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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Training Programs

For PhD students

AI for Understanding & Designing Materials

An NSF-funded graduate training program that advances frontiers at the intersection of data-driven AI and materials science research.

Biomolecular & Tissue Engineering

An NIH-funded biotechnology training program offering two years of stipend, tuition and fee support beginning in the first or second year of study.

Traineeship for the Advancement of Surgical Technologies

A two-year NSF-funded program that trains students to be designers of next-gen surgical robotics.

Medical Scientist Training Program MD/PhD

A Duke School of Medicine program that prepares physician-scientists for intensive research careers by synergizing the MD curriculum with graduate training in engineering.

• Funded Doctoral Training Programmes

Research students at UCL are funded through a range of sources, including UKRI council-funded Doctoral Training Partnerships (DPTs), Centres for Doctoral Training (CDTs), and Wellcome Trust PhD programmes.

Find a unique opportunity

Doctoral training programmes give students the opportunity to apply to a range of funding opportunities, whether it is a pre-designed research project or combining their PhD research with developing skills in a world-class, multidisciplinary environment.

Funded doctoral training programmes can offer financial support with tuition fees, living and research costs. Follow the links to the centres or partnerships you are interested in below for more detailed information on specific programmes, their length, and the funding available.

Doctoral training programmes are open to UK and Overseas students; however, UKRI councils cap the number of overseas students that can be recruited. You should check individual programmes for their eligibility requirements.

Arts and Humanities Research Council (AHRC)

• London Arts and Humanities Partnership  (with King’s College London, London School of Economics and Political Science, Queen Mary University of London, Royal Central School of Speech and Drama, Royal College of Art, Royal College of Music and School of Advanced Study)* 

Biotechnology and Biological Sciences Research Council (BBSRC)

• London Interdisciplinary Consortium  (with King's College London, Queen Mary University of London, Birkbeck, University of London, London School of Hygiene and Tropical Medicine and the Royal Veterinary College)
• UK Food Systems *(led by University of Greenwich)

Engineering and Physical Sciences Research Council (EPSRC)

• Advanced Characterisation of Materials * (led by Imperial College London)
• BioDesign Engineering * (led by Imperial College London)
• Bioprocess Engineering Leadership
• Connected Electronic and Photonic Systems
• Compound Semiconductor Manufacturing *  (led by Cardiff University)
• Cybersecurity
• Delivering Quantum Technologies
• Energy Resiliance and the Built Environment (ERBE)
• Intelligent, Integrated Imaging and in Healthcare
• London School of Geometry and Number Theory
• Transformative Pharmaceutical Technologies * (led by University of Nottingham)
• EPSRC Doctoral Training Partnership (DTP)

Economics and Social Research Council

• UCL, Bloomsbury & East London DTP - UBEL

Medical Research Council (MRC)

• Laboratory for Molecular and Cellular Biology (MRC)
• UCL-Birkbeck MRC DTP

Natural Environment Research Council (NERC)

• The London NERC Training Partnership  (with King's College London, Birkbeck University of London, Brunel University of London, Institute of Zoology, King's College London, the Natural History Museum, Queen Mary University of London, and Royal Holloway University of London) 

Science and Technology Funding Council

• Centre for Doctoral Training in Data Intensive Science
• Physics DTP

UK Research and Innovation

• Centre for Doctoral Training in AI enabled Healthcare Systems

Wellcome Trust

• Wellcome Trust: Bloomsbury Centre for Global Health Research
• Wellcome Trust: Optical Biology 4-year PhD programme
• Wellcome Trust: UCL Wellcome 4-year PhD in Mental Health Science

Other Funders

• British Heart Foundation 4 Year PhD Studentships
• Gatsby Computational Neuroscience Unit: Theoretical Neuroscience and Machine Learning PhD programme
• UCL-NIMH/NINDS Joint Doctoral Training Program in Neuroscience

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• Harvard Business School →
• Doctoral Programs →

PhD Programs

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

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

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

How do I know which program is right for me?

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

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

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

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

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

Accounting & Management  

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

2024-2025 Catalog

Doctoral degrees.

The University of Idaho awards the degree of Doctor of Philosophy in recognition of high achievement in scholarly and research activity. The degree of Doctor of Education is granted for high scholarly attainment and in recognition of the completion of academic preparation for professional practice. See the "Ph.D. and Ed.D. Procedures" tab for more details. The Doctor of Athletic Training is offered through the College of Education and the Department of Movement Sciences (see the "DAT Procedures" tab for more details).

The major professor and program offering a particular doctoral program indicate the general philosophy of the degree program, the objectives of courses and seminars, the research specialties available, and requirements unique to the department. Admission to the doctoral program is granted only to those who have a recognized potential for completing the degree.

Requirements for Doctoral Degrees

Credit requirements.

For the Ph.D. and Ed.D., a minimum of 78 credits beyond the bachelor's degree is required.; At least 52 credits must be at the 500 level or above and at least 33 of the 78 credits must be in courses other than 600 (Doctoral Research and Dissertation). A maximum of 45 research credits in 600 (Doctoral Research and Dissertation) including 6 credits of 599 (Non-thesis Research) or 500 (Master's Research and Thesis) may be in the 45 research credits used toward the degree. For the D.A.T., a minimum of 66 credits is required and follows a prescribed set of courses set by the program.

Courses numbered below 300 may not be used to fulfill the requirements for a doctoral degree; courses numbered 300-399 may be used only in supporting areas and are not to be used to make up deficiencies. Individual programs may require additional course work. Applicants having a doctoral degree may obtain a second doctoral degree subject to the approval of the Graduate Council. The Graduate Council will establish the requirements for the second degree.

Credit Limitations for Transfer, Correspondence Study, and Non-degree

For the Ph.D. and Ed.D. degrees, a student must complete at least 39 of the 78 required credits at the University of Idaho (U of I) while matriculated in the College of Graduate Studies. Credits can be transferred to U of I with the consent of the student's major professor, the committee (if required by the program), the program's administrator, and the dean of the College of Graduate Studies. Credits can be transferred only if the institution from which the credits are being transferred has a graduate program in the course's discipline. All credits used toward graduate degrees must be from regionally accredited American institutions or from non-US institutions recognized by the appropriate authorities in their respective countries. Transfer credits are subject to all other College of Graduate Studies rules and regulations. Correspondence study courses may be applied to the degree only with the prior written approval of the College of Graduate Studies. Courses used toward an undergraduate degree, professional development courses, and courses on a professional development transcript are not available to be used toward a doctoral degree.

Time Limits

Of the credits submitted to satisfy the requirements for a Ph.D. or Ed.D. degree, a maximum of 30 may be more than eight years old when the degree is conferred, provided the student's committee and program administrator determine that the student has kept current in the subjects concerned. Graduation must occur no later than five years after the date on which the candidate passed their preliminary or general examination. These time limitations can be extended only on recommendation of the committee and approval by the Graduate Council.

Awarding Doctoral Degrees to Members of the Faculty

Regulations are outlined in Section 4920 of the Faculty-Staff Handbook.

Particular Requirements for the Ed.D. Degree

A period of professional practice is required for the Doctor of Education degree; the period involved is determined by the student's supervisory committee. While the Ed.D. is a College of Education degree, you should consult with the departments in the College of Education to learn of specific emphasis requirements.

Procedures for Doctor of Philosophy and Doctor of Education Degrees

Appointment of major professor and committee.

Refer to " Appointment of Major Professor and Committee for All Degree Seeking Graduate Students " in the preceding General Graduate Regulations section. In addition, a doctoral supervisory committee consists of at least four people: the major professor as chair and at least one additional UI faculty member from the program, the balance of the committee may be made up of faculty members from a minor or supporting area, and faculty members from a discipline outside the major. If the committee has a co-chair, the minimum number of committee members is five.

Qualifying Examination

The qualifying examination is a program option and serves to assess the background of the student in both the major and supporting fields and to provide partially the basis for preparation of the student's study program. A particular program may or may not require a master's degree as a prerequisite for the qualifying evaluation. As soon as the program's qualifications are met, a supervisory committee is appointed.

Preparation of Study Plan

Refer to " Preparation and Submission of Study Plan " in the preceding General Graduate Regulations section.

Preliminary Examination for Ph.D. Degree

The preliminary examination should be scheduled only after the student has completed the majority of the courses on their study plan. The student is required to be registered during the semester the preliminary examination is taken. The student's committee certifies to the College of Graduate Studies the results of the preliminary examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the preliminary examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the preliminary examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified enrollment status and is no longer in the degree program.

General Examination for Ed.D . Degree

When the student approaches the end of their course work, has completed the professional experience requirement, and has outlined the dissertation subject in detail, the supervisory committee approves the holding of the general examination. The student is required to be registered during the semester the general examination is taken. The examination is both written and oral and is intended to assess progress toward degree objectives. The student's committee certifies to the College of Graduate Studies the results of the general examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the general examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the general examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified status and is no longer in the degree program.

See the General Graduate Regulations section regarding application for advanced degree, registration requirements, final defense and dissertation requirements.

Procedures for Doctor of Athletic Training

The culminating clinical project.

Students enrolled in the Doctor of Athletic Training (D.A.T.) will engage in research projects during the curricular phase of the program. These project(s) will lead to at least two publication ready manuscripts, and all students must meet professional authorship requirements (regardless of order). See the  Department of Movement Sciences and Doctor of Athletic Training webpages for more information.

The Team (Committee)

All D.A.T. project team committees will have at least four committee members: two members of the athletic training faculty (all with graduate faculty status), the student's attending clinician (who is the student's on-site mentor during the student's residency), and an expert in the student's chosen area of clinical research. The athletic training faculty members will always chair the CCP, provide research guidance, and serve as the experts in the development of advanced practice in Athletic Training. A situation may arise in which one or both of the members of the committee that are outside of the AT program faculty may have a degree less than that of which the student is seeking; however, the intent of the third and fourth D.A.T. committee membership is to provide outside validation of the student's progress toward advanced practice and clinical utility of action research studies.

Culminating Clinical Project Hours

These dissertation hours may be used in instances when the CCP has not been successfully completed and the curricular phase of program has been completed.

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The Graduate Training Programs in Clinical Investigation (GTPCI) are the first of their kind.

A joint venture between the Johns Hopkins Bloomberg School of Public Health (BSPH) and the Johns Hopkins School of Medicine (SOM), GTPCI trains clinicians to become clinical scientists.  We work mostly with faculty, postdoctoral fellows, and other allied health professionals working with human subjects in clinical investigation. 

In 1989, a Task Force on Clinical Research in the Department of Medicine reported results of a survey in which one-third of our clinical post-doctoral fellows indicated their desire to pursue “full-time clinical research” as a career objective. In the same survey, a large majority of post-doctoral fellows felt they were inadequately trained in clinical trial design (70%), data management (70%), the ethics of human experimentation (69%), and biostatistics (83%). At that time, almost half of the responding post-doctoral fellows expressed an interest in a structured training program in clinical investigation. Discussions on ways to meet this need ensued at the department and SOM levels, and eventually enlarged to include the BSPH. At the same time, concerns about the adverse trends for clinical investigation and about the inadequate supply of qualified clinical investigators were being expressed at the national level.  Johns Hopkins’ response to these local and national needs was the creation of GTPCI in 1992 and admitted its first students in 1993.

In 2023, GTPCI introduced  FOUR ACADEMIC PATHWAYS :  General Clinical Investigation  (including clinical trials),  Disease Oriented Studies ,  Data Science  (including machine learning and artificial intelligence), and  Health Services Research . The field of clinical investigation has expanded since GTPCI began in 1993, so the goal of these pathways is to allow students more flexibility to choose coursework relevant to their academic interests.  

GTPCI students will  gain the skills necessary to design and conduct clinical investigations of emerging medical treatments and technologies, and to apply new diagnostic techniques and approaches to the study of human pathophysiology.

GTPCI graduates pursue careers in academia, and as independent clinical investigators at pharmaceutical firms, federal research, public health, and regulatory agencies .

Doctor of Philosophy

The Doctor of Philosophy (PhD) in Clinical Investigation is designed for candidates who currently hold a postdoctoral fellowship or junior faculty appointment within the Johns Hopkins Medical Institution.

Master of Health Science

The Master of Health Science (MHS) in Clinical Investigation is a nine-month, non-research requiring degree. To apply, it is not necessary for MHS candidates to hold an appointment within the Johns Hopkins Medical Institutions.

The Science of Clinical Investigation Training Program (SOCI) is an opportunity for clinical scientists to enhance their theoretical and practical skills in design, implementation and interpretation of data from clinical investigations.

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Clinical Training Program

Program philosophy.

The clinical training program, nested in the Psychology Department, is a  clinical science program intended to provide preparation for research/academic careers in Clinical Psychology. Clinical training (in assessment, diagnosis, and psychotherapy) is seen as an integral part of the education of highly qualified, creative clinical scientists. Nevertheless, the principal goal of Penn clinical students is to become expert psychological scientists, not simply expert clinicians, and the program is designed to support that goal. An analysis of the programs for training clinical psychology faculty determined Penn to be the third-ranked program in this regard (Ilardi & Roberts, 2002, Clinical Psychology: Science and Practice ). Moreover, our core clinical psychology faculty ranked first in an analysis of the eminence of faculty members at 157 university-based, APA-accredited clinical psychology programs (Matson et al., 2005, Research in Developmental Disabilities ). 

We are committed to training clinical scientists who can ease the burden of mental illness and promote well-being in society through research, treatment development, training, supervision, and clinical practice. Our training opportunities emphasize continuity and interdependence across laboratory, clinical, and community contexts. We value a flexible and integrative approach to pedagogy that bridges the many content areas, approaches, and methodologies relevant to clinical science.  

Since the clinical training program is fully integrated into the department, clinical students have the opportunity to take courses in Cognitive Neuroscience, Behavioral Neuroscience, Neuroendocrinology and Psychopharmacology, Human Memory, Judgment and Decision Making, Social Psychology, Developmental Psychology, Language, and Perception. The core of knowledge gained in these areas gives clinical students a solid foundation of basic psychological science and research methodology from which to launch their clinical training and research. Click here to link to our general graduate program homepage, which includes information about the program and instructions for applicants.

Consistent with Penn's basic scientific orientation, the clinical training opportunities at Penn focus on empirically supported treatments. Practicum opportunities are heavily weighted towards cognitive-behavioral interventions, with opportunities to learn dialectical behavior therapy, acceptance and commitment therapy, and other empirically supported variants available to more advanced students as well. Experience with a variety of patient populations, clinical problems, and practice settings helps graduate students identify limitations of existing knowledge and methods. This, in turn, enables students to hone their own research questions, generate new hypotheses, and maximize the ecological validity and generalizability of their research. While practical clinical training can be gratifying in its own right, the clinical scientist model implies that research and clinical work are inextricably entwined, each in the service of the other. Thus, Penn graduates are not expected to pursue careers purely in clinical practice. Anyone committed to such a career track would not be a good fit for our program.

As Ph.D.-level clinical psychologists, Penn graduates can be expected to advance the frontiers of basic science and contribute to our understanding of the etiology, prevention, and treatment of psychopathology as well as the advancement of well-being. In addition, the Penn education prepares its graduates to participate in the development, validation, and dissemination and implementation of effective new treatment and prevention programs. It is the combination of basic scientific knowledge, excellence in research, clinical acumen, and experience that prepares individuals for careers of such scope and impact.

Admission to the Clinical Program

Ordinarily, students apply for admission to the clinical program when they apply for admission to the graduate program; they do so by indicating their interest in clinical training at that time. Admission to the graduate program carries the presumption of admission to the clinical program for those students who have indicated such an interest on their application unless the applicant is specifically told otherwise. In some cases, students request clinical training after they have begun the graduate program. In such cases, the Clinical Program Committee reviews the request and will accept the student if (a) the student is judged to be suitable for participation in clinical practica and (b) there are sufficient resources available.

Accreditation

Our program is accredited by the American Psychological Association. Information on our program's APA status may be confirmed by contacting the Commission on Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242; telephone: (202) 336-5979; e-mail:  [email protected] ; website: https://accreditation.apa.org/ .

Our program is also a member of the Academy of Psychological Clinical Science ( https://www.acadpsychclinicalscience.org/ ), a coalition of doctoral training programs that emphasize the scientific basis of clinical psychology, and is accredited by the Psychological Clinical Science Accreditation System. Our membership in the Academy indicates our commitment to empirical research as the basis of theory, assessment, and intervention, and our PCSAS accreditation attests to our success in training clinical scientists. Questions about PCSAS accreditation can be addressed to Joe Steinmetz, Executive Director, PCSAS, by mail: Department of Psychological & Brain Sciences, Indiana University, 1101 E. 10th St., Bloomington, IN 47405-7007; telephone: (479) 301-8008; e-mail: [email protected] ; website: https://www.pcsas.org/ .

The tenets and expectations of PCSAS are highly consistent with our training goals and methods, and we plan to maintain PCSAS accreditation indefinitely. We are actively promoting efforts to ensure that, in the future, graduates of programs accredited by PCSAS are given the same access to licensure opportunities as are graduates of programs accredited by APA. Once this is achieved, it is likely that we will no longer maintain APA accreditation. 

Top 10 Doctorate in Training and Development Programs Online 2024

Find your perfect school.

Key Takeaways:

• Our #1 ranking school for an online doctorate program is Liberty University , followed by the University of Arkansas .
• Employment for training and development managers is projected to grow by 10% by 2026 , driven by continuous educational needs.
• Criteria for ranking these programs include accreditation , publication rankings , and tuition affordability .

In this article, we profile the top 10 online doctorates in training and development.

The United States Department of Labor’s Bureau of Labor Statistics (BLS) projects the employment of training and development managers should grow by ten percent by 2026. Job prospects in this field should be favorable due to the continuous need for education and training in the workforce.

Featured Programs

Earning an online PhD or doctorate in training and development shows employers you have the highest skill set in the industry. To help qualify for management roles, top institutions offer PhD in training and development online or on-campus.

Top 10 Online PhD Training and Development Methodology

We looked at approximately 30 doctorates or PhDs in training and development online listed by reputable internet sources and the National Center for Educational Statistics (NCES) College Navigator. We reviewed hybrid or fully online doctorates in training and development, or closely related degree programs.

To narrow our original pool of schools, we applied the following criteria: Accreditation from a reputable governing body, school or program rankings with a major publication like U.S. News and World Report, and raw affordability of graduate tuition and fees. We then listed the programs according to raw affordability.

Below is our list of the top 10 online programs for a doctorate or PhD in training and development.

Note: This ranking/article was originally published in April 2019 and was last updated in June 2022. The 2022 tuition updates may affect the ranking order, but the list has not been re-ordered.

#10 – University of Illinois

Online edd in human resource development, champaign, illinois.

The University of Illinois offers one of the best doctorate programs in training and development online on our list. The EdD in HRD consists of 64 credit hours, a dissertation proposal, and thesis research. Classes include:

• adult and professional education
• instructional and training system design
• learning on the job
• organizational development

The program focuses on the preparation of scholar-practitioners and requires the completion of a dissertation and thesis. U.S. News and World Report ranks the University of Illinois #46 among the best national universities.

Graduate Tuition/Fees : $17,823

#9 – Northcentral University

Online phd in global training and development, la jolla, california.

Northcentral University’s online PhD in training and development is designed to prepare tomorrow’s leaders in the field of training and performance improvement. A total of 60 credits are required. Enrolled students take 20 classes that can be completed over the course of 45 months.

The program offers unique flexibility, unlike most PhD programs. Weekly course starts, no scheduled lecture hours, no group assignments, and the ability to schedule courses around personal and professional obligations make the program convenient for working professionals.

Also, the program provides 100% doctoral faculty so that students are mentored by the most knowledgeable instructors. U.S. News and World Report recognizes Northcentral among the top national universities.

Graduate Tuition/Fees : $18,207

#8 – Sullivan University

Online phd in management, louisville, kentucky.

One of the top PhD in training and development online is the doctorate in management from Sullivan University. This fully online PhD program prepares doctoral candidates through courses, relevant and original research opportunities, and extensive opportunities in teaching or management training. Students may choose from four concentrations to tailor their degree.

These concentrations include:

• conflict management
• human resource leadership
• information technology management
• strategic management

Some of the online courses offered are:

• advanced qualitative and quantitative research
• organizations and external environments
• research design and analysis

Admission requires three references, official transcripts, and a current resume. U.S. News and World Report recognizes Sullivan among the best regional universities in the South.

Graduate Tuition/Fees : $15,840

#7 – Ashford University (Now University of Arizona)

Online phd in organizational development and leadership, san diego, california.

Website – No longer available.

One of the best online PhD programs in training and development on our list is the PhD in organizational development and leadership at Ashford University. This doctorate requires the completion of 62 credits with classes that run six to nine weeks in length.

Classes cover topics in assessment tools for organizational leadership, professional and business ethics in organizational leadership, and the psychology of leadership. There are also four specializations offered that allow students to tailor their degree to fit with career goals. These concentrations include:

• innovation and entrepreneurship
• organizational diversity
• standard organizational development and leadership
• training and e-learning

Applicants must hold an undergraduate degree with a minimum GPA of 3.0. U.S. News and World Report recognizes Ashford as a top regional university in the West.

Graduate Tuition/Fees : $14,664

#6 – Colorado State University

Online phd in organizational learning, performance, and change, fort collins, colorado.

Colorado State University’s doctorate in training and development online is among the most affordable on our list. The program is designed for working executives, researchers, and academics. Classes meet following a unique structure of bi-weekly Saturday meetings held face-to-face in downtown Denver, though some classes may be delivered partially online. Classes include:

• evaluation and assessment in OLPC
• foundations of educational research
• systems leadership
• theory and practice change
• workforce development

Admission requirements include an undergraduate and master’s degree from a regionally accredited post-secondary institution, a minimum 3.00 GPA, ten to twelve years of advanced experience in a related discipline, and satisfactory GRE or GMAT scores from the past five years. U.S. News and World Report ranks CSU #140 in best national universities and #141 in best value schools.

Graduate Tuition/Fees : $9,000

#5 – Indiana Wesleyan University

Online phd in organizational leadership, marion, indiana.

One of the top PhD programs in training and development online on our list is the PhD in organizational leadership at Indiana Wesleyan University. The program is offered online or in a blended format if enrolled in the on-campus program.

Degree candidates can finish the program in as little as 40 months. If enrolled in the online PhD, a residency requirement must be met. The residency consists of living on campus during three one-week-long Summer Institutes. Students must attend classes, workshops, and events during the Summer Institutes.

Online courses include advanced leadership theory, leadership and personal development, organization theory and design, and statistical research design. Admission to the program is selective. Applicants must hold a master’s degree from an accredited college or university, have an undergraduate GPA of 2.75 or higher, and have worked in a leadership role for at least five years.

U.S. News and World Report ranks Indiana Wesleyan #32 among the best regional universities in the Midwest and #67 in best value schools.

Graduate Tuition/Fees : $10,440

#4 – University of Idaho

Online phd in adult organizational learning and leadership, moscow, idaho.

The University of Idaho offers one of the top online PhD programs in training and development on our list. The program is designed for working professionals who want to enhance their skills in organizational leadership and teach professional development in the workplace or in an academic setting.

It is not a fully online program; most classes take place on campus. However, some coursework may be completed online. The program’s core classes include:

• adult and transformational learning
• foundations of human resource development
• future of education and work

Degree candidates can choose between the thesis pathway or the non-thesis option, depending on career goals. U.S. News and World Report ranks the University of Idaho #165 among the best national universities and #87 in top public schools.

Graduate Tuition/Fees : $9,912

#3 – Northwestern State University of Louisiana

Online edd in adult learning and development, natchitoches, louisiana.

Through the Northwestern State University of Louisiana, students may earn a doctorate in training and development online degrees, such as the EdD in adult learning and development. This uniquely designed degree prepares practitioners to work with adult learners and workforce development.

The program offers two concentrations: Community college leadership and adult learning and workforce development. Classes are delivered online and structured to accommodate the busy schedules of working professionals. Admission requirements include an earned master’s degree from a regionally accredited college or university with a minimum cumulative GPA of 3.0, satisfactory GRE scores, and a completed application.

The GRE requirement may be waived if the applicant earned a master’s degree with a cumulative GPA of 3.5 or better. U.S. News and World Report ranks the school #107-#141 in the best regional universities in the South.

Graduate Tuition/Fees : $9,614

#2 – University of Arkansas

Online edd in human resource and workforce development education, fayetteville, arkansas.

The University of Arkansas offers a type of online PhD in training and development that is ideal for working professionals. The online EdD in human resource and workforce development education can be completed 100% online and allows seven years to satisfy degree requirements.

To graduate, degree candidates must complete online courses, a candidacy examination, and a dissertation. Applicants must take the GRE to qualify for admission. U.S. News and World Report ranks the University of Arkansas #152 in the best national universities and #78 in top public schools.

Also, several of the online graduate programs have earned rankings among the top 20 and top 50 programs surveyed by U.S. News.

Graduate Tuition/Fees : $9,018

#1 – Liberty University

Online dba in human resources, lynchburg, virginia.

The most affordable PhD in training and development online program is the flexible business and HR degree from Liberty University. Liberty University offers a variation of this kind of degree. The DBA in human resources consists of 60 credit hours and takes three years, on average, to complete. Courses include:

• advanced business research methods
• contemporary issues in human resource management
• human resource development
• organizational and executive coaching, and strategic allocation of financial resources

Admission requires a nationally accredited master’s degree with a 3.0 or above GPA. Liberty is ranked by major publications like U.S. News and World Report. In fact, U.S. News ranks the school #230-#301 in the best national institutions.

Graduate Tuition/Fees : $8,630

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Frequently Asked Questions

What can i do with an online phd in training and development.

Online PhD programs in training and development are designed to prepare and educate tomorrow’s leaders and experts in the field of training and performance improvement. Jobs for individuals with online PhD in training and development or closely related degrees vary by industry. However, jobs in academia or non-academic careers are among the most common roles for people with this type of degree.

So, what can you do with an online PhD in training and development? If you desire research as a potential career choice, then pursuing jobs in academia will be the route to take. Research jobs in academia require extensive scholarly research.

If you’ve completed a dissertation, then you have extensive research experience that can be showcased when applying for a job. If you opted not to complete a dissertation, or your program did not push scholarly research, then you will likely find work outside academia.

Non-academic careers for PhD in training and development online degree holders include human development jobs in healthcare services and administration and human resources, among other industries.

As organizations expand, training and development of existing employees and current employees will be needed. Experts in training and development will oversee training teams and meet the development needs of the organization.

How much will I earn with an online PhD in training and development?

We examined reputable salary reporting research agencies to gather information on earnings for individuals working in training and development.

According to PayScale, a global compensation research organization that collects salary data, the average salary for training and development managers is $74,351. The Bureau of Labor Statistics (BLS) reports the average salary for training and development managers in 2017 was $108,250. While there is a considerable difference between the two reporting averages, industry and experience impact the number.

BLS reports high wages for training and development managers working in top industries. The five top-paying industries include professional, scientific, and technical services; management of companies and enterprises; finance and insurance; educational services at the state, local, and private levels; and healthcare and social assistance.

The highest reporting industry was professional, scientific, and technical services. Training and development managers in this industry earned an average salary of $118,140.

Experience impacts earnings, so individuals should expect higher pay according to the time spent working as a training and development manager. An individual with five to ten years of experience in this role will typically earn $10,000 to $15,000 more than an individual with one to two years of experience.

How long will it take to earn an online PhD in training and development degree?

The overall completion time varies by online PhD in training and development program. However, according to our list of programs and schools, the average completion time for a PhD is 60 months. While some programs require less or more time, many online programs are flexible and allow students to work at their own pace.

Several factors impact the length of time it takes to earn an online PhD in training and development or closely related degree. Enrollment makes the biggest impact on the length of time a program requires. Part-time enrollment generally requires less time in the classroom, though it takes longer to complete degree requirements.

Students enrolled part-time do not take more than one or two classes at a time. Some of the PhD programs on our list that offer part-time pathways to earning the degree require students to take only one class at a time. Full-time enrollment requires more time spent on coursework and in classes, but the length of time it takes to earn a PhD is compressed.

Another factor that impacts the time spent working toward your degree is research. Often, research-intensive programs require more time than non-research-intensive degrees. A PhD generally takes longer to earn than an EdD due to research requirements.

Some programs require a dissertation, while others do not. If your career path does not require extensive research, then you might consider a non-thesis or less research-based program.

What are the admission requirements for online PhD in training and development degree programs?

Admission requirements for online PhD in training and development programs vary. Selective and top-ranked schools may ask for requirements such as high GRE scores, while lesser-ranked institutions might waive the scores if undergraduate performance is above average.

Overall, admission boards desire academic promise and pay close attention to certain criteria when examining applications.

To outshine the competition, applicants should showcase a strong undergraduate or graduate performance with an outstanding GPA. Some schools require undergraduate GPAs to be above a certain threshold.

Top-tier schools require a strong GPA of at least 3.0 or 3.5, while other schools may consider an applicant with a lower GPA. Schools that waive the GRE requirement may do so if an applicant’s GPA is higher than 3.0. Again, some top-ranked schools may also waive the GRE, but only if the applicant holds a 3.5 or better.

Official transcripts from all schools attended are required by admission boards. Be prepared to have your school submit scores electronically. This submission may require a small fee in addition to the cost of the application.

Other admission requirements vary by program. However, most online PhD in training and development programs require letters of recommendation, statement of purpose, writing samples, and research experience.

Are there specializations or licenses associated with online PhD in training and development?

The majority of online PhD degrees in training and development on our list do not offer specializations or licensing credentials since the degree itself is highly focused. However, a select number of schools that landed in our research pool do offer concentrations in human development or education development.

Human development, one of the available concentrations, offers insight into how individuals develop biologically, cognitively, socially, and emotionally. By electing the human development concentration as part of the PhD program in training and development, additional research may be required.

Through studying concepts and theories in human development, degree candidates gain knowledge they can bring into any field. From human resources to curriculum development in schools, the study of human development can be useful.

In some EdD programs on our list, candidates may elect to focus their studies on areas such as education development or curriculum development. These concentrations are designed for individuals seeking leadership roles in education.

Adult learning and training is another common concentration or specialization that can be selected during your PhD studies if available within your program.

For those seeking human resources careers, some PhD programs will offer specific HR classes, or even concentrations, to emphasize interest in this specialized area of training and development.

• EdD Online Programs
• Doctorate Educational Leadership Online
• Doctorate Organizational Leadership Online
• PhD Human Resources Management Online
• Cheapest Online PhD in Finance
• Online PhD Programs in Management Information Systems
• Online PhD Programs in Psychology

This concludes our list of the top 10 online PhD or doctorate in training and development programs.

2024 Best Online PhD in Training and Development [Doctorate Guide]

A PhD in Training and Development helps you develop your expertise in driving high performance and positive change in both individuals and organizations.

This program combines adult learning, organizational leadership, and human resource development, so graduates are often well equipped to take on high-level roles. Every industry needs training and development professionals, especially as continuous learning becomes the norm.

Editorial Listing ShortCode:

With a PhD, you can advance your career further, produce original research, and gain expertise in a field that’s increasingly in-demand for organizations of all types.

Universities Offering Online PhD in Training and Development Degree Program

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

Baylor University

Baylor University offers an EdD in Learning and Organizational Change. The program requires 54 credit hours and typically takes 3 years to complete. It is mostly online but does include two immersions. Online courses are designed to be flexible but still interactive. Applicants do not need to have master’s degrees or GRE or GMAT scores.

Baylor University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Colorado State University

Colorado State University offers an online program for a PhD in Organizational Learning, Performance, and Change. The program requires 60 credits to graduate, and most students can finish within 4 years. Coursework includes Workforce Development, Scenario Planning in Organizations, Theory Building in Applied Disciplines, and more.

Colorado State University is accredited by the Higher Learning Commission.

Kansas State University

Kansas State University offers a Doctorate in Adult Learning and Leadership. This hybrid online and in-person program requires 90 credit hours. Courses are 8 to 14 weeks long. There are two specific courses that must be completed on campus, but they are offered during the summer.

Kansas State University is accredited by the Higher Learning Commission.

Louisiana State University – Shreveport

Louisiana State University—Shreveport offers an online program for a Doctor of Education in Leadership Studies. Concentrations are available in Leadership Studies, Disaster Preparedness and Emergency Management, and Health Communication and Leadership. The program requires 63 credit hours, and multiple start dates are available each year. Courses are taught by faculty with real-world experience.

Louisiana State University – Shreveport is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Northwestern State University of Louisiana

Northwestern State University of Louisiana offers an online program for a Doctor of Education in Adult Learning and Development. Students can choose a concentration in Community College Leadership or Adult Learning and Workforce Development. During the fall and spring, Northwestern offers 8 week, fast-track classes.

Northwestern State University of Louisiana is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Rivier University

Rivier University offers an online program for an EdD in Leadership and Learning. The program requires 51 credit hours and usually takes 3 years to complete. Each course is 7 weeks long, with a total of six terms per year. Students can begin work on their dissertations during their first year. The program is intended for working professionals.

Rivier is accredited by the New England Commission of Higher Education.

University of Illinois – Urbana Champaign

The University of Illinois—Urbana Champaign offers a Doctor of Education in Education Policy, Organization, and Leadership. Students in the program can choose from a variety of concentrations, including Diversity and Equity in Education, Global Studies in Education, Human Resource Development, and more.

The University of Illinois – Urbana Champaign is accredited by the Higher Learning Commission.

University of North Texas

The University of North Texas offers a Doctor of Philosophy in Learning Technologies. The program is available both on campus and online. Online students are required to attend an annual in-person meeting in the fall but can otherwise complete requirements from anywhere on their own schedule. For both online and on-campus students, new cohorts begin every fall.

The University of North Texas is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Vanderbilt University

Vanderbilt University offers a Doctor of Education in Leadership and Learning in Organizations. The program is intended for mid-career professionals. Online classes meet weekly via webcam. Students must complete 54 credit hours and a capstone project to graduate. Courses include Leading Inclusive Organizations, Economics of Human Resources, and Data Science.

Vanderbilt University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Walden University

Walden University offers a Doctor of Education in Organizational Leadership and Development. The program is mostly online but does include one academic residency. Coursework includes Leading the Future of Education, Tools for Doctoral Research Success, Organizational Decision Making and Judgment, Qualitative Reasoning and Analysis, and more.

Walden University is accredited by the Higher Learning Commission.

Online PhD in Training and Development Degree Programs

An online PhD in Training and Development is an intensive doctoral program that studies both human and organizational behavior. Ultimately, training and development aims to empower people by enhancing their knowledge and skills, which often leads to professional growth and positive results for their organizations.

Students of this PhD program are required to be working professionals with at least a few years of experience in the field. The program does involve plenty of research, but the focus is on applying theories and findings to create evidence-based solutions for workplace challenges.

Training and development PhD programs are offered in several concentrations, such as global training and development, organizational development, adult learning, and human resource development. Here are some topics that this type of program might tackle:

• Cultural diversity in the workplace
• Optimizing performance using technology
• Effective methods for adult learning
• Adapting training programs for a global workforce
• Creating a healthy company culture
• Implementing efficient management processes
• Addressing complex leadership dilemmas

During the first part of this doctoral program, you’ll take advanced coursework in human resource development, adult learning, career development, and other foundational topics.

Since organizations today are diverse, you can examine real-life challenges across all sorts of settings, including corporate companies, global corporations, startups, and government agencies. Much of your PhD will likely be spent working on a dissertation, where you’ll be supervised by professors with the same research interests.

As preparation for your dissertation, you’ll take several courses on research design for the social sciences as well as qualitative and quantitative research methods. Since you’ll be producing your own original research, you can effectively become a specialist in the training and development field by the time you finish your PhD.

A PhD in Training and Development can be adaptable to your career goals because you’ll have plenty of freedom to decide on your research interests. Graduates typically lead training and development initiatives in companies, work in management positions, or provide organizational consulting. Others may teach in universities or mentor executives and other professionals in taking their performance to the next level.

Common Doctorate in Training and Development Specializations

Since training and development is a broad field, doctorate in learning and development degrees offer various specializations, such as:

• Human Resources Development . One of the most common PhD specializations, human resources development is all about training and motivating employees to improve their productivity, abilities, and knowledge. This involves practices like mentoring, coaching, online courses, tuition assistance, and workshops. The end goal is to promote growth in both employees and the organization as a whole.
• Organizational Development . With an organizational development PhD program, you’ll specialize in managing and refining the processes of an entire organization. Human resource development is one part of this. It also includes making overall communication more seamless, coming up with more innovative and effective products, and removing unnecessary expenses.
• Adult Learning and Development . Adult learning and development puts more emphasis on education, with graduates becoming experts in promoting learning in business organizations, nonprofits, and schools. You’ll delve into various theories of adult education, take into account different learning styles, and apply strategies like project-based learning.
• Organizational Leadership . An organizational leadership PhD will train you in how to take charge of an organization effectively, from deciding on major strategic goals to bringing out the strengths of employees. It’s mainly a business degree that takes into account psychology and sociology. You’ll get familiar with leadership tools and approaches for different workplace situations.
• Global Training and Development . Because more organizations are going global, a PhD specializing in global training and development can teach you how to develop employees and teams with diverse languages, cultures, and perspectives. For example, this could mean using several modes of delivery for trainings and making correct translations to avoid cultural misunderstandings.

There is some overlap among these specializations, so whichever you choose, you’ll still likely take courses in instructional design, career development, and other core topics.

Training and Development Careers & Salaries

A PhD in Training and Development is the highest academic credential in the field, so it can open up opportunities for you to pursue more advanced positions.

For one, many PhD students come from a human resources (HR) background. Because of the intensive coursework, they may become HR managers or training and development managers who supervise staff, lead employee programs, and provide mentoring and coaching.

A training and development doctoral program can help prepare you for management roles in general. After all, you can gain a deeper understanding of how to drive organizational change while helping people achieve their professional goals. Some graduates work in business and organizational analysis, where they analyze organizational structures and challenges and develop solutions.

According to the Bureau of Labor Statistics , here are some careers related to training and development.

Beyond high-ranking positions in an organization, another option for PhD graduates is consultancy. Some graduates become management consultants or learning and development consultants who develop training programs for various companies. They could specialize in corporate training as well and hold workshops and courses on career and personal growth.

With further training, PhD graduates may opt to go into executive, performance, or leadership coaching. This allows them to work with a wide range of individuals, from CEOs to people starting out in their careers. Since a PhD gives plenty of exposure to research, graduates may join the academe as professors and scholars who conduct their own studies.

It’s actually common for graduates to combine several careers. For example, a training and development professional may become a professor, executive coach, and training consultant.

Training and Development PhD Curriculum & Courses

When earning a PhD in Training and Development, you’ll likely come across these courses:

• Foundations of Human Resource Development : This course studies how to train, nurture, and manage employees so they can hone their skills and make a positive impact on their organization.
• Adult Learning : You’ll examine the factors that affect adult learning—including motivation and developmental challenges—with the goal of creating effective educational programs for adults.
• Theory and Practices of Leadership : This course looks at the core elements of leadership—including innovation, ethics, and team-building—and how these play out in actual work situations through case studies.
• Career Development : You’ll learn how to promote career growth for individuals and teams by assessing personal strengths and weaknesses, pinpointing marketable skills, and making a customized plan.
• Instructional Design : This course teaches you how to prepare effective learning resources, following a systematic process where you’ll make prototypes and gather feedback.
• Organization Theory and Design : You’ll examine the social structures of organizations and look at the most common forms of modern organizations, covering topics like decision-making, culture, and power.
• Program Planning and Evaluation : This course goes over the process of designing a training program, from gathering information to developing program steps and measuring outcomes.
• Educational Statistics : You’ll work with methods of inquiry for educational research, including doing hypothesis testing and applying inferential techniques like T-tests.
• Quantitative Research : This in-depth course teaches you how to conduct your own research by using the right quantitative methods and working with data analysis software.
• Qualitative Research : You’ll get to practice handling qualitative data, with methods like field interviews, ethnography, document studies, field observations, and focus-group discussions.

You’ll likely go through most of these courses during your first year, after which you may devote much of your time to your dissertation.

How to Know If a Doctorate in Training and Development Is Right for Me

A doctorate in training and development often appeals to those who would like to advance their careers in management, organizational planning, education, and human resources. A doctorate in training and development might be right for you if you have the following:

• Passion . You have a passion for teaching or mentoring people and helping them grow professionally.
• Curiosity . You’re fascinated with how organizations achieve success along with what makes people tick.
• Experience . You already have some related experience with training and development, whether you’ve studied it formally or it’s part of your professional life.
• Career drive . You want to build a long-term career focused on improving the performance and efficiency of both organizations and people.
• Interest in research . You’re interested in conducting in-depth research and learning about academic theories in adult learning, organizational development, and leadership.
• Time . You have the time and the resources to work on a PhD for several years.

Training and development is held in high importance today in most organizations, and a PhD shows that you have expertise in this topic and can contribute original insights.

Admissions Requirements

Admissions for a PhD in Training and Development tend to be rigorous, with requirements such as:

• Official transcripts . These cover all of the courses you’ve taken at the college and postgraduate level.
• Recommendation letters . You’ll may submit letters from managers at work and previous professors.
• Resume . Most programs expect you to have related work experiences, extracurriculars, and education.
• Personal essay . You’ll likely explain your background, career, and research interests.

Schools with a more traditional admissions process may ask for GRE or GMAT scores too.

Accreditation

Getting a PhD in Training and Development takes plenty of dedication, so it’s strategic to choose a reputable school that’s regionally accredited.

For a school to receive regional accreditation, it has to be reviewed thoroughly by external accrediting organizations, and it’s evaluated based on high educational standards. A PhD from an accredited school will often make a stronger impression on future employers. If you’re planning to work in the academe, many universities only credit PhDs from accredited schools. Studying at an accredited school will also allow you to apply for federal financial aid.

You can verify the accreditation status of prospective schools by visiting the Council for Higher Education Accreditation (CHEA) online. 

Financial Aid and Scholarships

Applying for financial aid can significantly lighten the expenses of doctoral students who qualify. Many PhD programs offer funding to students, with some programs giving full scholarships with stipend once you’re admitted. These PhD programs tend to be more competitive, though.

Alternatively, you might be able to find scholarships from external sources, especially if you have strong academic credentials and a good track record in your field. Some employers even offer financial assistance to workers who are advancing their education.

You can also look into assistantships and fellowships. Many PhD programs allow you to do research or teaching assistantships while studying. Fellowships may be available, too, but these often give you funding for 1 year or less. To apply for federal aid, you can fill out the Free Application for Federal Student Aid (FAFSA) . Your FASFA can determine your eligibility for federal student loans, grants, and work-study programs.

Training and Development Professional Organizations

Since training and development is a highly collaborative field, you can benefit from joining professional organizations to expand your network and access more career opportunities.

Here are three major professional organizations for training and development specialists:

• Association for Talent Development (ATD)
• International Society for Performance Improvement (ISPI)
• Quality Matters Instructional Designers Association (QM IDA)

These organizations have multiple branches across the country, with thousands of members in total. By joining, you could receive event invites, trainings, and up-to-date industry resources.

What Is Training and Development?

Training and development is the process of providing education to employees so they can sharpen their skills and increase their job performance within an organization.

It’s usually coordinated by an organization’s human resources department, with initiatives ranging from one-day workshops to regular mentoring and coaching. Training and development can target a variety of skills, including hard skills like data analysis or strategic planning as well as soft skills like communication and empathy.

Programs can be delivered in different formats, such as online learning, in-person lectures, group discussions, and on-the-job training.

Is Training and Development a Good Career?

Yes, training and development is a good career for many professionals. Because the work world has become very dynamic and fast-paced, organizations are investing more in training and development so their employees can adapt.

This opens up demand for training and development experts. Aside from leading in-house teams, they might work in management, coaching, or business consulting—all of which are fields with many highly paid jobs. At the same time, this career can be fulfilling if you enjoy helping people directly and making a significant contribution to an organization.

What Can You Do with a Doctoral Degree in Training and Development?

A PhD in Training and Development may help you advance in your current career as well as open up new career paths for you. It can prepare you to become a thought leader in your field, whether as an academic researcher or as an organizational consultant who can provide high-level advice to companies.

Possible career paths include human resource management, training and development management, and organizational planning. Some experts become executive coaches or trainers who conduct one-on-one sessions for professionals or group workshops for companies.

What Does a Training and Development Specialist Do?

A training and development specialist plans, creates, and evaluates training programs and materials, usually for employees of an organization.

Training programs tend to be diverse, with formats such as orientation sessions, negotiation workshops, team-building activities, and consultations with executives. It’s a fairly involved job because training and development specialists handle the entire process.

In addition to doing surveys and interviews to design a good training program, they may either teach the program themselves or supervise instructors. Afterwards, they’ll also assess results and gather feedback.

How Long Does It Take to Get a PhD in Training and Development Online?

Most PhD programs in training and development require around 60 credits or less. This is actually a bit shorter compared to other PhDs, which can reach up to 120 credits. A PhD can typically be completed in 3 to 5 years with full-time study.

If no dissertation is required, a PhD can often be completed in 3 years with full-time enrollment. It’s traditional for PhD students to study full-time. Since more online PhDs are available, though, and many training and development specialists prefer to stay active in their careers while studying, some programs may allow for part-time enrollment. This is also the case with many online masters in training and development programs.

Is a PhD in Training and Development Worth It?

Yes, a PhD in Training and Development is worth it for many students. A PhD is a well-respected credential that shows you’re an authority in your field. This could help you qualify for leadership or high-level management roles. PhD holders have the highest median wage compared to other education levels, according to the Bureau of Labor Statistics.

Training and development is also a thriving field that’s estimated to grow faster than average. For instance, the Bureau of Labor Statistics projects 11% job growth for training and development specialists and managers over the next ten years.

A PhD program can enable you to develop specialized expertise. Having high levels of industry knowledge and a deep understanding of learning principles can help you stand out in this growing field.

Getting Your PhD in Training and Development Online

If you love solving organizational challenges and empowering people to achieve their goals, then you might consider getting a PhD in Training and Development to enhance your career.

A PhD can train you in rigorous, evidence-based approaches and allow you to make your own mark in the field. As a working professional, you might find it even more convenient to earn your PhD online.

If you’re ready to advance your expertise with a PhD in Training and Development, you can start exploring doctoral programs from accredited schools today.

Clinical Psychology Training Programs

Clinical psychology training programs at brown:.

A Consortium of the Providence VA Medical Center, Lifespan, and Care New England.

The Clinical Psychology Training Programs at Brown began in 1975 as a joint effort through Butler Hospital and the Providence VA Medical Center. The training programs function as a consortium and is now composed of eight training sites including: Butler Hospital, the Providence VA Medical Center, E.P. Bradley Hospital, The Miriam Hospital, Rhode Island Hospital, Women & Infants Hospital, Lifespan School Solutions, and Brown University. Each of these training sites is administratively independent, but each site contributes faculty, financial support, and other resources to the Clinical Psychology Training Programs. Each site has a minimum of two appropriately trained and experienced psychologists who have input into the governance and policies of the training programs. Elizabeth McQuaid, PhD, ABPP is Director of the Division of Clinical Psychology and provides oversight of the Clinical Psychology Training Programs.

Training Programs

The Clinical Psychology Internship Training Program provides training at the predoctoral level for students interested in careers relevant to clinical science, research, and practice. The overall training philosophy of the program reflects a commitment to the development of psychologists who will apply scientific knowledge to human behavior in clinical practice and who will advance clinical science research. The Director of Training is Lauren Weinstock, PhD.

The Postdoctoral Fellowship Training Program (PFTP) has four Divisions. Elissa Jelalian, PhD provides oversight over all postdoctoral training within the Consortium. The PFTP includes:

• The APA-accredited Clinical Psychology Program (CPP) provides general training in clinical psychology (Traditional Practice Program) within a hospital-based setting. This program offers emphasis areas in Adult and Health Psychology/Behavioral Medicine. CPP postdoctoral fellows complete one year of accredited training in the CPP.  If CPP fellows elect to stay a second year (if available) for additional clinical/research training, the additional training year is not accredited. (Karen Oliver, PhD, Director)
• The APA-accredited  Clinical Child Psychology Specialty Program (CCPSP) provides training in clinical child psychology within hospital-based, school, and forensic settings. The CCPSP is APA-accredited as a specialty program in clinical child psychology. CCPSP postdoctoral fellows complete one year of accredited training in the CCPSP. If CCPSP fellows elect to stay a second year (if available) for additional clinical/research training, the additional training year is not accredited. (Christopher Houck, PhD, Director)
• The APA-accredited   Clinical Neuropsychology Specialty Program (CNSP) provides training in clinical neuropsychology within a hospital-based setting that is consistent with Houston Conference Guidelines. The CNSP is APA-accredited as a specialty program in clinical neuropsychology. CNSP postdoctoral fellows complete two years of accredited training in the CNSP. (Jennifer Davis, PhD, ABPP-CN, Director & Anjali Palav, PhD, Associate Director)
• The postdoctoral Research Fellowship Program (RFP) provides postdoctoral research training for individuals from various disciplines related to behavioral science. These primarily research focused fellowships are hospital-based fellowships funded by individual faculty research grants or NIH T32/F32 Training Grants. This program offers emphasis areas in Adult, Child, Health Psychology/Behavioral Medicine, and Neuropsychology. (Elissa Jelalian, PhD, Director and Lindsay Orchowski, PhD, Associate Director)

Additionally, visit the  Center for Alcohol and Addiction Studies  for details on training programs within the School of Public Health:

• Alcohol Intervention/Treatment Outcome Research
• Substance Abuse Intervention Outcome Research

The Clinical Psychology Internship Training Program, Clinical Psychology Program (CPP), Clinical Child Psychology Specialty Program (CCPSP), and the Clinical Neuropsychology Specialty Program (CNSP) are members of the  Internship and Postdoctoral Programs in Professional Psychology (APPIC)  and the  Academy of Psychological Clinical Science (APCS) .

Clinical Psychology Internship Training Program

Postdoctoral fellowship training program, accreditation.

The Clinical Psychology Internship Training Program, Clinical Psychology Program (CPP) within the Traditional Practice Program, Clinical Child Psychology Specialty Program (CCPSP), and Clinical Neuropsychology Specialty Program (CNSP) are accredited by:

American Psychological Association 750 First Street NE, Washington, DC  20002-4242  Phone:  202-336-5979

APA Accreditation

The Clinical Psychology Training Programs are committed to increasing the number of trainees from diverse backgrounds, supporting research with diverse populations, and promoting cultural competence in training and clinical services.

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College of Graduate Studies

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• PhD Programs

Ph.D. Programs

The College of Graduate Studies at the Medical University of South Carolina is committed to the graduate training of biomedical research scientists who learn to work at the interface of the basic sciences and human health and disease.

As a Ph.D. student, you may take an interdisciplinary first-year curriculum that allows exposure to all departments and programs before selecting a research area and mentor. The curriculum consists of interactive and comprehensive didactic units, self-selected laboratory rotations, and seminars to set the stage for your research career. 

Areas of Research

Biomedical Sciences

The Biomedical Sciences degree provides training in foundational and discipline-specific content, research ethics and critical thinking, the scientific method, and effective communication. The first-year curriculum offers an entire academic year for Ph.D. students to explore all graduate training programs before selecting a program and research area.

Biostatistics Epidemiology

The DPHS provides innovative interdisciplinary training in analytical and mathematical sciences germane to biology, medicine, dentistry, pharmacy, nursing, health care, and environmental sciences. A cross-cutting theme common to much of this research is a focus on health disparities. This novel, independent research aims to improve clinical care and advance population health.

MCBP Program

The Molecular and Cellular Biology and Pathobiology Program has research interests spanning all the modern aspects of biomedical sciences, from the molecular mechanisms and basis of disease to translational research. In addition, the program sponsors an extensive series of outside seminar speakers and other activities which foster communication and scientific interaction among the members of the biomedical sciences community.

PhD Training Grants

Explore the current training grants offered by the College of Graduate Studies.

Cybersecurity Guide

From scholar to expert: Cybersecurity PhD options

In this guide

• Industry demand
• 2024 rankings
• Preparation
• Considerations
• School listings

The cybersecurity landscape is not just growing—it’s evolving at a breakneck pace. And what better way to stay ahead of the curve than by pursuing a PhD in cybersecurity?

This advanced degree is no longer confined to the realm of computer science. Today, it branches into diverse fields like law, policy, management, and strategy, reflecting the multifaceted nature of modern cyber threats.

If you’re looking to become a thought leader in this dynamic industry, a PhD in cybersecurity offers an unparalleled opportunity to deepen your expertise and broaden your horizons.

This guide is designed to give prospective cybersecurity PhD students a general overview of available cybersecurity PhD programs. It will also outline some of the factors to consider when trying to find the right PhD program fit, such as course requirements and tuition costs. 

Industry demand for PhDs in cybersecurity

Like other cutting-edge technology fields, until recently, cybersecurity PhD programs were often training grounds for niche positions and specialized research, often for government agencies (like the CIA, NSA, and FBI),  or closely adjacent research organizations or institutions. 

Today, however, as the cybersecurity field grows to become more pervasive and consumer-oriented, there are opportunities for cybersecurity PhDs to work at public-facing companies like startups and name-brand financial, software, infrastructure, and digital service firms.

One trend that is emerging in the cybersecurity field is that cybersecurity experts need to be well-versed in a variety of growing threats. If recent headlines about cybersecurity breaches are any indication, there are a number of new attack vectors and opportunities for cybercrime and related issues. Historically, committing cybercrime took resources and a level of sophistication that required specialized training or skill.

But now, because of the pervasiveness of the internet, committing cybercrime is becoming more commonplace. So training in a cybersecurity PhD program allows students to become an experts in one part of a growing and multi-layered field.

In fact, this trend of needing well-trained, but adaptable cybersecurity professionals is reflected by the move by cybersecurity graduate schools to offer specialized master’s degrees , and many companies and professional organizations offer certifications in cybersecurity that focus on particular issues related to cybersecurity technology, cybersecurity law , digital forensics , policy, or related topics.

That said, traditional research-oriented cybersecurity positions continue to be in demand in academia and elsewhere — a trend that will likely continue. 

One interesting facet of the cybersecurity field is trying to predict what future cybersecurity threats might look like and then develop tools and systems to protect against those threats.

As new technologies and services are developed and as more of the global population begins using Internet services for everything from healthcare to banking — new ways of protecting those services will be required. Often, it’s up to academic researchers to think ahead and examine various threats and opportunities to insulate against those threats.

Another key trend coming out of academic circles is that cybersecurity students are becoming increasingly multidisciplinary.

As cybersecurity hacks impact more parts of people’s everyday lives, so too do the academic programs that are designed to prepare the next generation of cybersecurity professionals. This emerging trend creates an enormous amount of opportunity for students who have a variety of interests and who are looking to create a non-traditional career path.

The best cybersecurity PhD programs for 2024

Georgia institute of technology, northeastern university, marymount university, school of technology and innovation, nova southeastern university, college of computing & engineering, purdue university, stevens institute of technology, worcester polytechnic institute, university of illinois at urbana-champaign, mississippi state university, new york institute of technology.

These rankings were compiled from data accessed in November 2023 from the Integrated Post-Secondary Education Data System (IPEDS) and College Navigator (both services National Center for Education Statistics). Tuition data was pulled from individual university websites and is current as of November 2023.

What is required to get a PhD in cybersecurity?

Good news first: Obtaining a PhD in a field related to cybersecurity will likely create tremendous employment opportunities and lead to interesting and dynamic career options.

Bad news: Getting a PhD requires a lot of investment of time and energy, and comes with a big opportunity cost (meaning you have to invest four to five years, or longer, or pursue other opportunities to obtain a doctoral degree. 

Here’s a quick breakdown of what is required to get a PhD in cybersecurity. Of course, specific degree requirements will vary by program. One growing trend in the field is that students can now obtain degrees in a variety of formats, including traditional on-campus programs, online degree programs , and hybrid graduate degree programs that combine both on-campus learning with online learning. 

Related resources

• Online PhD in cybersecurity – A guide to finding the right program
• Cybersecurity degree programs
• Podcast episodes and expert interviews

Preparing for a cybersecurity doctorate program

Cybersecurity is a relatively new formalized technology field, nonetheless, there are several ways that students or prospective PhD candidates can get involved or explore the field before and during a graduate school program. A few examples of ways to start networking and finding opportunities include: 

Join cybersecurity organizations with professional networks

Specialized professional organizations are a good place to find the latest in career advice and guidance. Often they publish newsletters or other kinds of information that provide insights into the emerging trends and issues facing cybersecurity professionals. A couple of examples include:

The Center for Internet Security  (CIS) is a non-profit dedicated to training cybersecurity professionals and fostering a sense of collaboration. The organization also publishes information and analysis of the latest cybersecurity threats and issues facing the professional community.

The SANS Institute runs several different kinds of courses for students (including certification programs) as well as ongoing professional cybersecurity education and training for people working in the field. The organization has several options including webinars, online training, and live in-person seminars. Additionally, SANS also publishes newsletters and maintains forums for cybersecurity professionals to interact and share information.

Leverage your social network

Places like LinkedIn and Twitter are good places to start to find news and information about what is happening in the field, who the main leaders and influencers are, and what kinds of jobs and opportunities are available.

Starting a professional network early is also a great opportunity. Often professionals and members of the industry are willing to provide guidance and help to students who are genuinely interested in the field and looking for career opportunities. 

Cybersecurity competitions 

Cybersecurity competitions are a great way to get hands-on experience working on real cybersecurity problems and issues. As a PhD student or prospective student, cybersecurity competitions that are sponsored by industry groups are a great way to meet other cybersecurity professionals while getting working on projects that will help flesh out a resume or become talking points in later job interviews.

The US Cyber Challenge , for example, is a series of competitions and hackathon-style events hosted by the Department of Homeland Security Science and Technology Directorate and the Center for Internet Security to prepare the next generation of cybersecurity professionals.

Internships

Internships also continue to be a tried and true way to gain professional experience. Internships in technical fields like cybersecurity can also pay well. Like the industry itself, cybersecurity internships are available across a wide range of industries and can range from academic research-oriented to more corporate kinds of work. 

Things to consider when choosing a cybersecurity PhD program

There are many considerations to evaluate when considering any kind of graduate degree, but proper planning is essential to be able to obtain a doctoral degree. It’s also important to note that these are just guidelines and that each graduate program will have specific requirements, so be sure to double-check.

What you will need before applying to a cybersecurity PhD program:

• All undergraduate and graduate transcripts
• A statement of intent, which is like a cover letter outlining interest
• Letters of reference
• Application fee
• Online application
• A resume or CV outlining professional and academic accomplishments

What does a cybersecurity PhD program cost?

Obtaining a PhD is a massive investment, both in terms of time and money. Cybersecurity PhD students are weighing the cost of becoming an expert in the field with the payoff of having interesting and potentially lucrative career opportunities on the other side.

Degree requirements are usually satisfied in 60-75 hours, so the cost of a doctoral degree can be well into the six-figure range. Here’s a more specific breakdown:

Tuition rates

The Cybersecurity Guide research team looked at 26 programs that offer a cybersecurity-related PhD degree. Here’s a breakdown of tuition rates (all figures are based on out-of-state tuition).

$17,580 is the most affordable PhD program option and it is available at the Georgia Institute of Technology.

$86,833 is the average cost of a cybersecurity PhD and is based on tuition rates from all 26 schools.

$197,820 is the most expensive cybersecurity PhD program and is available at Indiana University Bloomington.

The good news is that by the time students get to the PhD level there are a lot of funding options — including some graduate programs that are completely funded by the university or academic departments themselves.

Additionally, funding in the form of research grants and other kinds of scholarships is available for students interested in pursuing cybersecurity studies. 

One example is the CyberCorps: Scholarships for Service program. Administered by the National Science Foundation, PhD students studying cybersecurity are eligible for a $34,000 a year scholarship, along with a professional stipend of $6,000 to attend conferences in exchange for agreeing to work for a government agency in the cybersecurity space after the PhD program. 

Frequently asked questions about cybersecurity PhD programs

Most traditional and online cybersecurity graduate programs require a minimum number of credits that need to be completed to obtain a degree. On average, it takes 71 credits to graduate with a PhD in cybersecurity — far longer (almost double) than traditional master’s degree programs. In addition to coursework, most PhD students also have research and teaching responsibilities that can be simultaneously demanding and great career preparation.

At the core of a cybersecurity doctoral program is a data science doctoral program, you’ll be expected to learn many skills and also how to apply them across domains and disciplines. Core curriculums will vary from program to program, but almost all will have a core foundation of statistics.  

All PhD candidates will have to take a series of exams that act as checkpoints during the lengthy PhD process. The actual exam process and timing can vary depending on the university and the program, but the basic idea is that cybersecurity PhD candidates generally have to sit for a qualifying exam, which comes earlier in the program (usually the winter or spring of the second year of study), a preliminary exam, which a candidate takes to show they are ready to start the dissertation or research portion of the PhD program, and a final exam where PhD students present and defend their research and complete their degree requirements. 

A cybersecurity PhD dissertation is the capstone of a doctoral program. The dissertation is the name of a formal paper that presents the findings of original research that the PhD candidate conducted during the program under the guidance of faculty advisors. Some example cybersecurity research topics that could potentially be turned into dissertation ideas include: * Policies and best practices around passwords * Ways to defend against the rise of bots * Policies around encryption and privacy * Corporate responsibility for employee security * Internet advertising targeting and privacy * The new frontier of social engineering attacks * Operation security (OpSec) strategy and policy * Network infrastructure and defense * Cybersecurity law and policy * The vulnerabilities of biometrics * The role of ethical hacking * Cybersecurity forensics and enforcement

A complete listing of cybersecurity PhD programs

The following is a list of cybersecurity PhD programs. The listing is intended to work as a high-level index that provides enough basic information to make quick side-by-side comparisons easy. 

You should find basic data about what each school requires (such as a GRE score or prior academic work) as well as the number of credits required, estimated costs, and a link to the program.

Arizona State University

Augusta university, boise state university, carnegie mellon university, colorado school of mines, dakota state university, george mason university, indiana university bloomington, iowa state university, louisiana tech university, marymount university, naval postgraduate school, new jersey city university, new york university, nova southeastern university, rochester institute of technology, sam houston state university, st. thomas university, the university of tennessee, university of california-davis, university of central florida, university of colorado-colorado springs, university of fairfax, university of idaho, university of missouri-columbia, university of north carolina at charlotte, university of north texas, university of texas at san antonio, university of tulsa, virginia tech.

PNG's Computer Literacy and Education News site.

Newmont young talent industrial training & graduate development program.

Are you aspiring to develop a career in ministry industry?

Applications for our Young Talent Program are closing on Friday 30 th August 2024

Newmont Corporation is providing a pathway to develop young talent in Papua New Guinea, especially those who aspire to build a career in the mining industry. Our flagship Young Talent program offers two training programs-an Industrial Training Program and a Graduate Development Program-that prepare undergraduates and graduates for permanent roles with Newmont PNG, including at our Lihir gold mining operation. These programs are designed for students studying applied chemistry/physics, earth sciences, electrical engineering, mechanical engineering, mine engineering, mineral processing, surveying, psychology, human resources, business studies, journalism and information technology. Submit application (cover, current Curriculum Vitae, academic transcript and two references) to [email protected]

Industrial Training Programs:

• Fulfil your university’s mandatory ‘industrial training’ requirement.
• For tertiary students in years two and three.
• Tailored on-the-job experience based on your tertiary level.
• Three-month program (12 weeks) from October to December 2024
• Mentoring and coaching opportunities.
• Fortnightly allowance, travel and accommodated costs and personal protective equipment will be provided.
• Receive a Certificate of Participation from Newmont.
• Get exposure to PNG’s mining industry
• Build your skills in time management, presentation, reporting and public speaking.
• An opportunity to for recommendation or selection based on you performance for our ‘Tertiary Scholarship Program’. The scholarship provides tuition fees, pocket allowance and book allowance for the next academic year.
• Be part of our Newmont family and learn about our global operations.

Graduate Development Program

• For those who have completed their tertiary year four (4)
• 36-month program graduates in Lihirs Mining department.
• 18 -month program for graduates in other parts of the business
• Permanent employment (rotational shifts) based on performance and recommendation by supervisors.
• Gain more experience across Newmont by working on projects with leading professionals using safe and innovative methods.
• Tailored to suit individual development needs. Graduates can also choose between specialization or supervisory streams.
• Develop your leadership skills by understudying leaders.
• Get more exposure to PNG mining industry and participate in in learning opportunities across the industry.
• Competitive salary packages.
• Be part of our Newmont family and build a career with us in PNG and globally.

Applications close on Friday 31 st August 2024

• Graduate Development

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Office of Research Training, Diversity, and Disparities Newsletter, August 2024

What’s New at NIDA

Changes to nida’s diversity supplement program .

ORTDD is excited to announce some changes to the NIDA Diversity Supplement Program! For more than 30 years, NIH has made available supplements to existing grants to provide research opportunities, training, and mentorship to enhance the diversity of the biomedical research workforce.  NIDA is proud to participate in this NIH-wide program, and our team at the ORTDD would like to spread the word to PIs on active NIDA awards as well as to potential applicants about this opportunity.  PIs are encouraged to participate, so long as an active grant mechanism is eligible, there is sufficient time remaining during the initial award period for the supplement, and the and the PI is committed to mentoring and career development for the candidate. K award grants are not eligible to have Diversity Supplements, but most other mechanisms are!

Program details:  Diversity supplement scholars may be post-bacs, master’s degree holders, doctoral students, post-docs, or early career investigators who meet eligibility criteria outlined in PA-23-189 . A NIDA grantee-applicant must work closely with an eligible candidate to create a plan that will facilitate the scholar’s progression to the next career stage. The proposed research and training activities must be appropriate for the stage of the candidate, and the project must be within scope of the parent research award. Applications are administratively reviewed, that is, reviewed by NIH program staff.  NIDA PIs can apply through the general NIDA Diversity Supplement Program or through a specialized program, such as the one managed by the BRAIN Initiative .

What’s new: In fiscal year 2025 (which starts on October 1, 2024), NIDA’s general Diversity Supplement Program will have multiple receipt dates. While you can submit your application at any time, the cut-off dates for NIDA’s administrative review will be August 15th, October 15th, December 15th, February 15th, and April 15th.  The final receipt date to be considered for funding in the fiscal year (which ends September 30th) is April 15th. Another change to the program is that applications are limited to 6 pages regardless of the page limit for the “parent” grant mechanism , making application review equitable for all grant mechanisms. Please be certain to check your page limit!

For more information: To learn more, please see the Instructions to PI's and FAQ's , and reach out to Dr. Angela Holmes, NIDA’s Diversity Supplement Program Coordinator at ( [email protected] ).

Program Updates

A new nida funding opportunity hit the street consider applying for a “d-start”.

The National Institute on Drug Abuse (NIDA) has published a new notice of funding opportunity (NOFO), PAS-24-242 , entitled “Data Science Track Award for Research Transition (D-START).”   Awards will support investigators to apply advanced data science techniques to address timely and challenging research questions related to substance use and substance use disorders (SUD). As defined by NIH, data science encompasses the development and use of quantitative and analytical methods to extract knowledge from large and complex data sets. Expanding expertise in data science, particularly in big data analytics and computational science, is crucial for advancing SUD research. The goal is to generate data-driven insights to inform the development and implementation of interventions for prevention, harm reduction, treatment, and recovery across diverse populations.

While the R03 mechanism is used for this award, the D-START allows for projects with budgets of up to $100,000 per year in direct costs over 2 years.  NIDA plans to fund 6-7 projects per year during the 2025, 2026, and 2027 fiscal years, depending on annual institute appropriations and the receipt of meritorious applications.  D-START awardees are expected to use their project findings to pursue further grant applications, such as a subsequent R01, focusing on the intersection of substance use and data science. Cross-disciplinary collaborations are strongly encouraged, and NIDA welcomes applications from individuals of diverse backgrounds, including those historically underrepresented in STEM fields. Applicants should adhere to Findable, Accessible, Interoperable, Reusable (FAIR) principles and address ethical considerations in research involving human subjects. Read more about this opportunity .

Apply for a NIDA Travel Award

Call for applications! NIDA is providing travel awards for scholars interested in attending the Society for Research on Nicotine and Tobacco on March 12 -15, 2025 in New Orleans, LA. The deadline to apply is December 1, 2024 at 11:59pm ET.

The NIDA Travel Award Program aims to defray the costs of in-person attendance at national scientific conferences. Travel award recipients will receive an award in the amount of $1500 for meeting transportation, lodging, and/or registration. Awardees are expected to attend a NIDA “meet-and-greet” at the conference.  See the NIDA Travel Award website for information about eligibility and how to apply.

Please contact Yohansa Fernández for any questions related to NIDA travel awards.

Career Development Spotlight: Dawn Bounds PhD, PMHNP-BC, FAAN

The NIDA ORTDD is excited to introduce Dr. Dawn Bounds to the research training community. Dr. Bounds is an Assistant Professor at the University of California, Irvine within the Sue & Bill Gross School of Nursing. Her research interests include marginalized youth, adolescence, risk, resilience, commercial sexual exploitation, social media, mental health, integrative health, as well as wearable and biofeedback technology. She was a 2021 NIDA Diversity Scholars Network program participant and was recently awarded a 5-year R01 grant titled “ Teaching Youth & Families Self-Regulation Skills to Disrupt the Impact of Adverse Childhood Experiences: Preventing Substance Use in Adversity-Impacted Youth .” Her research focuses the impact of the Garnering Resilience in Traumatized youth and families (GRIT) program on early initiation of alcohol and cannabis use among youth. Read about her below and what aspired her to become an addiction researcher.

Please share a little about yourself and your upbringing (if you're comfortable doing so), your educational background, and research focus.

I am the oldest of two daughters who were raised by a single mom. I am also a first-generation college student who was born and raised in Chicago. I spent all of my life there including my graduate education. I graduated with a BSN from the University of Illinois at Chicago in 1999 and an MSN and PhD from Rush University in 2004 and 2015. Prior to becoming a researcher, I worked in the community as a psychiatric-mental health nurse practitioner. My experiences as a clinician working with marginalized youth on the west side of Chicago informs my research interests to this day. My program of research focuses on youth risk and resilience. More specifically, I am interested in preventing substance use initiation and disorders in adversity impacted youth.

At what point in your life did you know you wanted to become a scientist? What drew you to the STEM field and particularly substance use/addiction research?

I never knew that I wanted to become a scientist because I had little exposure to research. It is one of the reasons I am currently so committed to exposing high school and undergraduate students to research through my lab. I used to teach in a master’s program that changed to a doctoral program and I was urged to get my doctorate to continue teaching. This prompted me to get my PhD.  During my program and working on a NIH funded study, I fell in love with research. 

I have to admit I used to be a little resistant to working in the field of substance use/addiction due to my firsthand knowledge of what it does to families. But what I realized is that trauma and adversity (my area of interest and expertise) is inextricably linked to substance use/addiction. To continue to excel in the field of trauma and adversity, meant including substance use/addiction research.

Were there any events or individuals who inspired you throughout your professional journey?

My mother is my greatest inspiration. She always taught me to defy all odds. My own life experiences taught me persistence. I have encountered several amazing mentors and colleague along the way who have inspired me, fought and advocated for me, and supported me on my professional journey. 

How did you learn about the NDSN Program? Please share about your experience as an NDSN scholar and major takeaways from participating in the program.

I tend to search out training programs and opportunities that support minoritized individuals like myself. These training programs have expanded my network and knowledge about programs like the NDSN. The NDSN provided a unique opportunity to receive a mock review of my grant which was so valuable. The biggest take away for me was to keep resubmitting my proposal. Doing so led to me finally getting funded this year.

What has been the most challenging obstacle you have had to face throughout your career journey to becoming an addiction researcher and what have you done to “push through”?

Not letting my career in academia become my sole identity has been most challenging. Academia and research can be consuming. Striking a balance between my work and the other aspects of my life has been an ongoing process. Understanding and prioritizing what’s most important to me has helped me push through with the help of my spirituality, supportive family and friends, and therapy. Building a support network that includes those who have thrived in academia is key.

Can you offer any advice to ESIs/scholars in earlier career stages who are navigating the NIH process for submitting grants and working towards the goal of being independently funded?

Persist! You belong in this space and your work is important to the field. Keep innovating, revising, and resubmitting those grants!

Is there anything else that you would like to share with the NIDA community about your inspiring journey?

I am truly grateful for being a part of the NIDA community. NIDA has supported my growth and development over the past 4 years. These initial investments through training have now led to a larger investment in my research. I’m excited to continue to collaborate with other NIDA scholars and prevent addiction and substance use disorders in adversity impacted youth.

Did You Know?  

Your opinion matters  check out the latest “rfi” on supporting postdoctoral scholars.

The National Institutes of Health (NIH) is seeking feedback from the biomedical research community through a follow-up Request for Information (RFI) as part of an overarching goal to better support the postdoctoral scholar workforce. NIH began implementing recommendations earlier this year by increasing pay levels for Ruth L. Kirschstein National Research Service Awards. A Request for Information has been issued to gather community input on additional proposed actions to accelerate the career transition of postdoc scholars into thriving biomedical research careers. 

Through the RFI, NIH is seeking additional specific suggestions, evidence-based strategies, and relevant data or related experiences that will help inform our potential strategies. Feedback will be accepted electronically until October 23, 2024 . Please feel free to respond and widely share the RFI with your networks!  NIH is particularly interested in receiving input from:

• Trainees (e.g., graduate students, postdocs),
• Early-stage investigators,
• Biomedical faculty,
• Training directors,
• Postdoctoral and graduate student office leaders,
• Biotech/biopharma industry scientists, and research education program advocates.

NIH encourages organizations (e.g., patient advocacy groups, professional societies) to submit a single response reflective of the views of the organization or its membership. Please direct all inquiries related to this RFI to [email protected] .

Closing the Ginther Gap: Annual Update on NIH's Progress

In late July, NIH’s annual update on efforts to address the “Ginther Gap” was published Dr. Marie Bernard, the Chief Officer for Scientific Workforce Diversity (COSWD), and Dr. Mike Lauer, the NIH Deputy Director for Extramural Research.  The “Ginther Gap” refers to results from a 2011 study that found a 10 percentage point difference in grant application success rates between black and white applicants, favoring white applicants. This update is a continuation of their work to examine research project grant (RPG) and R01 funding rates by race and ethnicity, as NIH has developed numerous programs to address disparities over the past decade. Drs. Bernard and Lauer report that despite some progress, disparities in funding rates by race and ethnicity persist. However, they also reveal in a recent blog that funding rates for K awards increased between 2010 and 2022.  This is encouraging, as K awards often precede research project award funding.

Notable NIH initiatives to promote diversity in the scientific workforce include the Common Fund Diversity Program Consortium (DPC) and the Faculty Institutional Recruitment for Sustainable Transformation (FIRST) initiative. Along with the UNITE initiative, these programs aim to ensure that a diverse range of voices contribute to scientific innovation. The NIH remains committed to monitoring and evaluating progress towards achieving equity in funding, ensuring there are no barriers to participation. Read more about this update in the full blog post .

NIH UNITE Workshop on Structural Racism and Health Research

Have you ever wondered what is meant by “structural racism” or what structural racism has to do with health research and health outcomes?  On July 18th and 19th, the NIH UNITE Initiative leadership and members convened a virtual workshop to explore these and related topics. The workshop featured researchers, clinicians, and community partners with expertise in fields such as social and natural sciences, law and criminal justice, education, public policy, and social work—as well as biomedical, behavioral, and public health. Speakers provided insights into the origins and drivers of structural racism, methodological considerations in the measurement of structural racism, and interventions to improve health outcomes through strategies that reflect an awareness of the research on structural racism. A recording of the webinar is now available using these links: July 18 Videocast | July 19 Videocast .  See the workshop website for additional information about the event.  

Popular Search Resources for

Master of Science (MS) Program

This twenty-seven month, full-time program is designed to provide the academic and clinical foundations for primary-care Physician Assistants; to foster the development of the attitudes, values, and behavior appropriate for professional health-care providers; and to prepare students to participate in a team approach to patient care.

Emphasis is placed on student understanding of the role and responsibilities of Physician Assistants in the provision of quality health service, in the treatment and management of disease states, in meeting the health care needs of a richly diverse patient population and in fostering health promotion and disease prevention.

The program, which begins in late May or early June, offers a 27-month, upper-division professional course of study leading to the M.S. degree. The curriculum integrates the basic sciences, social sciences, medical sciences, and clinical experiences needed to provide a comprehensive introduction to the practice of medicine.

The four-semester didactic phase consists of lectures, laboratories, and practical and simulation experiences designed to provide students with the knowledge necessary to address patients in a clinical context. The clinical phase consists of ten supervised clerkships (clinical training experiences) at a broad range of clinical affiliates, designed to provide seniors with a valuable opportunity to develop and refine their professional clinical skills. Graduates of our Program are trained with a focus on Primary Care, but are qualified to practice medicine in different settings under the supervision of a licensed physician.

Physician Assistant graduates from Programs in New York State are required to successfully complete the National Commission on Certification of Physician Assistant (NCCPA) initial certification examination, before becoming licensed to practice medicine in the state. However, they may obtain a limited permit which allows Physician Assistants to practice temporarily prior to passing the Board exam.

Detailed information regarding the Physician Assistant Profession in New York State and licensure requirements may be obtained by contacting the Office of the Professions, Board of Medicine .

NCCPA is the only credentialing organization for Physician Assistants in the United States and is dedicated to assuring the public that certified Physician Assistants meet established standards of knowledge and clinical skills upon entry into practice and throughout their careers.

Review the NCCPA PANCE Exam Performance Summary Report 2019-2023  and the  Student Attrition Rate 2021 - 2023

Detailed information about the National Certification Exam for Physician Assistants may be obtained by contacting the National Commission on Certification of Physician Assistants (NCCPA) .

Program Goals and Outcomes

Important information can be found in SUNY DSHU PA PROGRAM GOALS AND OUTCOMES 2016-2022  

Accreditation

The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the State University of New York (SUNY) Downstate Health Sciences University Physician Assistant Program sponsored by State University of New York (SUNY) Downstate Health Sciences University. Accreditation-Continued is an accreditation status granted when a currently accredited program complies with the ARC-PA Standards. 

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be September 2029. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy. 

The program’s accreditation history can be viewed on the ARC-PA website at:

http://www.arc-pa.org/accreditation-history-suny-downstate/ .

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First cohort of Air Force IT, cyber warrant officers to graduate in December

The first group of Air Force warrant officers in cyber and IT career fields will arrive at their assignments by January 2025.

The Air Force Warrant Officer Training School, activated in June, will welcome the inaugural class of about 30 candidates for an eight-week course in October. Graduates will arrive at their assignments by January 2025 — a significant milestone as the service reintroduces warrant officers into its ranks for the first time in six decades.

The second cohort of about 30 candidates will go through training in January 2025, and the third group is set to start in March.

The service announced its plans to bring back warrant officers within the cyber and information technology professions earlier this year as part of its sweeping set of efforts to reshape the service’s force structure.

Competition for the 78 warrant officer slots turned out to be fierce — the service received over 400 applicants when it opened the application process for the program in May.

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Active-duty Airmen and members of the Air National Guard and Reserve who applied to become warrant officers come from diverse career fields, including intelligence analysis, cryptologic language analysis, cyber defense and cyber warfare, health services management and military training instructors.

Lt. Gen. Leah G. Lauderback,  the Air Force deputy chief of staff for intelligence, surveillance, reconnaissance and cyber effects operations, said the selection board will make adjustments and provide guidance for those who were not selected or unable to apply this year.

“We’ll do another board next year. We’re learning as we go along. This next board that we have some time next year — late spring or summer perhaps. But we will have some of those lessons out for you if you were not actually selected or you weren’t able to put your package in for some reason,” Lauderback said during the Department of the Air Force Information Technology and Cyberpower event on Monday.

The service is still determining the number of warrant officers it needs, initially targeting around 320 positions, but ongoing analysis suggests the number could grow to about 350 warrant officers. 

“As you do any analysis, you find out that we need to go back because that was just a beginning number. The team right now is going back to that analysis and determining if we have the need for more than 320ish warrant officers in the Air Force. I actually don’t know yet, but I do think that the number 320 will grow. In order for a career field to be sustainable you need about 350,” Lauderback said.

“[Manpower, Personnel and Training], right from the start, has told us we’ve got to work towards 350 in order to do that right. I know that I heard in the beginning , ‘This won’t be sustainable. It won’t work.’ It is going to work. And we absolutely have a need for our technical leaders that we want to make from these warrant officers.”

As part of the integration process, the Air Force will also conduct roadshows to educate personnel about the warrant officer rank, which has been absent from the service since 1959. These sessions will address how enlisted members should interact with warrant officers and the roles warrant officers will play alongside other ranks.

“What’s it like for an enlisted member when they meet with a warrant officer? Do they salute them or not? When the MPF helps out a warrant officer, and they’ve never seen a warrant officer, they’ve never seen this rank before. What do they do? These are the types of questions that we haven’t worked with in many years without having the warrant officers here,” Lauderback said.

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“We need the wing commanders, the squadron commanders, etc., those folks that are in the workforces with our warrant officers to understand here’s a role for our enlisted members, here’s a role for our senior enlisted members, here’s a role for our warrant officers and here’s the role for our officers. So we’re working on all of that, and then the messaging to the workforce, so that they understand when you bring in a warrant officer to the base, he or she shouldn’t just be a unicorn, he or she is an integral part of the workforce and has a job to do.”

Lauderback said the Air Force is also looking to expand its pool of warrant officers by reaching out to those who left the service to join the Army as warrant officers , as well as tapping into the civilian workforce.  

“I’m also really looking forward to stealing back some of the warrant officers in the Army. Airmen who went into the Army to become warrant officers — I’d like them to come home. We’re going to start with inter-service transfers, and then, of course, we want to be able to bring civilians in who don’t have an affiliation with the military. That is part of what we would like to get to in the next board; we just don’t have the details all worked out yet,” Lauderback said.

Specialized career tracks for officers

The service is also expanding its specialized career tracks for officers, a program that allows tech professionals to focus exclusively on their specialty rather than pursue traditional command positions. The program has already placed 21 officers into specialized roles, including software developers, capability developers and network operators — they are currently waiting for their assignments to come in.

Lauderback said the selection board will be recruiting more officers for these roles next spring. While the specialized track allows officers to advance in their technical fields without moving into command roles, it also provides the option of switching to a command track later.

“The idea between specialized officers and our warrant officers — the theme is that we are working towards technical supremacy right in our workforce,” Lauderback said.

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