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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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• Economics and Education

Addressing Important Issues

Our faculty includes renowned scholars studying higher education, K-12 educational institutions, educational markets and privatization, and international education and economic development, among other areas.

Welcome to the Economics & Education program

The program in Economics and Education at Teachers College is a dynamic program that has maintained its position of leadership in this rapidly growing field. Economic concepts and analytic methods are increasingly influential in education policy and administration, and graduates who can combine quantitative skills with substantive expertise are in high demand. Our program prepares students to apply the economic approach, as well as its methodological tools, to contemporary education policy issues both domestically and globally. 

Economics and Education Virtual Information Session

Fall 2023 webinar for prospective students that p remiered on Thursday, November 9, 2023 at 9:30 am.  Come hear about our program from faculty, students, and staff! 

Choose Your Degree

• Master of Arts
• Master of Education
• Doctor of Philosophy

Our 33-credit Master of Arts (M.A.) in Economics and Education is designed to equip education professionals and policy-makers with the skills required to interpret and synthesize education-related research, to design and implement effective educational policy, and to assess the consequences of education policy, both domestically and in international settings.

The program can be completed in 1.5 years of study (fall, spring, fall) though students often take four semesters to take full advantage of program offerings and the educational environment of Teachers College.

Our 60-credit Master of Education (Ed.M) program is intended for individuals who already have a graduate degree in a related field, who would like to build upon that foundation with additional training in Economics and Education. Courses in the program provide a serious analytical benchmark for the analysis of financial and economic issues in education, in the United States and other countries.

The program allows a student to specialize in a number of areas including economic growth, immigration, higher education, privatization, and international education, but provides a foundation in economics and educational policy through courses that address these topics.

Our 75-credit Doctor of Philosophy (Ph.D.) program is intended for individuals who want to acquire advanced training in the theory, methods, and practices in the economics of education. It is a highly selective program to prepare individuals for leadership roles in teaching, research, or administrative settings.

Columbia Workshop in Economics and Education for AY2024-2025

Professor Carolina Concha-Arriagada as the Host Faculty

Selected Thursdays from 12:00pm-1:50pm 

The Columbia Workshop in Economics and Education offers a series of presentations and papers reflecting the state of the art in the field of economics of education. Guests from universities, international organizations, think tanks and other institutions will present their latest research or policy-oriented work in the field of economics of education. Faculty and students affiliated with the economics and education program at Teachers College, Columbia University will also present their own work. Students will receive a series of guidance through writing referee reports, meeting with the speakers, and in-course teaching about research production and presentation.

Alumni Profiles

Economics and Education Program Teachers College, Columbia University, M.A. 2018

Content Director Hanover Research

My passion in life has always been to affect change in the education system. As an undergraduate, I studied mathematics and economics, while also having the opportunity to intern as at an education policy non-profit and teach high school Mathematics at a public school. My early interests in education and professional experiences motivated me to pursue a career where I could use economics to better understand how to affect this change in education I spoke about so frequently.  Stumbling upon the Economics and Education program in a search for greater opportunities to make an impact in education, I knew instantly it was the program for me. My experiences with my fellow classmates and incredible faculty gave me a solid knowledge of education policy, a deeper understanding of economic theories, and molded me into the professional I am today. As a master's student, I had multiple opportunities to apply the concepts I was learning about in my work as a Resident Researcher and the non-profit New Visions for Public Schools.

I am currently a Content Director for Hanover Research outside of Washington, D.C., where I lead strategic relationships with domestic and international higher education clients to help them solve critical issues within their institutions. I design and implement projects with a team of researchers to help institutions answer their most pressing questions, often utilizing economic theories, content knowledge, and research principles I learned in the Economics and Education program. I utilize multiple methodologies to go about answering the questions ranging from secondary research to qualitative, quantitative, and survey methodologies.

I am still connected to Teachers College in a number of ways and will forever be thankful for the opportunities afforded to me thanks to Teachers College and the Economics and Education program. During my tenure at Teachers College, I created wonderful relationships with my cohort and continue to stay in touch to this day.

Economics and Education Program Teachers College, Columbia University, M.A. 2017   Advisor on Youth Employment and Vocational Education and Training The Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)   My firm belief in the transformative power of education is rooted in my own educational journey. I finished my undergraduate studies at RIT Kosovo where I studied Economics and Management. The strong interest in education and economics sparked after taking courses on economic and social development. Living in a post-war country which is still in the development process, I have always wanted to give my contribution to the development of my country. And what a better way to help societal positive changes than through education! However, to make a positive contribution I was aware that I should first invest in my own education and professional development and use the knowledge and skills towards my cause. I was fortunate enough to receive a fully funded scholarship supported by the USAID and Ministry of Education in Kosovo which enabled me to receive my Master’s in one of the most renowned universities in the world. The knowledge, skills, and education that I received from TC changed the trajectory of my professional career and is helping me do my share in paving the way for prosperity in Kosovo.

My time at TC was the highlight of my educational journey. The Economics and Education program trained me to apply economic concepts and tools to address issues in education. The curriculum of the program helped me build technical competence in the basic tools of educational management and policy making. Courses that I took during my studies involved statistical analysis, and evaluation of education and social programs that helped me gain understanding of the importance of evidence-based reforms in effectively tackling issues in the education sector. While at TC, I also had the opportunity to learn from truly inspirational professors and had the privilege to meet a host of thoughtful and engaged individuals with deep expertise and passion for education. I left TC with many life-long friends, colleagues, and enriching experiences.

After I completed my studies at TC, I immediately came back to Kosovo to bring back the knowledge and skills in my country. I started to work as an Education Consultant with a local NGO where I had the opportunity to conduct several research projects about the education sector in Kosovo, including analyzing the impact of teacher quality and in-school resources on Kosovar students’ performance in  PISA 2015, identifying some of the challenges in the management of the pre-university education in Kosovo, and understanding the challenges of the Vocational Education and Training (VET) system in Kosovo, with the purpose of supporting the Ministry of Education, schools, teachers, and other relevant stakeholders in their continuous effort to improve the quality of education delivery.  

Currently, I work as an advisor with the Youth, Employment, and Skills Project in Kosovo – a project commissioned by German Federal Ministry for Economic Cooperation and Development, which aims to enhance the employability of young people by improving the quality of VET and strengthening matching mechanisms between labor market supply and demand. In this role, I am able to design labor market measures that facilitate labor market integration for youth. As a strong advocate of social inclusion and equality, I focus my work mostly in the labor market integration for women and minorities.

Economics and Education Program Teachers College, Columbia University, M.A. 2019

Program Officer – Research

Ewing Marion Kauffman Foundation - Kansas City, MO

The relationship between education and economic development first captured my attention in an undergraduate capstone course called State and Society . I had yet to decide what to do after graduation but was certain I wanted to continue learning about the role of education policy, human capital, and innovation in stimulating economic growth. I knew I should go to graduate school but had no idea what type of degree or field of study would be best. I ended up spending several years in Asia, teaching health and English in rural Thailand and starting a teacher training and job placement company in Shanghai, China, while I looked for the right graduate program.

I still remember exactly where I was when I discovered the Economics and Education program at Teacher’s College. While working in Asia, I had become increasingly interested in the gap between education policy and the functional skills needed to grow the local economy. I was curious if and how policy interventions could distribute the knowledge and skills among the local population and effectively close these gaps. After discovering the Economics and Education program, I stopped searching for other graduate programs and focused all my energy on applying to TC.

The knowledge and skills that I acquired during my two years in the Economics and Education program jumpstarted my career. Each professor has their own expertise, which exposed me to a blend of literature and theory across a variety of disciplines. In addition, the courses in statistics and data science provided me with tools to conduct quantitative analyses, which I previously had no experience.

The most impactful aspect of the Economics and Education program, in my experience, was the networking. Within a few months of my first semester, I received a TC email regarding a job at the New York City Department of Education. The department director was a former TC graduate. Despite being in my first semester at TC and having no prior quantitative experience, the director knew I was enrolled in statistics courses and trusted the TC program enough to offer me a position as a data manager. It was the best job I had ever been offered.

After graduating, a TC professor suggested that I look into working at the Kauffman Foundation. Being from Kansas City, I was familiar with Kauffman’s work in entrepreneurship and education but did not know any of the current staff. This professor happened to have a strong professional relationship with a few associates at Kauffman and offered to email them a recommendation. The introduction led to a full-time job as a research economist, where I currently manage a research grant portfolio and conduct data analysis on entrepreneurship.

My ability to perform the functions of my job is directly attributable to the knowledge and skills that I have acquired through the Economics and Education program. As I map my career path for the foreseeable future, I continue to reference the positive impact of my experiences at TC.

Economics and Education Program Teachers College, Columbia University, M.Ed. 2019

Head of Research and Development EDUCA

My passion for education started when I took a course in Development Economics during my undergraduate studies in Economics, and all my doubts to become a public official disappeared. Just thinking about solutions to the most urgent social problems of the Dominican Republic made me feel overly excited and motivated. During this course, it was obvious that education was the greatest threat for the social development of the Dominican Republic. Hence, I decided to take another more specialized course in the topic: Education Economics. There, I understood the high need for more and better evidenced-based education policy in the country, and that I could contribute with that. That moment was precious. Finally, I found my passion in life!

I worked very hard to enter to the Economics & Education program at TC. It was my number one option, and definitely exceed my expectations. It was a marvelous experience to learn from leading faculty members in the field. In addition, TC has a remarkably diverse and large number of programs, and therefore, of courses. I took advantage of that, and I enrolled in courses from different fields, including data mining, management, and monitoring & evaluation. Furthermore, TC offers a  wide range  of a  variety of events and the opportunity to participate in student associations, which are excellent ways to discover the newest trends in education, get to know new colleagues and friends, and discuss ideas. Actually, in those TC events, I discovered my interest in the use of Artificial Intelligence and ICT in education.

After graduating, I returned to my county, Dominican Republic. It was relatively easy to find job offers. Currently, I am the Head of Research and Development at EDUCA, a think tank in the Dominican Republic that researches and advocates for policies that ensure an inclusive and equitable quality education. Moreover, I have worked as Research Consultant at World Bank and United Nations Population Fund, conducting studies about teenage pregnancy in the Dominican Republic.

Economics and Education Program Teachers College, Columbia University, Ph.D. 2020

Assistant Professor McCombs School of Business The University of Texas at Austin    

I started working in economics of education topics when I was still an Engineering undergraduate student at Pontificia Universidad Catolica de Chile. Given the context of the Chilean education system and reforms that were happening at the time, I was very interested in studying the potential impact of different policies on outcomes such as school segregation and educational opportunities.

After working at the Poverty Action Lab (J-PAL) in Chile for a year, and completing my Masters in Social Policy in London, I decided to pursue a doctorate in Economics of Education. I was interested in a rigorous program that had a clear focus on education and social policy topics more broadly, so the PhD at Teachers College was a good fit.

During my time as a PhD student at TC, I was able to pursue and develop my interest in causal inference methodologies, combining it with important economic of education questions, particularly focused on educational opportunities and school segregation. I had the opportunity to colaborate with faculty both at Teachers College as well as Columbia at large, which was a great advantage for my own development.

I am currently an Assistant Professor in the Statistic Group at the McCombs School of Business at The University of Texas at Austin. My research is focused on developing new methods for causal inference and expanding on current ones, to improve the evidence we can obtain from both observational studies and experiments. My work also primarly focuses on using these methods for building new evidence on pressing educational policy questions.

Economics and Education Program Teachers College, Columbia University, Ph.D. 2018

Assistant Professor of Statistics and Public Policy

Babson College

My interest in education piqued when I started working as a data analyst for the Boston Public Schools. There, I ran engagement surveys for parents, students, and teachers and analyzed the results. I found it fascinating that there were large gaps in parent engagement between high- and low- achieving schools, and desired to dive more into the subject through research.

I initially searched for graduate programs in education, but I soon realized that economic inequality was a significant determinant of family engagement. I widened my search for economics programs, and found TC’s Economics and Education program to be firmly what I wanted to study. I soon enrolled in the M.A. program, but proceeded to continue in the Ph.D. program.

During my doctoral experience, Professor Peter Bergman told me about his interest in studying how families respond to information and its effects on student outcomes. Soon, I was working with Peter on projects directly related to my subject of interest. My dissertation even focused on the role of parents as a determinant of educational inequality.

This led me to a tenure-track position at Babson College, where my studies currently help me pursue policy-oriented research using advanced quantitative methods. Since I am employed in a quantitative methods department in a school of management, I am seen by my peers as the expert on statistical analysis of education policy issues. Recently, I was tasked with studying the effect of the institution’s instructor evaluation on teaching behavior. The skills I learned in the Economics and Education program gave me much insight into answering such real-world problems.

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Contact Person: Katherine Y. Chung, Program Manager

Phone: (212) 678-3677 Fax: (212) 678-3677

Email: kc2610@tc.columbia.edu

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The Doctoral Specialization in the Economics of Education is administered by faculty from the Education Policy Unit in the Department of Educational Administration. Students in the program take a series of doctoral-level courses in economics and education policy to provide them with expertise in econometric methods, economic theory and education policy to produce high-quality research on topics in the intersection of economics and education.

Focus on education issues

The foci of the doctoral specialization, both substantive and methodological, is built around work in the economics of education. Education issues include teacher quality, school finance, school choice and the effects of many other factors on student achievement, as well as methodological questions about the estimation of effects in correlational, quasi-experimental and experimental studies.

Who is eligible?

Enrollment in the specialization is open to students enrolled in any doctoral program at Michigan State University. While there are no formal prerequisites, students are expected to have completed undergraduate coursework in statistics, multivariate calculus and linear algebra. Specific courses may have additional requirements or prerequisites. Students who are unsure if they meet these expectations should contact the program coordinator before enrolling.

Course Requirements

Students must complete the following with a 3.5 grade-point average in courses across the specialization (18 credits):

• Both of the following courses with a grade of 3.0 or higher in each course: (6 credits): EC 820A – Econometrics IA (3 credits) EC 820B – Econometrics IB (3 credits)
• One additional 3-credit graduate-level advanced statistics or econometrics course as determined by the student’s guidance committee.
• One of the following courses (3 credits): AFRE 805 – Microeconomic Analysis (3 credits) EC 812A – Microeconomics I (3 credits)
• Both of the following courses (6 credits): EAD 948 – Advanced Economics of Education (3 credits) EAD 949 – Advanced Seminar in Education Policy (3 credits)
• Complete a substantial research paper on a topic in the economics of education as approved by the student’s guidance committee.

Completion Requirements

Upon completion of all coursework and paper requirements, students must initiate an Economics of Education Completion form , used to notify the program administrators that the student has met all of the program requirements.

The student initiates the process. They should fill out the form which is then routed by the student to their guidance committee chair/director. The student and guidance committee member must sign the form, confirming completion of the requirements. The form is then routed to the Economics of Education Coordinator for their signature. Once all signatures are collected, the form should be sent to the Program Assistant at [email protected].

If the student has completed all of the requirements, they must apply to graduate from the specialization. The Graduation Application is now available at student.msu.edu . After clicking on the Academic Progress tile, you will see a link to Apply for Graduation in the left-hand navigation under the Graduation heading. Application for graduation can occur at the time the specialization requirements are complete or at the same time as the student’s doctoral degree.

Application Process

Applicants must be admitted to a doctoral program at Michigan State University. To apply for a specialization in Economics of Education, submit the Intent to Enroll form linked below. Once signed by the applicant and their advisor/guidance committee chairperson, the Intent to Enroll form must be sent to [email protected] or can be mailed to Economics of Education Doctoral Specialization Program, Erickson Hall, 620 Farm Lane, Room 402, E. Lansing, MI 48824.

Professor Scott Imberman

Mailing Address: 486 W Circle Dr. 110 Marshall-Adams Hall Michigan State University East Lansing, MI 48824

Office Location: 25D Marshall-Adams Hall

Phone:  517-355-4667

Email:   [email protected]

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• PhD Program

The Ph.D. Program in the Department of Economics at Harvard is addressed to students of high promise who wish to prepare themselves in teaching and research in academia or for responsible positions in government, research organizations, or business enterprises. Students are expected to devote themselves full-time to their programs of study.

The program prepares students for productive and stimulating careers as economists. Courses and seminars offered by the department foster an intellectually active and stimulating environment. Each week, the department sponsors more than 15 different seminars on such topics as environmental economics, economic growth and development, monetary and fiscal policy, international economics, industrial organization, law and economics, behavioral economics, labor economics, and economic history. Top scholars from both domestic and international communities are often invited speakers at the seminars.  The Harvard community outside of the department functions as a strong and diverse resource. Students in the department are free to pursue research interests with scholars throughout the University. Faculty of the Harvard Law School, Kennedy School of Government, and Harvard Business School, for example, are available to students for consultation, instruction, and research guidance. As a member of the Harvard community, students in the department can register for courses in the various schools and have access to the enormous library resources available through the University. There are over 90 separate library units at Harvard, with the total collections of books and pamphlets numbering over 13 million.  Both the department and the wider University draw some of the brightest students from around the world, which makes for a student body that is culturally diverse and likely unequaled in the range of intellectual interests of its members. These factors combine to add an important dimension to the educational process. Students are able to learn from one another, collaborate on research projects and publications, and form bonds that are not broken by distance once the degree is completed and professional responsibilities lead them in different directions.

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Knight-Hennessy Scholars Program

Applicants to the Department of Economics should also consider applying to the  Knight-Hennessy Scholars program .

Applying to Stanford

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars (KHS).

KHS admits up to 100 applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of KHS's leadership program, and receive full funding for up to three years of your studies at Stanford.

Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment.

If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 9, 2024 . Learn more about  KHS admission .

The application for admission in academic year 2024-25 is now closed. The application for admission for the academic year 2025-26 will open on September 12, 2024. Please return to this page throughout the admissions cycle for the most up to date information on our admission process and requirements.

Stanford’s  Office of Graduate Admissions  begins accepting  graduate program applications  in late-September for students wishing to be considered for admission to the Economics Ph.D. program the following September.  The application deadline for the Economics Ph.D. is December 4, 2024 (11:59pm Pacific Time).  

The Department of Economics recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Stanford is committed to fostering intellectual excellence in graduate education by enrolling a diverse student body and creating a vibrant and supportive educational environment. The Department of Economics welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. Review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays in order to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

As a department, we strive to admit applicants with the potential to excel at economic research and/or the potential to apply economics to benefit society, and who themselves contribute to a rich educational environment for our students.  At least one and usually multiple faculty members serving on our Ph.D. admissions committee gives an individualized and holistic review to every complete application submitted to our Ph.D. program.

Application forms cannot be downloaded, and materials must be submitted online. Applicants must submit the following materials:

• The Economics Department requires an official GRE score for admission. They will be evaluated with your application in a holistic manner.
• A statement of purpose  (not exceeding two pages in length)
• Three letters of recommendation (Faculty often need time to write these recommendations, so please be sure to contact them early in the process so they can submit their letters by the deadline.)
• A writing sample (up to 10 pages may be uploaded into the application)
• Please upload scanned (unofficial) copies of transcripts from every college and university you attended for at least one full year as a full-time student by the application deadline as part of your online application.  Do not send official transcripts at this time and do not send anything by mail, it must all be uploaded to the application online.   Official  transcripts  should be sent to the central university admissions office (not the Department) at the time you accept an offer of admission. 
• Applicants must hold, or expect to hold before enrollment at Stanford, a bachelor’s degree from a U.S. college or university accredited by a regional accrediting association.
• Applicants from institutions outside the U.S. must hold the equivalent of a U.S. bachelor’s degree from a college or university of recognized standing.  See minimum level of study required of International applicants .
• Stanford will temporarily accept the TOEFL ITP Plus test with the Vericant interview for applicants from Mainland China who are unable to sit for the TOEFL iBT. This exception is requested only for the 2020-2021 application cycle. Applicants may be asked to re-test at a later time once the Stanford TOEFL iBT becomes available, or applicants may be asked to re-test through the Stanford Language Center.
• To meet the needs of students who are unable to take the TOEFL iBT® test at a test center due to public health concerns, ETS is temporarily offering the TOEFL iBT Special Home Edition.
• Stanford’s Economics Department also requires that students complete a coursework spreadsheet as part of the online application.  The reason we require this is that we receive and review transcripts from many schools, and it is extremely helpful for us to review applicants’ economics-related coursework in a standardized format.  Stanford's  course catalog  will likely be helpful in determining which Stanford courses are most similar to those you have taken.   

No additional materials that become available after the deadline (e.g. updated transcripts) will be accepted. 

If you have any questions throughout this process, please contact econ-grad [at] stanford.edu (econ-grad[at]stanford[dot]edu) .

The non-refundable application fee is $125, but please note that  fee waivers  are available for individuals needing assistance with application fees.

Stanford’s  Office of the Vice Provost for Graduate Education  provides several resources about life at Stanford. See also this  statement of support for undocumented students .

Economics Mentoring Program

Many students interested in an economics PhD experience disparate degrees of support in the application process. The Economics Mentoring Program (EMP), an independent volunteer-based student-run program, aims to mitigate these gaps by helping students from underrepresented groups connect with graduate student mentors in the economics PhD programs at Duke, Harvard, MIT, and Stanford. These mentors can provide:

• Advice on graduate school and fellowship applications, including questions about the application process and feedback on application materials.
• Information about economics research, life as a PhD student or in an academic career, for students deciding whether a PhD in economics is the right choice for them.

The EMP aims to increase the pipeline of diverse talent in economics PhD programs and welcomes participation from all groups underrepresented in economics. The EMP welcomes participation among students at various stages of their economics studies, including undergraduates and college graduates. The EMP is open to students curious about the academic economics experience and interested in determining if it’s right for them.

Interested participants should fill out the application linked below. Applications will be accepted until July 22, 2024. Mentorship will begin over the summer and continue through Fall 2024. Mentees who prefer to meet for a single “coffee chat” may indicate their preference on the form. The EMP will do its best to match all interested applicants with a mentor; however, demand may exceed the availability of mentors.

The EMP is not considered part of the admissions process for the economics PhD program at Duke, Harvard, MIT, or Stanford, nor will any student's participation in the EMP be considered by the graduate admissions committee at any school.

Please direct any questions to economicsmentoring [at] gmail.com (economicsmentoring[at]gmail[dot]com) . To join the program, please click the link below to fill out the form. For more information, please visit the EMP website at:

Website link: www.economicsmentoringprogram.com

EMP Application Form Link: https://forms.gle/tWvNRXRJQWEHhFn16

Economics of Education

The Education Program studies the effect of education on individuals’ earnings and other outcomes, as well as the effect of educational inputs and education policies on student achievement.

Program Director

Caroline M. Hoxby is the Scott and Donya Bommer Professor of Economics at Stanford University and a Senior Fellow of the Hoover Institution and the Stanford Institute for Economic Policy Research. Her research spans the field of education economics, including K-12 as well as college. She has been an NBER affiliate since 1994.

Featured Program Content

• Authors: David Card , Leah Clark , Ciprian Domnisoru & Lowell Taylor

• Authors: Matthew A. Kraft & Melissa Arnold Lyon

• Author: Jack Mountjoy

The PhD in Economics is a small and focused program, with students concentrating in one of two areas of specialization: Industrial Organization, Competition Policy, and Regulatory Economics and Labor Economics. The program is applied in nature and is designed for students who are considering work in the government and private sectors as well as academic jobs.

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Fewer than ten students enter the PhD in Economics program each year. Students may concentrate in either Industrial Organization, Competition Policy, and Regulatory Economics; or Labor Economics. Each field is covered in two semester courses at the PhD level. Admission from the Bachelor’s level requires taking the MA core courses and two additional elective courses plus the PhD requirements.

The field of Industrial Organization, Competition Policy, and Regulatory Economics analyzes and evaluates the performance of markets and devises appropriate policy responses when markets are not performing well. By developing techniques for examining the structure, conduct, and performance of markets, it bridges economic theory and the real world. In addition, it helps to develop and implement antitrust and regulatory policies to remedy failures of those markets.

The field of Labor Economics analyzes the neoclassical labor market, covering such topics as the supply of labor from the perspective of the individual and the family, human capital, the demand for labor, market equilibrium, and the determination and distribution of wages and earnings. Theoretical and empirical issues surrounding current topics in labor economics are examined, and may include discrimination, efficiency wage theory, labor legislation, life cycle analysis and the use of microdata (panel studies), search behavior, intergenerational earnings mobility, and employment and training policies.

In addition to industrial organization and labor, students take field courses, when available, in other research areas. Development economics is an example of one such area.

Learn more about the PhD program in Economics from the College of Social Sciences and Humanities .

The Economics department faculty engage in research in a wide range of academic and applied areas including industrial organization, competition policy, labor economics, development economics, network science, innovation policy, health, applied game theory, monetary policy, banking, technological change, law and economics, and education. They serve as mentors and advisors, and collaborate alongside students to solve the most pressing global challenges facing established and emerging markets.

• Financial Security: Students enjoy a guaranteed five-year funding package, covering Fall, Spring, and Summer terms
• Small & Focused: Fewer than ten students are accepted yearly
• In-Depth Specialization: Achieve expertise with two PhD-level courses per specialization over two semesters.
• Advanced Economic Analysis: Apply advanced economic theory and methodologies to address real-world economic, social, and environmental challenges in diverse policy settings.
• Expertise in Quantitative Methods: Gain proficiency in applied econometrics and statistical learning, utilizing cutting-edge techniques to analyze big data, test economic hypotheses, forecast trends, and establish causality.
• Research Excellence: Develop and execute impactful research agendas, culminating in a publication-quality doctoral dissertation that showcases your ability to contribute original insights to the field.
• Career-Ready Skills: Acquire the expertise needed to secure professional roles in academia, research, consulting, management, and policy making, leveraging the skills honed during your graduate studies.
• Versatile Application of Economics: Utilize formal economic tools to tackle pressing issues such as inequality, social and racial justice, and competitive markets across various policy areas and career contexts.
• Effective Communication: Enhance your ability to communicate economic knowledge clearly and persuasively in academic, professional, and public forums, including classrooms, conferences, and professional meetings.

Our graduates pursue careers within academia and beyond.

• Analysis Group
• Charles River Associates
• City University of New York (CUNY), Queen’s College
• The Brattle Group
• Ernst and Young
• Federal Trade Commission
• Federal Reserve Bank
• Moody’s Analytics

Application Materials

Application.

• Application fee – US $100
• Personal statement
• Unofficial transcripts from all institutions attended
• English proficiency for international applicants
• Three letters of recommendation
• Scores from the Graduate Record Examination (GRE) – Optional

Admissions deadline for Fall term: December 1

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Ph.D. in Economics

The Ph.D. program in the Department of Economics at Columbia University trains students to do cutting edge research in economics.  Students in our program do research in all major areas of economics including microeconomics, macroeconomics, econometrics, international economics, labor economics, public finance, industrial organization, development economics, and urban economics.  Our department provides strong training both in theoretical economics and in applied and empirical economics.  The Ph.D. program is primarily designed for students that are interested in pursuing a career in teaching and research within academia but is also useful for student interested in certain positions within governments, research organizations, or private businesses.

The first two years of our Ph.D. program is largely devoted to rigorous coursework. After the second year, however, students devote most of their time to their own research under the supervision of faculty advisors. Students in our program generally complete their Ph.D. in 5 or 6 years.

Admission to the Ph.D. program is highly selective.  We receive approximately 1,000 applications each year for an incoming class of roughly 25 students.  We place a high value on attracting the very best minds, and recruiting members of groups who will both enhance the diversity of research in the field and contribute to the diversity of the university’s academic and professional community.

The Ph.D. program has a long and illustrious history.  Alumni of the program include some of the most distinguished economists of the last century – including Nobel Prize winners Kenneth J. Arrow, Milton Friedman, Simon Smith Kuznets, and William S. Vickrey.

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Purdue’s Daniels School offers a PhD in Economics which develops core competencies in microeconomics, macroeconomics and econometrics, while allowing students to choose specialized study in a variety of different fields. The Economics PhD is well-suited for those interested in rigorous application of mathematical tools to better understand decisions made by individuals and firms, and to evaluate economic policies.

By collaborating with renowned faculty in the areas of econometrics, experimental and behavioral economics, industrial organization, international trade, labor economics, macroeconomics, and public economics, our doctoral students go on to conduct frontier research at leading universities, shape public policy and influence business strategy.

Grounded in a strong methodological and quantitative orientation, our PhD program broadens students’ understanding of economic issues, provides an opportunity for individualized research and specialization, and sharpens critical thinking skills.

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If you would like to receive more information about doctoral study in Economics, please contact us and an Admissions Specialist will be in touch to connect you with a department representative!

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Doctor of Philosophy in Economics

Program description.

The PhD in Economics degree program provides a cutting-edge education in economic theories and the development of a rigorous toolkit of mathematical and econometric techniques. Students also gain extensive exposure to various research areas in economics that allow them to think critically about how to approach the analysis of economic problems and contribute to the knowledge base of the discipline. The program is particularly strong in the areas of public economics, applied microeconomics, macroeconomics, data analysis, and the economics of conflict.

Career Opportunities

Graduates of the program seek positions such as: academic, data analyst, economist in financial institutions, management firms, and consulting firms both in private and domestic sector, academics and researcher and government positions (the Federal Reserve banks, Bureau of Labor Statistics, Census Bureau, Social Security Administration and Federal Trade Commission.)

Application Requirements

Degree requirements:  Bachelor’s degree from an accredited college or university.

GPA:  Minimum GPA of 3.25 in upper-division and graduate course work in economics and related courses.

Test score required:  Yes

The minimum quantitative score is 158 with students averaging 163 on the quantitative score and 150 of the verbal score. The program does not accept GMAT scores as a substitute for GRE scores.

Letters of recommendation:  3

Applicants must submit three letters of recommendation from individuals who can judge the candidate’s probability of success in graduate school. Use the electronic request form in the graduate application to submit the letters. Contact the graduate academic program department if you have any questions.

Admissions essay required:  Yes

A one-page essay outlining the applicant’s background, reasons for choosing UT Dallas, prior educational experiences, and personal objectives.

Deadlines:  University  deadlines  apply.

Contact Information

Judy Du Graduate Program Administrator Email: [email protected] Phone: 972-883-4964 Office: GR 2.808

Degree Information Dr. Seth Giertz Director of Graduate Studies Email: [email protected] Phone: 972-883-6234 Office: GR 2.244

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Economic Analysis & Policy

Our doctoral program in the field of economic analysis and policy prepares students for research careers in economics. The program offers rigorous training and has several distinct advantages:

Low Student-to-Faculty Ratio

First, enrollment in the program is small. This encourages close faculty-student contact and allows students to become involved in research very early. Students work first as assistants on faculty research projects and, as their interests and skills develop, on their own research. Students often begin their publishing careers before completing their degrees.

Flexible and Innovative Program

Second, the program is flexible and innovative; students can draw on both the school’s and the university’s distinguished faculty. In addition to the faculty in the economics group at Stanford GSB and in the university’s economics department, students have access to faculty in political and behavioral sciences; accounting and finance; mathematics, statistics, and computer science; and many other disciplines.

A Top-Ranked School

Third, the program is part of a top-ranked professional school. This setting allows students to gain a deeper understanding of the actual processes of business decision-making and public policy formulation.

Preparation and Qualifications

Students who enroll in this program have a substantial background in economics and mathematics. They are expected to have, minimally, mathematical skills at the level of one year of advanced calculus and one course each in linear algebra, analysis, probability, optimization, and statistics.

The faculty selects students based on predicted performance in the program. Evidence of substantial background or ability in the use of mathematical reasoning and statistical methods is important. Most successful applicants had quantitative undergraduate majors in economics, mathematics, or related sciences.

In addition to evidence of ability and letters of recommendation, the faculty considers carefully the applicant’s statement of purpose for pursuing the PhD degree. The successful applicant usually has clearly defined career goals that are compatible with those of the program.

Acceptance into the program is extremely competitive. Admitted applicants compare very favorably with students enrolled in the top economics departments of major universities.

Economic Analysis & Policy Faculty

Mohammad akbarpour, claudia allende santa cruz, susan athey, lanier benkard, jeremy i. bulow, modibo khane camara, sebastian di tella, rebecca diamond, yossi feinberg, guido w. imbens, charles i. jones, jonathan levin, michael ostrovsky, garth saloner, yuliy sannikov, kathryn shaw, andrzej skrzypacz, paulo somaini, takuo sugaya, juan carlos suárez serrato, christopher tonetti, shoshana vasserman, ali yurukoglu, weijie zhong, emeriti faculty, alain c. enthoven, robert j. flanagan, david m. kreps, peter c. reiss, john roberts, a. michael spence, robert wilson, recent publications in economic analysis & policy, a kinky consistency: experimental evidence of behavior under linear and non-linear budget sets, policy learning with adaptively collected data, trading stocks builds financial confidence and compresses the gender gap, recent insights by stanford business, a “grumpy economist” weighs in on inflation’s causes — and its cures, if/then: why research matters, at what point do we decide ai’s risks outweigh its promise, placement director.

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Department of Economics

PhD Programs

• Ph.D. Program

The Ph.D. program in MSU’s Department of Economics is a leader in economic research and training, routinely being ranked between the 25th and 35th best economics departments in the United States according to U.S. News & World Report. According to the current Research Papers in Economics (RePEc) rankings, MSU is 24 th in the United States and is in the top-three in the Big 10 in Econometrics, International, Labor, Micro, and Public. For additional rankings, see the  American Economic Association .

We recognize that the best education comes from building a strong theoretical and econometrics foundation and working closely with faculty members and fellow classmates. As a department, we have taken steps to maximize these opportunities by offering competitive support packages, keeping field class sizes small, and fostering a collaborative environment within and between cohorts.

Our goal is that students will leave MSU with the research tools, experience, and professional network necessary to succeed in their desired careers. Recent graduates have gone on to work in tenure-track positions at top research institutions (Rutgers, Georgia Tech, Arizona, Oregon State, Iowa State, Melbourne, Essex), top government agencies (Census, Environmental Protection Agency, Federal Deposit Insurance Corporation, Food and Drug Administration, Securities and Exchange Commission, U.S. Government Accountability Office), and top private sector firms (Abt, Amazon, Citi, J.P. Morgan, Mathematica).

• Dual Doctoral Degrees

Course Selection

While our course selection changes from year to year, we have structured the program so that we can offer at least one course in all of our primary fields each year:

• Microeconomic Theory
• Macroeconomics
• Development
• Econometrics
• Environmental and Resource
• Industrial Organization
• International Trade

In addition to working on topics in these primary fields, we frequently have students working in secondary fields, including Aging, Behavioral, Education, and Health. Please see Michigan State University's  schedule of courses for a complete and up-to-date course offering.

Funding Information

All admitted students are automatically considered for funding and fellowships. In recent years, all admitted students received some form of funding, ranging from university-wide fellowships that require no teaching to teaching and research assistantships. We will communicate a student’s funding offer in the official admissions offer letter.

For more information, please contact Scott Imberman , Director of Graduate Studies, or Jay Feight , Graduate Program Coordinator. 

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Your Next Step

Learn how to apply

About the Ph.D. Program

The Ph.D. Program in Economics at UCLA prepares students for careers as economists in academia, business and government. The program combines rigorous work in economic theory and careful study of real-world problems and institutions. Graduates from this program work at major universities around the world, national and international government agencies, banks, research centers and in private businesses. Some of our graduates have achieved great prominence, such as William Sharpe , who earned both his B.A. and Ph.D. degrees at UCLA, and was co-recipient of the 1990 Nobel Prize in Economics for his work on the capital asset pricing model.

The department includes internationally recognized scholars in economic theory, econometrics, and all the major applied fields. These outstanding scholars form one of the foremost departments of economics in the world.

The Economics Department is situated within one of the world’s most youthful and vibrant universities. Founded in 1919, UCLA first developed into a major university in the 1950’s. After so short a history, the university was ranked second in the United States among public research universities by the Conference Board of Associated Research Councils in 1982. Thirty-one of its Ph.D. programs are currently ranked in the top 20 in their field–third best in the nation.

The Ph.D. is the degree objective of the graduate program. This degree is awarded to students who demonstrate professional competence by passing written qualifying exams and by completing a major piece of individual research (the Ph.D. dissertation).

Preparation for the qualifying exams through coursework and independent study occupies most student time for the first two years. Thereafter the focus shifts to independent research and finally to the writing of a Ph.D. dissertation. Research in progress by our graduate students as well as our faculty is presented at workshops that meet weekly throughout the academic year. Currently, the Dept. has workshops in Theory and Mathematical Economics, International and Development Economics, Labor and Population Economics, Business Organization and Regulation Economics, Economic History, Econometrics, and Monetary Theory. In addition, many graduate students work as research or teaching assistants for faculty members. The normal time to degree is six years.

This degree program classifies as STEM (CIP Code 45.0603: Econometrics and Quantitative Economics).

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Why Earn a PhD in Economics?

A PhD prepares you to do independent research at the frontier of Economics

How to Prepare for a PhD in Economics

Important points when preparing for Graduate school in Economics

Writing Personal Statements

Research Experience

Learn how research is a component of preparing for Graduate school

Getting Useful Letters of Recommendation

PhD Student Funding

In this section, we are going to focus on being a competitive applicant for top Economics PhD programs.  We want our very best undergraduates to have a chance to get into these highly competitive programs right after completing an undergraduate degree.  Preparing for graduate school in Economics can often be a confusing process for students.  The goal of this webpage is to illuminate this process and clarify what is required to be a competitive applicant.  While we emphasize the importance of taking difficult mathematics courses, in general, as you choose less selective Economics PhD programs, you can take fewer upper division mathematics classes and still be a competitive applicant. 

Of course, a PhD in Economics is not for everyone and we want you to pursue a career path that is right for YOU.  For great resources about careers, please see UCSD Career Services Center .

There are also many PhD and MA programs outside of economics (in finance, business, public policy, data analytics, business analytics, data science, etc.) that you may be more interested in and be well qualified for.  Please speak with our Vice Chair for Undergraduate Education and other economics faculty about any higher education program you are interested in and get their advice about what it will take for you to be to be a competitive applicant.

First Steps

A key requirement for earning a PhD is that your dissertation provides new knowledge that moves out the frontier of the profession

Why earn a PhD in Economics?

The key thing you need to know is that PhD programs in economics are highly mathematical

It is a great idea to talk to someone who was just in your shoes not too long ago!

Talking to a UCSD grad

Preparing your application.

Conducting Research with a professor or graduate student will help prepare you for graduate school and can help you gain useful letters of recommendation

Letters from faculty members who know you well are the most useful letters for gaining admission to top 30 PhD and MA programs

While the prompts vary across schools, generally a personal statement will ask you to describe your research interests, qualifications, and career goals.

More Resources

Even though most graduate programs come with funding, it is potentially a good idea to apply for outside funding as well

Read the common questions about Economics Phd programs

Advice and more information from some external sources

Helpful Links

Ph.D. Program

Make an impact: The intellectual rigor from researchers associated with Yale Economics drives innovations in domestic and international policy.

• Requirements

Yale's Department of Economics offers a challenging and rigorous academic program, a distinguished and accessible faculty, and a friendly, supportive environment for study.

Our core teaching faculty of 66 is supported by a diverse group of visiting professors and graduate student teaching assistants, making it one of the largest economics departments in the United States with one of the highest teacher/student ratios for the 130 Ph.D. students in residence.

The Department of Economics also has close ties with professional schools in related fields, such as the Yale School of Management, the Yale School of the Environment, and the Yale School of Public Health, where many of its secondary faculty members teach. It also works with affiliated centers, including the Cowles Foundation for Research in Economics, the Economic Growth Center, and the newly created Tobin Center for Economic Policy . 

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Our Program

Yale's economics faculty embraces a broad range of research and teaching interests. Courses and seminars span a wide spectrum of economics, from dynamic structural models to field experiments. Our students apply econometric and data analytic methods to a variety of subjects in macroeconomics, labor economics and finance. Our courses examine critical economic policy issues, including antitrust and environmental regulation. Our focus is global, spanning the United States and developed economies to the developing nations of Latin America, Asia and Africa. Whatever your interest, our faculty is ready to guide you through a wide offering of more than a hundred regular courses, seminars or workshops, combined with individually tailored reading and research courses to best prepare you for your Ph.D. research and dissertation.

Our faculty is eclectic in methodologies and views of economics. There is no Yale dogma or school. You will acquire a critical perspective on the full range of approaches to macroeconomics. You will be well trained in neoclassical theory and in the theory of public choice, externalities and market failures. You will master the skills of sophisticated modern econometrics and understand pitfalls in its applications. You will gain respect for the power of contemporary mathematical models and also for history and for the insights of the great economists of the past.  

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• Economics (Ph.D.)

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Looking for PhD Programs that focus on economics of education, suggestions appreciated!

Hey Everyone,

Im sure this sub get this question all the time, but I could certainly use your advice. I am a Masters of Public Policy graduate student (at a top 5 university which is very economics oriented) focusing on quantitative methods and analysis as well as education policy. If I go on to a PhD program I'd like my research to focus on education and/or child development, similar to works of Heckman.

Any suggestions of PhD programs that focus on such an area? Im not sure if this type of economic research is falls under the auspices of Labor Economics, Public Economics or something else. Also, any suggestions for someone trying to get a PhD in economics from a public policy background, or should I only look at public policy PhD programs? Bonus points to anyone that can recommend programs in California!

Appreciate the help!

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Ph.D. in Economics

Gain technical skills and advanced understanding of markets, government policy, and institutions to prepare for research careers in higher education, industry, or government.

• Academic Programs

About this Program

The Department of Economics in the College of Liberal Arts offers the Ph.D. in Economics. It is designed for students of exceptional ability who wish to do advanced work in preparation for careers in university teaching and research, or as specialists in business, government, or research organizations. 

The course of study is more expansive in scope and is of greater depth than the master’s program, with programs individualized to fit each student’s interest and background.  

On this Page…

Program information, program type.

Doctorate Program

Area of Study

College of Liberal Arts

Program Location

Required credit hours, program details.

APPLICATION DEADLINE: March 1

The Department of Economics welcomes student applications with the following materials. Additional details are found on the department website .

• Complete the Graduate School’s Online Application.
• Pay the application fee ($50).
• Submit official transcripts.
• Submit GRE scores.
• International applicants whose first language is not English may be required to submit scores from an acceptable English language proficiency test .
• Upload Supplemental Application materials for the Department of Economics to the online application.
• Statement of purpose. T he two page statement should  describe your background, interest in economics, and interest in the graduate program at UM.
• Three letters of recommendation: provide contact information for three recommenders 

The Graduate School requires a minimum 3.0 undergraduate GPA. The Department of Economics welcomes students from any academic background, but expects students to be prepared for the rigors of graduate study in economics. When the Admissions Committee reviews an applicant’s transcript, it looks at the overall performance and specific performance in economics or economics-related courses and quantitative courses (math, statistics).

Students in the Ph.D. in Economics complete at least 54 credit hours of graduate courses beyond the bachelor’s degree or at least 30 approved graduate hours beyond the master’s degree.

Students must meet the core requirements for the M.A. degree: 

• Econ 604: Applied Statistical Techniques in Econ (or 629 Statistical Methods for Economics)
• Econ 605: Microeconomics I
• Econ 606: Macroeconomics I
• Econ 609: Mathematics for Economists

Ph.D. students select two subfields chosen from applied microeconomics, applied macroeconomics, and econometrics. They complete the following courses:

• Econ 614: Microeconomics II
• Econ 628: Macroeconomics II
• Econ 629: Statistical Methods for Economics
• Econ 630: Econometrics I
• Econ 631: Econometrics II
• 9 credit hours in subfield 1
• 9 credit hours in subfield 2 or in approved area outside economics

Each student must successfully pass a written examination in macroeconomics, microeconomics, and econometrics.  After passing the comprehensive exams, students must successfully defend a dissertation proposal. After the dissertation is written, a final oral defense culminates the student’s doctoral program at the university.

All our Ph.D. students receive an assistantship which are currently $20,000 for 9 months. Assistantships require the student to work as a teaching/research assistant to departmental faculty, or as a graduate instructor. 

Students with a graduate assistantship receive a scholarship that covers some or all of the tuition and non-residency fee, if applicable, for regular semesters and subsidized health insurance .

In addition, the Lewis Smith Scholarship is awarded annually to a full-time Ph.D. student who has demonstrated outstanding academic achievement in economics.   

The Graduate School’s financial aid webpage lists a variety of funding possibilities, including summer support and a recruiting fellowship program that promotes academic excellence and access to graduate education to groups who are historically underrepresented.  

The university also has the  Mississippi Center for Supercomputing Research .

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Economics (PhD)

Gain a strong foundation in economic theory and quantitative methods in applied fields of economics.

Why choose this program?

The Department of Economics has wide-ranging research strengths with specialties of labour, health and social policy, development, and macroeconomics.

Dal economics graduates work with universities, government agencies and the private sector.

Possible careers include:

Economic Analyst

Policymaker

Admission requirements

You'll need to meet the  Faculty of Graduate Studies minimum requirements  as well as any program-specific admissions requirements before you can apply.

Financial information

At Dalhousie, we want our students to focus on their studies, rather than worry about their personal finances. We offer competitive tuition rates and funding programs to support graduate students in almost all of our degree programs.

Program options

Thesis : Pursue independent and original research guided by a supervisor to develop and defend your thesis. 

Standard program duration:

5 years or longer

Enrolment options:

Delivery format:.

All graduate programs at Dalhousie are collaboratively delivered by a home Faculty and the  Faculty of Graduate Studies .

Contact an admissions advisor

Questions about admissions or the application process get in touch with the program..

Email:  [email protected]

Phone: 902-494-2026

I'm ready to apply!

While every effort is made to ensure accuracy on this page, in the event of a discrepancy,  Dalhousie's Academic Calendars  are the official reference.

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Eva Nagypal, PhD, Celebrated for Dedication to the Field of Economics

Eva Nagypal has been recognized by Marquis Who’s Who for her exemplary dedication and contributions to the field of economics. Known for her extensive experience and impactful work, Dr. Nagypal is a senior economist at the Consumer Financial Protection Bureau (CFPB), where she oversees complex research projects and analyzes various economic problems and data.

Dr. Nagypal’s career centers on helping others through her work. She has a strong background in labor economics and macroeconomics, having conducted independent research and served as an assistant professor at Northwestern University. Her publications for the CFPB have made significant contributions to consumer financial protection and economic research.

“Perseverance is key to success in any field,” Dr. Nagypal asserts. “I’ve always believed that dedication and a genuine desire to make a difference drive impactful work.”

Significant Contributions and Milestones

Dr. Nagypal’s academic journey began at Brandeis International Business School, where she earned a Bachelor of Science in economics and a Master of Arts in international economics and finance. She furthered her expertise with a PhD in economics from Stanford University. 

Dr. Nagypal is also affiliated with the American Economic Association and the American Real Estate and Urban Economics Association, so she stays abreast of developments in her field.

Dr. Nagypal’s role at the CFPB involves leading research initiatives, mentoring junior economists, and collaborating with other experts to promote financial fairness. Her work has earned her internal awards and recognition within the economics community.

In addition to her professional accomplishments, Dr. Nagypal is dedicated to giving back to her community. She volunteers through various programs that support locals in need, reflecting her compassionate nature and commitment to making a positive impact. 

“Helping others has always been a core value for me,” concludes Dr. Nagypal. “Whether through my professional work or community service, I strive to make a meaningful difference.”

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Prepare Yourself for an Ever-changing World with a Ph. D. in Economics

Blog / September 10, 2024

Economics graduates are well-positioned in an ever-changing world as they possess problem-solving and analytical skills that help them succeed in various career paths. The study of economics enables students to understand people, markets, businesses, and governments better and, therefore, better respond to the challenges and opportunities that emerge when things change.

But Which economics course is best? Which economics course can lead you to a lucrative career path? Obtaining a PhD in Economics means you have achieved the highest level of education in the domain, thereby creating enormous opportunities for any job in a related area.

What is a Ph.D. in Economics?

Ph.D. in Economics is a doctorate program that deals with the study of applied microeconomics, economic theory, energy economics, game theory, labor economics, and theoretical and applied econometrics. The Ph.D. in Economics duration is three-five years. A Doctorate degree in Economics prepares students to pursue rewarding careers, including Auditor, Stock Broker, Actuarial, Media Analyst, Lecturer or Professor, Banker, Economist, Geographer, econometrician, and Public Relations Officer.

This article will answer all your questions, like What is the structure of a PhD Economics Program? How can I get admission to a PhD Economics in India? What can I do with a PhD Economics course?

How Can I Get Admission to a PhD Economics in India?

For admission into the PhD in an Economics course, students must meet the program eligibility requirements set by the institute offering the course to be admitted to the course.

Below are some of the general eligibility criteria set by the institutes.

• There is no age limit for individuals interested in a PhD in an Economics course.
• To be admitted into a PhD in Economics course, a candidate must have completed a postgraduate degree in any discipline.

Students applying to the Economics PhD program are required to take an entrance exam. Additionally, students must clear an entrance exam at the college or national level to apply for the course.

What is the Structure of the PhD Economics Program?

Ph.D. in Economics program syllabus is divided into semesters with a yearly exam. Students can choose between core and elective subjects such as advanced economic theory, data collection, and organization, econometric methods, advanced econometrics, advanced microeconomic theory, advanced macroeconomics theory, etc. Students in this course will acquire techniques that will help them in the economic industry.

Following are some topics covered in the course:

• Advanced Economic Theory
• International Trade and Finance
• Economics of Planning
• Public Finance
• Theory of Economic Growth and Technical Progress

What Can I Do With a PhD Economics Course?

Ph.D. in Economics graduates can find employment in various sectors, including top economics consultancies, academia, etc. The PhD in Economics equips the students with additional qualifications that enhance their employability. Therefore, the Graduates of the PhD program in Economics can work in the following careers:

• Political Scientists
• Financial Consultant
• Senior Research Scientist
• Assistant Professor
• Head of the Educational Department
• Senior Economist
• Senior Market Analyst
• Director of Research and Development

Ensure Your Lucrative Future with a Ph.D. in Economics at Shiv Nadar IoE

The Ph.D. in Economics program imparted by Shiv Nadar Institution of Eminence (Deemed to be a University) is a full-time program that comprises several areas of research for current faculty members, including Development Economics, Economic Growth, Game Theory and Information Economics, Environmental Economics, Labor Economics, Industrial Organisation, Macroeconomics, Political Economy, and Public Economics.

The department faculty at Shiv Nadar IoE conducts multi-disciplinary research on various topics. The list below is instructive but in no way exhaustive of the areas in which research is conducted are:

• Economic Theory
• Macroeconomics
• Development Economics (using tools of Applied Microeconomics)
• Environmental Economics

Moreover, the future scope and career opportunities for a Ph.D. in Economics graduate from Shiv Nadar IoE are lucrative. Graduates can work in the private, government sector, academia, or research. For instance, an economist specializing in education may become a department head or an administrator. The Economics and Marketing Journal is also an exceptional place to look for jobs.

Gain the Knowledge and Skills that Employers Want with a Ph.D. in Economics

One of the most lucrative PhD degrees available, PhDs in Economics typically receive higher salaries than other PhDs. In addition, a PhD program in Economics represents the highest level of educational achievement in economics, opening up an enormous opportunity for any job in a related field. As a result, the job market for economic professionals is extensive.

Thabi Leoka PhD scandal spotlights new legislation on falsifying academic qualifications

Thabi leoka, accused of lying about her phd qualification from the london school of economics, could face jail time if she’s found to have contravened the national qualifications framework amendment act..

• Thabi Leoka
• Fake academic qualifications

Economist Thabi Leoka. Picture: Anglo American Platinum website

JOHANNESBURG - A recent qualification scandal involving career board member Thabi Leoka has thrust new legislation on falsifying academic qualifications under the spotlight.

According to media reports, Leoka lied about holding a PhD from the London School of Economics.

Leoka has served on several boards of JSE-listed companies and is also on the president’s Economic Advisory Committee.

While her Master’s Degree from the prestigious institution can be found, there doesn't seem to be evidence of a PhD.

Among Leoka’s public appearances was her testimony at the Higher Education and Training Commission of Inquiry.

- Economist Thabi Leoka could face jail time if she falsified her PhD

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At the inquiry, she declared under oath that among her qualifications she holds a PhD in International Economics from the London School of Economics.

If that is found to be untrue, Leoka could be criminally charged with perjury.

Leoka could also face jail time for contravening the National Qualifications Framework Amendment Act, something Professor Steven Tuson from the Wits Law School said would be easy to convict her of.

“What would be an aggravating factor is if she committed the offence with the intention to gain financially.”

If Leoka did falsify her qualifications, the act prescribes a prison sentence of up to five years, a fine, or both.

East African School of Higher Education Studies and Development Welcomes New Dean

In a significant event at Makerere University ‘s East African School of Higher Education Studies and Development, leadership transitioned from the outgoing Dean, Dr. Kikooma Julius, to the incoming Dean, Prof. Jude Ssempebwa. The handover ceremony took place at the Curriculum Building, with faculty and staff in attendance to witness this momentous occasion.

The event was presided over by the Principal of the College of Education, Prof. Anthony Mugagga, who expressed his gratitude to everyone for attending. In his speech, Prof. Mugagga praised Dr. Kikooma for his exemplary service and unwavering dedication throughout his tenure. He emphasized the outgoing Dean’s ability to unite the school and lead it through key milestones, stating that Dr. Kikooma’s leadership had been crucial in advancing the school’s mission.

“We thank Dr. Kikooma for his remarkable work in steering this school to success and for fostering a spirit of togetherness,” said Prof. Mugagga. He wished the incoming Dean, Prof. Jude Ssempebwa, great success in his new role, assuring him of full support and praying for God’s guidance in his leadership. Prof. Mugagga further underscored the importance of teamwork in ensuring the school’s continued growth and success.

In his farewell address, Dr. Kikooma expressed heartfelt gratitude to the faculty and staff for their support during his tenure. He acknowledged the collective efforts of his colleagues, thanking them for their cooperation and hard work. In a candid moment, Dr. Kikooma asked for forgiveness for any unintentional shortcomings during his time as Dean. He warmly welcomed Prof. Ssempebwa and promised to provide assistance whenever needed.

“I thank the Principal for trusting me with this role and for the wonderful collaboration we had. I also assure Prof. Ssempebwa that I will be available to help in any way I can,” Dr. Kikooma remarked.

Several faculty members shared their appreciation for Dr. Kikooma’s leadership. Senior staff member Janet Nabukeewa commended him for his dedication and wished him well in his future endeavors. She added that any mistakes made during his tenure had been forgiven, symbolizing the strong bonds within the school’s leadership. Auditor Luwuliza Aggrey also expressed his gratitude, offering prayers and well wishes for the incoming Dean.

As the handover took place, Prof. Jude Ssempebwa expressed his deep appreciation for the trust placed in him. He pledged to work diligently with both staff and students to elevate the school to even greater heights. Prof. Ssempebwa emphasized the significance of teamwork and urged the entire school community to collaborate closely with him during this new chapter.

“I will not let you down,” Prof. Ssempebwa assured the audience, encouraging students to enroll and promising to work hand in hand with everyone to achieve success.

In his closing remarks, Prof. Mugagga offered valuable advice to the new Dean, encouraging him to take time to study the school’s dynamics. He concluded by giving thanks to God for guiding the institution through this leadership transition, and wished both Dr. Kikooma and Prof. Ssempebwa success in their respective roles.

CEES Researchers discover how Indigenous knowledge systems such as Ethnomathematics enhance teaching and learning school mathematics

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On September 3, 2024, the College of Education and External Studies at Makerere University hosted a significant research dissemination event, presenting pioneering findings on integrating Indigenous Knowledge Systems (IKS) such as ethnomathematics in teaching and learning school mathematics. The research, funded by the Carnegie Corporation of New York through the Makerere University Directorate of Research and Graduate Training, highlighted innovative approaches to making mathematics education more relevant and accessible to students in Uganda.

Ethnomathematics is an interdisciplinary field that explores the relationship between mathematics and culture. It investigates how different cultural groups understand, articulate, and apply mathematical concepts in ways that are often unique to their traditions and everyday practices. Educators and researchers can bridge the gap between formal, academic mathematics and the diverse mathematical practices found in various cultural contexts by exploring ethnomathematics. This approach can serve as a powerful medium for teaching and learning mathematics, offering several benefits such as cultural relevance in education.

Ethnomathematics helps make mathematics more culturally relevant to students by connecting abstract mathematical concepts to their real-world experiences and cultural backgrounds. This relevance can increase student engagement, making mathematics feel more accessible and meaningful. For example, students from agricultural communities may better understand mathematical concepts when they are presented using traditional farming practices, such as crop rotation patterns or land measurement techniques.

The research, led by Dr. Marjorie Sarah Kabuye Batiibwe from the Department of Science Technical and Vocational Education, focused on how traditional practices such as mat and basket weaving can be incorporated into the secondary school mathematics curriculum. This approach, termed ethnomathematics, seeks to connect abstract mathematical concepts to the cultural practices familiar to students, thus enhancing their understanding and engagement with the subject.

Key Findings

The research revealed that the mathematical processes embedded in traditional activities like weaving are rich in concepts that align with the school mathematics curriculum. For instance, mat weaving incorporates geometrical concepts such as symmetry, parallel lines, and shapes, while basket weaving introduces students to patterns, sequences, and measurement techniques. These cultural activities can be used as teaching tools to make learning more hands-on and relatable.

Impact on Education

Julius Anthony Musinguzi, a Master’s student undertaking this research said, the study also demonstrated that students taught using these culturally relevant methods showed improved conceptual understanding and a more positive attitude toward mathematics. “The use of IKS in teaching not only made mathematics more engaging but also helped bridge the gap between theoretical knowledge and practical application,” he said.

Dr. Batiibwe’s research further proposed the development of a curriculum module that incorporates these ethnomathematical practices into the training of pre-service mathematics teachers. This module would equip future educators with the tools and strategies needed to integrate IKS into their teaching practices effectively.

The event concluded with a call to action for education stakeholders in Uganda to consider the integration of ethnomathematics into the national curriculum. This would not just preserve and promote indigenous knowledge but also improve the quality of mathematics education by making it more inclusive and contextually relevant.

Makerere University continues to be at the forefront of educational innovation, and this research marks a significant step towards redefining how mathematics is taught in Uganda, ensuring that it resonates with students from all cultural backgrounds.

Research team

• Principal Investigator: Marjorie Sarah Kabuye Batiibwe
• Mentor: Assoc. Prof. Betty Kivumbi Nannyonga (Department of Mathematics, College of Natural Sciences, Makerere University )
• Master’s student: Julius Anthony Musinguzi (Master of Education in Science Education (Mathematics)

Kampala, August 30, 2024 —

The School of Education, Department of Languages at Makerere University , recently organized a highly impactful workshop aimed at enhancing the research skills of PhD students. The workshop, titled “Moving from Raw Data to Reporting Findings in Educational Research,” attracted over 40 doctoral candidates who are currently navigating the challenging terrain of academic research.

The event was graced by a distinguished panel of senior researchers who brought a wealth of knowledge and experience to the discussion. The panel included Dr. Leah Sikoyo, Dr. Reymick Oketch, Dr. Nambi Rebecca, Dr. Badru Musisi, Dr. Nicholas Itaaga, and Dr. Michael Gallagher, a Senior Lecturer in Digital Education from the University of Edinburgh .

Theoretical Foundations in Research

A key point emphasized during the workshop was the importance of grounding research in a strong theoretical framework. The facilitators urged the PhD students to ensure that every piece of research draws from a relevant theory, which serves as a foundation for their study. “A theory is not just an academic requirement; it’s a lens through which you interpret your data and understand your findings,” said Dr. Leah Sikoyo, setting the tone for the day.

Navigating Research Methodologies

The workshop also delved deeply into the ongoing debate between quantitative and qualitative research methods. Dr. Sikoyo argued passionately that qualitative data collection is often more rigorous than its quantitative counterpart, as it requires a deep understanding of the context and the researcher’s ontological views must be clearly represented in the thesis. This approach ensures that the subjective nature of qualitative research is not lost, and that the findings truly reflect the nuanced realities of the study subjects.

On the other hand, Dr. Badru Musisi contributed to the discussion by distinguishing between mixed methods and multi-methods research. He explained that while mixed methods research combines qualitative and quantitative approaches in a single study, multi-methods research involves using multiple methods within the same research paradigm. “Understanding the distinction is crucial,” Dr. Musisi noted, “as it influences how you design your study and interpret your findings.”

Adding to the discussion, Dr. Reymick Oketch emphasized the critical role of statistical methods in data analysis, particularly within quantitative research. He highlighted that statistical tools enable researchers to uncover patterns, test hypotheses, and draw conclusions with a high degree of precision. “Incorporating statistical methods into your research allows for a more rigorous analysis of data, providing results that are both reliable and valid,” Dr. Oketch explained. He encouraged students to develop a strong foundation in statistical analysis to enhance the quality of their research outcomes.

Reporting Research Findings

One of the workshop’s highlights was a session led by Dr. Michael Gallagher, who provided practical guidance on presenting research findings effectively. Dr. Gallagher emphasized that research findings should directly answer the research questions posed at the outset of the study. He advised students to draw clear connections between their findings and the themes that emerged during the data analysis, ensuring that their conclusions are firmly grounded in both their data and the existing literature.

Dr. Gallagher also underscored the importance of transparency in reporting research methods. “Be sure to mention all the methods you used to collect data,” he advised. “This not only adds credibility to your research but also provides a roadmap for others who may wish to replicate your study.” He further encouraged PhD students to be reflexive in their analysis, emphasizing the importance of critically examining their own assumptions, biases, and perspectives throughout the research process. Reflexivity in research analysis involves being aware of how the researcher’s identity, experiences, and positioning might influence the interpretation of data and the outcomes of the study.

In a practical session, Dr. Nambi Rebecca introduced the students to a presentation model she code-named PEE —Point, Evidence, and Explanation. She explained that this model helps in structuring arguments logically and effectively. “Start with your Point, back it up with Evidence from your research, and then provide an Explanation that ties it all together,” Dr. Nambi advised. This approach, she noted, is especially useful when presenting complex research findings, as it ensures clarity and coherence in the delivery.

A Valuable Learning Experience

The workshop was lauded by participants for its practical focus and the opportunity to learn directly from seasoned researchers. “It was an eye-opening experience,” said one of the PhD students in attendance. “The insights shared will definitely shape how I approach my own research, especially in terms of grounding my work in theory and being more reflective in my analysis.”

As the event concluded, there was a palpable sense of empowerment among the PhD students, who left with a clearer understanding of how to navigate the complex journey from raw data to meaningful, well-reported research findings. The Department of Languages plans to continue offering such workshops to support the academic growth of its doctoral candidates, ensuring they are well-equipped to contribute to the field of educational research.

The School of Education’s commitment to fostering academic excellence and research rigor is evident through such initiatives. As the doctoral candidates move forward in their research endeavors, the lessons learned from this workshop will undoubtedly serve as a valuable guide, helping them to produce high-quality research that not only advances their academic careers but also contributes to the broader field of education.

Makerere University ’s College of Education and External Studies (CEES) has officially launched the Mindset Change and Socio-economic Transformation from the People’s World (MiSeT) project, marking a significant milestone in the university’s efforts to promote social change and national development. The launch event, held at CEES, brought together a diverse group of academics, government officials, and community leaders to discuss the project’s goals and anticipated impact.

Dr. Achen Stella, a central figure in the MiSeT project, expressed her heartfelt gratitude to all those who contributed to making the initiative possible. She praised the research team’s dedication and specifically thanked Dr. Fred Masagazi Masaazi for his pivotal role in securing the grant that brought the project to life. Dr. Achen also acknowledged the vital mentorship provided by the college principal, which has significantly bolstered the department’s growth and success. She further recognized Dr. Nabushawo Harriet, the Dean School of Distance and Lifelong Learning, for her encouragement in motivating staff to write research proposals, and thanked the organizing team for their efforts in ensuring the event’s success.

In her address, Dr. Nabushawo Harriet highlighted the transformative potential of the MiSeT project. “We are focused on shifting people’s ways of thinking, behaviors, and approaches to problem-solving,” she stated. “This shift is essential for achieving meaningful transformation and making a substantial impact on people’s lives.” She underscored the importance of long-term projects funded by the Research and Innovations Fund (RIF) and expressed her appreciation for the opportunity to conduct such impactful research. Dr. Nabushawo also mentioned the forthcoming publication funded by the principal, which will compile key findings from RIF-funded projects, serving as a valuable resource for future research and policymaking.

Professor Anthony Muwagga Mugagga, speaking at the event, emphasized the necessity of changing mindsets that hinder development. He stressed the importance of aligning the project’s goals with Uganda’s Vision 2040, which aims to achieve middle-income status. “To realize this vision, we must shift our mindset from what we already know to new, progressive ways of thinking,” Prof. Mugagga remarked. He also highlighted the role of social transformation, including parenting, in achieving this mindset change, and called for a deeper understanding of Uganda’s anthropological environment and the protection of cultural values.

Dr. Twine Bananuka provided an in-depth overview of the MiSeT project, explaining that the study aims to engage communities in the mindset change process. He outlined the project’s objectives, which include fostering a culture of productivity, value consciousness, and improved livelihoods. “Mindset change is a process, not an end in itself,” Dr. Bananuka noted, emphasizing that the ultimate goal is sustainable development and better lives for all.

Further elaborating on the project’s scope, Dr. Nampijja Dianah discussed the specific areas of research focus and the challenges encountered. The research will take place in Komamboga, Mpigi, and Bwaise, with a particular emphasis on overcoming barriers to community self-help initiatives. The Mayor of Mpigi Town Council expressed his support for the research and called for additional funding to ensure its continuity.

Professor Fred Masagazi Masaazi appealed to the government for increased funding, highlighting the need for continued support of impactful projects like MiSeT. He noted that the equipment purchased under the RIF grant belongs to the department and stressed the importance of translating research findings into policy briefs that can guide national strategies. Prof. Masagazi also emphasized ongoing support for Ph.D. students and their supervisors and pledged to establish a grants office at CEES to streamline future research initiatives.

Representing the Ministry of Gender, Labour and Social Development, Ms. Imelda Kyalingabira commended Makerere University for its research efforts and its pivotal role in educating Ugandans. She noted that Uganda’s Vision 2040 emphasizes the need for mindset transformation as a pathway to economic growth. “This research is timely and will aid the transformation and development we seek,” she stated.

Ms. Kyalingabira also highlighted the ministry’s role in community mobilization and mindset change, noting their efforts in training community development officers and planners to support the implementation of the Parish Development Model (PDM) and other mindset change initiatives. She expressed optimism that the MiSeT project would yield significant results and reaffirmed the ministry’s commitment to working with Makerere University to improve communities across the country. The launch of the MiSeT project represents a pivotal moment in Makerere University ’s ongoing efforts to drive social and educational transformation. As the project moves forward, the university, in collaboration with government and community partners, is well-positioned to make a lasting impact on Uganda’s journey toward sustainable development and national prosperity.

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