKhalifa, D., Hussein, O., Hamid, A. et al. Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review. BMC Med Educ 24 , 989 (2024). https://doi.org/10.1186/s12909-024-05820-5

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Received : 24 April 2024

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DOI : https://doi.org/10.1186/s12909-024-05820-5

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