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Psychology Graduate Program
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The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science. We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets the requirements for licensure in Massachusetts, accreditation requirements of the American Psychological Association (APA; Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242, apaaccred.org , Tel. [202] 336-5979), and accreditation requirements of the Psychological Clinical Science Accreditation System (PCSAS). PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays.
Requirements
Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs. In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).
Students in the clinical psychology program are required to take the following courses:
- PSY 3900 Professional Ethics
- PSY 2445 Psychotherapy Research
- PSY 2070 Psychometric Theory and Method Using R
- PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
- PSY 3250 Psychological Testing
- PSY 2050 History of Psychology
- PSY 1951 Intermediate Quantitative Methods
- PSY 1952 Multivariate Analysis in Psychology
- PSY 2040 Contemporary Topics in Psychopathology
- PSY 2460 Diagnostic Interviewing
- PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders
Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project: Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project: Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam: A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus: A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense: Ordinarily this would be completed by the end of the fourth year. Clinical internship: Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.
Credit for Prior Graduate Work
A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available online .
No more than the equivalent of eight half-courses may be so counted for the PhD.
An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted.
Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.
Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.
Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.
Student Admissions, Outcomes, and other data
1. Time to Completion
Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.
2. Program Costs
3. Internships
4. Attrition
5. Licensure
Standard Financial Aid Award, Students Entering 2023
The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.
Year 1 (2023-24) and Year 2 (2024- 25) Tuition & Health Fees: Paid in Full Academic Year Stipend: $35,700 (10 months) Summer Research Award: $7,140 (2 months)
Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees: Paid in Full Living Expenses: $35,700 (Teaching Fellowship plus supplement, if eligible) Summer Research Award: $7,140 (2 months)
Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees: Paid in Full
Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees: Paid in Full Stipend for Living Expenses: $35,700
The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.
In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.
The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.
GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.
For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).
Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.
Psychology students are eligible to apply for generous research and travel grants from the Department.
The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.
Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail: [email protected] www.apa.org/ed/accreditation
The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at: [email protected] .
- Clinical Internship Allowance
Harvard Clinical Psychology Student Handbook
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Curriculum & Coursework
Research dissertation, areas of specialization.
- Behavioral Economics
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- Economic Theory
- Economics of Organization
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Fanele Mashwama
Sagar Saxena
“ HBS is the ideal environment because I get to think about the world like an economist, but I have the freedom and resources to draw on methods from other disciplines as I study market design and industrial organization. ”
Current Harvard Economics Faculty
- Pol Antràs
- Robert Barro
- Emily Breza
- John Y. Campbell
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- Gabriel Chodorow-Reich
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- Benjamin Enke
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- Roland G. Fryer, Jr.
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- Jeremy Stein
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- Elie Tamer
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Current HBS Faculty
- Laura Alfaro
- Samuel B. Antill
- Brian K. Baik
- Malcolm P. Baker
- John Beshears
- Katherine B. Coffman
- Lauren H. Cohen
- Shawn A. Cole
- Joshua D. Coval
- Mihir A. Desai
- Mark L. Egan
- Benjamin C. Esty
- C. Fritz Foley
- Stuart C. Gilson
- Paul A. Gompers
- Jerry R. Green
- Shane M. Greenstein
- Robin Greenwood
- Brian J. Hall
- Samuel G. Hanson
- Victoria Ivashina
- Ebehi Iyoha
- Robert S. Kaplan
- William R. Kerr
- Scott Duke Kominers
- Jacqueline Ng Lane
- Josh Lerner
- Alexander J. MacKay
- Edward McFowland III
- David A. Moss
- Ramana Nanda
- Matthew Rabin
- Forest L. Reinhardt
- Raffaella Sadun
- William A. Sahlman
- David S. Scharfstein
- Joshua R. Schwartzstein
- Arthur I Segel
- Emil N. Siriwardane
- Adi Sunderam
- Boris Vallee
- Luis M. Viceira
- Matthew C. Weinzierl
- Dennis A. Yao
Current Business Economics Students
- Maxim Alekseev
- Sage Belz
- Fiona Chen
- Cameron Cohen
- Jorge Colmenares
- Terry Culpepper
- Songyuan Ding
- Jo Ellery
- Simon Essig Aberg
- Toren Fronsdal
- Jacob Furst
- Jeffrey Gortmaker
- Shlok Goyal
- Helene Hall
- Ruru (Juan Ru) Hoong
- Catherine Huang
- Baiyun Jing
- Nathan Kaplan
- Justin Katz
- Lev Klarnet
- Shira Li
- Alex Magnuson
- Fanele Mashwama
- Marcela Mello
- Laura Nicolae
- Lauren Rice
- Maya Roy
- Dominic Russel
- Claire Shi
- Wilbur Townsend
- Jennifer Walsh
- Andi Wang
- Alex Wu
- Jeffrey Yang
- Jennifer Zou
Current HBS Faculty & Students by Interest
Recent placement, martin aragoneses, 2024, angela ma, 2024, john conlon, 2023, erica moszkowski, 2023, ran zhuo, 2023, matthew lilley, 2022, david zhang, 2022, karen shen, 2021, ravi jagadeesan, 2020, vitaly bord, 2019, weiling liu, 2019, michael blank, 2024, kunal sangani, 2024, spencer yongwook kwon, 2023, daniel ramos, 2023, francesca bastianello, 2022, frank pinter, 2022, andreas schaab, 2021, edoardo maria acabbi, 2020, michael thaler, 2020, oren danieli, 2019, janelle schlossberger, 2019, jiafeng (kevin) chen, 2024, hanbin yang, 2024, robert minton, 2023, sagar saxena, 2023, talia b. gillis, 2022, ron yang, 2022, gregor schubert, 2021, xiang ding, 2020, christopher anderson, 2019, yizhou jin, 2019.
PhD Program Requirements
- Introduction
Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.
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In addition to the common degree requirements expected of Harvard Griffin GSAS students, students must meet additional requirements specified by their department or program. This section provides additional degree requirements by academic program.
CONTACT INFO
Academic programs, explore events.
PhD in Social Policy
In this section.
- Current Students
- PhD Student Life
- Degree Requirements
- What We Look For
The joint PhD Programs in Social Policy combine the disciplinary depth of a PhD in political science or sociology with multidisciplinary perspectives and problem-driven research on questions of social policy.
As a joint venture between the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences' Government and Sociology departments and Harvard Kennedy School, the program is designed for students like you who have broad interests in social policy problems and solutions, spanning topics such as:
- Economic inequality
- Wealth distribution (including high-end wealth accumulation)
- Race and ethnicity
- Poverty and social mobility
- Family dynamics
- Workplace inequities
- Health disparities
- Crime and criminal punishment
- Immigration
- Local politics, neighborhoods, and segregation
- Educational access and inequality
- Political participation and political inequality
The “discipline-plus” model
The PhD Programs in Social Policy are grounded by a “discipline-plus” structure. You will build a strong foundation in either political science or sociology before embarking on a sequence of multidisciplinary seminars and advanced research in social policy—all of which will focus primarily on the United States and Western Europe.
Research at the core
The joint PhD Programs in Social Policy are targeted toward producing scholars whose research puts them at the forefront of studying key problems in social policy. The skills and cross-disciplinary insights you develop will allow you to identify important unanswered questions and create research strategies that improve our understanding of social problems.
Graduates of the joint PhD Programs in Social Policy leave the program well equipped to pursue careers in leading political science or sociology departments, public policy schools, law schools, think tanks, nonprofit organizations, and in the public sector.
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- The A.R.T. Institute at Harvard University
- Transcript/ Employment
The A.R.T. Institute for Advanced Theater Training at Harvard University was established in 1987 as a training ground for professional theater. A two-year, graduate-level program, the Institute was created with an understanding that students can best prepare for a life in the performing arts by immersing themselves in the work of a professional theater, and by studying with faculty who are practicing theater artists.
Over the past three decades, graduates of the Institute have become leaders in the arts. Graduates of the acting program have performed on Broadway, Off-Broadway, and at theaters around the country, while also appearing in feature films and as series regulars on numerous television shows. Graduates of the dramaturgy program serve as dramaturgs, literary managers, theater critics, and artistic directors in this country and abroad. Graduates of the voice pedagogy program teach at top American universities.
In 1998, the Institute formed a historic partnership with the Moscow Art Theater School. The birthplace of the Stanislavsky System and the artistic home of the playwright Anton Chekhov, the Moscow Art Theater (MXAT) is one of Europe’s leading companies. The partnership with MXAT has given Institute students the opportunity to train with leading Russian actors, directors, choreographers, historians, and critics, and to be immersed in one of Europe’s most vibrant theater capitals.
At this time, the Institute is on hiatus in order to explore new models of training and is currently not accepting students.
Transcript Request/ Employment Verification
Please contact us at [email protected] with your full name and year of graduation to request Institute transcripts, arrange for employment verification, or for more information. You will receive a response and further instructions in a timely manner.
A.R.T. Institute Alumni
Graduates of the A.R.T. Institute have entered their respective industries with a far-reaching intellectual curiosity, a diligent sense of professionalism, and an extensive set of practical skills. Having garnered experience from their training abroad, their coursework stateside, and their collaboration alongside industry professionals, students have left the Institute prepared for the wide variety of work in today’s American and international theater.
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University Rankings
Times higher education, world university rankings.
The World University Rankings published by Times Higher Education is an annual ranking of higher education institutions. Every year, this list shows you which universities achieved high scores in the global rankings, helping students just like you decide where they ought to study if they want to attend one of the top universities in the world.
Ranked Universities on PhDPortal
Universities | Location | 2024 | 2023 | 2022 |
---|---|---|---|---|
, ENG, | 1 | 1 | 1 | |
, CA, | 2 | 3 | 4 | |
, CA, | 2 | 3 | 4 | |
, MA, | 3 | 5 | 5 | |
, MA, | 4 | 2 | 2 | |
, MA, | 4 | 2 | 2 | |
, MA, | 4 | 2 | 2 | |
, ENG, | 5 | 3 | 5 | |
, NJ, | 6 | 7 | 7 | |
, CA, | 7 | 6 | 2 | |
, ENG, | 8 | 10 | 12 | |
, CA, | 9 | 8 | 8 | |
, CT, | 10 | 9 | 9 | |
, | 11 | 11 | 15 | |
, | 12 | 16 | 16 | |
, IL, | 13 | 13 | 10 | |
, | 14 | 17 | 16 | |
, MD, | 15 | 15 | 13 | |
, PA, | 16 | 14 | 13 | |
, NY, | 17 | 11 | 11 | |
, NY, | 17 | 11 | 11 | |
, CA, | 18 | 21 | 20 | |
, | 19 | 19 | 21 | |
, NY, | 20 | 20 | 22 | |
, | 21 | 18 | 18 | |
, ENG, | 22 | 22 | 18 | |
, MI, | 23 | 23 | 24 | |
, PA, | 24 | 28 | 28 | |
, WA, | 25 | 26 | 29 | |
, NC, | 26 | 25 | 23 | |
, NY, | 27 | 24 | 26 | |
, IL, | 28 | 26 | 24 | |
, | 29 | 39 | 35 | |
, | 30 | 30 | 38 | |
, SCT, | 30 | 29 | 30 | |
, | 32 | 36 | 46 | |
, | 33 | 41 | 40 | |
, CA, | 34 | 32 | 34 | |
, | 35 | 31 | 30 | |
, GA, | 36 | 38 | 45 | |
, 07, | 37 | 34 | 33 | |
, ENG, | 38 | 35 | 35 | |
, | 38 | 33 | 32 | |
, | 40 | 47 | 40 | |
, | 41 | 40 | 37 | |
, IL, | 42 | 48 | 48 | |
, | 43 | 52 | 84 | |
, | 44 | 51 | 60 | |
, | 45 | 42 | 42 | |
Flanders Business School | , | 45 | 42 | 42 |
, ENG, | 46 | 37 | 27 | |
, | 47 | 43 | 42 | |
, | 48 | 70 | 75 | |
, | 49 | 46 | 44 | |
, | 50 | 49 | 39 | |
, ENG, | 51 | 54 | 50 | |
, TX, | 52 | 50 | 47 | |
, | 53 | 45 | 49 | |
, 07, | 54 | 44 | 57 | |
, | 55 | 67 | 75 | |
, | 55 | 68 | 61 | |
, | 57 | 74 | 88 | |
, | 58 | 93 | 117 | |
, CA, | 59 | 63 | 67 | |
, 02, | 60 | 54 | 58 | |
, | 61 | 60 | 65 | |
, | 62 | 56 | 54 | |
, WI, | 63 | 81 | 58 | |
, | 64 | 59 | 53 | |
, RI, | 64 | 61 | 64 | |
, | 64 | 58 | 66 | |
, 01, | 67 | 62 | 54 | |
, MO, | 68 | 57 | 51 | |
, CA, | 69 | 64 | 68 | |
, 04, | 70 | 53 | 54 | |
, | 71 | 95 | 91 | |
, | 71 | 95 | 91 | |
, | 71 | 95 | 91 | |
, | 71 | 95 | 91 | |
, | 71 | 95 | 91 | |
, NC, | 72 | 69 | 52 | |
, | 73 | 95 | 105 | |
, CA, | 74 | 65 | 63 | |
, | 75 | 90 | 88 | |
, | 76 | 78 | 151 | |
, | 77 | 77 | 71 | |
, MA, | 78 | 71 | 62 | |
, | 79 | 75 | 80 | |
, | 80 | 82 | 75 | |
, ENG, | 81 | 76 | 92 | |
, | 82 | 99 | 151 | |
, | 83 | 91 | 99 | |
, 02, | 84 | 71 | 70 | |
, MN, | 85 | 101 | 86 | |
, IN, | 86 | 127 | 105 | |
, | 87 | 86 | 74 | |
, SCT, | 87 | 82 | 86 | |
, | 87 | 79 | 91 | |
, | 87 | 79 | 91 | |
, | 90 | 99 | 108 | |
, | 90 | 99 | 108 | |
, | 91 | 89 | 112 | |
, TN, | 92 | 98 | 113 | |
, CA, | 92 | 95 | 98 | |
, | 94 | 73 | 73 | |
, | 95 | 86 | 78 | |
, | 95 | 163 | 158 | |
, | 97 | 155 | 201 | |
, ENG, | 97 | 108 | 124 | |
, | 99 | 80 | 72 | |
, OH, | 99 | 112 | 85 | |
, | 99 | 80 | 72 | |
, ENG, | 101 | 108 | 105 | |
, ENG, | 101 | 108 | 105 | |
, | 101 | 108 | 105 | |
, | 102 | 91 | 83 | |
, | 102 | 91 | 83 | |
, | 103 | 114 | 96 | |
, | 103 | 85 | 80 | |
, ENG, | 105 | 114 | 110 | |
, | 106 | 119 | 116 | |
, ENG, | 106 | 104 | 78 | |
, ENG, | 106 | 104 | 78 | |
, GA, | 106 | 82 | 82 | |
, | 109 | 117 | 104 | |
, | 109 | 118 | 125 | |
, | 111 | 119 | 119 | |
, 05, | 111 | 88 | 111 | |
, | 111 | 111 | 88 | |
, MD, | 114 | 104 | 93 | |
, | 115 | 107 | 96 | |
, | 116 | 94 | 101 | |
, MI, | 116 | 106 | 93 | |
, TX, | 118 | 181 | 193 | |
, | 119 | 124 | 137 | |
, TX, | 119 | 147 | 136 | |
, | 121 | 110 | 101 | |
, PA, | 122 | 151 | 119 | |
, | 123 | 101 | 103 | |
, MA, | 123 | 191 | 201 | |
, MA, | 123 | 191 | 201 | |
, MA, | 123 | 191 | 201 | |
, MA, | 123 | 191 | 201 | |
, TN, | 123 | 191 | 201 | |
, | 125 | 121 | 115 | |
, | 126 | 166 | 185 | |
, | 127 | 126 | 119 | |
, | 128 | 113 | 108 | |
, ENG, | 129 | 128 | 127 | |
, ENG, | 130 | 130 | 141 | |
, | 130 | 201 | 201 | |
, FL, | 132 | 151 | 154 | |
, NY, | 133 | 154 | 142 | |
, | 134 | 161 | 146 | |
, ENG, | 135 | 124 | 117 | |
, | 136 | 128 | 132 | |
, | 136 | 156 | 139 | |
, | 138 | 145 | 127 | |
, | 138 | 145 | 127 | |
, CO, | 138 | 148 | 158 | |
, | 138 | 145 | 127 | |
, | 140 | 148 | 131 | |
, | 140 | 139 | 132 | |
, | 140 | 189 | 180 | |
, | 143 | 135 | 176 | |
, 08, | 143 | 131 | 132 | |
, PA, | 145 | 144 | 140 | |
, | 145 | 170 | 122 | |
, ENG, | 147 | 139 | 169 | |
, 02, | 148 | 133 | 143 | |
, | 149 | 163 | 185 | |
, | 150 | 139 | 137 | |
, | 150 | 196 | 401 | |
, | 152 | 182 | 193 | |
, | 152 | 114 | 155 | |
, | 152 | 187 | 113 | |
, ENG, | 155 | 122 | 122 | |
, | 155 | 161 | 172 | |
, AZ, | 155 | 180 | 150 | |
, | 158 | 201 | 201 | |
, | 158 | 176 | 181 | |
, | 160 | 146 | 172 | |
, | 161 | 156 | 172 | |
, | 161 | 131 | 143 | |
, NH, | 161 | 123 | 99 | |
, OH, | 164 | 134 | 126 | |
, | 164 | 173 | 157 | |
, VA, | 166 | 156 | 127 | |
, | 167 | 160 | 183 | |
, | 168 | 201 | 201 | |
, ENG, | 168 | 139 | 146 | |
, ENG, | 168 | 176 | 178 | |
, | 168 | 170 | 158 | |
, | 168 | 183 | 197 | |
, | 168 | 351 | 501 | |
, ENG, | 168 | 176 | 178 | |
, ENG, | 174 | 198 | 162 | |
, | 175 | 139 | 165 | |
, | 175 | 251 | 301 | |
, ENG, | 177 | 137 | 143 | |
, | 177 | 251 | 251 | |
, | 177 | 137 | 162 | |
, 02, | 180 | 175 | 192 | |
, | 181 | 201 | 197 | |
, AZ, | 182 | 156 | 132 | |
, | 183 | 201 | 197 | |
, | 184 | 251 | 201 | |
, | 184 | 251 | 201 | |
, | 185 | 176 | 176 | |
, | 185 | 251 | 301 | |
, | 187 | 179 | 146 | |
, | 187 | 179 | 146 | |
, DC, | 187 | 136 | 130 | |
, | 189 | 251 | 251 | |
, WLS, | 190 | 187 | 189 | |
, MA, | 191 | 151 | 172 | |
, | 191 | 301 | 301 | |
, | 193 | 196 | 197 | |
, | 193 | 148 | 146 | |
, SCT, | 193 | 201 | 201 | |
, | 193 | 185 | 201 | |
, | 193 | 201 | 201 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 198 | 170 | 167 | |
, IN, | 199 | 201 | 183 | |
, 04, | 199 | 201 | 193 | |
, | 199 | 174 | 178 | |
, | 201 | 201 | 201 | |
, | 201 | 201 | 185 | |
, | 201 | 183 | 170 | |
, | 201 | 251 | 301 | |
, | 201 | 201 | 251 | |
, | 201 | 251 | 201 | |
, | 201 | 201 | 251 | |
, ENG, | 201 | 163 | 185 | |
, ENG, | 201 | 198 | 201 | |
, | 201 | 186 | 156 | |
, ENG, | 201 | 201 | 151 | |
, | 201 | 251 | 201 | |
, | 201 | 201 | 251 | |
, NIR, | 201 | 198 | 201 | |
, | 201 | 201 | 201 | |
, | 201 | 189 | 201 | |
, | 201 | 201 | 201 | |
, | 201 | 301 | 351 | |
, | 201 | 201 | 201 | |
, | 201 | 301 | 351 | |
, SCT, | 201 | 192 | 158 | |
, | 201 | 168 | 196 | |
, | 201 | 201 | 201 | |
, | 201 | 194 | 201 | |
, 02, | 201 | 201 | 251 | |
, MA, | 201 | 168 | 168 | |
, UT, | 201 | 251 | 251 | |
, CA, | 201 | 192 | 201 | |
, 08, | 201 | 201 | 251 | |
, 02, | 201 | 201 | 201 | |
, 07, | 201 | 301 | 301 | |
, DC, | 201 | 201 | 201 | |
, | 201 | 201 | 201 | |
, IL, | 201 | 251 | 301 | |
, FL, | 201 | 194 | 201 | |
, IA, | 201 | 301 | 251 | |
, | 201 | 301 | 351 | |
, | 201 | 251 | 301 | |
, | 201 | 201 | 351 | |
, HI, | 201 | 251 | 251 | |
, | 201 | 201 | 201 | |
, | 201 | 251 | 251 | |
, | 201 | 201 | 201 | |
, NJ, | 201 | 201 | 190 | |
, FL, | 201 | 194 | - | |
, | 201 | 201 | 201 | |
, | 201 | 401 | 401 | |
, ENG, | 201 | 168 | 168 | |
, 07, | 201 | 301 | 301 | |
, | 201 | 201 | 201 | |
, FL, | 201 | 194 | - | |
, | 201 | 301 | - | |
, ENG, | 201 | 163 | 185 | |
, | 201 | 251 | 201 | |
, | 201 | 166 | 162 | |
, | 201 | 201 | 201 | |
, | 201 | 201 | - | |
, ENG, | 201 | 201 | - | |
, | 251 | 251 | 251 | |
, | 251 | 201 | 201 | |
, | 251 | 301 | 251 | |
, | 251 | 301 | 301 | |
, | 251 | 301 | 301 | |
, | 251 | 251 | 251 | |
, ENG, | 251 | 201 | 182 | |
, WLS, | 251 | 251 | 251 | |
, | 251 | 301 | 251 | |
, | 251 | 251 | 251 | |
, ENG, | 251 | 201 | 201 | |
, | 251 | 201 | 301 | |
, | 251 | 201 | 197 | |
, | 251 | 401 | 401 | |
, ENG, | 251 | 251 | 201 | |
, | 251 | 201 | 201 | |
, | 251 | 301 | 301 | |
, ENG, | 251 | 351 | 351 | |
, | 251 | 251 | 301 | |
, | 251 | 251 | 251 | |
, | 251 | 301 | 301 | |
, 07, | 251 | 251 | 251 | |
, | 251 | 251 | 201 | |
, 07, | 251 | 251 | 201 | |
, FL, | 251 | 201 | 201 | |
, MA, | 251 | 301 | 251 | |
, CA, | 251 | 251 | 251 | |
, 07, | 251 | 301 | 301 | |
, MA, | 251 | 251 | 251 | |
, FL, | 251 | 301 | 251 | |
, 04, | 251 | 251 | 201 | |
, 06, | 251 | 301 | 301 | |
, VA, | 251 | 251 | 251 | |
, NC, | 251 | 351 | 301 | |
, | 251 | 501 | 401 | |
, | 251 | 251 | 251 | |
, NY, | 251 | 301 | 301 | |
, | 251 | 351 | 351 | |
, | 251 | 101 | 190 | |
, | 251 | 401 | 401 | |
, | 251 | 351 | 301 | |
, | 251 | 251 | 251 | |
, | 251 | 201 | 301 | |
, | 251 | 501 | 601 | |
, | 251 | 201 | 201 | |
, | 251 | 201 | 251 | |
, | 251 | 251 | 251 | |
, | 251 | 201 | 201 | |
Loughborough University London | , ENG, | 251 | 351 | 351 |
, | 251 | 201 | 251 | |
, | 251 | 251 | 251 | |
, | 251 | 201 | - | |
RCSI Institute of Leadership | , | 251 | 201 | 201 |
, ENG, | 251 | 251 | 201 | |
, 07, | 251 | 251 | - | |
, | 301 | 401 | 401 | |
, | 301 | 351 | 351 | |
, | 301 | 251 | 251 | |
, | 301 | 201 | 251 | |
, | 301 | 351 | 301 | |
, | 301 | 301 | 251 | |
, SCT, | 301 | 401 | 401 | |
, | 301 | 351 | 351 | |
, ENG, | 301 | 351 | 351 | |
, SCT, | 301 | 201 | 201 | |
, | 301 | 351 | 351 | |
, | 301 | - | - | |
, | 301 | 401 | 401 | |
, | 301 | 401 | 351 | |
, ENG, | 301 | 301 | 301 | |
, | 301 | 251 | 351 | |
, | 301 | 251 | 201 | |
, | 301 | 251 | 251 | |
, | 301 | 351 | 301 | |
, | 301 | 301 | 351 | |
, ENG, | 301 | 201 | 201 | |
, | 301 | 301 | 301 | |
, | 301 | 251 | 301 | |
, WA, | 301 | 351 | 351 | |
, PA, | 301 | 301 | 351 | |
, | 301 | 301 | 201 | |
, | 301 | 301 | 251 | |
, 05, | 301 | 301 | 251 | |
, 02, | 301 | 201 | 201 | |
, | 301 | 501 | 501 | |
, | 301 | 351 | 301 | |
, NY, | 301 | 301 | 251 | |
, | 301 | 401 | 401 | |
, TN, | 301 | 301 | 301 | |
, 05, | 301 | 301 | 301 | |
, | 301 | 501 | 501 | |
, OR, | 301 | 251 | 251 | |
, | 301 | 251 | 251 | |
, | 301 | 401 | 501 | |
, | 301 | 501 | 401 | |
, | 301 | 251 | 301 | |
, | 301 | 401 | 351 | |
, | 301 | 401 | 401 | |
, | 301 | 251 | 251 | |
, | 301 | 501 | 501 | |
, SCT, | 301 | 401 | - | |
, | 301 | 251 | 351 | |
, NY, | 301 | 301 | 251 | |
, ENG, | 301 | 301 | 301 | |
, | 301 | 401 | 501 | |
, | 301 | 301 | 251 | |
, | 301 | 301 | 251 | |
, | 351 | 301 | 301 | |
, | 351 | 401 | 351 | |
, | 351 | 401 | 401 | |
, SCT, | 351 | 501 | 501 | |
, | 351 | 501 | 601 | |
, ENG, | 351 | 351 | 351 | |
, | 351 | 401 | 351 | |
, | 351 | 351 | 401 | |
, | 351 | 301 | 351 | |
, | 351 | 401 | 401 | |
, | 351 | 301 | 301 | |
, | 351 | 301 | 301 | |
, | 351 | 301 | 301 | |
, | 351 | 401 | 401 | |
, | 351 | 401 | 501 | |
, | 351 | 401 | 401 | |
, | 351 | 501 | 601 | |
, | 351 | 401 | 501 | |
, | 351 | 301 | 301 | |
, | 351 | 301 | 301 | |
, | 351 | 501 | 401 | |
, ENG, | 351 | 401 | 351 | |
, 04, | 351 | 301 | 401 | |
, 08, | 351 | 351 | 401 | |
, 01, | 351 | 251 | 170 | |
, | 351 | 301 | 301 | |
, | 351 | 401 | 401 | |
, IL, | 351 | 401 | 351 | |
, 04, | 351 | 351 | 251 | |
, 08, | 351 | 401 | 501 | |
, IA, | 351 | 401 | 401 | |
, TX, | 351 | 351 | 351 | |
, | 351 | 501 | 501 | |
, KS, | 351 | 401 | 401 | |
, | 351 | 501 | 501 | |
, | 351 | 301 | 301 | |
, | 351 | 401 | 401 | |
, PA, | 351 | 301 | 301 | |
, | 351 | 351 | 301 | |
, CT, | 351 | 401 | 401 | |
, | 351 | 401 | 501 | |
, | 351 | 501 | 501 | |
, GA, | 351 | 601 | 351 | |
, | 351 | 401 | 351 | |
, | 351 | 601 | 601 | |
, | 351 | 601 | 501 | |
, | 351 | 251 | 401 | |
, | 351 | 501 | 501 | |
, ENG, | 351 | 401 | 351 | |
, 01, | 351 | 251 | 170 | |
, ENG, | 351 | 401 | 351 | |
, | 351 | 401 | 401 | |
, CO, | 351 | 301 | 251 | |
, | 351 | - | - | |
, | 351 | 401 | 401 | |
, | 401 | 401 | 351 | |
, | 401 | 401 | 351 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 401 | |
, | 401 | 501 | 501 | |
, | 401 | 601 | 601 | |
, ENG, | 401 | 351 | 351 | |
, ENG, | 401 | 251 | 351 | |
, | 401 | 351 | 401 | |
, | 401 | 601 | 601 | |
, ENG, | 401 | 401 | 501 | |
, | 401 | 401 | 401 | |
, ENG, | 401 | 501 | 401 | |
, | 401 | 501 | 501 | |
, | 401 | 401 | 401 | |
, | 401 | 501 | 501 | |
, ENG, | 401 | 501 | 601 | |
, | 401 | 501 | 501 | |
, WLS, | 401 | 401 | 401 | |
, SCT, | 401 | 351 | 351 | |
, | 401 | 401 | 401 | |
, | 401 | 401 | 401 | |
, | 401 | 501 | 601 | |
, ENG, | 401 | 501 | 401 | |
, | 401 | 401 | 401 | |
, | 401 | 351 | 351 | |
, | 401 | 601 | 601 | |
, ENG, | 401 | 351 | 401 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 401 | 351 | |
, | 401 | 501 | 501 | |
, | 401 | 401 | 501 | |
, | 401 | 501 | 401 | |
, | 401 | 401 | 501 | |
, | 401 | 501 | 601 | |
, | 401 | 401 | 601 | |
, | 401 | 401 | 401 | |
, ENG, | 401 | 401 | 401 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 351 | 401 | |
, | 401 | 401 | 301 | |
, | 401 | 401 | 401 | |
, ENG, | 401 | 401 | 401 | |
, | 401 | 351 | 351 | |
, 03, | 401 | 351 | 501 | |
, FL, | 401 | 501 | 501 | |
, DE, | 401 | 351 | 301 | |
, SC, | 401 | 501 | 401 | |
, MO, | 401 | 301 | 501 | |
, CO, | 401 | 401 | 351 | |
, NE, | 401 | 401 | 401 | |
, NJ, | 401 | 601 | 501 | |
, NC, | 401 | 351 | 301 | |
, 02, | 401 | 251 | 251 | |
, 04, | 401 | 251 | 501 | |
, 07, | 401 | 501 | 401 | |
, VA, | 401 | 301 | 251 | |
, | 401 | 601 | 601 | |
, GA, | 401 | 401 | 401 | |
, FL, | 401 | 501 | 501 | |
, NJ, | 401 | 501 | 601 | |
, VA, | 401 | 501 | - | |
, NY, | 401 | 401 | 351 | |
, OR, | 401 | - | 351 | |
, FL, | 401 | 601 | 601 | |
, NY, | 401 | 601 | 501 | |
, | 401 | 501 | 501 | |
, KY, | 401 | 501 | 501 | |
, | 401 | 601 | 601 | |
, LA, | 401 | 351 | 401 | |
, | 401 | 401 | 401 | |
, | 401 | 401 | 501 | |
, | 401 | 401 | 401 | |
, | 401 | 351 | 351 | |
University of Kent – Rome School of Classical and Renaissance Studies | , | 401 | 351 | 351 |
, | 401 | 401 | 401 | |
, | 401 | 501 | 351 | |
, | 401 | 251 | 351 | |
, | 401 | 501 | 301 | |
, | 401 | 501 | 501 | |
, MO, | 401 | 601 | 501 | |
, | 401 | 601 | 601 | |
, | 401 | 601 | 601 | |
, | 401 | 401 | 401 | |
, | 401 | 601 | 601 | |
, | 401 | 601 | 601 | |
, MO, | 401 | 501 | 401 | |
, | 401 | 351 | 501 | |
, | 401 | 351 | 351 | |
, | 401 | 301 | 201 | |
, | 401 | 601 | 601 | |
, | 401 | 601 | 601 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 601 | |
, | 401 | 501 | - | |
, | 401 | 251 | 201 | |
, | 401 | 601 | - | |
, | 401 | 301 | 351 | |
, | 401 | 401 | 501 | |
, | 401 | 401 | 601 | |
, CA, | 401 | 301 | 301 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 601 | |
, | 401 | 501 | 501 | |
, | 401 | 251 | 251 | |
, 02, | 401 | 501 | 401 | |
, | 401 | 401 | 401 | |
, | 401 | 501 | 501 | |
, | 401 | 401 | 401 | |
, | 401 | 401 | 501 | |
, | 401 | 401 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 401 | 501 | 501 | |
, | 501 | 401 | 401 | |
, | 501 | 501 | 401 | |
, WLS, | 501 | 501 | 501 | |
, ENG, | 501 | 401 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 401 | |
, | 501 | 501 | 351 | |
, | 501 | 601 | 501 | |
, ENG, | 501 | 301 | 301 | |
, ENG, | 501 | 401 | 401 | |
, ENG, | 501 | 401 | 501 | |
, SCT, | 501 | 401 | 501 | |
, ENG, | 501 | 501 | 501 | |
, | 501 | 401 | 351 | |
, | 501 | 351 | - | |
, | 501 | 401 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 501 | 401 | |
, | 501 | 401 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 501 | 501 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 501 | 601 | |
, ENG, | 501 | 501 | 501 | |
, | 501 | 401 | 601 | |
, ENG, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 501 | - | |
, | 501 | 601 | 601 | |
, | 501 | 501 | 401 | |
, ENG, | 501 | 601 | 601 | |
, | 501 | 501 | 501 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, ENG, | 501 | 501 | 401 | |
, ENG, | 501 | 501 | 601 | |
, | 501 | 501 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 801 | |
, ENG, | 501 | 501 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, 04, | 501 | 601 | 601 | |
, | 501 | 401 | 501 | |
, AL, | 501 | 601 | 601 | |
, 04, | 501 | 601 | 801 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, 04, | 501 | 601 | 601 | |
, OK, | 501 | 401 | - | |
, MI, | 501 | 501 | 401 | |
, TX, | 501 | 601 | 601 | |
, | 501 | 401 | 351 | |
, CO, | 501 | 401 | 401 | |
, AK, | 501 | 401 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 501 | |
, ENG, | 501 | 401 | 401 | |
, | 501 | 601 | 601 | |
, | 501 | 801 | 801 | |
, | 501 | 801 | 601 | |
, | 501 | - | 801 | |
, IL, | 501 | 351 | 301 | |
, TX, | 501 | 601 | 601 | |
, | 501 | 401 | 401 | |
, | 501 | 501 | 501 | |
, | 501 | 351 | 301 | |
, | 501 | 801 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 801 | 801 | |
, NE, | 501 | 401 | 501 | |
, | 501 | 801 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 601 | |
, ENG, | 501 | 251 | 201 | |
, | 501 | 601 | 601 | |
, | 501 | 601 | 501 | |
, | 501 | 601 | 601 | |
, | 501 | 801 | - | |
, ENG, | 501 | 501 | 501 | |
, | 501 | 501 | 401 | |
, | 501 | 301 | 201 | |
, | 501 | 601 | 601 | |
, | 501 | - | - | |
, ENG, | 501 | 301 | 301 | |
, | 501 | 401 | 351 | |
, | 501 | 601 | 601 | |
, | 501 | - | - | |
, | 501 | 501 | - | |
, | 501 | 501 | 601 | |
, | 501 | - | 601 | |
, | 501 | 501 | 601 | |
, | 501 | 401 | 601 | |
, | 501 | 501 | - | |
, | 501 | - | - | |
, | 501 | 601 | - | |
, | 501 | 601 | - | |
, | 601 | 801 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 501 | |
, | 601 | 601 | 601 | |
, ENG, | 601 | 601 | 601 | |
, ENG, | 601 | 601 | 601 | |
, ENG, | 601 | 601 | 601 | |
, SCT, | 601 | 601 | 501 | |
, ENG, | 601 | 801 | 601 | |
, | 601 | 401 | 401 | |
, ENG, | 601 | 601 | 601 | |
, | 601 | 601 | - | |
, | 601 | 801 | 801 | |
, | 601 | 501 | 501 | |
, | 601 | 801 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 501 | |
, | 601 | 601 | - | |
, | 601 | 801 | 801 | |
, ENG, | 601 | 501 | 501 | |
, | 601 | 801 | 801 | |
, | 601 | 801 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | - | 801 | |
, | 601 | 601 | 801 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 301 | 301 | |
, | 601 | 501 | 401 | |
, | 601 | 801 | 801 | |
, | 601 | 601 | 501 | |
, | 601 | 501 | 401 | |
, | 601 | 501 | 601 | |
, ENG, | 601 | 601 | - | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 801 | |
, | 601 | 601 | 601 | |
, | 601 | 501 | 401 | |
, | 601 | 501 | - | |
, SCT, | 601 | 601 | 601 | |
, | 601 | 501 | 401 | |
, NIR, | 601 | 601 | 601 | |
, | 601 | 801 | 801 | |
, | 601 | 351 | - | |
, | 601 | 601 | 601 | |
, | 601 | 501 | 501 | |
, | 601 | 501 | 401 | |
, ENG, | 601 | 601 | 601 | |
, | 601 | 401 | 401 | |
, | 601 | 601 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | 601 | |
, | 601 | 501 | 401 | |
, | 601 | 801 | 601 | |
, DC, | 601 | 601 | 501 | |
, PA, | 601 | 601 | 601 | |
, AL, | 601 | 801 | 601 | |
, OH, | 601 | 601 | 601 | |
, ENG, | 601 | 601 | 801 | |
, | 601 | 601 | 601 | |
, OH, | 601 | 801 | 601 | |
, | 601 | 801 | 801 | |
, | 601 | 501 | 401 | |
, OK, | 601 | 601 | 501 | |
, AR, | 601 | 601 | 601 | |
, KS, | 601 | 801 | 801 | |
, NY, | 601 | 601 | 601 | |
, TX, | 601 | 601 | 801 | |
, MA, | 601 | 601 | 501 | |
, WY, | 601 | 801 | 601 | |
, VA, | 601 | 401 | 301 | |
, | 601 | 801 | 801 | |
, LA, | 601 | 601 | 601 | |
, | 601 | - | - | |
, | 601 | 601 | 601 | |
, IL, | 601 | 801 | 601 | |
, NC, | 601 | 601 | 801 | |
, MA, | 601 | 801 | 601 | |
, | 601 | - | 801 | |
, TX, | 601 | 601 | 601 | |
, | 601 | 801 | 601 | |
, TX, | 601 | 801 | 601 | |
, MS, | 601 | 801 | - | |
, MD, | 601 | 601 | 601 | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 801 | |
, | 601 | 501 | 401 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | 801 | |
, 07, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | - | |
, | 601 | 601 | 501 | |
, | 601 | - | - | |
, | 601 | - | 801 | |
, | 601 | 601 | 601 | |
, | 601 | - | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | 801 | |
, | 601 | - | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 801 | 801 | |
, VA, | 601 | 801 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 801 | 601 | |
, RI, | 601 | 801 | 601 | |
, | 601 | 801 | 601 | |
, | 601 | 801 | 801 | |
, | 601 | 801 | 601 | |
, | 601 | 351 | 301 | |
, | 601 | 601 | 601 | |
, NV, | 601 | 601 | 801 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | 801 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | - | - | |
, | 601 | 801 | 601 | |
, | 601 | 801 | - | |
, | 601 | - | - | |
, | 601 | 801 | - | |
, | 601 | 601 | - | |
, | 601 | 601 | - | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | - | 601 | |
, | 601 | 601 | - | |
, | 601 | 801 | - | |
, | 601 | 801 | - | |
, | 601 | 801 | - | |
, DC, | 601 | - | - | |
, | 601 | 601 | - | |
, | 601 | 601 | 501 | |
, | 601 | 601 | 601 | |
, | 601 | 801 | - | |
, | 601 | 501 | 501 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, SCT, | 601 | 401 | 401 | |
, | 601 | - | - | |
, | 601 | - | - | |
, | 601 | 601 | 501 | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | - | 601 | |
, | 601 | 501 | 401 | |
, | 601 | 601 | 601 | |
, | 601 | 501 | 501 | |
, | 601 | 501 | 501 | |
, | 601 | - | 601 | |
, | 601 | 601 | - | |
, | 601 | 601 | 601 | |
, | 601 | - | 601 | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | - | - | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | 351 | 351 | |
, | 601 | 601 | - | |
, | 601 | 601 | 501 | |
, | 601 | 601 | 601 | |
, | 601 | - | - | |
, | 601 | - | - | |
, | 601 | 501 | 601 | |
, | 601 | - | - | |
, | 601 | - | - | |
, | 601 | 601 | 501 | |
, | 601 | 401 | 401 | |
, | 601 | 401 | 401 | |
, | 601 | 401 | 501 | |
, | 601 | 401 | 501 | |
, | 601 | 501 | 601 | |
, | 601 | 501 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | 601 | 601 | |
, | 601 | - | - | |
, | 601 | 601 | - | |
, | 601 | - | - | |
, | 601 | 501 | 351 | |
, | 601 | 351 | 351 | |
, | 601 | 351 | 351 | |
, | 601 | - | - | |
, | 801 | 801 | 801 | |
, ENG, | 801 | 801 | 801 | |
, | 801 | 801 | 801 | |
, SCT, | 801 | - | - | |
, ENG, | 801 | 801 | 801 | |
, | 801 | - | 801 | |
, ENG, | 801 | 801 | 801 | |
, ENG, | 801 | - | 801 | |
, ENG, | 801 | 801 | 801 | |
, | 801 | - | - | |
, | 801 | - | 801 | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 801 | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 801 | |
, | 801 | - | 801 | |
, | 801 | 801 | 801 | |
, | 801 | - | 801 | |
, | 801 | 801 | 801 | |
, | 801 | 801 | - | |
, | 801 | 601 | 601 | |
, ENG, | 801 | 801 | 801 | |
, | 801 | 351 | 351 | |
, ENG, | 801 | 801 | 601 | |
, ENG, | 801 | - | - | |
, | 801 | 801 | 601 | |
, | 801 | - | - | |
, | 801 | - | 801 | |
, | 801 | - | 801 | |
, | 801 | - | - | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 801 | |
, | 801 | - | - | |
, | 801 | 801 | 801 | |
, | 801 | - | - | |
, | 801 | 801 | 601 | |
, | 801 | 601 | 801 | |
, | 801 | 801 | - | |
, | 801 | - | 801 | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 601 | |
, | 801 | - | - | |
, | 801 | 801 | 801 | |
, | 801 | 801 | 801 | |
, | 801 | - | - | |
, | 801 | - | 801 | |
, | 801 | 601 | 501 | |
, | 801 | - | 801 | |
, | 801 | 601 | - | |
, | 801 | - | - | |
, | 801 | 801 | 801 | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 601 | |
, ENG, | 801 | 801 | 801 | |
, | 801 | - | - | |
, | 801 | 801 | 801 | |
, | 801 | 801 | 801 | |
, 02, | 801 | - | 801 | |
, CA, | 801 | 601 | 601 | |
, | 801 | 801 | 801 | |
, NY, | 801 | - | 801 | |
, OR, | 801 | - | 801 | |
, WI, | 801 | 801 | 801 | |
, NM, | 801 | 801 | 801 | |
, NY, | 801 | 801 | 801 | |
, NY, | 801 | - | 801 | |
, | 801 | 801 | 801 | |
, | 801 | - | - | |
, FL, | 801 | 801 | 801 | |
, | 801 | 801 | - | |
, | 801 | - | - | |
, | 801 | 801 | 601 | |
, | 801 | - | - | |
, | 801 | 801 | 601 | |
, | 801 | 801 | 801 | |
, MT, | 801 | 801 | 601 | |
, | 801 | - | 801 | |
, | 801 | - | - | |
, | 801 | - | 801 | |
, | 801 | - | 801 | |
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How World University Rankings are Made?
The full ranking is available on Times Higher Education Rankings .
World University Rankings created by Times Higher Education takes into account the reputation of research done by universities and how often papers produced by universities were quoted around the world. Times Higher Education also measures the international outlook of universities, the number of students compared to the university staff, and how universities are perceived globally.
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Doctor of Philosophy
The PhD programs advance scientific discovery by training and supporting students doing in-depth research that solves the world’s biggest public health challenges. At the forefront of efforts to benefit the health of people worldwide, the School offers students the opportunity to join in shaping new ideas in public health and implementing them effectively. PhD students benefit from collaborations across public health disciplines and a broad range of academic fields through connections with other Harvard faculties.
All PhD students conduct research through a dissertation, in addition to other avenues of discovery. All PhD programs at Harvard University are administered by the Harvard Graduate School of Arts and Sciences (GSAS), and applications are processed through the GSAS online application system . Choose from one of four PhD programs offered collaboratively between Harvard Chan School and GSAS.
- Abbreviation : PhD
- Degree format : On campus
- Time commitment : Full-time
- Average program length : Varies between 4 to 7 years based on program
When applying to the PhD, applicants must choose one of the following specialized fields of study. Eligibility requirements vary by program and field of study.
- Biological Sciences in Public Health
- Biostatistics
- Health Policy
- Environmental health
- Epidemiology
- Global health and population
- Social and behavioral sciences
Career outcomes vary based on field of study and research, but in general, PhD graduates will be prepared for a career in academia, health policy, government agencies, consulting, the pharmaceutical or biomedical industry, and generally improving lives through qualitative and quantitative research.
Admission information
Like all PhD (doctor of philosophy) programs at the School—and the University—the PhD in health policy is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS). Applications are processed through the GSAS online application system located at gsas.harvard.edu/admissions/apply .
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Anna Ivanova
Phd candidate, department of history.
I am a PhD candidate in the History Department at Harvard University, specializing in the history of the post-Stalin Soviet Union. I am interested in the social history and history of consumption under socialism. My dissertation project explores the meaning and forms of personal wealth in the late Soviet Union (1960-1980s).
At Harvard, I am a Teaching Fellow and a Graduate Student Associate at the Davis Center for Russian and Eurasian Studies.
I received my bachelor's degree in History and master's degree in Cultural Studies from the Russian State University for the Humanities (RGGU) in Moscow, Russia. Then I completed a graduate program at the Institute of Russian History, Russian Academy of Sciences and got a degree of kandidat nauk . My kandidatskaya dissertation examined the history of hard currency stores in the post-Stalin Soviet Union. It was published as a book in Russian in 2017.
A bridge from undergraduate to graduate studies
Post-baccalaureate program help students transition to the next academic level.
Five SEAS post-baccalaureate students with staff members Edward Alexander, Kathryn Hollar and Paula Nicole Booke
The graduate and undergraduate student experience isn’t the same. Undergraduates spend the majority of their four years in classrooms. But for graduate students — especially those pursuing PhDs in engineering and applied sciences — most of the work is in the lab.
The focus on laboratory research can make pursuing advanced degrees feel daunting for some students.
“I’d always had a love for math, science and experimentation, but when COVID happened, they shut down the school, so I wasn’t able to do any hands-on experiments, “ said Shekinah Newson.
After graduating in 2021, Newson joined the inaugural cohort of post-baccalaureate students at the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS). The post-baccalaureate program , offered through the SEAS Office of Diversity, Inclusion, and Belonging and Office of Education Outreach and Community Programs, acts as a bridge from undergraduate to graduate school. The program allows students to gain laboratory research experience with SEAS faculty, while continuing to take courses that will prepare them for their graduate studies.
Post-baccalaureate students typically stay for 1-2 years, but have the option to stay on for a third. So far six students have completed the program, five of whom have gone onto graduate school.
“I’m super glad I did it, because now I’ve honed in the research skills that I started to develop as an undergraduate,” said Maggie Vallejo, a former environmental science and engineering undergraduate concentrator at SEAS. “I definitely think more like a researcher, and I better understand that research isn’t linear.”
Vallejo’s undergraduate advisor was Jim Anderson, Philip S. Weld Professor of Atmospheric Chemistry, and she returned to the Anderson Research Group for her post-baccalaureate studies. Her senior capstone project involved predicting power losses in solar cells aboard stratospheric aircraft, and as a post-baccalaureate researcher, she transitioned to analyzing lithium-ion battery cell performance.
Post-baccalaureate student Maggie Vallejo in the lab of Jim Anderson, Philip S. Weld Professor of Atmospheric Chemistry
“During the application process, I made sure Professor Anderson was OK with me just staying in his lab,” she said. “I was interested in the work I was already doing, and I knew the people in the lab, so I figured why not just stay.”
Vallejo spent both years of her program with the same professor, but that isn’t required. The program is meant to help students focus their academic goals, and sometimes that focus clarifies that the lab a student started in isn’t exactly what they want moving forward. Dawn Bordenave, another member of the inaugural cohort, spent each of her first two years in different labs before settling into the lab of Joanna Aizenberg, Amy Smith Berylson Professor of Materials Science and Professor of Chemistry & Chemical Biology.
Bordenave is part of Aizenberg’s research into the improvement of ventricular catheter design for treatment of hydrocephalus, a potentially deadly disorder in which fluid builds up in the cavities deep within the human brain. Her specific part of the project is to develop low-cost methods of constructing the catheter in the lab, making it much easier to physically test new designs before beginning clinical trials.
“After spending time in other labs, I realized that I wanted to do something different that was a little closer to my goal of designing medical devices,” Bordenave said. “The program is very flexible. If the research, lab or mentor you start off with isn’t close to what you want and you want to change, that’s definitely an option. The Aizenberg Lab was the best fit for me.”
Newson, who completed the program last month, worked in the Harvard Biodesign Lab, led by Conor Walsh, Paul A. Maeder Professor of Engineering and Applied Sciences, as well as the lab of Michael Brenner, Michael F. Cronin Professor of Applied Mathematics and Applied Physics and Professor of Physics. With Walsh, she worked on the soft robotics toolkit, an educational package for teaching robotics to younger students. With Brenner, she helped developed a non-invasive method to measure range of motion
“This innovative educational resource empowers people to learn about robotics through engaging, hands-on activities,” Newson said. “To be able to build a toolkit that allows a child to both play and learn at the same time is amazing. I wish I had something like that when I was growing up.”
Newson, Bordenave and Vallejo will all be leaving SEAS for graduate programs at other universities. Newson will pursue a master’s degree in robotics at Boston University, and Bordenave and Vallejo are both heading to Cornell University: Bordenave for a master’s degree in biomedical engineering, Vallejo for an M.S./Ph.D. program in civil and environmental engineering.
“It was fantastic having Shekinah as part of our research group,” Walsh said. “She got involved in a number of projects, including one focused on using soft robotics in education and STEM outreach. It is very exciting that she will be going on to do an MS in robotics at BU as a next step. Her passion for learning and growing her engineering skill set has been a great example for us all.”
Eva Langenbrunner joined the program last fall and will be back to work in the Harvard Microrobotics Lab, led by Robert Wood, Harry Lewis and Marlyn McGrath Professor of Engineering and Applied Sciences. She’s developing materials that can fold into origami-like shapes using soft robotic actuators.
“Post-baccalaureates programs are really great because they teach you how to be a successful grad student,” she said. “The program goes over how to properly write research articles, which is something no one in undergrad teaches you how to do, but then you get to grad school and they expect you to know it. The biggest thing I learned here was how to structure a research project from beginning to end.”
Post-baccalaureate student Katie Barajas working in the lab of Marko Lončar, Tiantsai Lin Professor of Electrical Engineering and Applied Physics at SEAS
Langenbrunner will be joined by new post-baccalaureate Jonathan Chinana, a Navajo Technical University (NTU) graduate who first came to SEAS for the Research Experience for Undergraduates program in the summer of 2022 . Michael Nelwood, another NTU graduate, finished his post-baccalaureate studies in the lab of Jennifer Lewis, Hansjörg Wyss Professor of Biologically Inspired Engineering. He’s now working as a lab tech in the Lewis Lab.
Katie Barajas has spent the last two years with the Harvard Quantum Initiative, working in the lab of Marko Lončar, Tiantsai Lin Professor of Electrical Engineering and Applied Physics. She’ll continue with the Lončar Group as an applied physics Ph.D. student this fall. Her research focuses on the fabrication of nanostructures in specially lab-grown diamonds. These diamonds have a silicon atom implanted in place of two carbon atoms. These defects are called “silicon vacancy centers,” and they could potentially be used to transmit information in a quantum computer.
“It wasn’t until late in my undergrad career that I learned about the field of quantum optics. If I wanted to pursue a degree in that field, I needed more research experience,” she said. “That persuaded me to do the post-baccalaureate program. I’m in a much better place than when I was coming out of undergrad. This program has given me the confidence to say I can be a scientist and pursue scientific research, and that’s a testament to the people I’ve worked with.”
Topics: Academics , Applied Physics , Bioengineering , Diversity / Inclusion , Environmental Science & Engineering , Materials Science & Mechanical Engineering , Optics / Photonics , Quantum Engineering , Robotics
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Harvard awards 8,870 degrees
Totals reflect the 2021-22 academic year.
Today the University awarded a total of 8,870 degrees. A breakdown of degrees and programs is listed below.
Harvard College granted a total of 1,505 degrees. Degrees from the Harvard John A. Paulson School of Engineering and Applied Sciences were awarded by Harvard College, the Graduate School of Arts and Sciences, and the Graduate School of Design.
All Ph.D. degrees are conferred by the Graduate School of Arts and Sciences.
All figures include degrees awarded in November 2021 and March and May 2022.
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Harvard college 1,505 degrees.
- 1,458 Bachelor of Arts
- 47 Bachelor of Science
Graduate School of Arts and Sciences 1,332 degrees
- 421 Master of Arts
- 185 Master of Science
- 5 Master of Engineering
- 721 Doctor of Philosophy
Harvard John A. Paulson School of Engineering and Applied Sciences 606 degrees
- 235 Bachelor of Arts (conferred by Harvard College)
- 47 Bachelor of Science (conferred by Harvard College)
- 5 Master of Engineering (conferred by GSAS)
- 184 Master of Science (conferred by GSAS)
- 17 Master in Design Engineering (conferred jointly with GSD)
- 26 Master of Science/Master of Business Administration (conferred jointly with HBS)
- 92 Doctor of Philosophy (conferred by GSAS)
Harvard Business School 867 degrees
- 845 Master of Business Administration
- 22 Doctor of Philosophy (conferred by GSAS)
Harvard Divinity School 131 degrees
- 39 Master of Divinity
- 74 Master of Theological Studies
- 11 Master of Religion and Public Life
- 2 Master of Theology
- 5 Doctor of Theology
Harvard Law School 833 degrees
- 209 Master of Laws
- 611 Doctor of Law
- 13 Doctor of Juridical Science
Harvard Kennedy School 590 degrees
- 96 Master in Public Administration
- 182 Master in Public Administration (Mid-Career)
- 60 Master in Public Administration in International Development
- 252 Master in Public Policy
- 4 Ph.D. in Political Economy and Government (conferred by GSAS)
- 9 Ph.D. in Public Policy (conferred by GSAS)
Harvard Graduate School of Design 315 degrees
- 89 Master in Architecture
- 33 Master of Architecture in Urban Design
- 81 Master in Design Studies
- 51 Master in Landscape Architecture
- 3 Master of Landscape Architecture in Urban Design
- 37 Master in Urban Planning
- 4 Doctor of Design
- 17 Master in Design Engineering (conferred jointly with SEAS)
Harvard Graduate School of Education 989 degrees
- 960 Master of Education
- 26 Doctor of Education Leadership
- 3 Doctor of Education
Harvard Medical School 335 degrees
- 29 Master of Biomedical Informatics
- 45 Master of Bioethics
- 13 Master of Healthcare Quality and Safety
- 17 Master in Clinical Service Operations
- 74 Master in Medical Science
- 157 Doctor of Medicine
Harvard School of Dental Medicine 61 degrees
- 16 Master of Medical Sciences
- 8 Doctor of Medical Sciences
- 37 Doctor of Dental Medicine
Harvard T.H. Chan School of Public Health 455 degrees
- 311 Master of Public Health
- 114 Master of Science
- 25 Master in Health Care Management
- 4 Doctor of Public Health
- 1 Doctor of Science
Harvard Extension School 1,479 degrees
- 192 Bachelor of Liberal Arts in Extension Studies
- 1,287 Masters of Liberal Arts in Extension Studies
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- NEWS FEATURE
- 09 July 2024
- Correction 12 July 2024
How PhD students and other academics are fighting the mental-health crisis in science
- Shannon Hall
You can also search for this author in PubMed Google Scholar
Illustration: Piotr Kowalczyk
You have full access to this article via your institution.
On the first day of her class, Annika Martin asks the assembled researchers at the University of Zurich in Switzerland to roll out their yoga mats and stand with their feet spread wide apart. They place their hands on their hips before swinging their torsos down towards the mat and back up again. The pose, called ‘wild goose drinking water’ is from Lu Jong, a foundational practice in Tantrayana Buddhism.
Martin, a health psychologist, can sense that some students are sceptical. They are academics at heart, many of whom have never tried yoga, and registered for Martin’s course to learn how to deal with the stress associated with academic research. Over the course of a semester, she teaches her students about stress and its impact on the body before giving them the tools to help cope with it — from yoga, meditation and progressive muscle relaxation to journalling.
It is one of many initiatives designed to combat the mental-health crisis that is gripping science and academia more broadly. The problems are particularly acute for students and early-career researchers, who are often paid meagre wages, have to uproot their lives every few years and have few long-term job prospects. But senior researchers face immense pressure as well. Many academics also experience harassment, discrimination , bullying and even sexual assault . The end result is that students and academics are much more likely to experience depression and anxiety than is the general population.
But some universities and institutions are starting to fight back in creative ways.
The beginning of a movement
The University of Zurich now offers academics several popular courses on mental health. Beyond Martin’s class, called ‘Mindfulness and Meditation’, one helps students learn how to build resilience and another provides senior researchers with the tools they need to supervise PhD candidates.
The courses are in high demand. “We have way more registrations than we have actual course spots,” says Eric Alms, a programme manager who is responsible for many of the mental-health courses at the University of Zurich. “I’m happy that my courses are so successful. On the other hand, it’s a sign of troubling times when these are the most popular courses.”
Several studies over the past few years have collectively surveyed tens of thousands of researchers and have documented the scope and consequences of science’s mental-health crisis.
In 2020, the biomedical research funder Wellcome in London, surveyed more than 4,000 researchers (mostly in the United Kingdom) and found that 70% felt stressed on the average work day . Specifically, survey respondents said that they felt intense pressure to publish — so much so that they work 50–60 hours per week, or more. And they do so for little pay, without a sense of a secure future. Only 41% of mid-career and 31% of early-career researchers said that they were satisfied with their career prospects in research.
The International Max Planck Research School for Intelligent Systems run bootcamps involving activities such as painting. Credit: Alejandro Posada
A survey designed by Cactus Communications , a science-communication and technology company headquartered in Mumbai, India, analysed the opinions of 13,000 researchers in more than 160 countries in 2020 and found that 37% of scientists experienced discrimination, harassment or bullying in their work environment. This was especially true for researchers from under-represented groups and was the case for 42% of female researchers, 45% of homosexual researchers and 60% of multiracial researchers.
Yet some experts are hopeful that there is change afoot. As well as the University of Zurich, several other institutions have started to offer courses on mental health. Imperial College London, for example, conducts more than two dozen courses, workshops and short webinars on topics as diverse as menstrual health and seasonal depression. Most of these have been running for at least five years, but several were developed in response to the COVID-19 pandemic. “At that time, the true dimension of the mental-health crisis in science was unveiled and potentially exacerbated by the lockdowns,” says Ines Perpetuo, a research-development consultant for postdocs and fellows at Imperial College London.
Desiree Dickerson, a clinical psychologist with a PhD in neuroscience who leads workshops at the University of Zurich, Imperial College London and other institutes around the world, says she has a heavier workload than ever before. “Before COVID, this kind of stuff wasn’t really in the spotlight,” she says. “Now it feels like it is gaining a solid foothold — that we are moving in the right direction.”
A mental-health crisis is gripping science — toxic research culture is to blame
Some of this change has been initiated by graduate students and postdocs. When Yaniv Yacoby was a graduate student in computer science at Harvard University in Cambridge, Massachusetts, for example, he designed a course to teach the “hidden curriculum of the PhD”. The goal was to help students to learn how to succeed in science (often by breaking down preconceived ideas), while creating an inclusive and supportive community. An adapted form of that course is now offered by both Cornell University in Ithaca, New York, and the University of Washington in Seattle. And Yacoby has worked with other universities to develop single-session workshops to jump-start mental-health advocacy and normalize conversations about it in academia.
Similarly, Jessica Noviello, a planetary scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland, built a workshop series designed to target a key stressor for academics’ mental health: job insecurity, or specifically, the ability to find a job that aligns with career plans and life goals. She argues that most advisers lack experience outside academia, “making it hard for them to advise students about other career options”, and most institutes don’t have the resources to bring in outside speakers. Yet it is a key issue. The 2020 Wellcome survey found that nearly half of the respondents who had left research reported difficulty in finding a job.
So Noviello established the Professional Advancement Workshop Series (PAWS) in August 2021. The programme has run workshops and panel discussions about careers at national laboratories and in science journalism and media communications, science policy, data science, NASA management and more. And it has hosted two sessions on mental-health topics. “PAWS isn’t a programme that specifically set out to improve mental health in the sciences, but by building a community and having conversations with each other, the experts, and ourselves, I think we are giving ourselves tools to make choices that benefit us, and that is where mental health begins,” Noviello says.
Beyond the classroom
Although these courses and workshops mark a welcome change, say researchers, many wonder whether they are enough.
Melanie Anne-Atkins, a clinical psychologist and the associate director of student experience at the University of Guelph in Canada, who gives talks on mental health at various universities, says that she rarely sees universities follow through after her workshops. “People are moved to tears,” she says. “But priorities happen afterward. And even though they made a plan, it never rises to that. Because dollars will always come first.”
David Trang, a planetary geologist based in Honolulu, Hawaii, at the Space Science Institute, is currently working towards a licence in mental-health counselling to promote a healthier work environment in the sciences. He agrees with Anne-Atkins — arguing that even individual researchers have little incentive to make broad changes. “Caring about mental health, caring about diversity, equity and inclusion is not going to help scientists with their progress in science,” he says. Although they might worry about these matters tremendously, Trang argues, mental-health efforts won’t help scientists to win a grant or receive tenure. “At the end of the day, they have to care about their own survival in science.”
Still, others argue that these workshops are a natural and crucial first step — that people need to de-stigmatize these topics before moving forward. “It is quite a big challenge,” Perpetuo says. “But you have to understand what’s under your control. You can control your well-being, your reactions to things and you can influence what’s around you.”
PhD students compete in a team-building relay race at a bootcamp run by the International Max Planck Research School for Intelligent Systems. Credit: Alejandro Posada
That is especially pertinent to the typical scientist who tends to see their work as a calling and not just a job, argues Nina Effenberger, who is studying computer science at the University of Tübingen in Germany. The Wellcome survey found that scientists are often driven by their own passion — making failure deeply personal. But a solid mental-health toolkit (one that includes the skills taught in many of the new workshops) will help them to separate their work from their identity and understand that a grant denial or a paper rejection is not the end of their career. Nor should it have any bearing on their self-worth, Effenberger argues. It is simply a part of a career in science.
Moreover, Dickerson argues that although systemic change is necessary, individuals will drive much of that change. “My sense is that if I can empower the individual, then that individual can also push back,” she says.
Many researchers are starting to do just that through efforts aimed at improving working conditions for early-career researchers, an area of widespread concern. The Cactus survey found that 38% of researchers were dissatisfied with their financial situation. And another survey of 3,500 graduate students by the US National Science Foundation in 2020 (see go.nature.com/3xbokbk) found that more than one-quarter of the respondents experienced food insecurity, housing insecurity or both.
In the United States, efforts to organize unions have won salary increases and other benefits, such as childcare assistance, at the University of California in 2022, Columbia University in New York City in 2023 and the University of Washington in 2023. These wins are part of a surge in union formation. Last year alone, 26 unions representing nearly 50,000 graduate students, postdocs and researchers, formed in the United States.
There has also been collective action in other countries. In 2022, for example, graduate students ran a survey on their finances, and ultimately won an increase in pay at the International Max Planck Research School for Intelligent Systems (IMPRS-IS), an interdisciplinary doctoral programme within the Max Planck Society in Munich, Germany.
Why the mental cost of a STEM career can be too high for women and people of colour
Union drives are only part of the changes that are happening beyond the classroom. In the past few years, Imperial College London has revamped its common rooms, lecture halls and other spaces to create more places in which students can congregate. “If they have a space where they can go and chat, it is more conducive to research conversations and even just personal connection, which is one of the key aspects of fostering mental health,” Perpetuo says. Imperial also introduced both one-day and three-day voluntary retreats for postdocs and fellows to build personal relationships.
The IMPRS-IS similarly runs ‘bootcamps’ or retreats for many of its doctoral students and faculty members. Dickerson spoke at the one last year. The programme also mandates annual check-ins at which students can discuss group dynamics and raise any issues with staff. It has initiated thesis advisory committees so that no single academic supervisor has too much power over a student. And it plans to survey its students’ mental health twice a year for the next three years to probe the mental health of the institute. The institute has even set various mental-health goals, such as high job satisfaction among PhD students regardless of gender.
Dickerson applauds this change. “One of the biggest problems that I see is a fear of measuring the problem,” she says. “Many don’t want to ask the questions and I think those that do should be championed because I think without measuring it, we can’t show that we are actually changing anything.”
She hopes that other universities will follow suit and provide researchers with the resources that they need to improve conditions. Last year, for example, Trang surveyed the planetary-science community and found that imposter syndrome and feeling unappreciated were large issues — giving him a focus for many future workshops. “We’re moving slowly to make changes,” he says. “But I’m glad we are finally turning the corner from ‘if there is a problem’ to ‘let’s start solving the problem.’”
Nature 631 , 496-498 (2024)
doi: https://doi.org/10.1038/d41586-024-02225-8
Updates & Corrections
Correction 12 July 2024 : An earlier version of this story incorrectly said that Nina Effenberger was involved in a survey on graduate-student finances that won an increase in pay.
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What Russia Wants in the Middle East
Moscow seeks to exploit instability but avoid escalation, by hanna notte.
Since Hamas’s October 7 attack on Israel, Russia has enjoyed watching the deteriorating situation in the Middle East preoccupy its main adversary, the United States. On April 13, however, Moscow grew concerned when, in retaliation for an attack on the Damascus consulate of Iran, its growing ally, Tehran launched more than 300 missiles and drones at Israel. Although that attack was effectively neutralized by antimissile defenses and coordinated support from the United States and Arab and Western partners, Israel responded six days later with a strike on an S-300 long-range air defense system in Isfahan, a city deep within Iran. When calibrating their actions, both Israel and Iran signaled that they were keen to avoid sliding into war. Yet by directly targeting each other on their own soil, the two longtime foes suggested that the unwritten rules of engagement between them have changed, making it harder for each to gauge the other’s actions and intentions and limit the risk of escalation. This has worried Russia, which has been walking a fine line between undermining U.S. strength in the region and not becoming overly committed and does not want to see a wider war in the Middle East.
Of course, mounting tensions between Iran and Israel could have advantages for Moscow. For one thing, further escalation in the Middle East would almost certainly divert Washington’s attention and supplies from Ukraine , where Russia is currently on the offensive. This dynamic was already apparent in the immediate aftermath of October 7, when the Biden administration sent additional Patriot batteries to the Middle East, drawing from a limited stock of systems that Kyiv was desperately seeking. In April, in anticipation of Iran’s retaliatory strike against Israel, the United States moved more military assets to the region to assist Israel’s defense. Then, in June, amid growing tensions between Israel and Hezbollah, Washington dispatched ships and U.S. Marines to the region. Further escalation would demand a commitment of additional U.S. resources, which the Kremlin can only welcome. Moreover, a Middle Eastern war would likely drive up oil prices, complicating the Biden administration’s efforts to tame fuel costs for the average American consumer months before the U.S. election. Russian President Vladimir Putin would surely rub his hands at President Joe Biden’s predicament.
Nonetheless, a wider war in the region would carry major risks for Moscow. If Israel began to fight Hezbollah or Iran, the Kremlin would have to contend with three dangerous outcomes: the entanglement of its ally Syria, a weakening of Iran’s capacity to supply Russia with weapons, and a complication of its relations with the Gulf Arab states and Iran. In a broader war, the United States should expect Moscow to give limited support to Israel’s adversaries and loudly blame Washington for the escalation, while avoiding direct military involvement. The United States should, therefore, use the diplomatic and military means at its disposal to ensure that tensions in the region do not spiral.
THE ROAD TO DAMASCUS
Even if Iran and Israel avoid direct confrontation, an escalation of Israel’s current conflict with Hezbollah would be risky for Russia. If Israel decides to invade Lebanon, it will likely result in widespread destruction, as well as an onslaught of Hezbollah missiles targeting Israel. Syria, where Russia maintains naval and air bases, could quickly become a secondary arena because the country is home to numerous Hezbollah positions and supply routes that Israel would strike. Along with its attack on the Iranian consulate in Damascus, Israel has already mounted strikes on Syrian infrastructure, including ammunitions depots, checkpoints, and headquarters, that enables Iran to funnel weapons to Hezbollah and other partners. In early July, an Israeli drone strike in Syria killed two Hezbollah fighters, prompting the group to fire rockets into the Golan Heights. Recently, reports have circulated in the Israeli media that Israel has warned Syrian President Bashar al-Assadnot to participate in the current Gaza war, even threatening to destroy his regime if further attacks are mounted from his country.
Israeli attacks on Syria would be likely to increase following the outbreak of a full-blown war with Hezbollah. Although the impact would be nowhere near as devastating as that which Lebanon can expect, it could still unnerve Russia. Ukraine may be a Russian foreign-policy priority in a class of its own, but Syria remains important to the Kremlin as an example of a conflict in which Russia came out on top, having stood by its ally. Syria is also of strategic value to Russia because it functions as a platform for projecting Moscow’s power into the eastern Mediterranean from a naval base in Tartus and an air base at Hmeymim that Russia upgraded and expanded before its invasion of Ukraine . The country is also a hub for transporting military resources to Libya and the Sahel in Africa, where Russia’s presence is expanding.
There are many possible Syrian targets. The Aleppo and Damascus airports are already in Israel’s cross hairs. But in the event of an Israeli war with Hezbollah, the Russian-operated Hmeymim air base in western Syria, which could be used as a transit point for Iranian weapons, could also become a target. Israel would probably alert Moscow before any such strikes since harming Russian personnel could escalate the conflict.
Still, Russia could see some of its assets hit. Moscow’s decision in January to step up its own air patrols along the disengagement line between Syria and the Golan Heights was probably meant as a warning to both Iran and Israel not to let Syria get swept into a regional maelstrom. In the event of increased Israeli attacks on Syria, Moscow would probably dial up its electronic jamming from Hmeymim to disrupt Israeli operations and allow the Syrians to use Russian air defense systems to engage Israeli fighter jets. Moscow would likely want to avoid creating the impression that its forces are directly fighting Israel, unless it believed its presence in Syria to be fundamentally threatened.
THE STOCKPILES MELT AWAY
If the Middle East explodes, Iran may also be drawn into the conflict. Before its retaliatory strike against Iran on April 19, Israel’s war cabinet reportedly mulled several options, including hits on strategic facilities including Revolutionary Guard bases or nuclear research facilities. Instead, Israel settled for a moderate response. Its leaders would surely be less restrained in the event of further escalation, and they have the capacity to inflict serious damage on Iran. This was shown when Israel targeted the facility in Isfahan, revealing the strength of Israeli intelligence assets and its ability to operate on Iranian soil. There can be little doubt that future attacks could be crippling.
Israeli strikes could conceivably target Iranian production facilities for drones in the Tehran and Isfahan regions, ballistic missiles in Tehran, Khojir, and Shahrud, or ammunition in Parchin and Isfahan. Facilities that produce critical components for weapons production, such as drone engines in Tehran and Qom and ballistic-missile solid rocket motors in Khojir and Shahrud, could also come under attack. Although such facilities are spread across the country, extensive strikes could, at least in the short term, affect Iranian weapons transfers to Russia in these categories.
A wider war in the Middle East would carry major risks for Moscow.
Depending on what Israel —or the United States, should it opt to join in—decided to attack in an escalated situation, Iran’s defense industry could come under serious strain. This would have consequences for Russia, which has relied on Iran for drones and other weaponry to fuel its war in Ukraine. Indeed, since the invasion of Ukraine in 2022, Moscow and Tehran have considerably expanded their military-technical cooperation, with Russia receiving various types of Iranian combat drones, artillery shells, small arms ammunition and glide bombs. In recognition of this dependence, Russia has begun domestic production of Iranian Shahed drones and has secured additional military supplies from North Korea. Although those changes may have lessened Russia’s reliance on the transfer of Iranian weapons systems somewhat, Moscow surely does not wish to see its partner’s defense industry decimated. For as long as it is fighting Ukraine, Russia will want to ensure that Tehran can help replenish its stocks while also partnering with Moscow in developing new kinds of drones.
Iran’s entry into the war would cause other problems for Moscow. Should Israel choose to attack Iran, Tehran would need to mobilize all its military capacity to hit back. Lacking an effective air force or air defenses, Iran would have to rely on its fleet of missiles and drones, severely curtailing what it could deliver to Russia. Even if Middle Eastern escalation were limited to fierce fighting between Israel and Iranian proxies, Tehran would need to replenish its partners’ arsenals, again giving it less leeway to support Moscow.
An Israeli-led campaign against Iran could also pose reputational risks for Russia. With the war in Ukraine its top priority, Moscow has neither the bandwidth nor the desire to come to Iran’s aid in the event of serious military conflict. In fact, Russia has always wanted to avoid getting into a war with Israel, let alone U.S. forces, in the Middle East. Should tensions spiral, Russia would not emerge as Iran’s knight in shining armor. It would talk loudly about U.S. aggression and might even increase its military support for Iran in the aftermath of an attack, but it would avoid entanglement. This inaction could dent Russia’s own reputation in the region and beyond. Over the medium term, an Iranian-Israeli war may also push Tehran, once it has recovered, to obtain a nuclear weapon—an outcome that Russia will not want to see, because of the risks associated with such a development.
WALK THE LINE
Regional escalation might also complicate Russia’s relationships with Iran and the Gulf Arab states. In recent years, the United Arab Emirates and Saudi Arabia have pursued a rapprochement with Iran, calculating that direct dialogue and economic ties are the best way to preserve regional stability. Although orchestrated without Russian input, this rapprochement has benefited Moscow. It has made it easier for the Kremlin to closely align itself with Iran and its partners and proxies, which are the region’s main anti-Western forces, while preserving its relations with the Arab states. Meanwhile, coordination with the Gulf states in OPEC+ has given Russia leverage over the oil market, and the UAE has emerged as a crucial conduit for Russian efforts to evade sanctions imposed in response to its invasion of Ukraine.
Russia’s relationships with the Gulf Arab states and with Iran have helped Moscow make the case for broadening the membership of the BRICS, a bloc founded by Brazil, Russia, India, and China in 2009 that South Africa joined the following year. In 2023, the group was expanded to include Iran and the UAE along with Egypt and Ethiopia, furthering the Kremlin’s efforts to assemble a growing alignment of non-Western powers. It is much easier for Russia to maintain these relationships when the Persian Gulf is harmonious, rather than engage in a zero-sum game in which its dealings with one side in a conflict will irk the other. No wonder, then, that Russian diplomats were happy when the king of Bahrain, Hamad bin Isa al-Khalifa, promised in May during a visit to Moscow that his country, long a Western-facing Gulf Arab state, would normalize relations with Iran.
Military escalation between Israel and Iran could complicate Russia’s plans. Although several Arab states helped Israel fend off Iran’s April 13 air attack, they played down their role and have signaled a clear interest in sustaining their rapprochement with Iran. They oppose any further Israeli offensive actions against Iran or its proxies, fearing that regional war would jeopardize their economic agendas and further outrage domestic constituencies that have denounced the devastation in Gaza. But as much as the Gulf Arab states do not wish to see their détente with Iran collapse, escalation between Israel and Iran or its proxies could bring strikes on their soil. Targets may include U.S. military facilities or strategic assets such as oil facilities, which the Houthis have previously targeted in Saudi Arabia and the UAE. No matter who fired the first shot, Gulf Arab states would likely blame Israeli Prime Minister Benjamin Netanyahu’s government for any escalation. The resulting erosion of Israel’s recent rapprochement with the UAE and other Gulf governments would please the Kremlin, which has viewed with apprehension the formation of an anti-Iranian bloc uniting Israel and the Gulf Arab states under U.S. auspices. Still, regional escalation carries risks for the Arab-Iranian détente as well—and, by extension, for Russia.
In April, Iran and Israel appeared to be stepping toward the brink but then managed to restrain themselves. If they go further next time—or should Israel decide that the moment is ripe to take on Hezbollah—the ensuing escalation would threaten all parties, including Moscow, which would be forced to decide whether to respond or to remain on the sidelines. Russia’s ability to shape outcomes, however, would be more limited than that of the United States. This is because Russia’s military capabilities are already stretched and its leverage over the belligerents is negligible. When push comes to shove, Russia is likely to support Iran or Hezbollah through electronic warfare or by funneling weapons to its partners that are not needed for the Ukraine campaign. Moscow is unlikely to directly engage militarily. It will undoubtedly blame Washington for any escalation. But in view of what Russia stands to lose in Syria, in Iran, and elsewhere in the region, it is far from guaranteed that Moscow would emerge triumphant from such a war. If the Middle East explodes, it will hurt Russia’s enemies—but it will hurt Russia, too.
Because Russia’s overarching priority is its global confrontation with the United States over Ukraine, Putin should have no interest in getting drawn into a full-blown Middle Eastern war that he cannot control. Tensions in the region help Russia in its drive to undermine global order, but only for as long as they can be managed. Moscow is benefiting from the current war in Gaza and is happy to see the United States’ reputation decline for what is widely perceived as unjust support for Israel. That is also why Russia has shown little interest in calming present tensions.
If the Middle East explodes, it will hurt Russia’s enemies—but it will hurt Russia, too.
During the past nine months—arguably the most consequential for the Middle East in decades—Russia has been on the diplomatic sidelines. Whereas the most senior U.S. officials have tirelessly shuttled between regional capitals, Russia has focused its efforts on the UN Security Council. There, Moscow has repeatedly criticized Washington for failing to support cease-fire resolutions. When the United States recently proposed its own resolution for a three-phase cease-fire, Russia abstained, citing a lack of details, but refrained from vetoing the text, which had received backing from the Arab world. Russia has enjoyed watching the United States contend with the twin predicament of being both the most hated player in the region and the one that many powers look to for salvation—a role that Washington cannot or will not perform. As long as U.S. policy remains mired in this mess, Russia has no reason to jeopardize its own interests by fueling more regional trouble.
If war breaks out between Israel and Hezbollah, Russia has two plausible options: it could do nothing, or it could increase its support for Israel’s adversaries while avoiding direct military entanglement. Sitting on the sidelines is not credible, which means that the likeliest outcome is that Moscow would support Iran’s proxies through a combination of weapons supplies and nonmilitary support. With its increasingly sophisticated capabilities, Russia could step up its electronic warfare from Syria by jamming the guidance systems of Israeli weaponry. It could also funnel more weapons to Hezbollah in Lebanon or the Houthis in Yemen, which would be consistent with its current strategy. In January, Hezbollah struck Israel’s Mount Meron air traffic control base with what appeared to be Russian-made guided antitank missiles; according to U.S. officials, Moscow recently considered transferring cruise missiles to the Houthis. Military constraints resulting from Russia’s Ukraine campaign and political prudence mandated by its relations with the Gulf Arab states should keep the Kremlin from getting too deeply involved with Iran’s proxies.
Washington should be clear-eyed about Russia’s outlook on a wider war in the Middle East. Moscow has no interest in U.S. diplomacy achieving calm and stability, but it also does not want a regional conflagration. Therefore, although Russia will not be a constructive force helping the United States defuse tensions, it will not egg on Iran or its proxies to wage full-blown war against Israel. If there is a war, Washington should expect limited support from Russia for Israel’s adversaries, and should work to undermine or neutralize it where it can. Warnings from Washington that Moscow should not involve itself are unlikely to succeed. Instead, the United States should encourage its Gulf Arab partners to exert quiet pressure on Russia not to transfer missiles and other weaponry to Iranian proxies, making clear the risks of doing so. The United States should also beef up its own defenses, encourage its Israeli partners to respect Russian redlines in Syria, and, above all, step up its diplomatic efforts to ensure that, should a Hezbollah-Israeli war break out, it can be quickly contained.
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The Harvard Kenneth C. Griffin Graduate School of Arts and Sciences is a leading institution of graduate study, offering PhD and select master's degrees as well as opportunities to study without pursuing a degree as a visiting student.
The PhD in Health Policy degree is awarded by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Our graduates leave the program well equipped to make an impact in academia, government agencies, research institutes, think tanks, foundations, and multinational corporations.
The Department of Psychology offers a PhD program in four areas: Clinical Science, Social, Developmental, and Cognition, Brain, and Behavior (CBB). Admissions information, program requirements, funding and financial aid details, and other resources for the graduate program are detailed on the Psychology Graduate Program website and on the Harvard Griffin GSAS website.
PhD in Social Policy. The joint PhD Programs in Social Policy combine the disciplinary depth of a PhD in political science or sociology with multidisciplinary perspectives and problem-driven research on questions of social policy. As a joint venture between the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences' Government and ...
EdRedesign Lab Summer Institute convenes community firepower. It was day two of EdRedesign's annual Summer Institute for Neighborhood Leaders and Kwame Owusu-Kesse, CEO of the Harlem Children's Zone, decided to kick off the morning session by showing something on the big screen that got a lot of oohs and ahhs: A photo of his two young daughters, affectionately referred to as Chocolate ...
Engagement. The A.R.T. Institute at Harvard University. The A.R.T. Institute for Advanced Theater Training at Harvard University was established in 1987 as a training ground for professional theater. A two-year, graduate-level program, the Institute was created with an understanding that students can best prepare for a life in the performing ...
The World University Rankings published by Times Higher Education is an annual ranking of higher education institutions. Every year, this list shows you which universities achieved high scores in the global rankings, helping students just like you decide where they ought to study if they want to attend one of the top universities in the world.
All PhD programs at Harvard University are administered by the Harvard Graduate School of Arts and Sciences (GSAS), and applications are processed through the GSAS online application system. Choose from one of four PhD programs offered collaboratively between Harvard Chan School and GSAS.
Natasha Bershadsky. A research subject that I am most interested in is the employment of myths and rituals in the political developments of the Archaic and Classical periods. My book in preparation explores ritual and mythological aspects of long-running border conflicts in Archaic Greece and their creative transformations by the democracies of ...
I am a PhD candidate in the History Department at Harvard University, specializing in the history of the post-Stalin Soviet Union. I am interested in the social history and history of consumption under socialism. My dissertation project explores the meaning and forms of personal wealth in the late Soviet Union (1960-1980s). At Harvard, I am a ...
The post-baccalaureate program, offered through the SEAS Office of Diversity, Inclusion, and Belonging and Office of Education Outreach and Community Programs, acts as a bridge from undergraduate to graduate school. The program allows students to gain laboratory research experience with SEAS faculty, while continuing to take courses that will ...
For the fifth year, the Saul Zaentz Early Education Initiative is looking for new ideas in early education. The 2024 edition of its Innovation Challenge provides an opportunity for people working in the early education field to propose ideas that have the potential to create positive change for young children and the adults in their lives. Applicants have the opportunity to bring those ideas ...
A breakdown of degrees and programs is listed below. Harvard College granted a total of 1,505 degrees. Degrees from the Harvard John A. Paulson School of Engineering and Applied Sciences were awarded by Harvard College, the Graduate School of Arts and Sciences, and the Graduate School of Design.
When Yaniv Yacoby was a graduate student in computer science at Harvard University in Cambridge, Massachusetts, for example, he designed a course to teach the "hidden curriculum of the PhD".
Of course, mounting tensions between Iran and Israel could have advantages for Moscow. For one thing, further escalation in the Middle East would almost certainly divert Washington's attention and supplies from Ukraine, where Russia is currently on the offensive. This dynamic was already apparent in the immediate aftermath of October 7, when ...
The best free online courses from Harvard University. Find free courses on AI, cybersecurity, game development, and more.
Harvard Graduate School of Education. The Ph.D. in Education is an interdisciplinary doctoral program that combines advances in the social sciences, sciences, arts, and humanities with deep expertise in educational research, policy, and practice to train students for careers as academics, researchers, policymakers, and leaders who will improve ...