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Research Degree programmes

The Department of Computer Science has a strong international reputation for teaching and research excellence. Our core research strengths and research centres reflect our expertise and understanding of interdisciplinary work in the field of computer science. 

When you join one of our research programmes, you'll flourish in an exciting and diverse environment. You'll build on your existing strong foundation in Computer Science, and we'll support you as you prepare for a range of careers, including IT or a related industry, government and the public sector, or in further study and academia.

PhD in Computer Science A PhD gives you the opportunity to complete a piece of original research with expert guidance from world-class academics. Join our vibrant community of world-class researchers and contribute to the development of knowledge in your chosen field.

MSc in Computer Science (by Research)

On this Masters level course, you'll carry out a research project in a specific area of interest under the close supervision of an academic member of staff.

An exciting study opportunity in its own right, this course is also a valuable stepping stone if you wish to later embark on a PhD programme.

Find a supervisor

Supervisors play a fundamental role in supporting students throughout their chosen research programme.

See how your interests align with our research. Before you apply for one of our courses, find out more about our Research Groups and identify a potential supervisor.

Contact us If you'd like to find out more about our PhD and Masters (by research) courses, please contact the Postgraduate Admissions Team: Email:  [email protected] Telephone: +44 (0)1904 325412 

Department of Computer Science Deramore Lane , University of York , Heslington , York , YO10 5GH , UK Tel: work 01904 325501

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Department of Biology

Postgraduate research funding

These scholarships and studentships are available to postgraduate researchers in the Department of Biology.

Your chosen course, level of study and other statuses may all affect your eligibility for the opportunities listed here.

Discover our research projects

China Scholarships Council Scholarship

We're pleased to offer up to ten joint-funded PhD scholarships in collaboration with the China Scholarships Council.

• Funding: 100% of tuition fees for the full duration, which is typically three years; a grant for living costs; one return flight from China; UK visa fees
• Academic year: 2024/25
• Open to: Students from China
• Number available: 10

EPSRC Mobility DTP in Leadership and Excellence in Circular, Resource-efficient, Sustainable Manufacturing

One of a number of pilot programmes aimed at widening participation in Engineering and Physical Sciences Research Council (EPSRC) doctoral training, specifically those from industry and other non-academic backgrounds.

• Funding: Four years' fees at the UK rate, maintenance stipend/salary contribution, and a Research Training Support Grant
• Open to: Students from the UK; non-UK applicants can also be considered for a limited number of places
• Number available: One

ONAOSI Foundation Scholarship

We're proud to offer limited National Opera for the Assistance of Italian Health Orphans scholarships for students entering a one-year taught or research Masters.

• Funding: Full tuition fee waiver
• Academic year: 2023/24
• Open to: Students from Italy
• Number available: 3 plus two beneficiaries may obtain a 30% tuition

Commonwealth Scholarship

The University of York is a host university for the Commonwealth Scholarship Commission. Various opportunities are available throughout the year. The majority of awards are funded by the UK Foreign, Commonwealth and Development Office.

• Funding: various
• Open to: Students from Anguilla, Antigua and Barbuda, Australia, Bahamas, Bangladesh, Barbados, Belize and more ( see eligibility )

John Monash Scholarship

The John Monash Scholarship provides yearly funding to outstanding postgraduate taught and research students from Australia.

• Funding: $75,000 AUD for each year of study
• Application deadline: Saturday 20 July 2024, 5pm BST
• Open to: Students from Australia
• Number available: 10-20

Extracurricular funding

While not directly related to your studies, these opportunities can help you get the most from your time at York.

York Minster Choral Scholarships

York Minster offers choral scholarships lasting 12 months or longer to altos, tenors and basses who are undergraduate or postgraduate students.

• Funding: £7,721.33
• Open to: International (including EU) and UK (home) students

Yorkshire Bach Choir

We are now accepting applications for our choral scholarship scheme for 2024/25. The 12-month scholarships will be open to all four voice parts.

• Funding: £500 (to be paid in 2 instalments, one in December, one in June)
• Application deadline: Friday 27 September 2024, 12pm BST

Previous funding opportunities

These opportunities are closed to applications. They may reopen in future years.

• BBSRC White Rose DTP (WR DTP) in Mechanistic Biology
• Krebs Memorial Scholarship
• NERC DTP in Adapting to the Challenges of a Changing Environment (ACCE)
• Schlumberger Foundation Faculty for the Future Grant
• ‌Saïd Foundation Scholarship
• BBSRC White Rose DTP (WR DTP) in Mechanistic Biology: Diverse Talent Scholarships
• EPSRC CDT in Process Industries: Net Zero (PINZ)
• Marshall Scholarship
• NERC Panorama Doctoral Training Partnership
• Snowdon Masters Scholarship
• Tan Kah Kee Scholarship
• York Graduate Research School PhD Scholarship

Policy and Strategic Management

Programs & Courses › Specializations

Our PhD Program: Navigating the Frontiers of Strategic Thought

The PhD in Strategic Management at the Schulich School of Business fuses rigorous scholarship with real-world influence. Our program champions intellectual curiosity and boundary-pushing research in economic and organizational issues as they pertain to firm strategy. Housed within a group that embraces open inquiry, we empower students to pioneer strategic dialogues addressing today’s emerging business issues. Ultimately, our graduates emerge as thought leaders driving meaningful strategic insights and business impact.

In this program, you can extend your horizons beyond core strategy. With our close connections to other disciplines within Schulich, such as Sustainability, Organizational Behavior and Operations Management & Information Systems, as well as across the university, such as Sociology, Political Science, Computer Science and Psychology, students are encouraged take courses across various departments. This interdisciplinary perspective enriches your research lens. Moreover, Schulich is based in Toronto, a diverse global business hub rich with opportunities. Our proximity to key industry clusters provides significant access to research collaborations.

Our emphasis is on fostering independent research and close student-faculty collaboration. We provide full funding packages that cover tuition and a generous stipend for up to five years. This financial support allows students to fully immerse in impactful research.

Our Students’ Success Stories

Our PhD graduates have secured faculty appointments at highly respected institutions across the globe. Below is a list highlighting some of our graduates’ placements:

• Indiana University Bloomington
• University of Calgary
• University of Waterloo
• University of San Francisco
• McMaster University
• University of Sydney
• Indian Institute of Management, Bangalore
• University of Massachusetts, Amherst

Faculty Expertise: Exploring New Frontiers in Strategy

  Our diverse faculty spearhead research across critical domains, addressing critical and contemporary challenges while exploring forward-looking themes such as, among others:

• Digital Platforms and Ecosystems
• Entrepreneurship
• Management of Technology and Innovation
• Ethics and Stakeholder Relationships
• Artificial Intelligence in Strategic Management
• Organizational Learning and Adaptation
• International Business and Globalization
• Mergers and Acquisitions
• Strategic Decision-making

Come join our faculty in shaping and advancing the field!

Specialization Details by Category

Study options.

Student admission is restricted to full-time study exclusively for the first four years. It is not recommended to be working outside of the PhD program during your studies. Students must be able to participate in the PhD program in Toronto.

Choose a study option to view its details and requirements

Available delivery options

• Full-time 48 to 72 months

Location(s)

• Keele Campus Toronto

The requirements to successfully complete the program are outlined below in “Curriculum Overview.”

Candidates for the Policy & Strategic Management field PhD degree must fulfil the following minimum requirements:

Students must successfully complete the following course requirements:

Required Courses

• DCAD 7100 3.00 LOGICS OF SOCIAL RESEARCH This examines the major philosophical debates in the social sciences and explores the rationale of different approaches to social research. Students learn how to select and develop appropriate research strategies and how to critically examine the use of various research strategies.
• DCAD 7250 3.00 RESEARCH DESIGN This course introduces students to research design, strengthens their reasoning and theoretical development skills, helps them effectively apply a range of empirical methodologies to their own research and critically review empirical studies done by others. Topics include types of variables, relationships, sampling and measurement, survey and field research designs, experimental designs, and alternative designs, and research design biases and artifacts.
• DCAD 7400 3.00 QUALITATIVE RESEARCH METHODS This course provides students with detailed exposure to the qualitative research methodologies that have begun to exert a major influence on management research over the last 10 years.

A  3.00 credit graduate level methodological course chosen in consultation with the field’s PhD Program Coordinator.

Another 3.00 credit  graduate level methodological course chosen in consultation with the field’s PhD Program Coordinator.

• DCAD 7610 1.50 GRADUATE COLLOQUIUM IN MANAGEMENT The rules, norms, and standards that surround the field of academics can seem ambiguous, confusing, and opaque to new Ph.D. students in the management disciplines. The purpose of this two-semester course is to provide a means of articulating central themes in this tacit process, and to provide a means of community-building among management-oriented Ph.D. students. Pre-requisite: Open to and required of first- or second-year Ph.D. students in Strategy/Policy and Organization Studies areas.
• DCAD 7600 1.50 GRADUATE COLLOQUIUM IN MANAGEMENT The rules, norms, and standards that surround the field of academics can seem ambiguous, confusing, and opaque to new Ph.D. students in the management disciplines. The purpose of this two-semester course is to provide a means of articulating central themes in this tacit process, and to provide a means of community-building among management-oriented Ph.D. students. Prerequisite: Open to and required of first- or second-year Ph.D. students in Strategy/Policy and Organization Studies areas.

This seminar focuses on the theories and current research in those areas which represent the more accepted and more often researched topics within strategic management. Both "content" and "process" streams are discussed and critiqued. (Offered in alternate years.)

This seminar builds upon SB/PLCY 7010.03 and examines theories and research from some of the newest and most provocative research streams that are beginning to be seen in strategic management. Both "content" and "process" streams are discussed and critiqued. (Offered in alternate years.)

This course introduces students to leading paradigms and current topics in organization theory. Students obtain an intensive overview of "macro" theories in organizational behaviour and develop an ability to assess organization theory and research critically and comprehensively. Class discussions focus on the strengths, weaknesses and contributions of leading-edge theories and topics; and students are encouraged to think creatively about future directions that various topics and theories might take to advance the field's understanding of organizations. By the conclusion of the course, students: (a) are familiar with important sources and references on prevailing issues in organization theory; (b) have a solid grasp of advanced theory and research on a breadth of topics in macro organizational behaviour; (c) have a better understanding of the process of writing theoretical articles; and (d) possess the ability to evaluate critically the contributions of various research streams to the field of organization theory.

This course introduces students to topics and issues relevant to the study of individual and group behaviour. The readings provide an overview of existing research in this area. Students are encouraged to think critically about the contribution of each approach/theory and to develop research ideas and alternative approaches to test specific research questions. In each session students are encouraged to think about: underlying assumptions of theories; relationships with other theories/approaches; research questions answered; interesting unanswered questions; methodological issues and concerns.

Two Elective Courses

Students will take at least two of the following four electives:

• Strategic Management 7090 3.0: Special Topics in Strategic Management

This course focuses on the standards and applications underlying the latest functions and responsibilities of external and internal auditors. The theory of audit evidence and certain basic techniques are used to provide an understanding of auditing methodology. The auditor's responsibility beyond the financial audit and current developments in auditing are also examined. Students may be expected to complete a research paper or project.

Prerequisite: SB/ACTG 5100 3.00.

Prerequisite: SB/ACTG 5101 3.00 for students pursuing the Schulich Diploma in Intermediate Accounting (DIAC).

The course examines the origins and evolution of the field of international business and is designed to provide students an understanding of the various theoretical traditions and methodological approaches used in international business research. It is expected that students will critically evaluate the various schools of thought within the field, and develop their own research agenda related to some specific aspect of international business.

The course offers students the opportunity to gain an in-depth understanding of the rich scholarly research in business and society, with a particular emphasis on its relationship to global governance. Students will develop insights into how one can make a theoretical, methodological, and practical contribution to the management literature through business, society and global governance research.

Research Paper

Students must submit one research paper that synthesizes a particular body of literature and furthers our understanding on a specific topic in strategy. The research paper is a prerequisite to the comprehensive exams and should comprise both a theoretical and an empirical component. Students work closely with a faculty advisor on this paper.

The initial submission of the research paper is due before the end of December of the second year. Students are required to present this paper in the research seminar series, normally during the spring. Students are expected to submit the final version of the paper by May 15 of the second year. The paper is evaluated and must be approved by the research paper’s faculty advisor, the area PhD Coordinator and an additional faculty member.

Comprehensive Examinations

The comprehensive field examination takes place after the summer of the second year. The comprehensive exams are designed to test a student’s breadth of knowledge in the field of strategic management as well as depth of knowledge in select areas. In preparation for their exams, students are given a list of classic readings at the beginning of their program; the list consists of books and journal articles that have defined the field. Students are expected to have a thorough comprehension and understanding of the historical development and the fundamental questions that have guided the discourse in the field. Students are also expected to be thoroughly versed in the current literature and research questions that occupy select areas of the field of strategy. It is assumed that these areas will subsequently define the scope of a student’s dissertation.

Those who fail have the opportunity to retake the exams once, within six months of the date of the first comprehensive exam. Those who fail to pass a second time are not allowed to continue in the PhD program.

The program regards the comprehensive examination as a pivotal point for deciding whether students should be allowed to proceed with their studies or be encouraged to withdraw from the program.

Dissertation Proposal and Oral Defence

Candidates must prepare a written proposal to conduct original dissertation research carried out under the supervision of a supervisory committee, and must defend this to the satisfaction of the thesis supervisor and members of the supervisory committee.

Dissertation and Oral Examination

Candidates must prepare a dissertation based on original research carried out under the supervision of a supervisory committee and submit the results in appropriate dissertation form. After the formal submission of the dissertation, an oral examination is held. It is expected that all or part of the dissertation will be published following professional or scientific review.

We recommend further consultation with your area Ph.D. rep concerning any impending changes to the program requirements and guidance on selecting appropriate optional courses.

Faculty members in the Policy and Strategic Management Area explore many interests within the broad area of policy and strategic management, and are active in a wide range of research projects.

Key areas of research include: international management, strategic alliances, mergers and acquisitions, entrepreneurship and technological innovation, corporate governance, and strategy processes. The faculty members share an interest in addressing important policy issues in an intellectually open environment and their work reflects the School’s distinctive innovative, global and diverse culture.

The following faculty are accredited by the Schulich School of Business and the Faculty of Graduate Studies for the supervision of doctoral students:

Selected faculty members

Professor of Strategy and International Business; Pierre Lassonde Chair in International Business

Professor of Strategic Management; Executive Director, York Change Leadership (YCL)

Associate Professor of Policy; CIT Chair in Financial Services; Area Coordinator, Policy/Strategy; Director, Financial Services Program

Professor of Entrepreneurship and Strategic Management

Professor of Public Policy and Sustainability; Director, BBA/iBBA Programs

Professor of Strategic Management

Professor of Sustainability & Economics; Area Coordinator, Economics

Professor of Strategy; Scotiabank Chair in International Business and Entrepreneurship

Assistant Professor

Professor of Strategic Management and International Business

Professor of Strategic Management; Director, Global Leadership Program; Director, India MBA and Executive MBA Programs

Associate Professor of Strategic Management; Strategic Management Area Coordinator

Professor of Strategic Management; Newmont Endowed Chair in Business Strategy

Career Opportunities

The goal of the PhD program in Policy and Strategic Management is to train students to become productive scholars and teachers who can be placed at research-oriented universities upon graduation.

Placement of Recent Graduates

“Co-authoring with faculty here at Schulich has been instrumental in understanding the process of conducting high-quality research. ” Michael Valente, PhD 2007 Associate Professor of Organization Studies and Sustainability, Schulich School of Business

Student Research

Faculty members in the Policy area at Schulich are highly regarded in their areas of specialization and regularly publish in the top journal of the field, such as Administrative Science Quarterly, Academy of Management Journal, Academy of Management Review, Strategic Management Journal, Organization Science and Journal of International Business Studies, among others. York University and the Toronto area provide additional access to high calibre faculty and great research opportunities.

Selected Publications

Nudrat Mahmood (2023), “A transactional perspective on Firms, consumers, and social institutions,” Organization Science (with Farjoun, M.)

Jie (Jerry) Yang (2023), “Bundle Up Before You Go: Toward a Bundle Approach to Product Categorization,” Journal of Management , 49(5): 1695-1737 (with Li, S. X.)

Shoeb Mohammad (2023), “The Effect of Skilled Labour Scarcity on Law-abiding Organizational Climates in Emerging Markets: Evidence from Mexico,” Journal of Business Research (with Husted, B.)

Xin (Aurora) Liu (Genin) (2023), “Board experiential diversity and corporate radical innovation,” Strategic Management Journal , 1– 24. https://doi.org/10.1002/smj.3499 (with Ma, W., Bhagwat, V., Bernile, G.)

Mohammad Keyhani (2022), “Exploration-Exploitation and Acquisition Likelihood in New Ventures,” Small Business Economic , 58(3), 1475-1496. (with Deutsch, Y., Madhok, A. and M. Lévesque)

Nada Basir (2022), “Collective identity development amid institutional chaos: Boundary evolution in a women’s rights movement in post Gaddafi Libya,” Organization Studies 43 (10), 1607-1628 (with Ruebottom, T. and Auster, E.)

Trish Ruebottom (2022), “Collective identity development amid institutional chaos: Boundary evolution in a women’s rights movement in post Gaddafi Libya,” Organization Studies 43 (10), 1607-1628 (with Basir, N. and Auster, E.)

Xin (Aurora) Liu (Genin) (2022), “Relational assets or liabilities? Competition, collaboration, and firm intellectual property breakthrough in the Chinese high-speed train sector,” Journal of International Business Studies , 53(9), 1895-1923 (with Tan, J., & Song, J.)

Hussein Fadlallah (2021), “What We Talk About When We Talk About Stakeholders,” Business & Society , 00076503211053005. (with Johnson-Cramer, M. E., Phillips, R. A., H., Berman, S. L. and Elms, H.)

Ramya Krishna Murthy (2021), “Overcoming the Early-stage Conundrum of Digital Platform Ecosystem Emergence: A Problem-Solving Perspective,” Journal of Management Studies , 58(7), 1899–1932 https://doi.org/10.1111/joms.12748 (with Madhok, A.)

Shoeb Mohammad (2021), “Innovation, Corruption, and Internationalization: Evidence from Firms in Emerging Economies,” Journal of Business Venturing Insights (with Husted, B.)

Xin (Aurora) Liu (Genin) (2021), “State governance and technological innovation in emerging economies: State-owned enterprise restructuration and institutional logic dissonance in China’s high-speed train sector,” Journal of International Business Studies , 52(4), 621-645 (with Tan, J. and Song, J.)

Xin (Aurora) Liu (Genin) (2021), “Interorganizational Knowledge Flows in Academia–Industry Collaboration: The Economic Impacts of Science-Based Firm Innovation,” IEEE Transactions on Engineering Management , doi: 10.1109/TEM.2021.3066386 (with Lévesque, M.)

Hussein Fadlallah (2020), “Governance of Voice in Digital Platforms,” Proceedings of the International Association for Business and Society (Vol. 31, pp. 24-36) (with Phillips, R. A.)

Wan Li (2020), “Disruptive innovation and technology ecosystem: The evolution of the intercohesive public–private collaboration network in Chinese telecommunication industry,” Journal of Engineering and Technology Management , 57 (July-September) (with Tan, J., Wang L. and Zhang, H.)

Wan Li (2020), “Can You Do Kung Fu and Also Act? New Entrants’ Cross-Border Status Attainment in the Creative Industries,” Journal of World Business , 55(3) (with Shipilov, A. and Li, S.)

Shoeb Mohammad (2019), “Law‐abiding organizational climates in developing countries: The role of institutional factors and socially responsible organizational practices,” Business Ethics, Environment, and Responsibility (with Husted, B.W.)

Wan Li (2019), “Tapping into Agglomeration Benefits by Engaging in a Community of Practice”, 2019, with L. Wang and W. Helms, Strategic Organization, 18(4): 617-644 (with Wang, L. and Helms, W)

Wan Li (2019), “Strategic Choices of Exploration and Exploitation Alliances under Market Uncertainty,” Management Decision , 57(11): 3122-3133 (with Wang, L.)

Xin (Aurora) Liu (Genin) (2019), “Spoils from the spoiled: strategies for entering stigmatized markets,” Journal of Management Studies , 56: 1260-1286(with Slade Shantz, A., Fischer, E. and Lévesque, M.)

Recent Dissertation Topics

2022: Hussein Fadlallah – Governance and Responsibilities in the Context of Digital Platforms

2021: Ramya Krishna Murthy – Essays on Platform Sponsor Scope: Implications for Ecosystem Emergence and Growth

2020: Jie (Jerry) Yang – Strategic Categorization, Category Bundle, and Typecasting: Three Essays on Product Categorization

2019: Shoeb Mohammad – Antecedents, Wide-Spread Consequences, and Strategic Implications of Organizational Corruption

2018: Mekki Macaulay Abdelwahab – Determinants of Success of the Open Source Selective Revealing Strategy: Solution Knowledge Emergence

2018: Xin (Aurora) Liu – Strategically Poised: Balancing, Learning, and Innovating in Coopetition Three Essays on the Interplay Between Competition and Cooperation

2016: Nada Basir – Radical Institutional Innovation: A Multilevel Framework

2015: Wan Li – Ambidexterity in Strategic Alliances: How Do Firms Manage Exploration and Exploitation Alliances? An Examination of U.S. High Technology Industries from 1985 to 2009

2014: Mohammad Keyhani – Entrepreneurial Action and Entrepreneurial Rents

Current PhD students in the Policy Area:

as of Fall 2023

• Mohammad Boroumand
• Hyeonchung Henry Lee
• Nudrat Mahmood
• Qasim Saddique
• Pouyan Tabasi Nejad

More results...

A doctorate with a difference at the University of York

• Education & Training
• May 31, 2023
• Completing a PhD is an option for researchers in professional industries to advance their careers.
• Until recently, many researchers in this situation, especially those from more diverse backgrounds, haven’t had the support necessary to take this step.
• The University of York has recently been selected by a UK government programme to offer full funding and support for talented industry professionals to go back to university, while staying on at their current jobs.
• Partnering with industry, this innovative approach aims to widen the pool of talent undertaking advanced-level research, and ultimately boost the UK’s overall strength and robustness in research and development.

For many people embarking on a career in scientific research, the prospect of going back to university can seem daunting. To advance further in their careers, it may be advantageous for these individuals to further broaden their knowledge and skills in academia by taking on a PhD.

Yet with existing constraints in both time and funding, this can seem unattainable – especially for people from more diverse backgrounds. For someone already established in a job in industry, the prospect of taking a career break and giving up their salary to go back to university is simply not an option, and the dream of a PhD ends there.

Fortunately, universities and industries alike have now begun to recognise these barriers, and are exploring ways in which they can be addressed. Through new collaborations, these institutions are increasingly offering funding programmes which allow researchers who have already started their careers to take on university courses, without stepping away from their current jobs. As this academic landscape shifts, the boundaries between university courses and industry careers are no longer as rigid as they once were.

Compared with traditional university enrolment, the EPSRC programme offers far more flexibility for candidates hoping to take on a PhD.

Introducing: the EPSRC programme

The University of York is at the forefront of an exciting new movement of UK universities to collaborate with research industries in this way. Along with three other institutions, the University of York has been selected by the UK government’s Engineering and Physical Sciences Research Council (EPSRC) to pilot a new route into academia for researchers already working in industry. Compared with more traditional approaches to university enrolment, the EPSRC doctoral training programme (DTP) offers far more flexibility for candidates hoping to take on a PhD – helping them to trial innovative new ways of partnering with industry.

Among the most important aims of the EPSRC programme is to remove the restrictive barriers placed most heavily on individuals from more diverse backgrounds. In helping as broad a range of candidates as possible to achieve their full potential, the goal is to build a stronger, more robust, and more competitive landscape of scientific research in the UK.

The EPSRC programme is built on the core principles of equity, diversity, and inclusion, which are widely used by workforces and universities to ensure fair treatment and opportunities for everyone. These principles aim to eradicate prejudice and discrimination by ensuring that individuals are never treated more or less favourably based on their backgrounds; by respecting and celebrating their differences; and creating environments where everyone can feel welcome and valued.

Identifying barriers

To achieve these goals, it has been particularly crucial for the University of York to identify the barriers which currently exist for researchers thinking about going back to university. In particular, the university’s Departments of Chemistry and Biology have considered the needs of those thinking about taking on a PhD, but have already started their careers, and so are put off by the lack of time and necessary funding offered by more traditional pathways into university.

Working closely with industry partners, the University of York’s EPSRC programme has developed an innovative new EPSRC Mobility DTP in Leadership and Excellence in Circular, Resource-efficient, Sustainable Manufacturing. This partnership is particularly well suited for employees preparing for leadership roles – where the ability to work across both business and research sectors is a highly valued skill.

These high-quality, fully funded postgraduate research opportunities lead to a PhD qualification. With the support and funding offered by the Mobility DTP, participants can go back to university to complete a PhD without leaving their current jobs: not only enabling them to advance their careers, but also allowing companies to retain their valued staff, while nurturing their professional development.

Guided candidate selection

One further achievement of the University of York’s EPSRC Mobility DTP has involved securing help from professional bodies such as the Royal Society of Chemistry, the Royal Society of Biology, and the Institute of Physics. Through the guidance and expertise of these institutions, the programme can carefully assess the potential of individual candidates based on their professional track record, rather than their academic background alone.

The programme can assess the potential of candidates based on their professional track record, rather than their academic background alone.

Through this approach, the university hopes to open up new pathways for individuals who may otherwise have found it difficult to access higher-level university courses – and due to circumstances beyond their control, have not been able to gain academic training that could propel the advancement of their careers. To overcome this challenge, the University of York has agreed on a fast-track route through the programme, based on the assessments of bodies including the Royal Society of Chemistry so that many talented individuals – whose past circumstances may have hindered them from achieving their full career potential – will gain the support they need to take on a PhD.

This support doesn’t end once participants have enrolled in their new studies: by considering the unique circumstances of each individual, the Mobility DTP sets out guidelines for developing bespoke learning agreements and funding packages which reflect their requirements.

New opportunities for support

With these innovative new measures in place, the University of York ultimately hopes that this new route into academia will achieve the overall goal of widening and diversifying the pool of talent undertaking advanced-level research, therefore ultimately boosting the UK’s overall strength and robustness in research and development.

There is still time to apply for the DTP. As of April 2023, the University of York is welcoming enquiries for the few remaining places on the EPSRC programme.

What challenges are faced disproportionately by researchers from more diverse backgrounds thinking about taking on a PhD?

Among the challenges for researchers in industry, particularly those from diverse backgrounds, is that they may never have considered a PhD as a realistic option for them. Perhaps they didn’t achieve the grades in their first degree typically needed for PhD entry or perhaps they simply wanted to start earning a salary. For these reasons, and many more, advanced-level academic research may not be something they’d considered until they were more established in their careers. Having acquired good skills and experience through work, they may now have become better prepared for embarking on a PhD than they realise. At this point in their career, though, taking a career break, giving up a salary or losing contact with professional networks would all be unappealing. Taking into account other personal circumstances including family, caring responsibilities, financial commitments, etc, giving up a job to do a PhD could prove highly disruptive. All these considerations impact different individuals to a varying extent, and are often exacerbated for candidates from backgrounds that are under-represented in STEM, but they all represent barriers that could prevent talented candidates from accessing opportunities to grow their expertise and advance their careers.

How did the University of York embark on this pilot project initially?

The university responded to a call for proposals from EPSRC. Devised in partnership with representatives from several industry partners ranging from large multi-nationals to local SMEs, the university aimed to create a programme offering more pathways into advanced-level STEM research where, within a flexible and supportive academic environment, candidates would be able to undertake innovative research projects tackling industry problems with their eventual research outputs having real-world impact. The DTP opened for applications in 2020 and admitted its first cohort in 2021.

What qualities does the University of York look for in candidates for the EPSRC programme?

Candidates for the DTP will ideally currently be, or recently have been, employed in a research or research-adjacent role in industry. They’re not required to have a 2:1 in their first degree in order to be considered for the programme. Candidates with equivalent professional experience are strongly encouraged to apply as are candidates from backgrounds which are under-represented in STEM. This programme is especially suited to candidates for whom the ability to work across business and academic sectors would be desirable.

Can employers get involved with the programme, if so how?

Yes. We welcome approaches from employers who wish to put a candidate forward as an applicant to the DTP. Additionally, there are opportunities to participate in our steering group which is made up of stakeholders from a range on industry partners and professional bodies that help to advise our DTP Management Team. We’re also interested in hearing from employers with feedback on the DTP as well as expressions of interest in partnering with us in future.

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The doctorate with a difference: PhD places aimed candidates with an industry background (2023) Chemistry Industry Journal.

University of York, (2022) The doctorate with a difference.

Brazil, R, (2022) Work or study… or work and study? Chemistry World.

Avtar Matharu

Professor Avtar Matharu is the Principal Investigator on the EPSRC Mobility DTP at the University of York where he is also a Senior Lecturer, the Deputy Director of the Green Chemistry Centre of Excellence (GCCE), and Course Director for the MSc Green Chemistry and Sustainable Industrial Technology.

Jennifer Gibbard

Jennifer Gibbard is a project manager working in professional support services at the University of York and is the Admin Manager for the EPSRC Mobility DTP.

Contact Details

e: [email protected] w: EPSRC Mobility DTP webpage, University of York

Engineering and Physical Sciences Research Council (EPSRC)

Collaborators

• Department of Chemistry and Department of Biology at the University of York.
• Members of the Stakeholder Group including industry partners and professional bodies.
• Members of DTP cohort and their employers

Cite this Article

Matharu, A, & Gibbard, J, (2023) A doctorate with a difference at the University of York. Research Features , 147. Available at: 10.26904/RF-147-4481351930 

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Working while studying a PhD

29 March 2023 by Nausheen

Hello, my name is Nausheen, and I am a second year PhD student in History of Art. I research spolia and the reuse of architectural material in Islamic Iberia. In this blog, I will share my experiences with working while studying for a PhD.

Working while you study

Doing a PhD will help me in my career prospects, whether that be working in academia or in museums and the heritage sector. So, it was always important to me to get professional experience alongside a PhD.

The University of York and the Department of History of Art have provided me with opportunities and experiences that are valuable to this end, including a Research Assistantship and a Graduate Teaching Assistantship (more on this below!).

Second, York’s History of Art department is home to the Islamic Art Research Cluster, which provides a forum for the study and research of Islamic art and architecture through workshops, conferences, language study, and exhibitions. All of these experiences have enriched my PhD research and have made studying at York even more exciting and inspiring.

Part-time work

York is an excellent place for students who wish to work while they study. In my first year, I was appointed as a Research Assistant for the Centre for Medieval Studies and in my second year I am currently working as a Graduate Teaching Assistant in the Department of History of Art. Through these work placements, I was not only able to help fund my PhD, but also gain valuable research and teaching experience. The University also offers additional training for GTAs through the York Learning and Teaching Award (YLTA), which can help support a future teaching career within academia. Even if you’ve never taught before, there is plenty of support and training available through your respective department and other university-wide programmes.

There are other options too, including working as a Student Ambassador , Student Fundraiser , Student Content Creator, Writing Centre tutor, or in the various on-campus and city centre cafes, restaurants, and pubs. I am a content creator, which is why I’m writing this blog piece! There are opportunities to create content in the form of blogs, vlogs, and other social media. There is something to cater to everyone’s skill set.

My top tips:

I hope this has shown you that working alongside studying for a PhD is a viable option. There are many opportunities to do part-time work while studying, but it can be a bit overwhelming. Here are my top tips to help you through the process:

• Plan ahead: Make a daily, weekly, and/or monthly timetable. Manage your time wisely by plotting down deadlines, meetings, work hours, etc.
• Speak to your department and supervisor: Most campus-based jobs, such as Graduate Teaching, require you to have the support of your supervisor. Some applications will also require a letter of recommendation.
• Find a balance between work and studies: Part-time work such as teaching, research, and tutoring can be a rewarding experience. It can help boost your CV, help you make connections in the field, and provide some funding for your degree.

About Nausheen

Nausheen is the recipient of the ARTES/CEEH PhD scholarship. She holds a MA in Art History from the University of Texas Dallas, a MA in Education from University College London, and a BA in Political Science from UCLA. Currently, she serves as a Yorkshire Consortium for Equity in Doctoral Education (YCEDE) Scholars Board Member.

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Doctor of Philosophy (PhD)

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Interested in developing your expertise and conducting primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning?

Completing a PhD in Education: Language, Culture and Teaching will provide you with the skills and knowledge to conduct research in order to positively impact teaching and learning.

Admission Requirements

In addition to meeting standard Faculty of Graduate Studies requirements, applicants to the Doctoral Program in Language, Culture and Teaching will have undertaken a Masters-level Program (with a B+ average) including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.

Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of:

• Faculty of Graduate Studies admissions  application  form
• One official copy of  transcripts  of each post-secondary institution attended
• Three  letters of reference  (at least two must be from academic referees; the other may be from a professional referee)                - You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A  curriculum vitae
• A  statement of area of interest  with a discussion of intended research (see details below)
• Two  samples of written work
• English language test score  (if applicable)

Applicants of interest to the Program may be interviewed in the final stages of selection. This interview will be arranged at the convenience of both the Program and the candidate. The purpose of the interview is to assess the overall suitability of candidates and to determine if there are faculty members available in their area of research interest.

Final admission will be offered to candidates only if faculty supervision is available.

The Statement of Interest

What Makes a Good Doctoral Statement of Interest? Tips for applicants.

The statement needs to reflect who you are, what research interests you have and what would make you an asset to the program in 500 words minimum (2 pages, double spaced, 12 font).

It must be brief, concise, direct and clear. Use headings if needed. Make it easy to read. Remember the admissions committee reads hundreds of applications. Your Statement must stand out in form and substance.

At the doctoral level your statement should include:

• A brief comment of what you want to accomplish in the doctoral program, and what motivated you to choose your field and the particular program to which you are applying.
• Research questions you are curious about
• The kinds of theoretical framings you would like to engage in your research program
• The existing research you hope to extend
• Why you want to come to York’s Faculty of Education (as opposed to elsewhere)?
• Make an explicit connection between your interests and faculty expertise
• Have to offer the doctoral cohort you may potentially join
• Bring to the program and your colleagues
• Your active involvement in the field
• Identify in the statement how your past studies and/or work or other experiences are relevant to your research program choice

Do not repeat or list what is already in your CV. The statement is a chance for you to make sense of your application, in a holistic way, for the Admissions Committee.

Please note:

• It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.

Students who work full-time should register as part-time students.

Program Description

This program starts each September.

Students will undertake a program of studies with a minimum of 21 credits plus a doctoral dissertation.

Note: The program  does not  lead to teaching certification

Required Courses

A compulsory Seminar on Research and Issues in Language, Culture, and Teaching ( EDUC 5100 ) (6.0 credits). This seminar covers the conceptualizations of educational inquiry, theory and practice in relation to ongoing issues in holism, critical thought and the return to the humanities and arts as a way of informing human studies.

A compulsory  research methods course  beyond the introductory graduate level of at least 3.00 credits. (Students lacking pre-requisites must enrol in an introductory graduate-level course as an addition to their Program requirements. Equivalence of previous methods courses will be determined by the faculty supervisor in consultation with the Graduate Executive Committee). Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may vary in each academic year.

Elective Courses

A minimum of four half-courses (12.00 credits) or equivalent must be chosen from among the following:

• The formal course offerings of the Graduate Program in Education
• Courses in allied disciplines chosen from among the offerings of other graduate Programs at York University
• Courses in allied disciplines, to a maximum of one full course or equivalent, at other institutions
• Negotiated studies courses: Student Initiated Collaborative Inquiry (SICI), Directed Reading, Practicum Seminar. (Note: the content and weighting of negotiated studies courses must be determined by the faculty and approved by the Graduate Executive Committee).

NOTE:  Students may take no more than 6.00 credits outside the Graduate Program in Education toward their degree requirements.

Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may  vary in each academic year.

Comprehensive Examination

The Comprehensive Examination consists of a public defence of the dissertation proposal.

A Comprehensive Examination is set at the completion of all required course work, and typically held within six months of -- and no more than one year from -- the end of the student's course work. Additional details on the Comprehensive Examination are available in the Graduate Program in Education Handbook.

Doctoral Dissertation Proposal & Dissertation

For regulations on the Dissertation Proposal & Dissertation Oral Examination, please consult the  Faculty of Graduate Studies site  for details.

Residency & Regulations

All graduate students at York University are responsible for being familiar with and following policies and procedures, including registering and paying fees in accordance with  Faculty of Graduate Studies and University policies, deadlines and procedures.   By registering, each student becomes bound by the policies and regulations of York University, including the Faculty in which the student is registered.

Both full-time and part-time study options are available. Students must maintain continuous registration, including payment of applicable (tuition) fees, in every fall, winter and summer term up to and including the term in which all requirements for their program of study are successfully completed, in accordance with Faculty and program regulations.

Students who fail to maintain continuous registration, including payment of applicable fees, will lose their status as full-time or part-time graduate students and will be withdrawn from their program of study. Students who have been withdrawn as a result of failure to observe registration requirements may petition for reinstatement.

Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration. All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration.

Students who successfully complete a doctoral degree in less time than the program length will, prior to convocation, be responsible for payment of a balance of degree fee.

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto. Although mandated restrictions resulting from covid-19 have required classes to run online in the 2020-21 academic year, it is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.   

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Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond

Kasey Chatterji-Len and Anna Kovner

Becoming a PhD economist can provide a fulfilling and financially secure career path. However, getting started in the field can be daunting if you don’t know much about the preparation you’ll need and the available job opportunities. If you’re wondering what it means to be an economics researcher or how to become one, please read on. We’ll review how to prepare for a career in economics research, what an economics PhD program entails, and what types of opportunities it might bring. Economic education is a core component of the Federal Reserve Bank of New York’s mission to serve the community. To empower would-be economists, this post provides information for students who seek a career in economics research. We hope this information will be helpful to students interested in economics, regardless of their background and economic situation.  This information is most applicable to students applying to programs in the United States.  

The Breadth of Economics Research  

Academic disciplines conduct research in different ways, so it’s important to have a basic understanding of the types of questions economists ask and how they approach answering them. There are many definitions of economics, but a broadly useful one is the study of how people, organizations, and governments make decisions under different constraints, and how those decisions may affect their outcomes. 

When answering these questions, economists seek to ground their analyses in models and to be quantitatively precise about the effects they assign to any given cause. The range of topics economists can study is wide, but the accepted approaches to answering questions are stricter. Some examples of what economists might ask: 

• How do different public housing programs affect the children who live there? 
• Does a certain type of law encourage businesses to innovate? 
• How will a change in the interest rate affect inflation and unemployment rates? 
• How much does affordable health insurance improve people’s health? 
• How can poor countries eradicate poverty? 

There are many different subfields within economics, including, but not limited to behavioral, econometrics, energy/environmental, development, financial, international, monetary, public, and urban economics. You can familiarize yourself with the latest work in economics by subscribing to working paper series, such as NBER’s New This Week or the New York Fed’s Staff Reports . To get an idea of the breadth of questions economists can answer, you could listen to Stephen Dubner’s “ Freakonomics Radio ” podcast. You may also want to explore the Journal of Economic Perspectives , the New York Fed’s Liberty Street Economics blog, VoxDev , or VoxEU .  

What Is a PhD Program Like?    

Economics PhD programs typically last five to seven years. Unlike masters programs, they are often fully funded with a stipend, though most require students to complete teaching assistant and/or research assistant (RA) work as part of their funding package. In the first two years, students take classes, many of which are mathematically demanding. The rest of the program can include additional classes but is primarily devoted to original research with the aim of producing publishable papers that will constitute the dissertation.  

Faculty advisors are a central part of PhD programs, as students look to them for guidance during the research process. Economics PhD programs are offered within university economics departments, but there are similar programs in public policy and business schools. You can look at their websites to understand any differences in coursework and subsequent job placements. 

What Can You Do with an Economics PhD?  

Upon graduation, students can obtain jobs in a variety of industries. Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research. Finally, economics PhD graduates can also find employment at a variety of private sector companies, including banks, economic consulting firms, and big tech companies. The pay for these different positions can vary. According to the American Economics Association (AEA), the average starting salary for economics assistant professors in 2022-23 was approximately $140,000 at PhD granting institutions and $98,000 at BA granting institutions. 

Programs often publish the placements of their PhD graduates, so you can look online to see specific employment outcomes. See, for example, the University of Maryland’s placements . Ultimately, economists are highly regarded as authorities on a variety of topics. Governments, nonprofits, philanthropic foundations, financial institutions, and non-financial businesses all look to economists to answer important questions about how to best achieve their goals. Thus, earning an economics Ph.D. can potentially help you to influence issues that are important to you. 

Preparing for an Economics PhD Program  

There are several components to an economics PhD program application: college transcripts, GRE scores, letters of recommendation, and personal statements. Please download the Appendix linked below to learn more about transcripts and letters of recommendation. The Appendix details ways in which you can select coursework, obtain research experience, and develop relationships to position yourself for success as a PhD applicant.  

If you feel that you are too far along in your academic career to take enough of the classes described in the Appendix, this does not necessarily preclude you from pursuing an economics PhD. For example, it’s possible to take some of these classes through a master’s program, or through a pre-doctoral RA job. Some pre-doctoral RA jobs, such as the one here at the New York Fed , may enable you to take classes in preparation for graduate school. If you are concerned about your transcript, reach out to an economist at your university for advice; program standards for coursework and grades vary, and it’s a good idea to get more personalized advice. 

Research Experience   

If you’re interested in becoming an economics researcher and applying to PhD programs, it’s best to get research experience as soon as possible. Working as an RA is a great way to learn how to conduct research and get a better idea of whether it’s the right career path for you. Additionally, it can help you obtain a letter of recommendation for graduate school applications and improve your qualifications.  

All types of academic research can be enriching, but it’s beneficial to gain experience working directly with an economist. To find a position, you can reach out to professors whose work you find interesting or find an RA program at your school. Typical RA tasks may involve data collection and cleaning, as well as running analyses and creating charts to represent results. This is where coding skills become crucial; having taken math, statistics, and econometrics courses will also enable you to take on more responsibilities. 

You may also have the opportunity to conduct your own research, possibly under the supervision of a professor at your university. This research could be self-initiated or part of a course such as a thesis workshop. Self-directed research is a great opportunity to learn about all stages of the research process. It’s also an excellent opportunity to create a writing sample for graduate school applications. Ultimately, though, your motivation for conducting your own research project should be that you want to answer a question.  One thing economists have in common is a love of answering questions using data and theory. 

Research experience is also often obtained after completing an undergraduate or master’s degree. Taking on a full-time RA position before applying to PhD programs is very common and can make you a more competitive applicant. You may either get an RA job working for a professor or participate in a pre-doctoral RA program.  

Research assistant programs are more structured than positions with individual professors or projects, which could be helpful. Universities, parts of the government, think tanks, research organizations, and the Federal Reserve System are all good places to look for research assistant programs. To help you decide which opportunities are most desirable, you may want to ask potential employers : Where do people in this program tend to go afterward? Will I be working directly with an economist? How much of my time will be spent on academic research work? Will I be able to take classes as part of this program? Considering whether an economist will be able to evaluate your performance is an important factor for recommendation letters. The ability to take classes, either through tuition reimbursement or waivers, can also be an important benefit. 

The Research Analyst program here at the Federal Reserve Bank of New York is one example of these programs and you should check it out here . The Federal Reserve Board of Governors also has a large program, and many other regional Federal Reserve Banks have similar programs. In addition, the PREDOC website and the  NBER post listings of RA opportunities. J-PAL and IPA also tend to recruit RAs for economic development projects. Another source of RA opportunities is the @econ_ra account on X. 

Who Should Get a PhD in Economics?  

A PhD may not be for everyone, but it is for anyone—people of all genders, religions, ethnicities, races, and national origins have PhDs in economics. Many economists majored in economics, but others majored in math, physics, or chemistry. Because economics is such an integral part of policymaking, it is important that economists come from a wide range of backgrounds so policy can be stronger and more effective. The inclusion of differing perspectives helps ensure that the contribution of economists to work in public policy, academia, and beyond effectively serves the broadest range of society. 

• Coursework Appendix

Kasey Chatterji-Len is a research analyst in the Federal Reserve Bank of New York’s Research and Statistics Group.

Anna Kovner  is the director of Financial Stability Policy Research in the Bank’s Research and Statistics Group.

How to cite this post: Kasey Chatterji-Len and Anna Kovner, “Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond,” Federal Reserve Bank of New York Liberty Street Economics , May 31, 2024, https://libertystreeteconomics.newyorkfed.org/2024/05/thinking-of-pursuing-a-phd-in-economics-info-on-graduate-school-and-beyond/.

You may also be interested in: AEA: Resources for Students

PREDOC: Guidance for Undergraduates

RA Positions-Not at the NBER

Disclaimer The views expressed in this post are those of the author(s) and do not necessarily reflect the position of the Federal Reserve Bank of New York or the Federal Reserve System. Any errors or omissions are the responsibility of the author(s).

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University of Houston Study Shows Electric Vehicles Can Have Positive Impact on Air Quality and Public Health in Some Cities, Not All

Why a complete switch to electric vehicles could have negative impacts in Los Angeles

By Rashda Khan — 713-743-7587

• Science, Energy and Innovation

What do Houston, Los Angeles, New York and Chicago have in common? Dense population, high traffic volume and air quality that fails to meet ozone standards set by the U.S. Environmental Protection Agency. Those circumstances made each city a prime candidate for a University of Houston study assessing the impact of vehicle electrification on air quality and public health.

Titled “Air quality and health co-benefits of vehicle electrification and emission controls in the most populated United States urban hubs: insights from New York, Los Angeles, Chicago and Houston,” the study looked at changes in air pollution, specifically PM2.5 and ozone levels in these major U.S. cities under different electrification scenarios. The work was published in the journal Science of the Total Environment .

The study found that by switching to electric vehicles Houston could prevent 157 premature deaths each month, while New York and Chicago could see even greater benefits – avoiding 796 and 328 premature deaths per month, respectively. In Los Angeles, a scenario with a 29% EV share for light-duty vehicles could save 104 lives each month but full electrification could increase mortality in Los Angeles due to higher PM2.5 and ozone levels.

“Our findings indicate vehicle electrification generally contributes to reducing greenhouse gas emissions, improving air quality, and lowering the mortality rate associated with exposure to toxic air pollutants,” said the first author of the paper Ali Mousavinezhad, who earned a Ph.D. from the Department of Earth and Atmospheric Sciences of UH’s College of Natural Sciences and Mathematics this year.

“However, due to the complex atmospheric chemistry and unique meteorological and geographical conditions of Los Angeles, complete electrification might lead to increased concentrations of secondary aerosols, potentially causing adverse impacts on human health and the economy by raising mortality rates,” he added. “This underscores the need for region-specific environmental regulations.”

In the full electrification, also known as the FullE, scenario PM2.5 levels—tiny particles that can harm our lungs—dropped by up to 2.29 μg/m³ in many areas. Surprisingly, parts of eastern Los Angeles saw PM2.5 levels rise by up to 0.67 μg/m³. This was due to an increase in secondary organic aerosols, caused by changes in nitrogen oxides and volatile organic compounds dynamics, and a spike in hydroxyl radical concentrations.

The unique weather and geography in and around Los Angeles, including a mountain range to the east, can trap air pollutants in downwind areas. This can lead to higher concentrations of pollution.

The study also found significant reductions in nitrogen oxides and maximum daily average 8-hour ozone levels in the FullE scenario, with drops to 14.00-32.34 parts per billion and 2.58-9.58 ppb, respectively. However, some areas experienced increases in MDA8 ozone, highlighting the complexity of air quality management.

Economically, the FullE scenario promises significant health-related savings, ranging from $51 million to $249 million per day for New York, Chicago, and Houston. Conversely, Los Angeles could face economic losses up to $18 million per day.

“The four largest U.S. cities have distinct anthropogenic sources of air pollutants and greenhouse gases, “said Yunsoo Choi, corresponding author and professor of atmospheric chemistry, AI deep learning, air quality modeling and satellite remote sensing. “Each city requires unique regulations or strategies, including different scenarios for the adoption of electric vehicles, to reduce concentrations of these pollutants and greenhouse gases effectively.”

The overall impact on air quality is a more complex undertaking than many realize. Estimating future scenarios related to electric vehicles and changes in other sources – such as industry, residential areas, biogenic emissions, oceanic emissions, and others – contribute to this complexity.

However, both Choi and Ali see a lot of opportunity in the current push for electrification of the transportation sector.

“In the future, we anticipate an increase in the number of electric vehicles on the road, which will help reduce the emissions of air pollutants and greenhouse gases from vehicle tailpipes. By considering the expected percentage of electric vehicles in the future, we can estimate the impact of these changes on air pollutant and greenhouse gas concentrations, which ultimately affect human health,” Choi said.

This study shows that there is no one-size-fits-all solution. Effective and nuanced air quality management is crucial to a cleaner, healthier world. “The findings of this study will assist policymakers in tailoring their regulations to the specific characteristics of different regions to enhance quality of life,” Ali said.

As America and the world move towards a greener future with electric vehicles, these findings underscore the need for a balanced and thoughtful approach to ensure both environmental and public health benefits are fully realized.

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May 22, 2024

The Neural Basis of Human Creativity

University of Houston neuroscientist Jose Luis Contreras-Vidal, the pioneer of brain-machine interfaces, has been invited to speak and present emergent research on brain computer interfacing and artificial intelligence at the United Nations AI for Good Global Summit.

May 21, 2024

University of Houston Graduate Students Selected for Prestigious U.S. Dept. of Energy Program

The U.S. Department of Energy (DOE) Office of Science has chosen three University of Houston graduate students for its prestigious graduate research program. UH doctoral candidates Farzana Likhi, Caleb Broodo and Leonard Jiang were among 86 students from 31 states selected for Office of Science Graduate Student Research (SCGSR) program which provides world-class training and access to state-of-the-art facilities and resources at DOE national laboratories.

May 15, 2024

With $5M NASA Grant, University of Houston to Open Aerospace Engineering Research Center

With a multi-million-dollar grant from NASA, the University of Houston will open an aerospace engineering research center to extend human presence on the moon and Mars for sustainable, long-term space exploration, development and utilization.

/images/cornell/logo35pt_cornell_white.svg" alt="university of york phd opportunities"> Cornell University --> Graduate School

2023 summer success symposium, august 15, 2023 | 10 a.m.-3:30 p.m. et | g10 biotechnology building, 10-10:15 a.m. et, 10:15-10:30 a.m. et, welcoming remarks.

Speaker:  Sara Xayarath Hernández, Associate Dean for Inclusion and Student & Faculty Engagement, Graduate School

10:30 a.m.-12 p.m. ET

Opening plenary session – navigating mentoring relationships: challenges, opportunities, & considerations.

Speaker:  Steve Desir, Ph.D., Director of Professional Learning & Organizational Development, Consortium for Equity in Graduate Education, and Assistant Professor of Research, Rossier School of Education, University of Southern California  

Session Summary

Student-faculty mentoring relationships can play a pivotal role in shaping the academic and career trajectories of graduate students. Strong mentoring relationships are dynamic, collaborative, student-centered, and developmental, and they require ongoing dialogue between students and their faculty mentors about what works and is not working in the mentoring relationship. In this keynote, through dialogue, vignettes, and activities, we will engage in self-reflection and develop tools and strategies for navigating the student-faculty mentoring relationship.

About Dr. Steve Desir

12-12:30 p.m. ET

Boxed lunch, 12:30-2 p.m. et, alumni keynote session – mentorship: why it is important now and how it sets the course for a successful future.

Speaker:  Coalton Bennett, Ph.D. ’10, Patent Agent, McCarter & Fish

The graduate school experience should be a period in your life in which you have the opportunity to explore and develop different ideas, learn about different areas of research that you think might develop into your dissertation, and hopefully learn even more about areas that you are unfamiliar with or that you think you might not be so interested in. During your tenure as a graduate student, you should try to explore different research topics and develop those interests into well-defined projects that ultimately culminate into a dissertation that is uniquely your own and helps advance the corresponding field(s) of research. While graduate school should afford you this opportunity, sometimes it’s not as straightforward and ideal as one might envision it to be. During this session, Dr. Bennett will share thoughts on how best to navigate the process of identifying what it is that you want to work on and why mentorship is so important in helping you achieve what you set out to accomplish as a graduate student.

About Dr. Coalton Bennett

Prior to becoming a patent agent, Dr. Bennett was a member of the technical staff at the Massachusetts Institute of Technology (MIT) Lincoln Laboratory, where he developed networking protocols for wireless handsets. Dr. Bennet earned his Ph.D. and M.S. in electrical engineering in 2010 from Cornell University and his B.S. in electrical engineering from Howard University.   

2-2:15 p.m. ET

2:15-3:30 p.m. et, mastering your transition into & progression through graduate school  .

During this panel discussion with continuing doctoral students from across the disciplines, panelists candidly discussed their experiences and strategies for making a successful transition into graduate school. They also shared insights on their experiences navigating their ongoing progression through their graduate studies and their exploration and preparation for various postgraduate career pathways.

 Moderator: Drea Darby, Ph.D. Candidate, Entomology

Alan Mata, Ph.D. Student, Entomology

Alex   Pasqualini, Ph.D. Candidate, Music 

Dante King, Ph.D. Student, Classics

Helen Stec, Ph.D. Student, Neurobiology and Behavior

Kaitlin Diggins, Ph.D. Student, Plant Pathology and Plant Microbe Biology

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Newly Admitted Graduate Students

You earned a seat at UB because of your potential—to develop your future, to help shape UB, and to contribute your unique gifts to the world. From the extraordinary pool of talented students who applied this year, in the end, we were looking for you. We are so excited to welcome you to UB!

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With deep and decades-long leadership in artificial intelligence and data science, the University at Buffalo is home to Empire AI, a $400 million consortium that will put New York State at the forefront of the AI revolution .

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Kyle Weeks Biomedical engineering student

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Talented. Passionate. Diverse. Creative. Driven. These are just a few words that describe our newly admitted students, and you’re one of them. You earned a seat at UB because of your potential—to develop your future, to help shape UB, and to contribute your unique gifts to our larger society. This is UB’s tradition of excellence, and we’re so proud that you’re part of it.

Now, it’s time to officially become a UB graduate student. Follow these important steps.

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Program Overview

How to apply, start your antioch journey, ms in allied health, join the growing field of allied health.

As the healthcare sector expands, the need for competent allied health professionals has never been greater. Antioch University’s graduate program in Allied Health is tailored to educate health professionals in evidence-based practices essential for patient care, disease prevention, and wellness for optimum health. Our program ensures you become a competent and compassionate leader, capable of making a significant impact in the health and wellness sector. Advance your career with administration and management skills to support healthcare systems in a variety of settings. With options to specialize in Healthcare Administration or Exercise & Health Science, Antioch equips you to lead and innovate in your chosen field while preparing students to transform healthcare through a lens of social justice.

With a Master of Science in Allied Health (MSAH) at Antioch University, you’ll develop the administrative and critical thinking skills necessary to manage, communicate, and lead effectively in a profession that is in high demand. The online MSAH program deepens critical thinking skills, enhances data analysis capabilities, and is ideal for those aspiring to leadership roles within educational institutions, hospitals, and community health centers. Gain the cultural sensitivity, communication skills, and confidence you need to thrive as an industry leader.

Antioch’s MSAH degree is designed to build on your existing practical knowledge while offering opportunities for significant professional growth. You’ll benefit from a flexible learning environment that accommodates your personal schedule through online learning. Engage with a diverse group of peers in a virtual classroom setting, enriching your educational experience. 

This program comes to Antioch as a result of our partnership with Otterbein University. It leverages Otterbein University’s academic excellence, leadership, and success in its health and wellness graduate program and Antioch University’s expertise in teaching graduate programs that foster social justice. The result is an education that will prepare health and wellness leaders to address and solve issues of health disparity and inequity.

Concentrations

In addition to core courses, students select a concentration aligned with their passions or career goals. Concentrations consist of two 3-credit advanced practice content courses and one elective.

• Exercise and Health Science
• Healthcare Administration

Length of Program

30 credit hours

Master of Science in Allied Health Core Curriculum

The core courses will equip students with advanced leadership skills to advance their knowledge related to leadership, ethical and advocacy issues, and a foundation to plan and evaluate programming within their respective Allied Health areas.

• Allied Healthcare Administration
• Evidence-Based Practice
• Leadership & Advocacy in Policy and Healthcare
• Research Design
• Program Planning & Evaluation

Career Opportunities with an Advanced Degree in Allied Health

• Sports and Fitness Manager
• Health and Wellness Coach
• Community Health Director
• Corporate Wellness
• Practice Manager
• Medical and Health Services Manager
• Clinical Director
• Healthcare Executive

Change lives. Start with your own.

Tell us a little about yourself, and an Admissions Counselor will reach out to you to talk through your options:

• Stories to Celebrate Pride Month at Antioch
• Board Hellos and Goodbyes
• Cool Course: Latinx/e Theories & Clinical Practice
• Personal Essay – Describe your personal goals and how your experience relates to your pursuit of this degree
• Two letters of recommendation (required), from people who are in a position to evaluate your professional (e.g., supervisor, colleague) or academic (e.g., faculty) work. The person making the recommendation cannot be related to you.
• Professional resume
• Submit official transcripts from all colleges or universities where you earned a degree or certificate. A cumulative GPA of 3.0 or higher is required. Official GRE scores can be submitted if the undergraduate GPA is below 3.0. You must have earned a four-year degree from a regionally accredited college or university. Email to [email protected] or mail to: Antioch University, Admissions Office, 900 Dayton Street, Yellow Springs, Ohio 45387
• There are additional requirements for International applicants and applicants without a Bachelor’s degree.
• Note: Applicants may be invited to a personal interview at the discretion of the Program Director, conducted via Zoom.

All application materials submitted become part of an applicant’s file and cannot be returned.

If you have any questions during the process, please do not hesitate to contact us at [email protected] . Our faculty and staff are here to assist you throughout the application process.

Many students finance their education through some form of financial aid. You may not be sure which federal, state, public, and private aid packages – such as loans, scholarships, and grants – are right for you. Our staff is here to help you so you can focus on what’s most important: beginning your academic program.

Antioch University is proud to partner with several schools and employers to offer scholarships and/or special educational benefits to employees, students, and alumni of select partner institutions. To learn more about these scholarships and to find out if you are eligible, talk with Admissions.

Take your next step – talk to our admissions team to find the right program for you.