structure of a phd program

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How the PhD Program Works

Program Overview

Completing your doctorate at Wharton requires 5 years of full-time study. The first 2 years in the program prepare you for admission to candidacy by taking courses, qualifying exams, and starting research projects. In the last few years, you are primarily conducting research full-time including writing and defending your doctoral dissertation.

Admission to candidacy.

You begin by taking courses required for your program of study. All programs requires a preliminary exam, which may be either oral or written.

Some programs may have further requirements, such as an additional exam or research paper. If you enter with a master’s degree or other transfer credit, you may satisfy the formal course requirements more quickly.

Beginning the Wharton PhD Curriculum How the first two years of the Wharton program helped students discover their interests, learn the tools of the profession, and fuel their passion for teaching.

The Doctoral Dissertation

Upon successful completion of coursework and passing a preliminary examination, you are admitted to candidacy for the dissertation phase of your studies.

Your doctoral dissertation should contain original research that meets standards for published scholarship in your field. You are expected to be an expert in the topic you choose to research.

You are admitted to candidacy for the dissertation phase of your studies upon successful completion of coursework and passing a preliminary examination, but you can start thinking about and working on research of relevance at any time.

The dissertation process culminates with a “defense,” in which you defend the proposal orally before your dissertation committee.

While working on your dissertation, you interact extensively with Wharton faculty. Together with interested faculty, you create your own research community that includes your dissertation advisor and dissertation committee.

Policies and Procedures

Get more detailed explanation of course requirements, academic standards, the Teacher Development Program, time limits, and dissertation procedures and requirements.

Sample Program Sequence

Years 1 & 2.

Coursework Examination Research Papers Research Activities Field-Specific Requirements

Directed Reading & Research Admission to Candidacy Formulation of Research Topic

Years 4 & 5

Continued Research Oral Examination Dissertation

Hear From Our Doctoral Community

From phd student to colleague, closing the tenure gap for business faculty of color.

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Wharton’s PhD Program Prepared This Doctor to Perform Economic Evaluations in Health Care

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

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Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

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PhD Program

Program overview.

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Rigorous, discipline-based research is the hallmark of the MIT Sloan PhD Program. The program is committed to educating scholars who will lead in their fields of research—those with outstanding intellectual skills who will carry forward productive research on the complex organizational, financial, and technological issues that characterize an increasingly competitive and challenging business world.

Start here.

Learn more about the program, how to apply, and find answers to common questions.

Admissions Events

Check out our event schedule, and learn when you can chat with us in person or online.

Start Your Application

Visit this section to find important admissions deadlines, along with a link to our application.

Click here for answers to many of the most frequently asked questions.

PhD studies at MIT Sloan are intense and individual in nature, demanding a great deal of time, initiative, and discipline from every candidate. But the rewards of such rigor are tremendous:  MIT Sloan PhD graduates go on to teach and conduct research at the world's most prestigious universities.

PhD Program curriculum at MIT Sloan is organized under the following three academic areas: Behavior & Policy Sciences; Economics, Finance & Accounting; and Management Science. Our nine research groups correspond with one of the academic areas, as noted below.

MIT Sloan PhD Research Groups

Behavioral & policy sciences.

Economic Sociology

Institute for Work & Employment Research

Organization Studies

Technological Innovation, Entrepreneurship & Strategic Management

Economics, Finance & Accounting

Accounting  

Management Science

Information Technology

System Dynamics  

Those interested in a PhD in Operations Research should visit the Operations Research Center .  

PhD Program Structure

Additional information including coursework and thesis requirements.

MIT Sloan Predoctoral Opportunities

MIT Sloan is eager to provide a diverse group of talented students with early-career exposure to research techniques as well as support in considering research career paths.

Rising Scholars Conference

The fourth annual Rising Scholars Conference on October 25 and 26 gathers diverse PhD students from across the country to present their research.

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The goal of the MIT Sloan PhD Program's admissions process is to select a small number of people who are most likely to successfully complete our rigorous and demanding program and then thrive in academic research careers. The admission selection process is highly competitive; we aim for a class size of nineteen students, admitted from a pool of hundreds of applicants.

What We Seek

• Outstanding intellectual ability
• Excellent academic records
• Previous work in disciplines related to the intended area of concentration
• Strong commitment to a career in research

MIT Sloan PhD Program Admissions Requirements Common Questions

Dates and Deadlines

Admissions for 2024 is closed. The next opportunity to apply will be for 2025 admission. The 2025 application will open in September 2024. 

More information on program requirements and application components

Students in good academic standing in our program receive a funding package that includes tuition, medical insurance, and a fellowship stipend and/or TA/RA salary. We also provide a new laptop computer and a conference travel/research budget.

Funding Information

Throughout the year, we organize events that give you a chance to learn more about the program and determine if a PhD in Management is right for you.

PhD Program Events

May phd program overview.

During this webinar, you will hear from the PhD Program team and have the chance to ask questions about the application and admissions process.

June PhD Program Overview

July phd program overview, august phd program overview.

Complete PhD Admissions Event Calendar

Unlike formulaic approaches to training scholars, the PhD Program at MIT Sloan allows students to choose their own adventure and develop a unique scholarly identity. This can be daunting, but students are given a wide range of support along the way - most notably having access to world class faculty and coursework both at MIT and in the broader academic community around Boston.

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Profiles of our current students

MIT Sloan produces top-notch PhDs in management. Immersed in MIT Sloan's distinctive culture, upcoming graduates are poised to innovate in management research and education.

Academic Job Market

Doctoral candidates on the current academic market

Academic Placements

Graduates of the MIT Sloan PhD Program are researching and teaching at top schools around the world.

view recent placements 

MIT Sloan Experience

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The PhD Program is integral to the research of MIT Sloan's world-class faculty. With a reputation as risk-takers who are unafraid to embrace the unconventional, they are engaged in exciting disciplinary and interdisciplinary research that often includes PhD students as key team members.

Research centers across MIT Sloan and MIT provide a rich setting for collaboration and exploration. In addition to exposure to the faculty, PhD students also learn from one another in a creative, supportive research community.

Throughout MIT Sloan's history, our professors have devised theories and fields of study that have had a profound impact on management theory and practice.

From Douglas McGregor's Theory X/Theory Y distinction to Nobel-recognized breakthroughs in finance by Franco Modigliani and in option pricing by Robert Merton and Myron Scholes, MIT Sloan's faculty have been unmatched innovators.

This legacy of innovative thinking and dedication to research impacts every faculty member and filters down to the students who work beside them.

Faculty Links

• Accounting Faculty
• Economic Sociology Faculty
• Finance Faculty
• Information Technology Faculty
• Institute for Work and Employment Research (IWER) Faculty
• Marketing Faculty
• Organization Studies Faculty
• System Dynamics Faculty
• Technological Innovation, Entrepreneurship, and Strategic Management (TIES) Faculty

Student Research

“MIT Sloan PhD training is a transformative experience. The heart of the process is the student’s transition from being a consumer of knowledge to being a producer of knowledge. This involves learning to ask precise, tractable questions and addressing them with creativity and rigor. Hard work is required, but the reward is the incomparable exhilaration one feels from having solved a puzzle that had bedeviled the sharpest minds in the world!” -Ezra Zuckerman Sivan Alvin J. Siteman (1948) Professor of Entrepreneurship

Sample Dissertation Abstracts - These sample Dissertation Abstracts provide examples of the work that our students have chosen to study while in the MIT Sloan PhD Program.

We believe that our doctoral program is the heart of MIT Sloan's research community and that it develops some of the best management researchers in the world. At our annual Doctoral Research Forum, we celebrate the great research that our doctoral students do, and the research community that supports that development process.

The videos of their presentations below showcase the work of our students and will give you insight into the topics they choose to research in the program.

How Should We Measure the Digital Economy?

2020 PhD Doctoral Research Forum Winner - Avinash Collis

Watch more MIT Sloan PhD Program  Doctoral Forum Videos

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Department of Management and Human Resources PhD Program Structure

Overall structure of the phd program.

It is important to recognize that the educational experience of our doctoral program is unlike any other educational experience at the university. While undergraduate and master’s degree programs challenge students to understand and apply ideas, theories and concepts developed by others, the Ph.D. program requires students to learn how to develop useful ideas, theories and concepts on their own, and contribute important new insights to current knowledge in the field. The training for creating such capabilities puts unusual demands on Ph.D. students’ time and mental resources. For this reason, we look for applicants that exhibit a superior educational background, an aptitude for research, and high motivation for completing the rigorous requirements of the program.

Coursework and Requirements

The program involves rigorous coursework not only within the MHR department, but also includes courses in other departments of Fisher College as well as statistics, economics, psychology and other disciplines within the university. The coursework helps to provide knowledge on essential theories of the field, advanced research methods and approaches to empirical research.

Students complete all required and elective courses during their first two years. The total required credit hours to complete the PhD program is 80, broken down as follows:

• Required seminars within department: 21
• Required statistics courses: 12
• “Breadth” courses from outside Fisher: 12
• Other elective courses: 20
• Dissertation credits: 15

In addition to the above, other requirements of the program include:

First-year requirements:

• Year-long assistantship which includes work on research.
• Substantial progress on the second-year paper.
• Successful completion of the first-year exam.

Second-year requirements:

• Completion of the second-year paper.
• Successful completion of the comprehensive exam.

Third-year requirements:

• Substantial progress on the dissertation, including the formation of a dissertation committee.
• Successful defense of the dissertation proposal.
• Independent teaching of one course.
• Paper(s) submitted to major conferences/journals.
• Preparation for the job market by July, including a job market paper from the dissertation.

Fourth-year requirements:

• Completion of the dissertation.
• Successful completion of the oral dissertation defense.

First Year Exam

After completing the introductory required and elective seminars in non-major specializations, students will take an exam on these topics in the month of May prior to beginning their second year. The exam tests the student’s understanding of the important theories and empirical approaches used in micro and macro research in management as well as those pertaining to specific specializations. Students must pass the exam to continue in the program.

Comprehensive Exam

After completing the formal course requirements at the end of the second academic year, students will take the Graduate School qualifying exam for their chosen area of specialization during the month of May prior to beginning their third year. The exam tests the student's detailed knowledge of the literature, including the important theories, models and empirical approaches used in this research. The exam is written by the student's Faculty Advisor, in cooperation with other members of the Exam Advisory Committee. Students will answer a set of analytical questions related to his/her major field. Students will need to demonstrate their understanding of the research questions dominating the literature as well as be able to provide new insights. In this regard, the exam is designed to test the ability of the student to integrate and make creative contributions to the literature, not just memorize it. The comprehensive exam consists of two parts--written and oral. Passing the comprehensive exam reflects the student's readiness to undertake dissertation research. Students must pass the exam to continue in the program.

Second Year Paper Requirement

In the first year of the program, the student will begin working on a research paper that will be completed during the second year of the program. The student will take primary responsibility for this project, but will also form a committee of two faculty members which will guide the student in developing a reasonable research question, theoretically derived model and hypotheses, as well as appropriate tests.

By December of the second year, the paper must be completed to the satisfaction of the committee members. After this, the paper must be submitted to a major national conference, such as Academy of Management, Academy of International Business, or Strategic Management Society. The submission deadlines for these conferences are typically in January and February. Acceptance of the paper into one of these conferences will reflect positively on the student’s progress. In addition, the student will be expected to present the completed paper to MHR faculty members and other Ph.D. students during a departmental forum such as a seminar or brown bag series.

Dissertation

The student officially enters the dissertation phase of the doctoral program after passing the Comprehensive Exam. This phase of the program typically lasts for two years and is concluded with the final Oral Dissertation Defense.

The dissertation is a scholarly contribution to knowledge in the student's area of specialization. By researching and writing a dissertation, the student is expected to demonstrate a high level of knowledge and the capacity to function as an independent scholar. The dissertation is directed by a Faculty Advisor and Dissertation Committee chosen by the student. Working with his/her Advisor and Committee, the student is expected to develop and defend a dissertation proposal, complete the research with guidance from faculty, present the research in a departmental forum in preparation for a job talk, and complete the Graduate School Oral Exam to defend the dissertation research in front of the Dissertation Committee.

Expectations for Student Performance

Students must be prepared to contribute to our intellectual community, work hard, attend to program requirements, participate in research, be committed to scholarship, and support others.

We expect our students to:

• Take the initiative to identify topics of research interest relatively early in the program and communicate with faculty about pursuing those interests and assisting with their research.
• Remain in residence to work on research during the summer months. This is a full-time, year-round program.
• Perform at a high level when completing program requirements. Students will be evaluated regularly by faculty and must receive positive reviews in order to continue in the program. Students must also successfully complete the program requirements. Failing to do so will mean that the student will not be allowed to continue in the program.
• Be good citizens. This is a training partnership among the students and the faculty. Students must be willing to foster a positive culture and community.

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PhD Programs

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

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

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

How do I know which program is right for me?

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

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

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

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

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

Accounting & Management  

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

Ph.D. Program

Advancing to Doctoral Candidacy

When you’re ready to advance to doctoral candidacy, review the policies and procedures.

Doctoral students are required to review the degree plans for their program, along with information about specific degree requirements and estimated timelines to reach various benchmarks for the different degree plan specializations.

Oral Examinations

Once your dissertation is nearing completion, it’s time to schedule your defense—your final oral examination.

• Schools & departments

PhD programme structure

A Doctor of Philosophy (PhD) is expected to take three years full-time or six years part-time.

At Moray House, w e offer a Doctor of Philosophy (PhD) taken three years full-time or six years part-time. The first full-time year of the PhD degree is probationary and progress to year two is subject to satisfactory progress and passing the first-year progression board.

All research degrees culminate in the submission of a thesis.  The PhD thesis should be up to 100,000 words.

You may start your studies with us either on the 1st October or the 1st January of a year.

There are no compulsory courses or modules on research degrees as these programmes are purely research degrees.

There are several School and University seminars and training courses available for research students, as well as a large number of postgraduate courses that students may audit if they wish. You will be encouraged to attend such courses when appropriate during your studies as part of your skill development, following discussions with your supervisor(s).

Research supervision

As a research student, you will be supported by supervisors with strong skills and expertise in the areas of your research. For the PhD programme, you will be supported by at least two supervisors.

Supervisors and their areas of expertise

Skill development

You will have the opportunity to develop your presentation skills, and practice presenting your research to fellow students and staff at regular monthly sessions organised by the School. 

You will have several opportunities for optional training and development throughout your studies. Research students are encouraged to attend and actively engage with the activities of one or more research cluster, which include seminars, meetings and workshops.

Research expertise

With over 250 research staff and students, we have a vibrant and expanding research community with a broad portfolio of academic disciplines gathered within seven broad research themes with permeable boundaries. The expert research at Moray House School of Education and Sport is organised into these thematic hubs:

• Advanced Quantitative Research in Education
• Children and Young People
• Digital Education
• Language, Interculturality and Literacies
• Social Justice and Inclusion
• Sport-Related Research
• Teacher Education, Curriculum and Pedagogy

Research & Knowledge Exchange at Moray House  

PhD by Distance option

Our PhD by Distance route allows students who are unable to commit to basing themselves in Edinburgh to study for a PhD in the fields of Education and Sport from their home country or city. 

The PhD by Distance is not intended to be an online learning programme. It is a PhD which you have chosen to study at a distance, having taken into account the challenges around access to resources that this may involve. It is available to suitably qualified applicants in the same areas as our on-campus programmes.

Students enrolled on this programme will be expected to come to Edinburgh at least once per year of study to meet with their supervisor(s). The length and timing of these visits are negotiable but students should expect to spend at least two weeks at the University of Edinburgh during each year of study. This could be for the annual review process, or to attend research training courses. It is also expected that PhD by Distance students will come to Edinburgh for their oral examination (viva voce).

PhD by Distance students will receive the same level of academic support from their supervisory team as on-campus students. The frequency with which students will meet with their supervisors and method of communication for supervision sessions will be provisionally agreed at the point of application and confirmed during induction. You will be expected to attend at least one face-to-face supervision session each year, with additional meetings and regular communication.

Further detail on the University's Code of Practice for Supervisors and Research Students

Please be aware that some funding bodies do not permit students to study by distance. For example, both ESRC and AHRC regulations currently state that students must live within the same area as the Institution where they are studying.

Applying to study for a PhD by Distance

The entry requirements for the PhD by Distance are the same as for the School’s on-campus programmes.  

In addition, applicants wishing to study by Distance must complete and submit the following form with their PhD application.

Applicants should provide information about any previous experience of distance study, together with a statement detailing the potential risks and characteristics of distance learning. Experience of studying at a distance is desirable; however, this is not a specific requirement for admission. It is important that applicants demonstrate an awareness of the challenges of this mode of study. 

Applicants must provide details of the access they will have to research facilities at their usual site of study and whether a local advisor is proposed. Applications to the PhD by Distance will only be accepted if applicants have access to local University-standard library facilities and to the internet.

Applicants will also be required to discuss and complete a provisional study plan in consultation with their proposed principal supervisor as part of the admissions process.

International students wishing to study part-time will be considered for this Distance programme.

There is no guarantee that a request to study at distance will be granted where an offer to study on-campus might be made.

Content and structure of the PhD programme

The content and structure of the PhD education at the Faculty of Humanities is determined by the faculty's PhD programme.

Main content

The PhD education has a standardised time frame of three years and includes an independent scientific work. This scientific work will be documented through a thesis, and the thesis will again be defended publicly in the public defense. In addition, the organised PhD education comprises a training component corresponding to 30 credits. All candidates should also be associated with a research group and/or a research school.

The program regulates matters regarding admission, structure and content, completion and quality assurance. Together with the Regulations for the degree philoisophia doctor (PhD) at the University of Bergen, the programme set the framework for the content and implementation of the PhD training at the Faculty of Humanities.

The PhD programme at the Faculty of Humanities:

1. programme name, objectives, scope, and qualification, 1.1.    overall.

1.1.1. Name

• PhD programme at the Faculty of Humanities, University of Bergen

1.1.2. Objectives

• The objective of the PhD education is to qualify candidates for humanities research of an internationally recognised standard and for other work in society with high demands for scientific insight and analytical thinking, in accordance with recognised standards for ethical research practice.

1.1.3. Scope

• The PhD education at the Faculty of Humanities has a stipulated length of three (3) years of full-time study and includes an educational component of 30 credits. The PhD education is considered concluded upon submission.

1.1.4. Qualification

• Philosophiae Doctor (PhD)

1.2  Learning outcomes  

1.2.1. Upon completion of a doctorate, the candidate shall have achieved the following knowledge

• The candidate is in the forefront of knowledge within their field of research and is well versed in the field's philosophy of science and methods.
• The candidate can apply various theories, perspectives, methods and processes to research and development projects associated with their field of research.
• The candidate can contribute to the development of new knowledge, new theories, methods, interpretations, and forms of documentation within their field of research.

1.2.2. Upon completion of a doctorate, the candidate shall have achieved the following skills

• The candidate can formulate scientific lines of inquiry, as well as plan and carry out high-level (noteworthy) research and scholarly development activities.
• The candidate can handle complex academic issues and challenge established knowledge and practice in their field of research.
• The candidate can identify relevant ethical issues and carry out their research with academic integrity.
• The candidate can communicate their research and development work through recognised national and international channels.
• The candidate can participate in debates within their field of research at national and international forums.

1.2.3. Upon completion of a doctorate, the candidate has achieved the following competencies

• The candidate can plan and implement work related duties and projects within and outside their specific subject area.
• The candidate can analyse large amounts of information, explain, and understand complex contexts, and account for their own assessments.
• The candidate can help carry out challenging projects in a critical and innovative manner.

2. Admission

2.1 admission requirements.

2.1.1 Qualification

• As a general rule the applicant must have a five-year master's degree in line with the descriptions in the Norwegian Qualifications Framework for Lifelong Learning (NQF), 2nd cycle.
• On exceptional occasions,  the Faculty can recognise other equivalent education as qualifying for admission after conducting a specific individual assessment. Master’s degrees of shorter duration may qualify for admission after such specific individual assessment if the degree in question  is an integral part of an overall course of study equivalent to at least 4 years of higher education in Norway, at least one year of which must be at the master’s level. 
• The scope of the applicant's master's thesis must be a minimum of 30 credits.
• As a general rule, the applicant must have a grade of B or better on the master's thesis. Reference is made to Universities Norway's description of the grading system.
• Applicants must be able to use Norwegian or English as an administrative language and have sufficient language skills to complete the compulsory training component.
• The Faculty may set additional qualification requirements in connection with the announcement of research fellowships.

2.1.2. Prosject description

• A clear description of the scientific project, which contains research background, main issues, theory, methodology, and ethical aspects where relevant.
• An implementation schedule with milestones outlining the educational component and any stays abroad.
• A funding plan.
• Norwegian, English, Swedish and Danish are always accepted.
• Languages that can be properly administrated/attended to by the basic unit (department or centre) that manages the relevant subject area are also permitted. This assessment is done by the basic unit.
• It is not possible to change the language of the thesis if less than six months remain before submission.

2.1.3. Funding requirements

• Applicants without a research fellowship at the Faculty of Humanities must provide a plan for the satisfactory funding of the entire doctoral programme. The plan must include, living expenses and operating expenses that relate to the research, expenses for fieldwork, scientific assistance and/or stays abroad. 
• It is not possible to apply for admission on a self-funding basis.

2.1.4. Documentation requirements

• Documentation of education (copy of diplomas from university level education)
• A summary of the master's thesis of approx. two (2) pages
• A list of academic publications, if applicable 
• Documentation of any extraordinary requirements regarding academic and material resources. 
• Funding plan, and employment contract with an external employer, if applicable
• The Faculty may demand documentation of satisfactory English skills
• The Faculty may set additional documentation requirements in connection with the announcement of research fellowships.

2.1.5. Basis for evaluation

• The applicant's formal qualifications: academic background (education, publications etc.), grades, within nominal length of study
• Project quality, methodological validity, innovation and feasibility
• Environmental support and integration in an active research environment. Access to necessary infrastructure
• Any ethical considerations

2.1.6. Residency requirement

• The Faculty will, as a general rule, practice residency requirements.

2.1.7. Admission procedure

• There are no fixed application deadlines associated with admission to this programme.
• Applicants who are employed as a research fellow at the Faculty of Humanities will be assessed in connection with their appointment and do not need to submit a separate application for admission to the PhD programme.
• Other applicants must apply for admission to the PhD programme on a separate application form.
• An application is sent via the basic unit with which the applicant wants to be affiliated.
• The decision on admission is made following a recommendation from the basic unit in question, according to the programme's basis for assessment.
• From the date the PhD candidate receives notification of admission, normally, no more than one month shall elapse before an agreement on the PhD education is signed.

2.2. Period of contract

2.2.1. Maximum length of scheduled educational pathway at admission 

• The nominal duration of the PhD programme is three (3) years of full-time study.  It is not acceptable to plan to complete the PhD programme at a rate of progress with a duration longer than six (6) years. The PhD education is considered concluded upon submission of the thesis.
• In the event of lawful interruptions, the agreement period is extended correspondingly.
• The period of contract is also extended in agreement with the Faculty's personnel policy when a leave is granted to carry out employment studies or positions relating to the fellowship status.
• For candidates who are employed as research fellows at the Faculty of Humanities, such extensions are granted after application and in consonance with the new completion date.
• For candidates who do not have such an affiliation, extension is granted upon presentation of valid documentation from the other employer.
• When the candidate approaches the end of the funding period, the person will be contacted by the basic unit to clarify their needs and progress.

2.2.2. Maximum length of the programme, including periods without funding 

• When the funding period ends, the candidate will be discharged from the programme unless an extension is (applied for and subsequently) granted.
• An extension of up to 2.5 years can be granted (after funding has ended).
• Such an extension can also be granted by re-enrolment following a short pause.
• The candidate may apply to submit their thesis also after the agreement period has expired.

2.2.3. Terms of extension after (funding ends) 

• An application for an extended agreement period is submitted on a separate form.
• The application must be submitted before the current agreement period expires.
• Any extension is granted in line with a realistic assessment of the remaining workload and funding.
• The application must be supported by the supervisor and the management of the basic unit.
• Extensions are normally granted for a maximum of 6 months at a time.
• If the agreement period is not extended, the candidate is discharged from the programme and all formal obligations between the candidate and the Faculty cease.

2.3. PhD agreement

• Admission to the PhD programme is formalised in a written agreement.
• The PhD agreement is signed by the candidate, supervisor(s), basic unit, the Faculty, and an external party when applicable.
• The PhD agreement contains provisions on the parties' rights and obligations during the agreement period and is intended to ensure that the candidate regularly participates in an active research environment, and facilitates the completion of the PhD education within the agreed-upon time.
•  At least one supervisor must be appointed at the time of admission.

3. Structure and content of the programme

3.1. the phd programme consists of the following compulsory activities:.

• Attend academic supervision sessions with the appointed supervisor(s).
• Report annually on his/her progress in accordance with the standardised procedure.
• Carry out a midway evaluation according to current guidelines.
• Complete an educational component of 30 credits, including courses in the philosophy of science and ethics of a minimum of 5 credits.
• Conduct independent research that will result in a scientific thesis of an internationally recognised standard.
• Hold a trial lecture.
• Defend the thesis at a public defence.

3.1.1. Guidance framework:

• The main supervisor should normally be employed by the Faculty of Humanities.
• As a general rule, the candidate should have more than one supervisor and be offered both a main supervisor and at least one co-supervisor.
• The academic supervisor(s) must have a doctoral degree or equivalent academic competence within the subject area.
• All of the appointed supervisors should have previous experience of supervision of candidates at the master's and/or PhD level. It is desirable that at least one of the supervisors have experience with guidance at the PhD level.
• The main supervisor must be clarified at the time of admission, and if there are several supervisors, it should be made clear who the main supervisor is.
• A separate supervision agreement is written at the start of the PhD programme (part B of the PhD agreement, which governs the division of work and responsibilities between different supervisor roles. The agreement must be updated when changes occur).

3.1.2. Content of the supervision

• Supervisors and candidates are required to plan the training component and the independent research of the PhD programme jointly. The plan should be based on the requirements for achieved learning outcomes.

3.1.3. Scope of supervision

• The candidate has access to a total of 108 hours of supervision. The hours are distributed among all the appointed supervisors.
• This provides an average of 18 hours of supervision per semester, at normal progression (6 semesters).

3.1.4. Responsibilities of the supervisors and candidate within the supervisory relationship

• The main supervisor has ongoing academic and administrative responsibilities for the PhD candidate and is the candidate's primary contact.
• The duties of the supervisors and candidates are further described in part B of the PhD agreement.

3.1.5. Termination of academic supervision 

• Any dispute or conflict related to the supervision should, as far as is possible, be resolved by the basic unit. The PhD candidate and the supervisor together must attempt to find a solution to the situation that has arisen.
• The PhD candidate and supervisor can at any time and independently of each other address issues concerning the doctoral programme with the basic unit's PhD coordinator (e.g. difficulties related to supervision or progression in the doctoral programme).
• The PhD candidate and supervisor may, by agreement, ask the basic unit to appoint a new supervisor or supervisors.
• If the parties do not reach agreement on resolving the situation, the PhD candidate or supervisor may each request to be released from the supervision agreement. A request to be released from the supervision agreement must be sent to the basic unit.
• New supervisor(s) shall be appointed by the Faculty at the recommendation of the basic unit.
• The main supervisor may not withdraw until a new main supervisor has been appointed.

3.2. Progress reporting

• All PhD candidates and main supervisors at UiB are required annually to carry out progress reporting, in line with applicable guidelines.
• The progress report shall be followed up by the basic unit to which the candidate is affiliated.
• Main objective: To assess the development of the project and need for adjustments.
• The candidate and main supervisor have equal responsibility for reporting.

3.3. Midway evaluation

• All PhD candidates at UiB must undergo a midway evaluation.
• Main objective: To identify issues that entail a risk that the project will be halted or delayed, as well as providing input that can increase the quality of the work.
• It is the responsibility of the basic unit to summon the candidate to a midway evaluation.
• The midway evaluation is conducted when the candidate is about halfway through the work period on their doctoral degree.
• The midway evaluation takes place at a meeting with the candidate where the basic unit's management, specialist competence and administration are represented. 
• The specialist competence shall consist of at least one expert in addition to the supervisor(s).
• The administration is represented by the basic unit's PhD coordinator or equivalent.
• Prior to the meeting, the candidate and the main supervisor each submit a report describing the status of the thesis work.
• The candidate also submits a text and gives an oral presentation. The scope of the text and presentation is determined by the candidate's research group.
• Involvement of the research group in the midway evaluation should be facilitated, for example by inviting members to participate in a discussion on the submitted text and presentation. 
• The midway evaluation is documented on the applicable template and followed up by the basic unit if there is any discrepancy, need for action, or other necessary measures.
• The midway evaluation replaces the progress report in the year it takes place.

3.4. Final seminar (master class)

• All PhD candidates at the Faculty are offered a final seminar.
• It is the responsibility of the basic unit to carry out a final seminar for the PhD candidates who wish to do so.
• The offer is normally granted when the candidate has approx. 1/2 year of work left before the scheduled submission, or by agreement with the candidate, supervisor(s) and research coordinator.
• The final seminar can also be used as a means to promote submission for candidates who are delayed.

3.5. Thesis

• The thesis can be written as a monograph or as a collection of articles with an extended abstract (“kappa”).
• The thesis must correspond to 2.5 years of full-time studies.

3.6. Training component (course work)

3.6.1. Content of the training component

• The candidate must complete a training component in scientific method, theory, theory of science, and ethics that provides depth and breadth in their own subject, while at the same time putting the subject into a wider framework. In the PhD education, the candidate must also be required to communicate scientific work to colleagues, students, and the public (cf. § 2-2)
• The training component should provide training in professional communication and an introduction to research ethics, scientific theory and scientific method. The training component must, together with the research work, contribute to achieving the expected learning outcomes in the current faculty's PhD program and in line with the national qualification framework (cf. § 7-2)
• The supervisor is responsible for giving advice on the training part (cf. § 6-3). The candidate and supervisor must prepare a plan for the training part, which must be approved by the department/centre management. Any changes to the plan will be followed up in connection with progress reports and mid-term evaluation
• The training component of the research program consists of 30 credits, of which at least 20 credits must be taken after admission. Elements to be included in the training section must not normally be older than five (5) years at the date of admission (cf. § 7-2).
• Scientific theory and ethics – 10 credits
• Literature Review and Publication – 5 ECTS
• ​​​​​​​The application must be justified based on the candidate's project.
• It must be documented that the learning outcome of the external course is equivalent to the course being replaced.
• The candidate-specific training component must ensure that the candidates fulfil the requirements of the PhD regulations for the training component, beyond the content already covered by the compulsory courses.
• ​​​​​​​professional method and theory that provides depth and breadth in one's own field of research 
• training in dissemination of scientific work 
• The department/centre is responsible for ensuring that the candidate-specific training component contributes to meeting the requirements of the regulations. This must be ensured both through the candidate's plan for the training component and any follow-up in progress reports and midway evaluation.
• ​​​​​​​PhD courses under the auspices of UiB, research schools or other accredited institutions
• Participation with presentations at conferences and seminars
• Instrumental courses and courses with particular relevance to the thesis work (In the case of approval of courses from a lower level, credits reduction must be considered.)
• Mediation work
• ​​​​​​​presentation of thesis chapters at internal seminars
• stays abroad
• midway evaluation
• final seminar (master class)

3.6.2. Documentation requirements

• All elements in the training component must be documented and approved in accordance with the applicable guidelines.
• The entire training component must be approved at least six months before the candidate can apply for submission.
• The training component is considered complete when formal approval of the overall training component is given.

4. Completion

4.1. application for submission of doctoral work.

• Application for submission of doctoral work is done on a separate form.
• The thesis must be submitted according to the UiB template applicable at the time of application.
• The thesis is to be submitted both electronically and in as many printed copies as the basic unit decides (normally 4 copies).
• Any documentation of necessary permits, such as ethical clarifications, must be enclosed.
• Co-author declarations must be enclosed when required (if the thesis consists of work to which others besides the candidate have contributed).

4.2. Guidelines for use of time

• No more than five months should normally elapse from submission to public defence.
• Normally the committee should be appointed no more than four (4) weeks after approval of the candidate's application for thesis evaluation.
• The thesis must be publicly available no later than two (2) weeks before the public defence is held.

4.3. Assessment

• The assessment committee assesses whether the thesis satisfies the formal and real requirements set out in the PhD regulations and the Faculty's programme and guidelines.
• A collaborative written assessment is provided.
• In the event of dissent on the committee, both the minority and the majority must justify their position.
• The written assessment is indicative of the Faculty's treatment of the thesis. If the Faculty does not want to follow the majority's position, it may obtain further professional reasoning.
• The assessment should provide a clear and unequivocal conclusion on whether the academic requirements are met, so that the thesis can be defended for the PhD degree.
• The assessment should provide a description of the nature and scope of the work conducted.
• The quality of the various parts of the work must be assessed.
• The length of the assessment should normally be 4-6 pages.

4.4. Errata and correction of formal errors

• After submission, the candidate can apply for permission to correct formal errors in the version of the thesis that is to be made public. Such applications are submitted using the appropriate template and can only be submitted once.
• The candidate must account for the corrections in an errata list. After approval, the errata list is added as an insert to the thesis, which is available during the public defence.

4.5. Abstract and press release

• If the thesis is found worthy of defence, the candidate must submit an abstract of the thesis in English and an abstract in Norwegian. A press release in Norwegian should also be submitted.
• The abstracts should each be 1-3 pages long and follow the published version of the thesis.
• The press release should be a popular science summary of the doctoral thesis. It should be approved by the basic unit and be ready well before the public defence.
• The basic unit is responsible for sending the press release to the Communication Department no later than two (2) weeks before the public defence takes place.

4.6. Trial lecture

• If the thesis is approved, the candidate must give a trial lecture on a given topic for 45 minutes.
• The subject of the trial lecture is to be proposed by the same committee that assessed the thesis.
• As a general rule, the same committee that assessed the thesis also assesses the trial lecture.
• The basic unit is responsible for announcing the subject of the trial lecture of the PhD candidate 10 working days before the lecture is to be held.
• The trial lecture is an independent part of the PhD degree, and is assessed as passed or failed before the public defence.
• The trial lecture is normally held the day before the public defence.

4.7. Public defence (disputation)

• The purpose of the public defence is to test the candidate and his/her thesis against accepted academic standards.
• The chair of the committee is responsible for coordinating the division of roles between the first and second opponents.
• The chair of the public defence opens the public defence and explains the formal aspects of the public defence.
• The candidate gives a brief introduction (15 minutes) setting out the objective, starting point and main results of the PhD project.
• The first opponent is tasked with presenting the totality and setting the framework for the public defence. As a general rule, the first opponent addresses the overriding and fundamental aspects of the thesis. This part of the public defence normally takes about 1 1/4 hours.
• The first opponent's opposition is followed by a break of up to 20 minutes. Any ex auditorio opponents approach the chair of the public defence during this break.
• After the break, the floor is given to any ex auditorio opponents.
• The second opponent presents his/her opposition after any ex auditorio opponents. This part of the public defence should normally not exceed approx. 1 hour.
• The public defence is concluded by the chair of the public defence.

5. Quality assurance 

5.1. Evaluation system for the PhD programme

• The PHD programme at the Faculty of Humanities is evaluated according to the UiB's quality assurance system for PhD education.

The Faculty's Research and PhD Education Committee (FFU) has programme responsibility for the PhD programme and follows up quality assurance of the elements at the programme level.

Key documents

Regulations for the degree of PhD at  UiB (link)

Programme Plan - PhD at the Faculty  of Humanities (pdf)

Coursework (training component)

The coursework amounts to 30 credits, and must be completed and approved before the dissertation can be submitted.

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• J Med Educ Curric Dev
• v.5; Jan-Dec 2018

How to Conceptualize and Implement a PhD Program in Health Sciences—The Basel Approach

Franziska keller.

1 Institute of Nursing Science, University of Basel, Basel, Switzerland

Suzanne Dhaini

Matthias briel.

2 Basel Institute for Clinical Epidemiology & Biostatistics and Department of Clinical Research, University of Basel, Basel, Switzerland

Sina Henrichs

3 Vice President’s Office for Research, Graduate Center, University of Basel, Basel, Switzerland

Christoph Höchsmann

4 Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland

Daniel Kalbermatten

5 Division of Plastic, Reconstructive & Aesthetic Surgery and Hand Surgery, University Hospital Basel, Basel, Switzerland

Nino Künzli

6 Swiss Tropical and Public Health Institute (Swiss TPH) and University of Basel, Basel, Switzerland

Annette Mollet

7 Institute of Pharmaceutical Medicine, University of Basel, Basel, Switzerland

Christian Puelacher

8 Department of Cardiology, Cardiovascular Research Institute Basel, University Hospital Basel and University of Basel, Basel, Switzerland

Arno Schmidt-Trucksäss

Belinda von niederhäusern.

9 Clinical Trial Unit, Department of Clinical Research, University Hospital Basel and University of Basel, Basel, Switzerland

Sabina De Geest

10 Department of Public Health, University of Basel, Basel, Switzerland

Objectives:

Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidelines into a 21st-century health sciences PhD program.

The PPHS started in 2012 based on the European Union (EU) guidelines for PhD education. This article describes the resulting interdisciplinary PhD program’s conceptual underpinnings, rationale, structures, and 10 building blocks, like student portfolios, thematic training, interdisciplinary research seminars, student-initiated interdisciplinary activities, financial support of course participation, top-up and extension stipends, PhD supervision, research integrity, alumni follow-up network, and promotional tools including a dedicated website. Students enter from Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science).

Discussion and Conclusion:

The Basel PPHS exemplifies state-of-the-art PhD education in Health Sciences based on European guidelines and offers guidance to other groups from conceptualization to rollout of an interdisciplinary health sciences PhD program.

Introduction

Health science research is critical for societal health. 1 The current health care delivery and service paradigm demand that researchers use state-of-the-art skills to find innovative solutions to problems inside and outside of academic settings. As a result, over the past 25 years, both in North America and in Europe, the education and resources allocated for future researchers, mainly through PhD programs, has become a focus of much academic policy. 2 , 3

In North America, the bachelor’s/master’s/doctoral scheme and a transferable credit system have been in place for more than a century 4 ; in Europe, they are a very recent development. In addition, North American PhD education has a strong curricular component, whereas European programs are more research-based, with students engaging in research from the start in addition to course work.

In Europe, both the Bologna Declaration of 1999 5 and the Lisbon Strategy of 2000 2 affected the conceptualization of doctoral education and training. Both began with the premise that more and better-trained researchers were needed to make Europe the world’s most competitive knowledge-based economy. 2 , 6 - 11 From that perspective, policy makers have examined doctoral education and requested that universities develop institutional strategies 2 to train young researchers by and through original research. 12

In 2005, the Salzburg Principles confirmed that research institutions need flexible regulations to create the structures and instruments necessary to advance doctoral training. 13 Since then, the education of competent junior scientists at European universities has become a strategic goal to secure Europe’s position in the global knowledge economy. 1 Furthermore, to meet the expanding employment market needs, the May 2005 Ministerial Conference in Bergen 12 urged universities to promote interdisciplinary doctoral training and the development of transferable skills. In that context, several European Union (EU) forces driving PhD education have emerged, including the Organization for PhD Education in Biomedicine and Health Sciences in the European System (ORPHEUS), which includes around 80 European biomedical and health science faculties and institutions, and the League of European Research Universities (LERU). Working together, these groups safeguard the reputation of the PhD as a research degree, strengthen career opportunities for PhD graduates, and advocate the promotion of research at European universities.

In Switzerland, the Rectors’ Conference of the Swiss Universities 14 has developed a joint position paper on the doctorate acknowledging that their institutions’ common objectives and structures are in line with the European positions. The Rectors’ Conference 14 provides no details regarding PhD education, and each Swiss university structures, designs, and confers its own doctorates. This decentralized education mirrors the Swiss Confederation’s small-scale federalist political system. 15 In fact, along with the Swiss National Science Foundation, the main health science funding agency, the advancement of scientific research is primarily the federal government’s responsibility. 15 , 16

The University of Basel, Switzerland, is a publicly funded university founded in 1460. It currently serves almost 13 000 students, of whom 16% are PhD students. 14 Due to strong collaboration with the pharmaceutical and chemical industries, the University of Basel has become a cluster for health sciences. Its 7 faculties offer numerous PhD programs and establish regulations for the implementation and monitoring of doctoral training. 17 From that perspective, the Faculty of Medicine established the PhD Program in Health Sciences (PPHS) 18 in 2012, following a call by the University Rectorate for funding to stimulate and support the development of doctoral programs. The PPHS was launched as an interdisciplinary, inter-professional PhD training platform for students from 6 health-related PhD disciplines offered by 2 faculties: Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science).

Thus, the PPHS is a support system for PhD education to optimize students’ scientific, professional, and personal development. The program’s mandate reflects the call to increase inter-professionality at the national and international levels and allows maximum networking across health science disciplines that share methodological and statistical approaches.

The PPHS’s governance is headed by a steering committee consisting of 1 representative professor from each of the 5 participating departments, 3 PhD student representatives, and the program coordinator. Guided by national and international guidelines as well as evidence, contextual factors, and university regulations, they decide on program strategies, operationalize the instruments necessary to roll out those strategies, evaluate the quality of proposed initiatives, and continuously optimize their approaches.

Their aim is that each PhD student is fully integrated into a research group and complies with mandatory university PhD regulations regarding publications and European Credit Transfer System (ECTS) credits. The PhD students are selected by the supervisors. Following the PhD regulations of the Faculty of Medicine of the University of Basel, they require a degree from the University of Basel or other acknowledged institution, usually in form of a master’s degree in the field relevant to the planned area of study. Acceptance to the PhD program and progress (toward completion) are monitored by an interdisciplinary PhD board at the level of the Faculty of Medicine. Main criteria for acceptance are the professional background of the candidate, the fit with the supervisor, the subject of the PhD thesis, the quality of the proposal—in particular the adequacy of the methods—and the fulfillment of the financial guarantee for the whole PhD. A personal PhD committee directly supervises each student’s PhD. The program is thus composed primarily of research-based training, complemented by structured training activities provided through the PPHS’s educational infrastructure. The PPHS has no direct supervisory role.

The PPHS is evaluated by the Rectorate of the University of Basel at the end of a financial period. The evaluation is based on the general academic objectives, the organizational structure, the appointment procedure of the students, the structure and content of the training, the activities of the doctoral students within the program, the supervision concept, the mobility of the students, the internationality of experts, the quality of assurance and reporting, the existing collaborations, and the adequate use of funds. PPHS evaluates each course offering and makes regular surveys among its member students.

As an educational platform, the PPHS’s goal is to enable students to become qualified researchers with a comprehensive knowledge base specific to their discipline, to acquire advanced training, and to enhance their research dissemination skills. And as an example of current innovations in European PhD education in health sciences, we describe the conceptualization, implementation, and primary outcomes of the PPHS at the University of Basel.

The PhD Program in Numbers

Although the PPHS started in late 2012, only in 2015 the PhD students had to register and we can track them. Before 2015, all the PhD students of the included disciplines were automatically members. The number of registered PhD students is growing (2015: 65, 2018: 94). Therefore, we have only very few graduates. The mean time to degree lies between 3 and 4 years. Some graduates continue in the academic world, in their specialized formation as doctor or go to the private sector ( Figure 1 ).

Number of PhD students enrolled in PPHS. PPHS indicates PhD Program in Health Sciences.

The PPHS: Description of its 10 Building Blocks

The PPHS has been conceptually guided by the Salzburg II recommendations, 13 the LERU guidelines for PhD education, 19 good practice in doctoral training, 20 and the ORPHEUS standards 21 ( Table 1 ). It consists of 10 building blocks, all guided by interdisciplinary competencies and supported by a coordination office as well as the transferable skills offerings at the University of Basel (see Figure 2 ).

Eight fundamental recommendations for a PhD program derived from the Salzburg II recommendations, 13 the LERU guidelines for PhD education, 19 good practice, 20 and the standards of ORPHEUS. 21

Abbreviations: LERU, League of European Research Universities; ORPHEUS, Organization for PhD Education in Biomedicine and Health Sciences in the European System.

The PPHS and its 10 building blocks.

Interdisciplinary competencies as defined by the PPHS

The PPHS competency framework ( Table 2 ) outlines the minimum competencies to be acquired by each student for completion of a health sciences PhD. In addition to assessing existing and lacking competencies, it guides students and supervisors regarding individual training needs. It anticipates and adjusts for the large variability in new students’ methodological and statistical skills. To ensure up-to-date information and meet current and future needs, this framework is continuously revised and adapted.

Interdisciplinary competency framework as defined by the PhD Program Health Sciences.

Abbreviations: CRF, Conditional Random Field; RCT, Randomized Controlled Trial; SOP, Standard Operating Procedure.

The PhD students obtain 3 sets of interdisciplinary competencies during their PhD training ( Table 2 ):

• Knowledge and scientific competencies : research methods, information literacy, scientific writing, professional conduct, ethics and integrity, and awareness of interdisciplinary contexts.
• Organization and management competencies : project management, self-management, and teaching.
• Leadership and personal competencies : communication and leadership.

All PhD students have to submit a Learning Agreement together with a full research proposal of their PhD project after the first 6 months of admission at the University of Basel. The Learning Agreement describes how they plan to fulfill the mandatory 18 ECTS. The PhD Board of the Medical Faculty provides written approval or feedback on the yearly Progress Reports and the Learning Agreement.

PPHS’ 10 building blocks

The PPHS consists of 10 building blocks (see Figure 2 ), chosen both to reflect the principles of doctoral education ( Table 1 ) and to optimize students’ professional development in view of the 3 sets of competencies ( Table 2 ).

Student portfolio

Each PhD student’s PhD track is individually developed within the framework of the applicable PhD regulations and the PPHS—taking into consideration the student’s professional background, needed competencies, and chosen research type. All also obtain ECTS credits in the 3 competency domains. They report their research in a cumulative dissertation of at least 3 papers. This makes PhD education “highly individual and by definition original” 13 and fundamentally different from bachelor- or master-level studies. The individual PhD track is reflected in an individually compiled student portfolio comprising information on course work as well as the PhD project’s aims and timetable. During the program, each portfolio also contains an overview of the student’s plans regarding attendance of workshops and courses (totaling a minimum of 18 ECTS credits [1 ECTS credit requires 25-30 hours of work]), national and international conferences, teaching activities, and publications. The student portfolio is individualized and tailored to the students’ needs of statistical and other methodological skills as well as competencies specifically required for the proposed PhD studies (see also Interdisciplinary competencies as defined by the PPHS).

Throughout the PhD program, the portfolio not only provides orientation and structure but also serves as a tool to assess progress. 24 - 26 Based on its content, each student is required to write an annual self-assessment for discussion with his or her PhD committee and for submission to the PhD board of the Faculty of Medicine. At this level, the PhD committee and the PhD board will take action to deal with any significant issues such as potential delays and related financial discussions or problems in the supervision of a PhD project. PhD students appreciate this regular written feedback on their performance.

PhD supervision

In line with university regulations, each PhD student is supervised by a specially chosen PhD committee. 27 Each committee meets at least once yearly to discuss the student’s annual self-assessment.

The ORPHEUS network 21 has established best-practice indicators for high-quality PhD supervision, certifying supervisors to mentor students, and to recognize and react to barriers to PhD students’ success. 28 , 29 In addition, an annual PPHS workshop helps senior researchers to promote the quality of their supervisory skills. Fully booked since their implementation, these workshops are highly appreciated by the supervisors.

Thematic training

One key change in PhD education in recent years has been the introduction of a wide range of professional development courses. 20 As students enter the PhD program with widely varying skills, training is available from basic to advanced levels. As all health sciences specialties employ comparable methodological approaches (eg, quantitative, qualitative, mixed methods, implementation science), these form the core content of PPHS training. Therefore, the PPHS offers health science–specific courses valuable across specializations:

• “Proposal Writing in Health Sciences,”
• “Good Scientific Conduct in Health Sciences,”
• “Academic Writing in Health Sciences, “
• “Essentials in Health Research Methodology,”
• “Walking in the Editors’ Shoes: Peer reviewing and journal editing for young researchers in health sciences,”
• “How to prepare a job application inside or outside of academia.”

All courses are optional and there is no defined course sequence. However, the first 4 mentioned courses are more suitable for PhD students in their first year and the 2 courses at the end of the list above are more suitable for advanced PhD students. A new agreement with the structured Swiss School of Public Health PhD Program in Public Health provides free access to further set of methodological and advanced courses.

For all the courses, Learning Outcomes are defined which reflect the competencies framework of PPHS. At the end of each course, students have to take an examination (mandatory) to evaluate if the PhD students have reached the Learning outcomes and hence acquired the necessary competencies.

Various international guidelines underpin the importance of training transferable skills (see also Table 1 ). 20 , 23 The trans-faculty Transferable Skills Program organized by the University of Basel Graduate Center offers a wealth of courses for all PhD students, enabling skill set enhancement through individualized selections of courses. Students in the Faculty of Medicine can also acquire ECTS credits through participation in these courses, further enhancing cross-discipline networking. This approach follows the European Commission’s Directorate General for Research and Innovation 23 recommendation that “doctoral training must be embedded in an open research environment and culture to ensure that any appropriate opportunities for cross-fertilization between the disciplines can foster the necessary breadth and interdisciplinary approach.”

Financial support for course participation

The PhD students must have the possibility to go to other universities. 28 PPHS financial support is available to all member students to attend external (including online) courses that complement their PhD education. Students can apply for up to 2000 CHF per PhD study in financial support to participate in courses not offered at the University of Basel. To be eligible, courses must be linked to the student’s portfolio, award ECTS credits, and cover competencies essential to the student’s PhD studies.

Interdisciplinary research seminars

Reflecting the European Commission’s 23 promotion of interdisciplinary cross-fertilization in research, PPHS interdisciplinary research seminars encourage networking and stimulate the exchange of diverse scientific perspectives and approaches, contributing to a creative and productive research environment. In this regard, the monthly meetings of the “Methods in Health Sciences” PhD Journal Club offer opportunities for members from all disciplines to present research manuscripts and receive critical feedback in an interdisciplinary peer review environment. In addition to their direct educational value, these presentations promote professional communication skills among peers. Following the peer review and discussion segments, a “meet and greet” period allows students to network and share experiences.

Student initiated interdisciplinary activities

International doctoral education should support bottom-up initiatives, also called student-initiated activities, 28 (p19) as “the ability to drive initiatives is part of a doctoral candidate’s process of becoming an independent researcher”; hence the annual PPHS call for student-initiated activities. Under the “Invite your expert” competition, which awarded 4 students in 2016, PPHS gives the opportunity to invite an international expert to deliver a lecture at the University of Basel. This encourages the participants to initiate activities autonomously, build transferable skills, and develop independent organizational skills.

Top-up and extension stipends

For students to benefit fully from their programs, their funding must be sufficient “to nurture an open and investigative research mindset.” 28 To allow excellent PhD students the opportunity to deepen their research experience, competitive PPHS top-up and extension stipends are available. Top-up stipends support unplanned and newly emerged projects during the PhD program; extension stipends allow the analysis and publication of additional material at the end. As a PhD’s financing must be guaranteed for 3 years at registration, these instruments add value and research resources beyond the program’s primary scope. In 2015, 10 stipends led to 16 additional publications.

Research integrity

In concordance with the 2015 ORPHEUS conference message 30 that knowledge and awareness of research integrity are central to the career development of all PhD students, starting in 2018, several PPHS courses will focus on good scientific conduct. Given the PPHS program’s interdisciplinary approach, best scientific conduct practices will soon be established across all the participating disciplines. Students are made aware of the University of Basel’s Code for Good Practice in Research 31 as well as the Swiss Academies of Arts and Sciences brochure, “Integrity in Scientific Research.” 32

Alumni follow-up network

Alumni networks help PhD students and the PPHS with career orientation information and feedback regarding the program’s quality. 23 , 33 Regular meetings with alumni expand the PPHS network and facilitate continuous assessment of its career development support. 34

Website and other promotional tools

For profile-raising, networking, and dissemination purposes, an interactive website is the most important PPHS promotional tool ( www.pphs.unibas.ch ). Offering a group identity in an interdisciplinary framework, 35 it includes links to the social media where current events are regularly posted. In addition, PPHS activities include welcome events for all new PhD students during their first year, a PhD day, and annual PPHS updates via faculty meetings (reaching out to supervisors), all of which raise PPHS awareness among PhD members and their supervisors. Student feedback is collected after each activity via a short questionnaire, and observations are constantly integrated for quality control and improvement.

PPHS coordination

The coordination of a PhD program is an overarching theme and not one of the building blocks ( Figure 2 ). According to Pifer and Baker, 24 PhD program administrators play key roles in establishing and fulfilling the missions, purposes, and processes of PhD education. University management should ensure that relevant staff members have pertinent competences to handle all day-to-day business. 28 The coordinator should be a research professional, normally holding a PhD. He or she must implement, monitor, and execute the designed strategy and activities decided by the PPHS Steering Committee, which comprises the second PPHS operational component.

The annual PPHS budget is 175 000 CHF, of which one-third is allocated to personnel costs. The remainder funds the activities of the 10 building blocks. The PhD students are paid by their supervisors.

Sustainability of the PPHS depends on continuous funding. Discussions are underway to integrate it within a larger Swiss interdisciplinary structure’s PhD Program in Public Health (Swiss School of Public Health+, SSPH+). 36 , 37 If the plan is adopted, the public health infrastructure will be combined with that of clinical research. Hopefully, such a mix will provide a model that will successfully bolster the academic public health work force. 38

This article describes the conceptualization and development, based on European guidelines and international evidence on PhD education, 20 , 28 of the PPHS, an interdisciplinary health sciences PhD program at the University of Basel, Switzerland. As the European Union is showing an increased interest and investment in developing forward-oriented PhD programs, awareness of this program can help universities to reflect on their own initiatives. For those introducing PhD programs, it will help to operationalize the various guidelines. A vibrant and highly functional interdisciplinary program, the PPHS promotes all the ideals put forward on the topic by the Directorate General for Research and Innovation of the European Commission. 23

As a single-faculty project, 39 the PPHS initially grew out of informal collaboration between staff from various health science disciplines. Admittedly, the competitive funding for PhD programs provided by the University Rectorate was crucial for the program’s launch. In countries with fewer resources available, 40 , 41 the PPHS remains relevant, as the program concept and building blocks can be adapted to the resources available. Where budgets are severely limited, the core components to be considered are the student portfolio and supervisor training.

The University of Basel’s individualized PhD tracks, including 18 ECTS points and involving research throughout the 3 years of the PhD, contrasts strongly to US-based PhD programs, which begin with course work, leading to qualifying examinations, followed by a research project. 2 It is beyond the scope of this article to evaluate the pros and cons of both models: both models have clearly emerged from distinct educational and societal contexts. Highly structured PhD programs with large formal course work components 2 are certainly an improvement on the loosely organized PhD tracks formerly common in Europe. The PPHS is a flexible educational platform that allows students and supervisors to plan PhD tracks while ensuring compliance with PhD requirements, course offerings, and other useful instruments. Considering the ultimate goal of optimizing the PhD experience, supervisors of PhD students also receive ample attention 27 ; supervisor courses have been booked out quickly clearly, indicating a strong need for this type of support as well as a willingness to improve supervision.

This article demonstrates that some principles drawn from international guidelines are easily transferred into practice. Others, such as transparent international recruitment of PhD students ( Table 1 ), are more difficult to implement, as they require close collaboration and homogenization of participating institutions’ processes. However, continuous monitoring of international guidelines helps to improve critical structures continuously.

The PPHS needs to be interpreted in the context of a policy that provides major incentives for PhD education. Active integration of national and local programs such as the PPHS into national structures would add further value for PhD students seeking interdisciplinary training and networking beyond those available through their universities.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Author Contributions: FK, SD and SDG took the lead in writing the manuscript. All authors provided critical and substantial feedback and helped shape the manuscript. MB, NK, AS, and SDG conceived the original idea. SDG supervised the whole project.

PhD School in the Humanities

• The PhD programme
• Structure of the PhD p...

Structure of the PhD programme

In the course of an individual PhD programme, there will be many seminars, conferences, workshops and meetings as well as days of desktop research, literature review, data collection, analysing data, and writing and rewriting chapters and articles and so forth.

Individual research, an active engagement in the academic community and knowledge exchange cannot be planned in detail from start to finish. PhD students will continuously discuss and schedule a detailed work plan with their supervisor.

On the other hand, an overall PhD plan structuring the various elements of the three-year programme, which must be formally fulfilled to obtain a PhD degree, must be submitted within 3 months of the start of the programme and approved by all stakeholders.

Below you will find a list of the formal requirements of a PhD programme:

• Carrying out independent research under supervision (the PhD project)  
• Completing PhD courses or other similar programme elements totalling approx. 30 ECTS points   
• Participation in active research environments, including stays at other institutions (mainly abroad), private research companies, etc.  
• Gaining experience of teaching activities or other form of knowledge dissemination, which is related to your PhD project  
• Writing a PhD thesis based on the PhD project and a public defence

1. Independent research work

A specific research project constitutes the main part of an individual PhD programme and serves as the basis for the final PhD thesis. It may be an independent project or an integrated part of a larger, collective research project. In all cases, PhD students must write an independent description of the PhD project, detailing its objectives, problem statement, state of the art, theory and method, data, expected results and contribution to the relevant research field, and a general timeline for its completion. Research work is carried out under continuous supervision.

2. PhD courses

During the PhD programme, students will complete coursework or other learning activities adding up to approx. 30 ECTS credits, which corresponds to six months of study. In the PhD school in the Humanities, only the introductory course (including a course in responsible conduct of research and data management) is mandatory. Other PhD courses may be elected from the PhD School’s course catalogue or from other institutions, nationally or internationally, offering courses at PhD level.

Read about the PhD courses .

3. Changing research environment

PhD students are formally required to change research environment during their PhD programme, and stay with other, preferably international, research institutions for a substantial amount of time. A stay between 3 to 6 months is recommended. Shorter stays may also be approved.

4. Knowledge dissemination: Teaching and other kinds of knowledge exchange

As part of their PhD programme, PhD students must acquire experience with knowledge dissemination. This requirement usually translated into teaching in the University as well as other types of knowledge exchange – e.g. popular dissemination and engagement with civil society.

5. PhD thesis and public defence

The PhD programme ends by the submission of a PhD thesis. The thesis is an original piece of scientific work that complies with international academic standards and contributes significantly to the research field. The thesis is assessed by an international committee of appointed experts, and must be successfully defended in public.

Read more about the PhD thesis and the Assessment Committee .

The PhD plan

The PhD plan governs the entire course of an individual PhD programme. It serves as an agreement between the PhD student and all the stakeholders involved in the PhD programme. Therefore, it needs to be agreed upon and approved by the principal supervisor, the PhD Coordinator, the hiring manager (usually the head of department), the PhD Administration and the Head of the PhD School.

The PhD plan is a dynamic document. You may think of it as a project management tool that is continually updated in a collaboration between the PhD student and the principal supervisor.

Read more about the PhD plan (intranet).

PhD rules and regulations

Rules and guidelines for the PhD area at UCPH with supplementary HUM rules (pdf)

Coronavirus Disease 2019 (COVID-19) Graduate School Updates>

The latest COVID-19 news and information is available at  Penn State's Coronavirus Information website . 

Coronavirus Disease 2019 (COVID-19) Update

On March 11 th  the University announced that beginning March 16 th  instruction for all students will be moving to a remote delivery format. Graduate students enrolled in resident courses should plan on participating remotely, and not coming to campus specifically for face-to-face instruction. Learn more at gradschool.psu.edu/covid19 .

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Policy Structure Overview of the Structure and Organization of Graduate Education Policies

Policy structure, overview of the structure and organization of graduate education policies.

The Graduate School’s policies are formally approved guiding and governing principles that assist in the conduct of graduate education. The Graduate School’s policy schema is divided into academic policies and administrative policies. Academic policies are directly concerned with the pedagogical mission of the Graduate School. Administrative policies set operational and financial standards, behavior expectations, and communicate policy roles and responsibilities to ensure that all policies are operationalized, enacted, and enforced.

Academic policies are enacted by Graduate Council as the representative body of Graduate Faculty with delegated authority “for the creation and maintenance of all graduate programs in the University and for all matters pertaining to graduate education and graduate research.” ( GC-100 Articles of Authority ). Graduate Council ACademic policies are given the abbreviation GCAC . New academic policies must be approved by Graduate Council. The Statement of Policy and Process sections in all approved GCAC academic policies are directly under the control and authority of Graduate Council. Any changes, other than minor editorial corrections (e.g., spelling or grammar), made to these sections must be approved by Graduate Council.

Administrative policies are enacted by the Dean of the Graduate School, as the person who has “the responsibility for implementing the policies and actions of the Council and the Graduate Faculty and for administering the Graduate School so that it is effective in implementing and responding to those policies.” ( GC-100 Articles of Authority ). Graduate School ADministrative policies are given the abbreviation GSAD . New administrative policies must be approved by the Dean of the Graduate School. The Statement of Policy section in all approved GSAD administrative policies is directly under the control and authority of the Dean of the Graduate School. Any changes made to this section must be approved by the Dean of the Graduate School.

View Graduate Education Policies

Guidelines for Writing Policy

The Oxford English Dictionary defines a policy as: “A principle or course of action adopted or proposed as desirable, advantageous, or expedient.” Graduate education policies are used to guide decision making and achieve rational outcomes. A policy is a statement of intent, and it is implemented according to a process and a procedure .

• A policy answers the questions: why do we need to do this and what is required?
• Policy statements should be written in clear, comprehensible language and be as specific as possible. Well-crafted policy provisions are a balance between specificity (to avoid ambiguity) and the need to be general enough to be applied to unanticipated circumstances (to avoid excessive exceptions). Policy cannot be written that will take precise account of all possible situations, so it is important to keep in mind that exceptions can be granted to all graduate education policies.
• Policies should change relatively infrequently.
• Policies do not specify how they are implemented or enforced.
• A process is a high-level outline of how the policy should be implemented. It should briefly state what needs to happen in the procedure and if any specific approvals are necessary.
• A procedure provides the detailed, specific way in which the principles set out in policies will be implemented. Procedures state the “who,” “what,” “when,” and “how”: the step-by-step instructions of what people must do and the sequence in which to perform them. The procedure section can also point out consequences of failure to comply.

In contrast, a guideline is an advisory and explanatory statement offering recommendations for good practice. Guidelines are recommended but not mandatory; policies, processes, and procedures are all mandatory.

Specific Sections of the Policy Template

• Policy Title : states the content of the policy in as few words as possible
• Purpose: outlines why the Graduate Council or Graduate School is issuing the policy.
• Academic goal: states what the desired effect or outcome of the policy should be.
• Scope : describes to whom or what the policy applies.
• Background : describes any reasons, history, and intent that led to the creation of the policy. This information is often valuable when policies must be evaluated or used in ambiguous situations.
• Definitions : provides clear, unambiguous, and standardized definitions for terms and concepts found in the policy document.
• Policy statement : establishes the philosophy, mission, and general objective on handling an issue. It states how the organization intends to operate.
• Process : a high-level outline of how the policy should be implemented. It should briefly state what needs to happen in the procedure and if any specific approvals are necessary.
• Procedure : provides the detailed, specific way in which the principles set out in policies will be implemented. Procedures state the “who,” “what,” “when,” and “how”: the step-by-step instructions of what people must do and the sequence in which to perform them. The procedure section can also point out consequences of failure to comply.
• Forms : listed by title, with links.
• Further Information : any additional useful information.
• Cross-References : lists related policies, procedures, or guidelines, with links.
• Revision History : states the effective date indicating when the policy came to be in force. For policy changes, retain the list of prior dates when the policy was revised.

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Our PhD program is full-time only, and it is not a distance education program. All students must complete the minimum six terms of full-time enrolment at the beginning of the program or nine terms in the case of students fast-tracked from the master’s.

Core Courses

The requirements of the PhD program in Management include successful completion of 27 units of coursework, a comprehensive examination (oral and written), a thesis proposal, and a thesis.

All students enrolled in the program (regardless of their chosen field) will take two common compulsory courses.

MGT7101 ADVANCED METHODOLOGICAL FOUNDATIONS OF MANAGEMENT RESEARCH (3 units)

Theoretical and methodological foundations of management research and research ethics are explored. Topics include the purpose of social science research; nature and role of theories; relationship between facts and values; theory construction, testing, falsification and inference; "positivist" and "non-positivist" methods; social studies of science and scientists; and research ethics involving human subjects.

MGT7102 THEORETICAL FOUNDATIONS OF MANAGEMENT (3 units)

The foundations of various management disciplines are examined in the context of emerging and sometimes conflicting theoretical paradigms such as rationale exchange process, sustainability, responsible management and need to balance environmental, economic and social outcomes.

Methods and Analysis Courses

All students will take a minimum of 9 units of research methods and analysis courses, including:

MGT 7103 ADVANCED QUANTITATIVE ANALYSIS IN MANAGEMENT (3 units)

MGT 7105  STRUCTURAL EQUATION MODELING (SEM) (1.5 unit)

MGT 7106  HIERARCHICAL LINEAR MODELING (HLM) (1.5 unit)

MGT 7107  ECONOMETRICS FOR BUSINESS STUDIES (3 units)

MGT 7108  OPTIMIZATION AND MODELING (3 units)

MGT 7302  QUALITATIVE RESEARCH METHODS (3 units)

Advanced Courses

In addition to the 6 units of core courses, and the 9 units of methods and analysis courses, students will take 9 units (3 courses) of advanced courses in their chosen field of study. Information on these courses is listed in the field-specific pages.

• MGT8101 FINANCIAL ACCOUNTING AND REPORTING (3 units)
• MGT8102 ACCOUNTING AND CONTROL (3 units)
• MGT8103 SPECIAL TOPICS IN ACCOUNTING & CONTROL RESEARCH (3 units)

Entrepreneurship 

• MGT8104 THEORETICAL ENTREPRENEURSHIP RESEARCH 1 (3 units)
• MGT8105 ENTREPRENEURSHIP RESEARCH (3 units)
• One course chosen from another field (3 units)
• MGT8107 FINANCE (3 units)
• MGT8108 RECENT DEVELOPMENTS IN FINANCE RESEARCH (3 units)
• MGT8109 SPECIAL TOPICS IN FINANCE RESEARCH (3 units)

Health Systems 

• MGT8110  CURRENT ISSUES IN HEALTH SYSTEMS MANAGEMENT: SYSTEMS, INFORMATICS AND ANALYTICS  (3 units)
• MGT8111  RESEARCH DESIGN AND METHODS FOR HEALTH SYSTEMS RESEARCH (3cr.) (note, this course is not offered during the current academic year; it is replaced by MGT 8110B CURRENT ISSUES IN HEALTH SYSTEMS MANAGEMENT: MACRO AND MICRO LEVEL HEALTH ORGANIZATION AND MANAGEMENT)

Organizational Behaviour & Human Resources 

• MGT8113 FUNDAMENTALS OF HUMAN RESOURCES (3 units)
• MGT8114 FUNDAMENTALS OF ORGANIZATIONAL BEHAVIOR (3 units)

Strategy & Organization 

• MGT8116  STRATEGIC MANAGEMENT (3 units)
• MGT8117  ORGANIZATION THEORY (3 units)

Free Elective Courses

All students will take one Ph.D. level Free elective course (3 units) selected from the PhD in Management or another program.

Comprehensive Examination and Thesis

MGT9997 COMPREHENSIVE EXAMINATION

The Comprehensive Examination is a two-part examination (written and oral) that is overseen by the Comprehensive Examination Committee. Once the written exam has been passed, the student proceeds to the oral. A student who fails either component of the exam is allowed to repeat it the following term. A second failure in either component leads to withdrawal from the program. The Comprehensive Examination must normally be completed within five terms of commencing the program and, at the latest, by the end of the sixth term. Failure to sit and pass the examination by the deadline counts as a failure. Further details about the comprehensive exam are posted on the program website.

MGT9998 THESIS PROPOSAL (Prequisite : MGT9997)

The thesis proposal, prepared under the direction of the thesis supervisor, must be defended to the satisfaction of the Thesis Advisory Committee (TAC).

THD9999 THESIS

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Structured Doctoral Programs

Each of our structured doctoral programs offers a comprehensive and cross-disciplinary curriculum designed to help you realize your full potential and prepare for a successful career. The programs include innovative, personalized advising with regular progress checks, as well as extensive opportunities to broaden your research network and connect with peers in your field.

The University of Bonn offers a wide range of funding opportunities, which have been summarized for you on this page, divided into the following categories:

Bonn International Graduate Schools (BIGS)

Phd programs within our cluster of excellence.

• Structured Doctoral Programs by Discipline 

Third-Party Funded Programs

Doctoral education at the highest level: BIGS enable doctoral studies in outstanding research contexts with attractive international collaborations and a qualification program tailored to the needs of graduate students.

Located at the Hausdorff Center for Mathematics and supported by Germany’s Excellence Initiative, BIGS-M  is home to all of the University’s doctoral candidates in mathematics and contributes to Bonn’s excellent international reputation in the field.

BGSE offers a structured program that is tailored to the needs of doctoral candidates, including an internationally recognized research network.

Supported by Germany’s Excellence Initiative and jointly administered by the renowned Physics Institutes at the Universities of Bonn and Cologne, BCGS  offers doctoral studies through an integrated honors program.

Home to an international community of talented biomedical scientists, BIGS DrugS 6 6 is the hub for doctoral candidates from pharma research institutes within the University’s Faculty of Mathematics and Natural Sciences and Faculty of Medicine.

BIGS-OAS offers a wide range of courses within a research context, focused on the cultures and societies of Asia and Asia Minor.

BIGS Neuroscience provides a top-level, internationally competitive program in this rapidly growing field.

BIGS CPS's interdisciplinary approach combines medical, agricultural and pharmaceutical research.

BIGS Chemistry 10 doctoral candidates enjoy an exceptional and ambitious program covering all fields of chemistry.

This three-year doctoral program  is offered in conjunction with the University’s ImmunoSensation Cluster, which is funded by Germany’s Excellence Initiative.

Part of the University of Bonn’s Center for Development Research, BIGS-DR   trains students for an international career in development cooperation, policy or research through a combination of academic study and intensive tutorship.

The BIGS Land and Food combines the research at the agricultural Faculty with an interdisciplinary study program.

Clusters of Excellence stand for international and interdisciplinary elite research and offer young scientists excellent funding and career conditions. The University of Bonn currently has six clusters of excellence, more than any other university in Germany, and thus opens up a broad spectrum of possible research topics to doctoral candidates. Here you will find an overview of the university's clusters of excellence.

PhD Programs within our Excellence Cluster

The goal of the Hausdorff Center of Mathmatics is to identify and address mathematical challenges of the 21st century, to advance groundbreaking fundamental mathematical research worldwide, and to develop the mathematical methods and tools required by science and society.

Part of the Hausdorff Center is also a graduate school: The Bonn International Graduate School of Mathematics (BIGS-M) hosts all doctoral students of mathematics and contributes to the outstanding international reputation of the university in this field. The duration of the program is usually 3 years, and the doctorate (Dr. rer nat.) can be earned as a degree.

More information: https://www.bigs-math.uni-bonn.de/de/studies/ 14 15 15

ImmunoSensation2 aims to continue the success story of the existing ImmunoSensation cluster. While the emphasis so far has been on fundamental research in particular of the innate immune system, now the mechanisms of immune intelligence are to be uncovered, i.e. the question of how the body succeeds in adapting immune responses to specific situations and then remembers this in order to be optimally prepared for similar challenges in the future. The cluster's graduate school, the Bonn International Graduate School Immunosciences and Infection offers a structured, three-year doctoral program.

You can find further information about this program here: 

https://www.immunosensation.de/opportunities/young-scientists

Until today, dependency studies has almost exclusively dealt with slavery on the American continent or in antiquity. The Cluster of Excellence "Bonn Center for Dependency and Slavery Studies (BCDSS)" aims to broaden this perspective in terms of content, space and time. Within the framework of the cluster, a structured doctoral program with a duration of 4 years is offered.

Further information can be found at:  https://www.dependency.uni-bonn.de/en 15 16

Over the last few decades, computer hardware has become smaller and smaller, but their technology remains more or less the same. Slowly, this development is reaching its limits.Thus, we need new technologies that satisfy our growing hunger for even more powerful hardware.

Quantum physics could be a solution.

Together with the University of Cologne and the RWTH Aachen, Bonn researchers want to work on making this new technology usable. To achieve this, quantum bits or even qubits - the quantum counterpart to our previous bits - quantum communication channels that build networks and error correction methods have to be explored from the ground up. As part of the Excellence Initiative, the Bonn-Cologne Graduate School of Physics and Astronomy (BCGS) offers a doctoral program with an integrated honors program.

Further information can be found at:  http://www.gradschool.physics.uni-bonn.de/. 4 4

The ECONtribute researches the functioning of markets as well as reasons for their failure. In doing so, the cluster goes beyond traditional analyses by systematically combining model-based theoretical approaches and behavioral explanatory models while incorporating legal and political frameworks. Within the cluster, the Bonn Graduate School of Economics (BGSE) offers doctoral students a tailored structured doctoral program that includes an internationally recognized research network.

Further information can be found at:  https://www.bgse.uni-bonn.de. 3 3

Increasing agricultural production despite limited land while reducing the ecological footprint of agriculture - this is one of the challenges of our time. For this reason, the University of Bonn and Forschungszentrum Jülich are jointly developing methods and new technologies to observe, analyze, better understand and more specifically treat plants. The cluster's graduate school, the Theodor Brinkmann Graduate School, offers an interdisciplinary study program to master's students and doctoral candidates at the Faculty of Agriculture.

More information: https://www.phenorob.de/ .

The Third-Party Funded Programs at the University of Bonn offer structured doctoral studies on selected research topics. They enable close networking among doctoral students conducting research on related topics.

Bonn International Graduate School of Mathematics (BIGS-M) 2 17 18 18 Located at the Hausdorff Center for Mathematics, BIGS-M provides an umbrella for all Bonn PhD students in mathematics. Thus, the BIGS-M contributes to the excellent national and international reputation of mathematics at Bonn.

Bonn International Graduate School Immunosciences and Infection The BIGS Immunosciences and Infection is a structured 3-year PhD program in conjunction with the ImmunoSensation Cluster/Bonn. The ImmunoSensation Cluster is part of the Excellence Strategy.

DFG Research Training Group "Gegenwart/Literatur. Geschichte, Theorie und Praxeologie eines Verhältnisses" (GRK 2291) [only in German]

The Research Training group supported by the DFG  aims at the exploration and analysis of the constitutive dimensions of the concept of contemporary literature.  

DFG international Research Training Group "Myeloid antigen presenting cells and the induction of adaptive immunity" GRK (2168) 19 19 19 19 The DFG-funded project is a cooperation of the University of Bonn and the University of Melbourne. The principal research focus is the intersection between innate and adaptive immunity in the context of infection.

DFG Research Training Group  "The Macroeconomics of Inequality"  ( GRK 2281) 20 20 20 20 The research program focuses on the macroeconomic aspects of inequality, an aspect of first-order importance for society. 

DFG Research Training Group "Template-designed Organic Electronics (TIDE)" (GRK 2591) 21 21 21 The Graduate Program 'Template-Designed Optoelectronic Devices' (TIDE) aims to provide comprehensive doctoral education in the field of Organic Electronics (OE) to meet the requirements of highly qualified and multidisciplinary professionals. 

DFG Research Training Group "Tools and Drugs of the Future - Innovative Methods and New Modalities in Medicinal Chemistry" (GRK 2873)

The goal of the RTG " Tools and Drugs of the Future" is to modernize medicinal chemistry and train a new generation of medicinal chemists and researchers at the interface with interconnected disciplines. In addition, the projects are intended to contribute to the development of new drug substances.

Integrated Research Training Group at the DFG Collaborative Research Centre "Synaptic Micronetworks in Health and Disease" (SFB 1089) 22 22 27 27 Located at the newly inaugurated SFB 1089 on neuronal networks, the Integrated Research Training Group offers a structured graduate program for all doctoral researchers at the Centre.

Integrated Research Training Group at theDFG Collaborative Research Centre "Future Rural Africa" (SFB/TR 228) The integrated research group is investigating the relationship between land use change and shaping the future in rural africa in a total of 14 subprojects.

Integrated Research Training Group at the DFG Collaborative Research Centre "Open System Control of Atomic and Photonic Matter" (SFB/TR 185) 24 The collaborative research centre Oscar will explore the physics of open systems.

Integrated Research Training Group at the DFG Collaborative Research Centre "Aortic Diseases" (SFB/TR 259) 25 The aim of this research initiative is to better understand the molecular and cellular mechanisms of resident and non-resident cells in aortic diseases.

Integrated Research Training Group at the DFG Collaborative Research Centre "Regional Climate Change: Disentangling the Role of Land Use and Water Management" (SFB 1502) The SFB combines the strengths of the University of Bonn and its project partners to answer one of the most difficult questions in understanding climate change.

Integrated Research Training Group at the DFG Collaborative Research Centre "Brown and Beige Fat - Organ Crosstalk, Signaling and Energetics (BATenergy)" (SFB/TRR 333) The CRC investigates metabolism/diabetes and focusses on brown adipose tissue. 

One Health and Urban Transformation

The NRW Forschungskolleg One Health and Urban Transformation is a transdisciplinary graduate school that aims to find interventions to achieve optimal health for humans, animals, plants and the environment with a special focus on developments in NRW, Saõ Paulo, Accra and Ahmedabad.

International Max Planck Research School Moduli Spaces 27 27 In cooperation with the University of Bonn, the renowned Bonn Max-Planck-Institute for Mathematics offers a PhD program with a special focus on the study of moduli.

International Max Planck Research School for Astronomy and Astrophysics 28 28 In cooperation between the Max-Planck Institute for Radio Astronomy and the Universities of Bonn and of Cologne, the Research School facilitates 3 years of PhD studies with a curriculum tailored to the individual student.

International Max Planck Research School for Brain and Behavior 29 The IMPRS for Brain & Behavior is a cooperation between the Max Planck Institute for Neurobiology of Behavior - caesar, the University of Bonn and the German Center for Neurodegenerative Diseases (DZNE) in Bonn

International Max Planck Research School - Recharge IMPRS-RECHARGE focuses on interdisciplinary research between chemistry and physics with an emphasis on catalytic mechanisms, physical-chemical analysis and energy topics. Scientific challenges shall be looked at from different angles. Furthermore the combination of theory and practice is a vital aim of the IMPRS-RECHARGE.

Marie Curie Innovative Training Network "Macro and Microplastic in Agricultural Soil Systems“ (SOPLAS) The SOPLAS project will assemble a multidisciplinary team to study the nexus of plastic–agriculture–soil. It will also train a new generation of leading experts. The project aims to identify the plastic cycle within agricultural soil systems and support the development of environmental policies related to mitigating the impact of plastics. The findings will advance our knowledge about the sustainable use of plastics in European agriculture.

Marie Curie Innovative Training Network "Early Stage Researchers EDUCational Program on Factor VIII Immunogenicity“ (EDUC8 ) 32 37 The EDUC8 program is a multidisciplinary training program with exposure of the enrolled ESRs to a core common educational package and development of individual PhD researchprojects dedicated to decreasing the societal burden associated with the development of anti-FVIII antibodies in Europe.

Marie Curie Innovative Training Network "Research and Training in Early Life Nutrition to Prevent Disease" (GROWTH)

GROWTH is an Innovative Training Network that aims to train young business-oriented researchers in developing pathological insights, biomarker diagnostics and personalized nutritional interventions for intestinal failure in neonates and preterm infants.

Tools4Teams - "Research Training to Design and Implement Tools Supporting Safe Teamwork in Healthcare"

The Tools4Teams research project will prepare the next generation of teamwork experts to contribute new insights and smart technologies for safe and effective care. Tools4Teams brings together expertise from social and technical sciences, human-centered design, education, and clinical specialties.

Trinational Graduate College "Mass and Integration in Antique Societies" [in German/French] Supported by the Deutsch-Französische Hochschule since 2011, the tri-national Graduate School in Ancient History offers curriculum events in Bonn, Berne, and Strasbourg.

Structured Doctoral Programs by Discipline

Find the right structured doctoral program at the University of Bonn in your discipline here:

• Cross-Disciplinary Options
• Medicine and Life Sciences
• Mathematics and Natural Sciences
• Agriculture

Faculties at the University of Bonn work together to design interdisciplinary programs that combine key perspectives and offer unique insights.

Cross-Disciplinary Programs

Bonn International Graduate School for Development Research (BIGS-DR) 42 Unique in Europe, BIGS-DR links perspectives from the Faculties of Philosophy, Agriculture, and Law and Economics – with an international focus.

Bonn International Graduate School of Neuroscience (BIGS Neuroscience) 8 8 A collaboration between the University’s Faculty of Medicine and Faculty of Mathematics and Natural Sciences, as well as external partners, BIGS Neuroscience offers a medical program alongside five research areas in medicine.

SciMed Doctoral College 43 42 The Doctoral College offers scientific training for students in medicine and dental medicine, leading to a dual Dr. med. and Dr. med. dent. degree.

Researchers at the University of Bonn explore a wide variety of issues in economics, including game theory, applied microeconomics, monetary and international macroeconomics, contract theory, labor economics and finance.

Economics Programs

Bonn Graduate School of Economics (BGSE) BGSE offers a structured program that is tailored to the needs of doctoral candidates, including an internationally recognized research network.

DFG Research Training Group "Die Macroeconomics of Inequality" (GRK 2281) The research program focuses on the macroeconomic aspects of inequality, an aspect of first-order importance for society. 

Law Programs

Graduate School of Law and Political Science Department of Law The Graduate School of the Faculty of Law and Political Science was founded in the summer semester of 2018 and supports the doctoral students in preparing their doctoral studies.

The University of Bonn’s Faculty of Medicine offers doctoral programs in medical biochemistry, neurosciences and pharmacology. With the exception of the SciMed Doctoral College, all programs are administered in cooperation with the University’s Faculty of Mathematics and Natural Sciences.

Cross-Disciplinary Program

SciMed Doctoral College The Doctoral College offers scientific training for students in medicine and dental medicine, leading to a dual Dr. med. and Dr. med. dent. degree.

Neuroscience

Bonn International Graduate School of Neuroscience (BIGS Neuroscience) BIGS Neuroscience provides a top-level, internationally competitive program in this rapidly growing field.

Synaptic Micronetworks in Health and Disease (SFB 1089) Supported by the German Research Foundation (Deutsche Forschungsgemeinschaft – DFG) collaborative research centers, this integrated research training group works to identify fundamental rules that govern neuronal behavior at the network level and translate network dynamics to mammalian and human behavior.

International Max Planck Research School for Brain and Behavior A joint venture of the University of Bonn, the Max-Planck-associated Center of Advanced European Studies and Research, the Max Planck Florida Institute for Neuroscience, and Florida Atlantic University, this graduate school offers a complete doctoral and research program in the neurosciences.

Marie Curie Initial Training Network "modelling and pRedicting Human decision-making Using Measures of subconscious Brain processes through mixed reality interfaces and biOmetric signals" (RHUMBO) RHUMBO proposes using measures of subconscious brain processes through the use of mixed reality technologies (MRT) and advanced biometric signals processing as a new paradigm to improve the knowledge that implicit brain processes have in human decision-making.

Pharma Research

Bonn International Graduate School of Drug Sciences (BIGS DrugS) Home to an international community of talented biomedical scientists, BIGS DrugS is the hub for doctoral candidates from pharma research institutes within the University’s Faculty of Mathematics and Natural Sciences and Faculty of Medicine.

Pharmacology of 7TM-Receptors and Downstream Signaling Pathways (GRK 1873) Supported by DFG, this group combines expertise in the areas of pharmacology and pharmacy.

Bonn International Graduate School of Immunosciences and Infection

This three-year doctoral program is offered in conjunction with the University's ImmunoSensation Cluster , which is funded by Germany’s Excellence Initiative.

DFG Research Training Group "Myeloid antigen presenting cells and the induction of adaptive immunity" GRK (2168) The DFG-funded project is a cooperation of the University of Bonn and the University of Melbourne.

At the University of Bonn’s Faculty of Arts, you’ll find a highly international environment with students and researchers in a wide range of fields.

German Studies, Comparative Literature and Culture 

Structured Doctoral Program in German Studies (SPP) [website in German] Taught in German, the SPP supports doctoral candidates’ initiatives within the Institute for German, Comparative Literature and Cultural Studies.

German-Italian Doctoral College [website in German] Taught in German, this three-year grant program provides structured doctoral studies for researchers in German and Italian, with time in both Bonn and Florence.

History and Ancient History 

Mass and Integration in Antique Societies [website in German and French] Supported by Franco-German University and taught in German and French, this trinational doctoral program includes study in Bonn; Berne, Switzerland; and Strasbourg, France.

Oriental and Asian Studies Bonn

International Graduate School of Oriental and Asian Studies (BIGS-OAS) BIGS-OAS offers a wide range of courses within a research context, focused on the cultures and societies of Asia and Asia Minor.

Romance Studies

Italian Studies [website in German and Italian] Offered in cooperation with the Universities of Florence and Paris-Sorbonne IV, this trinational doctoral program is taught in German and Italian.

Structured DPhil program at the Faculty of Arts The program supports qualified doctoral candidates from all disciplines in their doctoral projects. It provides the opportunity for networking, interdisciplinary exchange in diverse social sciences and humanities subjects, progress monitoring and financial support for travel, workshops or research funding as part of the doctorate.

European Founding Myths in Literature, Arts and Music [website in German, French and Italian] This trinational program is jointly organized by the Universities of Bonn, Florence and Paris-Sorbonne IV and taught in German, French and Italian.

Bonn International Graduate School for Development Research (BIGS-DR) Part of the University of Bonn’s Center for Development Research, BIGS-DR trains students for an international career in development cooperation, policy or research through a combination of academic study and intensive tutorship.

The University’s Faculty of Mathematics and Natural Sciences offers numerous externally funded doctoral programs in areas including mathematics and informatics, physics, biology, pharmacology and molecular biomedicine.

Programs in neuroscience, pharma research, immunoscience, and infection and molecular biomedicine are offered in cooperation with the Faculty of Medicine.

Mathematics

Bonn International Graduate School of Mathematics (BIGS-M) 2 2 Located at the Hausdorff Center for Mathematics, BIGS-M is home to all of the University’s doctoral candidates in mathematics and contributes to Bonn’s excellent international reputation in the field.

International Max Planck Research School on Moduli Spaces 53 53 This program includes courses, seminars and activities focused on the geometric spaces whose points represent fixed algebro-geometric objects (or isomorphism classes of such objects).

Physics und Astronomy

Bonn-Cologne Graduate School of Physics and Astronomy (BCGS) 4 4 Supported by Germany’s Excellence Initiative and jointly administered by the renowned Physics Institutes at the Universities of Bonn and Cologne, BCGS offers doctoral studies through an integrated honors program.

International Max Planck Research School of Astronomy and Astrophysics 55 55 This program offers a broad spectrum of topics in observational and theoretical galactic and extragalactic astrophysics, observational and theoretical cosmology, and fundamental physics – using astronomical tools and instrumentation.

Leibniz Graduate School on Genomic Biodiversity Research Based at Bonn’s Alexander Koenig Research Museum, this school is focused primarily on insect genome evolution.

Bonn International Graduate School of Chemistry (BIGS Chemistry) 57 57 BIGS Chemistry offers an internationally competitive doctoral program and opportunities to perform cutting-edge research.

Neurosciences

Bonn International Graduate School of Neuroscience (BIGS Neuroscience) 8 8 BIGS Neuroscience provides a top-level, internationally competitive program in this rapidly growing field.

Synaptic Micronetworks in Health and Disease (SFB 1089) 22 22 Supported by DFG collaborative research centers, this integrated research training group works to identify fundamental rules that govern neuronal behavior at the network level and translate network dynamics to mammalian and human behavior.

International Max Planck Research School for Brain and Behavior 29 29 The IMPRS for Brain & Behavior is a cooperation between the Max Planck Institute for Neurobiology of Behavior - caesar, the University of Bonn and the German Center for Neurodegenerative Diseases (DZNE) in Bonn.

Bonn International Graduate School of Drug Sciences (BIGS DrugS) 6 6 Home to an international community of talented biomedical scientists, BIGS DrugS is the hub for doctoral candidates from pharma research institutes within the University’s Faculty of Mathematics and Natural Sciences and Faculty of Medicine.

Pharmacology of 7TM-Receptors and Downstream Signaling Pathways (GRK 1873) 18 18 Supported by DFG, this group combines expertise in the areas of pharmacology and pharmacy.

BIGS Immunoscience and Infection A structured, three-year doctoral program, IITB is offered in conjunction with the ImmunoSensation Cluster at the University of Bonn.

Doctoral candidates in the field of agriculture may choose to study through the Faculty of Agriculture’s Theodor Brinkmann Graduate School or earn their degree through the University of Bonn’s Center for Development Research.

Agriculture Programs

Bonn International Graduate School for Land and Food (BIGS Land and Food)  Founded in 2008, the Brinkmann School is home to master's and doctoral candidates in the Faculty of Agriculture, combining research with an interdisciplinary study program.

Bonn International Graduate School for Development Research (BIGS-DR) 12 Part of the University of Bonn’s Center for Development Research 59 , BIGS-DR trains researchers for an international career in development cooperation, policy or research through a combination of academic study and intensive tutorship.

Dr. Robert Radu

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MSTP MD-PhD Program

Program structure:.

Integration, Exploration, Flexibility

The Medical Scientist Training Program (MSTP) MD-PhD program provides a select group of medical students with an opportunity to pursue a training program designed to equip them for careers in academic investigative medicine. Individualization of the curricular and research programs of each trainee is the hallmark of the Program.

Training for a combined MD-PhD includes the same content encountered by students who pursue each degree separately, but the total time of training should be less than the sum of the time normally taken for each degree. To this end, students must plan their training carefully and commit to a rigorous and intensive period of study. The flexible curriculum at Stanford Medical School allows each student to satisfy the requirements for the MD degree and to pursue an independent research program. In what follows, we provide a general outline of what to expect.

The Beginning

First-year trainees meet with the MD-PhD directors soon after arrival to review the structure, timeline, and expectations of the program. In addition to their medical school coursework, MD-PhD trainees should begin a concentrated search for a thesis laboratory. Meeting with faculty, attending lab meetings, and attending the MD-PhD retreat will provide opportunities to narrow the search. MD-PhD trainees may also elect to take graduate school courses during the first few years of medical school. The MD-PhD Directors provide careful mentorship for this process, as choosing a thesis advisor is the single most important factor in the success of a student's training program. All faculty who are engaged in basic scientific research, and are members of the Academic Council, are eligible to serve as thesis advisors.

By the end of spring quarter of the first year, most MD-PhD students will have chosen a potential thesis advisor and will enter the laboratory for a full-time rotation in summer quarter. The goal of the summer project is to acquire an in-depth research experience that will serve as a thorough introduction to the laboratory, and a potential platform for developing a thesis project during the second and third year as curricular coursework draws to a close and full-time research begins. If the laboratory is not a good fit, most students pursue additional rotations during the Autumn and Winter quarters of the second year to identify a lab and a project. Most students remain engaged in research throughout the second year of medical school, so that beginning Spring quarter in the second year, students can embark full-time on thesis research and completion of their graduate course requirements.

As Medical School year 2 draws to a close, most MD-PhD students elect to take the final Practice of Medicine course (INDE 206), though some defer until after completion of the PhD thesis and before resumption of the clinical curriculum. The specific path for each student is determined after individualized advice from MD-PhD directors. MD-PhD students take Part I of the National Board Medical Licensing Exam at the end of Spring Quarter of their second year.

From Spring of the second year to Spring of the fifth year, MD-PhD students pursue full-time graduate training; in many ways, third year MD-PhD students engage a graduate track analogous to those pursued by second year traditional PhD students. The actual coursework and thesis requirements will depend on the Departmental or Programmatic affiliation chosen by the student. With the exception of laboratory rotations, MD-PhD students fulfill the same requirements as other PhD graduate students. Initially, there is significant overlap of classwork and lab work, and there is no scheduled time when a student moves from one training activity to the next.

On average, PhD thesis research draws to a close in the fifth year of training, allowing most MD-PhD students to complete both degrees in 7-8 years. Typically, students complete and defend their thesis the following summer and/or autumn, and re-enter the clinical curriculum in winter or spring quarter of their sixth year. The clinical curriculum requires 16 months of clerkships, so MD-PhD students who begin their clerkships in autumn of the sixth year will have sufficient time to take additional clerkships or pursue additional research projects. 

Individualization of the Curriculum

The structure outlined above is a typical framework followed by most MD-PhD students. However, a hallmark of both medical and MD-PhD training at Stanford is curricular flexibility. For example, a majority of traditional MD students spread their training over 5 years, and pursue additional projects in research, public health, or community service. For MD-PhD students, there is a wide array of options that can be tailored to specific circumstances. Students whose research project requires acquisition and/or intermittent evaluation of clinical data may integrate completion of the PhD thesis and the clinical clerkships. In each of these situations, approval and monitoring of the curriculum is required by the MSTP governance subcommittee to ensure an optimal and productive training experience.

On This Page

Graduate Student Handbook (Coming Soon: New Graduate Student Handbook)

Phd program overview.

The PhD program prepares students for research careers in probability and statistics in academia and industry. Students admitted to the PhD program earn the MA and MPhil along the way. The first year of the program is spent on foundational courses in theoretical statistics, applied statistics, and probability. In the following years, students take advanced topics courses. Research toward the dissertation typically begins in the second year. Students also have opportunities to take part in a wide variety of projects involving applied probability or applications of statistics.

Students are expected to register continuously until they distribute and successfully defend their dissertation. Our core required and elective curricula in Statistics, Probability, and Machine Learning aim to provide our doctoral students with advanced learning that is both broad and focused. We expect our students to make Satisfactory Academic Progress in their advanced learning and research training by meeting the following program milestones through courseworks, independent research, and dissertation research:

By the end of year 1: passing the qualifying exams;

By the end of year 2: fulfilling all course requirements for the MA degree and finding a dissertation advisor;

By the end of year 3: passing the oral exam (dissertation prospectus) and fulfilling all requirements for the MPhil degree

By the end of year 5: distributing and defending the dissertation.

We believe in the Professional Development value of active participation in intellectual exchange and pedagogical practices for future statistical faculty and researchers. Students are required to serve as teaching assistants and present research during their training. In addition, each student is expected to attend seminars regularly and participate in Statistical Practicum activities before graduation.

We provide in the following sections a comprehensive collection of the PhD program requirements and milestones. Also included are policies that outline how these requirements will be enforced with ample flexibility. Questions on these requirements should be directed to ADAA Cindy Meekins at [email protected] and the DGS, Professor John Cunningham at [email protected] .

Applications for Admission

• Our students receive very solid training in all aspects of modern statistics. See Graduate Student Handbook for more information.
• Our students receive Fellowship and full financial support for the entire duration of their PhD. See more details here .
• Our students receive job offers from top academic and non-academic institutions .
• Our students can work with world-class faculty members from Statistics Department or the Data Science Institute .
• Our students have access to high-speed computer clusters for their ambitious, computationally demanding research.
• Our students benefit from a wide range of seminars, workshops, and Boot Camps organized by our department and the data science institute .
• Suggested Prerequisites: A student admitted to the PhD program normally has a background in linear algebra and real analysis, and has taken a few courses in statistics, probability, and programming. Students who are quantitatively trained or have substantial background/experience in other scientific disciplines are also encouraged to apply for admission.
• GRE requirement: Waived for Fall 2024.
• Language requirement: The English Proficiency Test requirement (TOEFL) is a Provost's requirement that cannot be waived.
• The Columbia GSAS minimum requirements for TOEFL and IELTS are: 100 (IBT), 600 (PBT) TOEFL, or 7.5 IELTS. To see if this requirement can be waived for you, please check the frequently asked questions below.
• Deadline: Jan 8, 2024 .
• Application process: Please apply by completing the Application for Admission to the Columbia University Graduate School of Arts & Sciences .
• Timeline: P.hD students begin the program in September only.  Admissions decisions are made in mid-March of each year for the Fall semester.

Frequently Asked Questions

• What is the application deadline? What is the deadline for financial aid? Our application deadline is January 5, 2024 .
• Can I meet with you in person or talk to you on the phone? Unfortunately given the high number of applications we receive, we are unable to meet or speak with our applicants.
• What are the required application materials? Specific admission requirements for our programs can be found here .
• Due to financial hardship, I cannot pay the application fee, can I still apply to your program? Yes. Many of our prospective students are eligible for fee waivers. The Graduate School of Arts and Sciences offers a variety of application fee waivers . If you have further questions regarding the waiver please contact  gsas-admissions@ columbia.edu .
• How many students do you admit each year? It varies year to year. We finalize our numbers between December - early February.
• What is the distribution of students currently enrolled in your program? (their background, GPA, standard tests, etc)? Unfortunately, we are unable to share this information.
• How many accepted students receive financial aid? All students in the PhD program receive, for up to five years, a funding package consisting of tuition, fees, and a stipend. These fellowships are awarded in recognition of academic achievement and in expectation of scholarly success; they are contingent upon the student remaining in good academic standing. Summer support, while not guaranteed, is generally provided. Teaching and research experience are considered important aspects of the training of graduate students. Thus, graduate fellowships include some teaching and research apprenticeship. PhD students are given funds to purchase a laptop PC, and additional computing resources are supplied for research projects as necessary. The Department also subsidizes travel expenses for up to two scientific meetings and/or conferences per year for those students selected to present. Additional matching funds from the Graduate School Arts and Sciences are available to students who have passed the oral qualifying exam.
• Can I contact the department with specific scores and get feedback on my competitiveness for the program? We receive more than 450 applications a year and there are many students in our applicant pool who are qualified for our program. However, we can only admit a few top students. Before seeing the entire applicant pool, we cannot comment on admission probabilities.
• What is the minimum GPA for admissions? While we don’t have a GPA threshold, we will carefully review applicants’ transcripts and grades obtained in individual courses.
• Is there a minimum GRE requirement? No. The general GRE exam is waived for the Fall 2024 admissions cycle. 
• Can I upload a copy of my GRE score to the application? Yes, but make sure you arrange for ETS to send the official score to the Graduate School of Arts and Sciences.
• Is the GRE math subject exam required? No, we do not require the GRE math subject exam.
• What is the minimum TOEFL or IELTS  requirement? The Columbia Graduate School of Arts and Sciences minimum requirements for TOEFL and IELTS are: 100 (IBT), 600 (PBT) TOEFL, or 7.5 IELTS
•  I took the TOEFL and IELTS more than two years ago; is my score valid? Scores more than two years old are not accepted. Applicants are strongly urged to make arrangements to take these examinations early in the fall and before completing their application.
• I am an international student and earned a master’s degree from a US university. Can I obtain a TOEFL or IELTS waiver? You may only request a waiver of the English proficiency requirement from the Graduate School of Arts and Sciences by submitting the English Proficiency Waiver Request form and if you meet any of the criteria described here . If you have further questions regarding the waiver please contact  gsas-admissions@ columbia.edu .
• My transcript is not in English. What should I do? You have to submit a notarized translated copy along with the original transcript.

Can I apply to more than one PhD program? You may not submit more than one PhD application to the Graduate School of Arts and Sciences. However, you may elect to have your application reviewed by a second program or department within the Graduate School of Arts and Sciences if you are not offered admission by your first-choice program. Please see the application instructions for a more detailed explanation of this policy and the various restrictions that apply to a second choice. You may apply concurrently to a program housed at the Graduate School of Arts and Sciences and to programs housed at other divisions of the University. However, since the Graduate School of Arts and Sciences does not share application materials with other divisions, you must complete the application requirements for each school.

How do I apply to a dual- or joint-degree program? The Graduate School of Arts and Sciences refers to these programs as dual-degree programs. Applicants must complete the application requirements for both schools. Application materials are not shared between schools. Students can only apply to an established dual-degree program and may not create their own.

With the sole exception of approved dual-degree programs , students may not pursue a degree in more than one Columbia program concurrently, and may not be registered in more than one degree program at any institution in the same semester. Enrollment in another degree program at Columbia or elsewhere while enrolled in a Graduate School of Arts and Sciences master's or doctoral program is strictly prohibited by the Graduate School. Violation of this policy will lead to the rescission of an offer of admission, or termination for a current student.

When will I receive a decision on my application? Notification of decisions for all PhD applicants generally takes place by the end of March.

Notification of MA decisions varies by department and application deadlines. Some MA decisions are sent out in early spring; others may be released as late as mid-August.

Can I apply to both MA Statistics and PhD statistics simultaneously?  For any given entry term, applicants may elect to apply to up to two programs—either one PhD program and one MA program, or two MA programs—by submitting a single (combined) application to the Graduate School of Arts and Sciences.  Applicants who attempt to submit more than one Graduate School of Arts and Sciences application for the same entry term will be required to withdraw one of the applications.

The Graduate School of Arts and Sciences permits applicants to be reviewed by a second program if they do not receive an offer of admission from their first-choice program, with the following restrictions:

• This option is only available for fall-term applicants.
• Applicants will be able to view and opt for a second choice (if applicable) after selecting their first choice. Applicants should not submit a second application. (Note: Selecting a second choice will not affect the consideration of your application by your first choice.)
• Applicants must upload a separate Statement of Purpose and submit any additional supporting materials required by the second program. Transcripts, letters, and test scores should only be submitted once.
• An application will be forwarded to the second-choice program only after the first-choice program has completed its review and rendered its decision. An application file will not be reviewed concurrently by both programs.
• Programs may stop considering second-choice applications at any time during the season; Graduate School of Arts and Sciences cannot guarantee that your application will receive a second review.
• What is the mailing address for your PhD admission office? Students are encouraged to apply online . Please note: Materials should not be mailed to the Graduate School of Arts and Sciences unless specifically requested by the Office of Admissions. Unofficial transcripts and other supplemental application materials should be uploaded through the online application system. Graduate School of Arts and Sciences Office of Admissions Columbia University  107 Low Library, MC 4303 535 West 116th Street  New York, NY 10027
• How many years does it take to pursue a PhD degree in your program? Our students usually graduate in 4‐6 years.
• Can the PhD be pursued part-time? No, all of our students are full-time students. We do not offer a part-time option.
• One of the requirements is to have knowledge of linear algebra (through the level of MATH V2020 at Columbia) and advanced calculus (through the level of MATH V1201). I studied these topics; how do I know if I meet the knowledge content requirement? We interview our top candidates and based on the information on your transcripts and your grades, if we are not sure about what you covered in your courses we will ask you during the interview.
• Can I contact faculty members to learn more about their research and hopefully gain their support? Yes, you are more than welcome to contact faculty members and discuss your research interests with them. However, please note that all the applications are processed by a central admission committee, and individual faculty members cannot and will not guarantee admission to our program.
• How do I find out which professors are taking on new students to mentor this year?  Applications are evaluated through a central admissions committee. Openings in individual faculty groups are not considered during the admissions process. Therefore, we suggest contacting the faculty members you would like to work with and asking if they are planning to take on new students.

For more information please contact us at [email protected] .

For more information please contact us at  [email protected]

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Ph.D. Program Biomolecular Structure and Mechanism

Quicklinks und sprachwechsel, main navigation, ph.d. program «biomolecular structure and mechanism».

You can profit from our Ph.D. program in many ways: Comprehensive PhD Training.  The PhD Program in Biomolecular Structure and Mechanism offers an extensive and challenging post-graduate education for graduate students in biochemistry, biophysics, molecular biology, structural biology and related areas from all over the world. Curriculum Ambitious research projects.  The successful completion of a PhD research project forms the major part of the PhD training. This will be done in one of the participating research groups. Working in one of these research groups is at the same time challenging and highly rewarding. All groups are among the leaders in their field. A special plus is the strong network between most of these groups that catalyzes a stimulating atmosphere through common training. Research Groups Leading life science universities.  Students of this program are enrolled at one of the participating Universities, which is either the  University of Zurich  or the  Swiss Federal Institute of Technology (ETH) Zurich . Both Universities belong to leading life science universities, and a PhD of either of these schools is a good starting point for a career in life sciences. Students will in particular benefit from the wide range of training and education opportunities offered by both schools to graduate students. Institute of Molecular Biology & Biophysics (ETH) Department of Biochemistry (UZH) Life Science Zurich Graduate School.  The PhD program is organized under the roof of the Zurich Graduate School in Life Sciences. Through common initiatives and retreats, a strong network is formed between the students of all neighboring programs. This represents an invaluable asset of the PhD training and its benefits will stretch well beyond the completion of the program initiatives, knowledge exchange, and a number of collaborations. Life Science Zurich Graduate School

Weiterführende Informationen

Program Director: Prof. Martin Jinek Dept. of Biochemistry University of Zurich Winterthurerstr. 190 8057 Zurich [email protected] Coordinator of the Life Science Zurich Graduate School: Dr. Susanna Bachmann Inst. of Molecular Biology University of Zurich Winterthurerstr. 190 8057 Zurich [email protected] Tel: +41 44 635 3135 BSM Program coordinator: Iryna Bottcher Dept. of Biochemistry University of Zurich Winterthurerstr. 190 8057 Zurich [email protected]

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A Guide to Teaching Text Structure

• April 16, 2024

Home Educators Blog

What is Text Structure?

Text structure is how authors organize information in text. In terms of teaching, it’s how educators teach readers how to understand specific organizational patterns to digest information through reading effectively. The use of text structure in writing demonstrates how students should organize thoughts and information in a certain format.

The most common examples of text structure or organizational patterns, which it is often called include the following: description, cause and effect relationships, compare and contrast, conflict and resolution, question and answer, enumeration, and sequence or chronological order. These seven text structures are the most commonly used patterns included and taught in language arts curricula. Text structures are essential in helping students comprehend material in a variety of text.

Teaching Text Structure

Text structure is considered a complex literacy standard and is usually introduced in third or fourth grade , depending on a specific textbook or district curriculum. Each text structure should be taught in fiction and nonfiction or informational text. The understanding of text structure continues to increase in complexity and rigor as the grade-level text increases. They are found as a spiral language arts objective from third to twelfth grade. It is always best to always teach text structure in text rather than isolation.

Pattern Guides

Using pattern guides, and notes to identify the meaning and components of each structure at the beginning of the unit can be most effective. These vocabulary terms can sometimes be the most challenging part of remembering each text structure. The next step is to provide students with an example text like one or two paragraphs to show each text structure.

Teaching the students what the specific graphic organizer for each text structure looks like is most helpful. The ultimate goal is to have students understand the characteristics of each text structure and how to distinguish among them in a variety of texts. Using multiple texts to have students go on a text structure treasure hunt is a great culminating activity.

Text Selection

Some teachers choose to teach fiction selections first with the text structures and then nonfiction selections with the text structures. Text selection is imperative when it comes to teaching the characteristics of each pattern. Other teachers choose to use paired text to teach organizational patterns at the same time. Providing explicit instruction and modeling a think-aloud for each text structure is very valuable.

Signal Words

Giving students example signal words to look for and highlighting text codes are powerful ways to help readers of all ages identify and distinguish text structures. It is recommended that description be the first text structure introduced to students in fiction and nonfiction. This format can be replicated in each of the six additional patterns. Enumeration is one, however, that is only sometimes taught in sixth or seventh grade.

What specific signal words and instructional strategies should we implement to teach each text structure? The easiest one, description, is simply finding adjectives and words to describe a particular person, place, thing, or event. A question-and-answer text structure is exactly as it sounds. A question is presented and answered in the same text, often in the same paragraph. Cause and effect relationships can be as simple as a two-column chart or an  If-Then  chart to show the relationships of how one something happened because of something else.

Cause and Effect

As the grade level increases, students must learn how to identify one cause for multiple effects or multiple causes that all lead to the same effect. Teaching students to compare and contrast means finding similarities and differences between anything, including characters, locations, topics, or views in the same text or multiple texts. A Venn diagram or a three-column chart is often used to teach this text structure. A conflict and resolution text structure is the same as a problem and solution.

Conflict and Resolution

Students should be taught to look for words, phrases, and sentences that indicate conflict and resolution through text evidence. A flow chart or timeline is best used to teach a sequence of events in a text or the chronological order of events or periods. Believe it or not, the sequence is challenging for students to identify even when signal words like numbers, ordinal numbers, and dates are present. The most obvious example of sequence for kids includes using  first, next, then,  and  last , which is introduced as early as first grade. Lastly, enumeration is the word for the text structure that lists items or names things individually.

Reading and writing go hand in hand, so integrating text structure into both reading and writing units can be powerful. First, students will read and identify the text structure. Next, students can use a sentence frame to write about the identified text structure and the information received. Last, students should create their own authentic writing using a specific text structure.

Graphic Organizers

For example, once students have learned about cause-and-effect relationships in fiction and nonfiction texts, they should be able to write about a cause-and-effect relationship in an original narrative or expository writing assignment. Using graphic organizers in writing is just as effective as in reading. This way, students are organizing their thoughts in their authentic writing activity. Strategic planning will determine the best order of instructional delivery of each text structure, in multiple texts, in reading, and in writing in any language arts classroom.

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• 国際P2M学会研究発表大会予稿集
• 2024 Spring

主催: International Association of Project and Program Management

会議名: 春季研究発表大会「P2Mを語る ～現場での活用から未来に向けた活動まで～」

開催地: 千葉工業大学　津田沼キャンパス

開催日: 2024/04/20

Japan International Cooperation Agency/Graduate School of Urban Life Studies, Tokyo City University

Urban Life Studies, Tokyo City University

Department of International Co-Creation and Innovation, Osaka University of Economics

責任著者(Corresponding author)

• Published: 2024/04/20 Received: - Available on J-STAGE: 2024/04/16 Accepted: - Advance online publication: - Revised: -

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(BibDesk、LaTeXとの互換性あり)

Disaster risk hinders economic development in developing countries. Flooding in particular is a dominant hazard that significantly affects the economy. Increasing ex-ante investment in DRR is essential to reverse the downward trend. Inter-agency collaboration is crucial for effective DRR practices. However, some governments may be hesitant to work with other stakeholders. This study aimed to understand the problem structures of inter-agency collaboration in ODA programmes, using the case of the ODA programme in the Philippines. This study identifies that the lack of inter-agency collaboration occurs in three different form types: (i)intra-work type; (ii)inter-work type (handover); and (iii)inter-work type (complementarity). Therefore, it is likely that the ODA programme for flood risk management will be managed in silos, leading to partial optimisation. To achieve success in project and programme management (P2M), it is imperative for the donors to analyse gaps derived from the different legislative frameworks and institutional cultures (profiling), redefine the mission of the programme (programme strategy), and ensure continued management of a platform that spans relevant projects (platform).

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