what's a phd from harvard

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PhD Programs

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

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

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

How do I know which program is right for me?

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

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

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

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

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

Accounting & Management  

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

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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.

• Program Requirements
• Job Placement
• Financial Support

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Doctor of Philosophy (PhD)

Students may study for a PhD degree in Architecture, Landscape Architecture, and Urban Planning. An additional track in Architectural Technology is also available. This degree is administered jointly by the Harvard Graduate School of Design and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences. Therefore, students benefit from a dual affiliation with both schools.

The program is mainly geared towards individuals who wish to enter academic teaching and research careers. Students are afforded a high degree of flexibility in their studies, however areas of work are broadly organized into the following areas: the Theory and History of Architecture, Architectural Technology, the Theory and History of Landscape Architecture, and the Evolution of Cities and Regions. 

• Theory and History of Architecture:  

Students interested in this area typically study buildings, architectural texts, technologies, and their political, social, and cultural contexts through the early modern, modern, and contemporary eras. 

• Architectural Technology:  

Doctoral research in architectural technology at the GSD aims to advance current  knowledge in green building, for example, and will typically involve issues related to engineering, computation, and digital simulations. 

• Theory and History of Landscape Architecture : 

Students whose research focuses on the theory and history of landscape architecture typically investigate the  ways in which the  natural environment has been thought of, represented, and transformed, from the early modern to the contemporary period. 

• Evolution of Cities and Regions:

Students may be interested in the subject of cities  from a formal standpoint and/or develop an additional emphasis on various social, economic, technological, infrastructural, and ecological dimensions of urban life.

For biographies of current students and more information about their research interests, click here .

After graduation, PhD program alumni typically teach in design schools, or in history or history of art and architecture departments, landscape architecture and environmental studies departments, and urban studies and/or urban planning departments. Some alumni also work in the science, technology, and society domain on governmental and policy issues of particular relevance to their research.

Program Director and Administrator

Antoine Picon , G. Ware Travelstead Professor of the History of Architecture and Technology at the GSD is the current director of the program.

Margaret Moore de Chicojay is the PhD program administrator and key point of contact for incoming and current students. Contact: [email protected]

PhD in Public Policy

In this section.

• Economics Track
• Judgment and Decision Making Track
• Politics and Institutions Track
• Science, Technology and Policy Studies Track
• Current Students
• Doctoral Student Handbook
• Dissertations & Job Placements
• PhD Student Life
• Faculty & Research

As an exceptional scholar, you want an exceptional graduate program.

The PhD in Public Policy (PPOL) program provides the advanced graduate training you need to successfully launch yourself into a research or related position in academia, government, a nongovernmental organization, or the private sector. 

You will get the training you need to conduct analytical research, help shape and execute policy, and teach the next generation of educators, researchers, and practitioners. The program encourages scholarly research that empowers public policy practitioners like you to make informed decisions and be leaders in their fields. 

Finding firm grounding for research in environmental economics

PPOL PhD alumnus Todd Gerarden’s fascination with bike mechanics mingled with his love of cycling and the outdoors; what emerged was a budding interest in energy and environmental policy. An undergraduate professor suggested he read  Economics of the Environment,  a collection of selected readings edited by HKS professor  Robert N. Stavins . That suggestion changed the course of his career.

Todd Gerarden PPOL PhD 2018

The complete phd.

The PPOL admits students to one of four tracks: Economics ; Judgment and Decision Making ; Politics and Institutions ; and Science, Technology and Policy Studies .    

PPOL graduates enter the workplace prepared to teach, carry out research, and make a profound impact in academia, while for others the degree leads to productive careers in think tanks, multinational organizations, NGOs, or the private sector.

"I've joined two research labs at HKS: Jennifer Lerner's and Julia Minson's. The brainstorming, feedback, and mutual pursuit of important research that comes from working in the labs is truly fulfilling."

Brad dewees ppol phd 2019, doctoral program admissions, funding your doctoral education.

PhD Program Requirements

• Introduction

Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.

• Application for Degree
• Credit for Completed Graduate Work
• Ad Hoc Degree Programs
• Dissertations
• English Language Proficiency
• African and African American Studies
• American Studies
• Anthropology
• Architecture, Landscape Architecture, and Urban Planning
• Molecular and Cellular Biology
• Organismic and Evolutionary Biology
• Biological Sciences in Public Health
• Biostatistics
• Business Administration
• Business Economics
• Byzantine Studies
• Celtic Languages and Literatures
• Chemical Biology
• Chemical Physics
• Chemistry and Chemical Biology
• Comparative Literature
• Division of Medical Sciences
• Earth and Planetary Sciences
• East Asian Languages and Civilizations
• Engineering and Applied Sciences
• Film and Visual Studies
• Germanic Languages and Literatures
• Health Policy
• History of Art and Architecture
• History of Science
• Human Evolutionary Biology
• Inner Asian and Altaic Studies
• Linguistics
• Mathematics
• Middle Eastern Studies
• Near Eastern Languages and Civilizations
• Organizational Behavior
• Political Economy and Government
• Population Health Sciences
• Public Policy
• Quantum Science and Engineering
• Religion, The Study of
• Romance Languages and Literatures
• Slavic Languages and Literatures
• Social Policy
• South Asian Studies
• Systems, Synthetic, and Quantitative Biology
• Secondary Fields
• Year of Graduate Study (G-Year)
• Master's Degrees
• Grade and Examination Requirements
• Conduct and Safety
• Financial Aid
• Non-Resident Students
• Registration

In addition to the common degree requirements expected of Harvard Griffin GSAS students, students must meet additional requirements specified by their department or program. This section provides additional degree requirements by academic program.

CONTACT INFO

Student affairs, explore events.

Explore Programs Available at Harvard

Doctor of Science

IMPORTANT ANNOUNCEMENT

Effective Fall 2016, the five separate Doctor of Science (SD) programs that have been previously offered by the School of Public Health (ScD in Epidemiology; ScD in Environmental Health; ScD in Global Health and Population; ScD in Nutrition; and ScD in Social and Behavioral) will no longer be offered to incoming students. Instead, prospective doctoral students who would like to train with faculty from the Epidemiology  department should apply to the Doctor of Philosophy ( PhD ) Program in Population Health Sciences and choose Epidemiology  as their Field of Study.

What is the new PhD program?

The new PhD in Population Health Sciences is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS) and is awarded by the Faculty of Arts and Sciences. Students in this program will gain broad, interdisciplinary knowledge in quantitative and qualitative methods of enquiry for understanding the health of populations, and developmental approaches to population health science. In addition, students will belong to one of the following Fields of Study associated with the departments of: Environmental Health , Epidemiology , Global Health and Population , Nutrition , or Social and Behavioral Sciences .

Through students’ explicit selection of the Field of the Study, the new PhD program will retain elements of the former SD program including the ability to choose an “Area of Specialization” within any given Field of Study, while introducing new curriculum aspects including a rigorous program-wide methods course, training in scientific communication, and seminars providing a broad understanding of population health.

For further details on the new PhD program, please visit this website . It will be continually updated. Prospective doctoral students may also continue to browse the departmental websites for information on faculty expertise, research, and courses, which may assist prospective students in choosing a Field of Study.

What is the admissions process for this new PhD program?

Applications to the PhD Program in Population Health Sciences are due December 1, 2015 . Information about the admissions process for this new PhD Program In Population Health Sciences may be found here starting soon. Applicants may wish to visit the GSAS Admissions website for general information for prospective students.

News from the School

Bethany Kotlar, PhD '24, studies how children fare when they're born to incarcerated mothers

Soccer, truffles, and exclamation points: Dean Baccarelli shares his story

Health care transformation in Africa highlighted at conference

COVID, four years in

Which program are you applying to?

Accepted Admissions Blog

Everything you need to know to get Accepted

July 3, 2019

Fully-Funded PhD Program at Harvard University: How I Got In

Harvard is one of those places that people often talk about with admiration but rarely as an aspiration. “Could I ever get into Harvard?” is usually a question asked with a great deal of doubt and trepidation. However, thousands have graduated from Harvard over its lengthy and illustrious history, and those people are real people. They simply had two traits that made them eligible candidates, and the rest was up to chance! Those traits were: (a) an impressive portfolio (including high grades and varied and committed experiences, including leadership roles , etc.) and (b) confidence that they could indeed be accepted. This latter element is perhaps the defining feature of students accepted to Harvard—the belief that they could ever get in!

Harvard (or other Ivy schools) aren’t for everyone all the time

Let’s be clear: we are not all, always, ready to go to Harvard, just because we believe in ourselves. I applied to Harvard in high school and was rejected—and the truth is, though I was a committed and intellectually curious student, and though I feel I would have thrived at Harvard, I know I didn’t have the portfolio they needed. My grades were good, but not stellar ; my extracurriculars and summer experiences existed, but were not extensive or impressive; and, my confidence led me to seek very little advice or writing consulting for my personal statement , so that I did not submit my best possible work.

Thinking you can’t get in at one point in your life might be true, but it does not mean you are not “Harvard/Ivy League material” ever . After completing college at a marvelous liberal arts university (an experience I would choose again any day!), I knew my portfolio had changed. I had very good grades and had fostered deep and lasting connections with professors; I had been a research assistant, a student newspaper writer and editor, and a writing tutor; I had learned a tremendous amount and felt confident that I could submit a writing sample I was proud of.

This time, in addition to the necessary confidence and portfolio, I sought a writing tutor to help make sure my statement of purpose could be the best one possible, and off my application went! Lo and behold, I got into my dream school for an MA: the University of Chicago, or the “Harvard of the Midwest.” Not only that, but I unexpectedly was awarded a fully-funded fellowship , including full tuition coverage AND a stipend! You never know what can happen!

The importance of strong essays

During the last year of my MA, I again felt ready to submit applications to competitive schools; I’d kept up my grades and activities, I’d worked hard on a polished writing sample, and I made sure to consult with others about the quality of my statement of purpose; my years as a college writing tutor had taught me that we all need editors, from the least to most experienced writers. All of that, plus a big dose of luck, won me a place in a fully-funded PhD program at Harvard, where I am currently working on my dissertation (when I’m not advising Accepted’s clients ). So remember: confidence, a great portfolio, and assistance with one’s writing—these are the three things in your power; the rest is up to the big H!

I want to add one last thought: When applying to MA and PhD programs (as opposed to undergraduate programs), there is an additional key to a positive portfolio: demonstrating interest in the work of particular scholars with whom you’d like to work. This means two things:

• Tailoring your statement of purpose to each school and its specific faculty members,
• Reaching out directly to these scholars in order to express interest in their work. Ask to schedule a phone call and/or an in-person meeting. There’s no better way to make yourself stand out than to make yourself known in person.

Remember: if you don’t do this, you are an anonymous paper application swimming in a sea of similarly anonymous applications. If you were on the admissions end, wouldn’t you feel much better accepting a student you’ve had extensive contact with, have possibly even met, who made a good impression?

Your Ivy League checklist for admissions success

So, to sum up, here is your checklist for preparing to apply to Ivy League school PhD programs, including Harvard:

• Honestly assess your own transcript: Are you seeing that the vast majority of your grades are A and A-? Is your GPA at the end of college a 3.7 or above? If you’ve answered YES to both of these questions, you might be a good candidate.
• Consider your overall profile: What does it look like? (I’ll address how one constructs a great CV in another post.) Have you been involved in a sustained way (i.e., for a year or more) in multiple activities? Have you assumed leadership roles in some of these? Have you demonstrated commitments to these pursuits? If so, you might be a good candidate!
• Think long and hard about your recommenders : Have you built sustained relationships with your previous teachers/professors? If you apply for a graduate degree, make sure your recommenders are known figures in your field, who know you well and can write from personal experience teaching or supervising you. Their credibility will build confidence in your application.
• Have confidence! If you don’t believe you can get accepted, you very well might not. Confidence (to be clear, I do not mean arrogance!) shines through a good application.

I’ll write more in an upcoming blogpost about how specifically to approach potential advisors and other faculty members during the admissions process. But for now, good luck!

Are you aiming for acceptance at a top MA or PhD program? Explore our Graduate School Admissions Consulting & Editing Services and work one-on-one with an expert advisor who will help you GET ACCEPTED.

With 30 years of career/admissions experience at four universities, including Cornell’s Johnson Graduate School of Business and College of Engineering,  Dr. Karin Ash  has met with thousands of recruiters seeking to hire the best students from leading schools. She has served as a member of the admissions committee, ensuring that the applicants who ultimately enroll are a good fit for the program and prime candidates for employers. Karin has been a Consultant with Accepted for 8 years and has facilitated students’ entry into top engineering, data science, MBA, and other STEM graduate MEng, MS, and PhD programs. Her clients have been accepted into MIT, the University of Chicago, Harvard, Stanford, Columbia, UPenn, and USC.  Want Karin to help you get Accepted?  Click here to get in touch!

Related Resources:

• Get Your Game On: Prepping For Your Grad School ApplicationGet Your Game On: Prepping for Your Grad School Application , a free guide
• How to Write Your Master’s in Engineering Statement of Purpose
• How This Student Got Accepted to MIT’s Engineering Program and Landed a Job at Apple , podcast Episode 460

• 5 Fatal Flaws to Avoid in Your Graduate School Statement of Purpose , a free guide • Plotting Your Way to a PhD , a blog series • The Personal Statement That Got Me a Large Scholarship to Cambridge

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Coordinated JD/PhD Program

Harvard Law School and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The Coordinated JD/PhD Program is designed for students interested in completing interdisciplinary work at Harvard University and is founded on the belief that students’ legal studies and their arts and sciences graduate studies can be mutually enriched through this pursuit. Students completing the coordinated program receive a JD from Harvard Law School (HLS) and a PhD from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences  (Harvard Griffin GSAS). It is expected that these students will be strong candidates for teaching posts at law schools and in arts and sciences programs, as well as for other positions in law and academia. Prospective students interested in the coordinated program may reach out to  HLS J.D. Admissions  and the  Harvard Griffin GSAS Office of Admissions  to learn more. Current and admitted students interested in the coordinated program are encouraged to contact  April Pettit , in the Office of Academic Affairs at HLS for questions about the JD program, or  Dan Volchok , Assistant Dean of Student Success at Harvard Griffin GSAS for questions about the PhD programs.

Prospective students must separately apply to and be admitted to both HLS and a Harvard Griffin GSAS PhD program in order to participate in the coordinated JD/PhD program.

• Students enrolled in HLS, but not yet admitted to Harvard Griffin GSAS, must apply to Harvard Griffin GSAS no later than the 2L year, meeting the Harvard Griffin GSAS application deadline for matriculation the following year.
• Students enrolled in Harvard Griffin GSAS, but not yet admitted to HLS, should apply to HLS no later than the G3 year, meeting the HLS application deadline for matriculation the following year.
• Please see below for details about participation in the coordinated program for Harvard Griffin GSAS students who apply and are admitted to HLS after the G3 year.

Once admitted to both schools, students must submit a proposed Plan of Study to the coordinated program no later than October 1 of the academic year following admission to both schools. Students should submit the Plan of Study to April Pettit in the Office of Academic Affairs at HLS.

Please note: Harvard Griffin GSAS students who apply to and are admitted to HLS after the G3 year at Harvard Griffin GSAS must then separately apply to the coordinated program. The application to the coordinated program should include (1) a statement detailing the way in which the student plans to integrate his or her legal studies with his or her graduate studies including how work done at HLS will inform the dissertation work and vice versa; and (2) a letter of support from the primary Harvard Griffin GSAS advisor; and (3) the Plan of Study.

The JD/PhD committee will review the applications to determine admission to the coordinated program.

Students will be registered in only one School during any given semester/term. Pursuant to ABA rules, students must  complete all requirements for the JD degree within seven years of the date they first enroll in HLS ; they may graduate from HLS before completing the PhD. Students must have satisfactorily completed at least 16 half courses in their Harvard Griffin GSAS department to receive the PhD. Students in the coordinated program will have two primary faculty advisors, one at HLS and one at Harvard Griffin GSAS, who will jointly advise students.

Students will be expected to complete the first-year program, three upper-level fall or spring semesters, and two winter terms at HLS, for a total of five fall and spring semesters and three winter terms. In lieu of the sixth HLS semester generally required of JD students, students in the coordinated program may take a semester at Harvard Griffin GSAS, completing courses or dissertation work pre-approved by HLS, and equivalent to at least 10 HLS credits. This Harvard Griffin GSAS semester may be taken only after a student has matriculated at HLS and completed their entire first year of study there. Students and their faculty advisors will determine the most appropriate sequencing for each student’s course of study, keeping in mind the HLS course, credit, and residency requirements for this program.

Course and Credit Requirements

First-year program.

The first year at HLS consists of (1) Civil Procedure, Constitutional Law, Contracts, Criminal Law, Legislation and Regulation, Property, and Torts; (2) First-year Legal Research and Writing; (3) January Experiential Term; and (4) a spring upper-level elective at HLS of a minimum of 2 and a maximum of 4 classroom credits.

Upper-Level Years

Credit and residency requirements.

Students must earn no fewer than 52 credits beyond the first year, including 36 HLS classroom credits. Classroom credits include those connected to courses, seminars and reading groups, but not writing or clinical credits. The 36 required classroom credits also include the required minimum of two credits to satisfy the Professional Responsibility Requirement and credits from the required winter terms (provided that the course chosen offers classroom credits). Of the remaining 16 required HLS credits, a maximum of ten are earned through courses or tutorials taken in Harvard Griffin GSAS and/or for dissertation writing (see below). Note that students must have their advisor’s approval before engaging in a semester of Harvard Griffin GSAS dissertation writing that is expected to count toward the HLS credit requirements . The remaining six required HLS credits may be earned in classroom, writing or clinical courses.

While at HLS, students must be enrolled in a minimum of ten total credits each semester in HLS or Harvard Griffin GSAS, with no fewer than eight of these being HLS classroom credits toward the requirement of 36 HLS classroom credits.

Winter Term Requirement

Students also must enroll in the HLS winter term two times during their upper-level years in the program. Each of the winter terms must follow a fall term enrollment or precede a spring term enrollment at HLS. Students may register for a course of two or three credits. JD/PhD students will be permitted to spend one of the winter terms in the HLS Winter Writing Program, provided they are engaged in written work for HLS credit according to the rules of that program.

Written Work Requirement

JD/PhD students must complete the JD Written Work Requirement. Students are permitted to satisfy the requirement with a portion of their dissertation, provided this work meets HLS standards for written work. However, any portion of the dissertation counted toward the JD Written Work Requirement cannot also be used as part of the 10 HLS-equivalent credits earned during a student’s Harvard Griffin GSAS semester. Further information about the J.D. Written Work Requirement and the Winter Term Writing Program is available from the HLS Registrar’s Office .

Pro Bono Requirement

JD/PhD students must complete the  HLS Pro Bono Requirement  of 50 hours of public service.

Residency Requirement

A minimum of two years of full-time study in residence is required for all PhD programs in the Harvard Griffin GSAS. During the period of registration at HLS, coordinated JD/PhD students will have “study-at-another-Harvard-school” status in Harvard Griffin GSAS.

Structure of Academic Work

Students will ordinarily be enrolled for at least four years (8 terms) in Harvard Griffin GSAS. They must complete at least 16 half courses to receive their PhD. Students may cross-register for a limited number of Harvard Griffin GSAS courses during their upper-level terms at HLS. Depending on the Harvard Griffin GSAS department, these courses may count toward the PhD. However, JD/PhD students may count a maximum of 10 credits from Harvard Griffin GSAS coursework or dissertation writing toward the JD. Therefore, students planning to spend a semester enrolled at Harvard Griffin GSAS taking courses or writing the dissertation for which they will earn 10 HLS credits may not also count cross-registered Harvard Griffin GSAS courses toward the JD.

General Examinations

In most departments, once having completed the required coursework, students must pass a general examination or other preliminary or qualifying examinations before undertaking independent research on a dissertation. Normally, when the nature of the field and previous preparation permit, students should pass these examinations by the end of the second year of full-time academic residence.

PhD Dissertation

The student’s dissertation prospectus must be approved by the department. A student who wishes to present as a dissertation a published article, series of articles, book or other document, or a manuscript that has been accepted for publication, must have the approval of the department concerned. In no case, however, may a dissertation be presented that has already been submitted toward another degree, either at Harvard or elsewhere. The Dissertation Acceptance Certificate must be signed by at least three readers approved by the student’s department, two of whom must be members of the Faculty of Arts and Sciences (FAS). FAS emeriti (including research professors) and faculty members from other schools at Harvard who hold appointments on GSAS degree committees are authorized to sign the Dissertation Acceptance Certificates as FAS members. GSAS strongly recommends that the chair of the dissertation committee be a member of FAS. The third reader may be a member of the HLS faculty.

Requirement of Satisfactory Status

Continuous registration, a satisfactory grade record, and evidence that satisfactory progress is being made toward the degree are required of all candidates for graduate degrees offered by FAS. All students in Harvard Griffin GSAS must be making satisfactory progress in order to be eligible for any type of financial aid and teaching. The following five provisions are the general definition of satisfactory progress during registration in Harvard Griffin GSAS:

• During the first two years of graduate study any student who has completed expected requirements is considered to be making satisfactory progress.
• In each of the first two years, a student must have achieved the minimum grade-point average required by the faculty, a B average. (see Harvard Griffin GSAS Policies: Grade and Examination Requirements ).
• By the end of the third year, a student must have passed general examinations or the departmental equivalent.
• By the end of the fourth year, a student must have obtained approval of a dissertation prospectus or its departmental equivalent.
• By the end of the fifth year and each subsequent year during which a student is allowed to register, they must have produced at least one acceptable chapter of the dissertation.

For more information about satisfactory progress, please see Harvard Griffin GSAS Policies .

Other Requirements

Ordinarily, programs will have a language requirement and an expectation of teaching. Students should consult with their Harvard Griffin GSAS departments for more information about these requirements.

There are a number of possible academic schedules for students pursuing both degrees. Three sequences are outlined below, but students may propose alternative sequences. In considering their courses of study, students should be aware that their financial aid packages might be affected at the school in which they defer enrollment.

Year 1: HLS Year 2: Harvard Griffin GSAS Year 3: Harvard Griffin GSAS Year 4: HLS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: Harvard Griffin GSAS Year 2: Harvard Griffin GSAS Year 3: HLS Year 4: Harvard Griffin GSAS Year 5: HLS Year 6: 1st term, HLS Year 6: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: HLS Year 2: HLS Year 3: Harvard Griffin GSAS Year 4: Harvard Griffin GSAS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Updated Plans of Study

By October 1 each year, current JD/PhD students should submit an updated Plan of Study to April Pettit, in the HLS Office of Academic Affairs.

Other Academic Information

Faculty advising.

Students in the program will have primary faculty advisors at both HLS and at Harvard Griffin GSAS. If possible, HLS faculty advisors should be selected before the completion of the 2L year. The HLS faculty advisor must sign off on any dissertation writing a student expects to use for JD credit. In some Harvard Griffin GSAS departments, the director of graduate studies serves as the faculty advisor during the first two years of study. Faculty advisors will supervise students’ academic work, advise students on their courses of study and on specific classes appropriate for their PhD work, and approve the courses of study for their students on an annual basis. If appropriate, the HLS advisor will be the third reader on the student’s dissertation committee, with at least two readers required to be members of FAS.

Leaving the JD/PhD Program

If a student fails to make adequate progress toward the PhD, the student’s faculty advisors will be permitted to withdraw the student from the program. In such cases, in order to receive the JD degree, a student will still need to meet the graduation and credit requirements for the JD degree.

Tuition and Financial Aid

Harvard law school.

Students must pay five semesters of full tuition. Students will be eligible for HLS financial aid for all semesters during which they pay tuition to HLS. For more information on Financial Aid, visit the Student Financial Services Financial Aid webpage .

Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The minimum financial requirement for the PhD is at least four terms of full tuition followed by two years of reduced tuition and a facilities fee unless the degree is completed in less than four years. The financial aid awarded upon admission to the PhD program is available during those terms in which the student is enrolled in Harvard Griffin GSAS. Students should refer to their notice of financial support provided by their department upon admission to Harvard Griffin GSAS. Students should consult with their GSAS departments for more information.

Administrative Information

The HLS Registrar’s Office, the FAS Registrar’s Office, the GSAS Assistant Dean of Student Success, the HLS Associate Director of Academic Affairs, and the appropriate financial aid officers, will coordinate on students’ registration status and updated plans of study.

Housing and Student Life

GSAS and HLS will work together to ensure that the student services offered by both Schools are available to JD/PhD students during all their years in the Coordinated Program, including career and counseling offices, financial aid offices, student centers, and alumni offices. Students in the coordinated program will have email accounts at both schools throughout the program. Disability services and visa requirements will be coordinated on a case-by-case basis by the HLS Dean of Students and Registrar and by the Harvard Griffin GSAS Assistant Dean for Student Success. Students may apply for housing through either School for the years in which they are enrolled for at least one semester/term at both Schools. In all other years, students must apply for housing to the School in which they are enrolled.

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Leveraging Your PhD: Why Employers Value Your Skills

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Guest post by Heer Joisher (Griffin GSAS Candidate in Developmental Biology) for MCS.

Harvard’s Mignone Center for Career Success recently hosted an insightful discussion spotlighting the remarkable journeys of a select group of GSAS alumni who have masterfully leveraged their Ph.D. degrees to forge unique and gratifying career paths. Their experiences not only illuminate the expansive landscape of career possibilities for graduate students but also stand as beacons of inspiration for Ph.D. students and recent graduates navigating their own professional journeys.  Here are some reflections I’ve summarized from the panel discussion on exploring non-academic career paths: the motivations, the timing, and the process.

Why? – A Multitude of Motivations

Dean Emma Dench’s opening remarks for the panel, noting that approximately 50% of Harvard PhDs become intellectual leaders outside academia, set the stage for a discussion on the motivations driving individuals to explore non-academic career paths. These motivations are as diverse as the individuals themselves, ranging from financial considerations to differing interpretations of job satisfaction and expectations.  Moreover, panelists emphasized the presence of abundant opportunities available beyond academia and the importance of gaining a comprehensive understanding of the broader professional landscape. Embracing this perspective involves stepping outside the traditional academic paradigms, challenging preconceptions about career paths dictated by one’s degree or department. Instead, it involves introspectively questioning what truly fosters personal fulfillment and utilizing one’s unique background and expertise to craft a career trajectory that aligns with individual aspirations.

When? – The Sooner, the Better

The panel collectively emphasized the importance of early exploration into non-academic career paths, highlighting the immense value in stepping beyond conventional trajectories and embracing diverse experiences. Their insight underscores that this journey isn’t solely about finding a different career path; it’s about broadening perspectives and building a vibrant professional community, irrespective of the ultimate career trajectory.   While transitioning out of academia may be smoother for some fields or labs compared to others, actively delving into learning about alternative career paths enables individuals to challenge norms and foster connections with mentors who can offer invaluable support along the way. The environment at Harvard, with its diverse peers and alumni network, facilitates this exploration and openness to new opportunities, acting as a catalyst for personal and professional growth.

How? – Navigating the Process

Drawing from their diverse career paths, the panelists offered valuable strategies and frameworks to guide individuals through the transition process. Each insight struck a chord with attendees, offering relatable anecdotes and invaluable guidance. Below is a compilation of key takeaways distilled from the discussion:

• Embrace Career Exploration and Experimentation:
• Explore diverse opportunities and pathways even if they seem unconventional or outside your comfort zone
• Recognize that your first job doesn’t have to be perfect, and that career progression often involves trying different roles and industries
• Utilize resources like alumni and LinkedIn to learn about different careers, and experiences
• Identify the transferable skills gained during your academic journey and identify your strengths. Introspect on how your strengths align with roles outside academia, consider doubling down on skills you excel in and enjoy.

• Cultivate Meaningful Professional Relationships:
• Approach networking with a mindset of curiosity and growth, fostering genuine relationships that support your career development.
• Articulate your accomplishments and expertise with confidence to bolster your credibility and draw opportunities towards you.
• Engage in informational interviews to gain valuable insights into various job responsibilities, organizational cultures, and career paths, allowing you to assess your fit within different professional contexts.
• Take a proactive approach to relationship-building by categorizing connections based on shared interests and goals. Remember, networking is a two-way street; look for opportunities to offer support, share insights, and connect others within your network.

• Invest in Your Professional Growth:
• View informational interviews, hands-on learning opportunities and internships as pivotal investments in shaping your future career path.
• Proactively seek out opportunities that foster continuous learning, cultivate enduring professional relationships, and steer your career in desired direction.
• Hone the art of articulation and effective communication to confidently convey your skills, experiences, and achievements, aligning them with the needs of different roles and organizations.
• Conquer decision paralysis by taking action: apply for open positions and initiate conversations with new connections. Embrace the interview process as an opportunity for growth and learning, gaining valuable insights along the way.

In conclusion, the panel discussion offered profound insights into navigating non-academic career paths. These key takeaways underscore the significance of charting one’s unique path with confidence and purpose in the dynamic landscape of non-academic careers.

Meet the Panelists:

• Elias Bruegmann, PhD : Head of Product Data Science at Stripe
• Victoria Tillson Evans, PhD : Founder & President of Distinctive College Consulting
• Marinna Madrid, PhD : Co-Founder and Chief Product Officer at Cellino
• Jessica Paige, PhD : Social Scientist at RAND
• Paul Schwerda, PhD : Investment Manager at Baillie Gifford
• Roger Vargas, PhD : Computational Scientist at Moderna

Quotes from Attendees:

“As an upper-level PhD student, the seminar provided valuable information and insights on careers outside of academia. It was great to hear from a diversity of people with different perspectives and who followed various career paths.” – Stephan Foianini, G5, Department of Molecular and Cellular Biology, Harvard University

• What Can You Be with a PhD
• Beyond the Professoriate

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W.E.B. Du Bois (1868-1963) AB 1890, PhD 1895

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William Edward Burghardt Du Bois (1868-1963) was an American historian, sociologist, and civil rights activist. After receiving a bachelor's degree from Fisk University in 1888, Du Bois entered Harvard College as a junior and received his second bachelor's degree in 1890. He completed his graduate work at Harvard in 1895, where he was the first African American to receive a PhD.

A number of collections in the Harvard University Archives include materials that relate to Du Bois’s student experiences at Harvard and his later career.

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A Harvard Medical School professor with ADHD shares how he retrained his brain for deep work and reached peak productivity

• Dr. Jeffrey Karp grew up with undiagnosed ADHD, struggling to focus and answer questions in class.
• Using two tactics to retrain his brain, Karp gained confidence and pursued a career in academia. 
• The MIT and Harvard professor shares the benefits of working in a flow state in his new book .

As a professor at Harvard Medical School and MIT, I am very lucky; I get to learn from and collaborate with some of the most innovative minds in the world of medicine, science, and technology. But I was not "supposed" to be here. No one would have predicted this for me.

Growing up with undiagnosed ADHD

When I was a kid in elementary school in rural Canada, I had the attention span of a fruit fly, and I struggled to keep up. Reading, writing, classroom discussion, and teachers' instruction — I couldn't make sense of any of it.

It wasn't just that I was distractible and my brain didn't process things in a conventional way; my mind felt completely open to just existing in the world, in a constant mind meld with the universe. It took a ton of effort for me to narrow my focus so stuff could enter, stick, and stay.

And I was an anxious kid. I couldn't relax and just be myself, feel okay as "the quirky kid" because I felt like something worse than that: an alien, a human anomaly. I realized early on that there were many things I was "supposed" to do, but none of them came naturally or seemed logical.

More troubling still was that much of it didn't feel like the right thing to do; it felt actively wrong. When a teacher asked me a question, whether on a test or in class, I typically found the question confusing and often unanswerable. The "right" answer seemed like just one of many possibilities. So, most of my school years were an exercise in trying to figure out, interpret, and fit others' expectations.

I was a puzzle for my teachers, a misfit in the conventional academic sense, and a total outcast socially. Today, with society's much greater understanding of ADHD, part of my eventual diagnosis, there are evidence-based approaches for building self-regulation skills designed for kids (and adults). But at that time and in that place, the only option was to wing it.

Sea slugs were essential in helping me retrain my brain

Over the years, I slowly gained motivation and became more persistent. I didn't know it at the time but my evolution as a learner mirrored the two fundamental concepts of how neurons change and grow — how they learn — that the neuroscientist Eric Kandel would someday identify as the basis that sea slugs and humans have in common for learning and memory: habituation and sensitization in response to repeated exposure to stimuli.

Habituation means that we become less reactive to stimuli, as you might to traffic noise outside your window. Sensitization means that our reaction is stronger, as happens when, for instance, a sound or a smell or even the thought of something becomes a trigger.

Living my own experiment, I learned to make use of both.

I discovered some basic ways to work with my brain to habituate to some stimuli (ordinary things that distracted me) and sensitize (sharpen my attention) to others to be able to reel in my wandering mind and redirect the synaptic messaging with intention. At one point, in the room where I studied there was a pinball machine next to me and a TV behind me. I learned to ignore both and used playing the pinball machine as a reward for finishing my homework.

Over time I became hyperaware of how to intentionally hijack processes in my brain this way to be less reactive or more sharply focused as needed.

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The result: I was able to focus on what seemed most purposeful, then follow through and maximize impact as opportunities opened up. I tinkered and fine-tuned until I learned how to use these powerful tools to tap into the heightened state of awareness and deep engagement that I call "lit."

What is 'lit' focus

I call it "lit" for two reasons. First, "lit" aptly describes how the flash of inspiration feels—as if a bright light flipped on in the dark. Or a spark has set your thinking ablaze. When you've had an epiphany, been awestruck, or simply been super excited, you've felt that spark. Second, "lit" is how these moments appear to the scientists who study them. Inside the brain (and in the gut as well), engaged states activate neurons. In the brain, this triggers an increase in cerebral blood flow that neuroscientists can see when they use functional magnetic resonance imaging (fMRI).

On a monitor, this oxygenated blood lights up an otherwise gray image of the brain with yellow-orange hot spots of activity. Emerging science shows that this neural activation is associated not only with particular cognitive activity or emotions such as fear and anger but also with love, awe, happiness, fun, and "peak states," or flow.

In "lit" mode, we engage at the highest level of our abilities. We not only develop the mental muscles to stay focused, but we also build the confidence and the dexterity to riff off of new information on the fly.

We're more likely to use our critical thinking skills, which can keep us from blindly accepting what we're told, or told to believe, especially when our intuition says otherwise. We find it easier to connect with people, are more alive to the possibilities all around us, and are better able to capitalize upon them. In a stream of ever-replenishing energy, we're constantly learning, growing, creating, and iterating. We're building our capacity while doing our best work.

As I honed strategies that enabled me to activate my brain this way at will, I identified a dozen that were simple to use and never failed to open my thinking in just the way that was needed, whatever that was.

Whether it was to direct my attention or disrupt it, sharpen my focus or broaden it, do something stimulating or quiet my mind, these Life Ignition Tools (LIT) worked for me, and then for others as I shared them.

Practicing habits that let me access deep work has been integral to my success

Once I learned how to work with my neuroatypical, voraciously curious, but chaotic brain, I discovered infinite opportunity to question, create, and innovate as a bioengineer and entrepreneur on a global scale and help others do the same. These LIT tools took me from being a confused and frustrated kid, sidelined in a special ed classroom in rural Canada, to becoming a bioengineer and medical innovator elected a fellow of the National Academy of Inventors, the Royal Society of Chemistry, the American Institute for Medical and Biological Engineering's College of Fellows, the Biomedical Engineering Society, and the Canadian Academy of Engineering.

As a professor, I've trained more than 200 people, many of whom are now professors at institutions around the world and innovators in industry; published 130 peer-reviewed papers with more than 30,000 citations; and obtained more than a hundred issued or pending national and international patents. The tools also helped me cofound 12 companies with products on the market or in development.

And finally, they've been instrumental in creating a productive, supportive, and dynamic high-energy environment in my lab, which recently morphed from Karp Lab to the Center for Accelerated Medical Innovation.

Having specific tools helped a struggling kid like me

LIT worked for this kid who appeared to show no promise and the young man who remained frustrated and discouraged for many years. Though I still struggle every day in various ways, I'm grateful to be able to say that these LIT tools enabled me to meet and far exceed those dismal early expectations.

If we want breakthroughs in science and medicine, if we want successful, disruptive innovations on all fronts to support healthier communities, and if we want to cut through the noise and focus on what is most important, we must learn how to use all of the tools in nature's playbook, our evolutionary arsenal. We must shake up our thinking — not just now and then but on a daily basis.

In practice, LIT tools make it possible for us to take anything we're hardwired for — including undesirable or unhelpful behaviors and habits — and with intention, channel the energy in them to create a positive outcome. It's easier than you might think because the more you do it, the greater the rewards, the momentum, and your impact for good.

You're never too old to charge your brain this way, and most definitely no one is ever too young. In fact, LIT tools can be lifesavers for kids, as they were for me.

Adapted from LIT: Use Nature's Playbook to Energize Your Brain, Spark Ideas, and Ignite Action by Jeff Karp, PhD, published by William Morrow. Copyright © 2024 by Jeffrey Michael Karp. Reprinted courtesy of HarperCollinsPublishers.

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Harvard Graduate School of Arts and Sciences Dean Emma Dench said students should pursue graduate degrees out of passion for their research rather than a desire for professorship during a Tuesday interview with The Crimson.

Dench also discussed the newly instated requirement for personal statements in graduate admissions, a change that followed the Supreme Court’s effective strike down of affirmative action last summer.

Despite a report by GSAS faculty last fall finding that over half of science and engineering postdoctoral fellows do not enter tenure-track positions, Dench implored students to keep open minds towards alternative careers within academia.

“I think it’s great to not have a fixed idea that ‘I’m doing this in order to be a professor’, which I just think was always too narrow a view,” Dench said.

“I would advise going in with eyes open and thinking, ‘I’m doing this for the love of the discipline because I think it’s really important because I want to do research that gets to places nobody’s been before,’” she added.

Dench also highlighted the broad range of job opportunities available to students out of graduate school.

“We all need to be very realistic about the prospects of our students and get excited,” Dench said. “Over GSAS as a whole, about pretty much 50 percent of our graduates are going to not end up in academia, and they’re going to do everything else and there’s a whole lot of brilliant options that are available to them.”

During the last graduate school admissions cycle, GSAS also instituted a new requirement mandating all prospective students to submit a personal essay in addition to a statement of intent.

The new policy marks a move away from prior application cycles, during which the personal statement was recommended but not required.

The change, Dench said, came following the fall of affirmative action last summer.

“We worked a lot with faculty to move forward without the consideration of race,” Dench said. “We did a lot of work on really being thoughtful around questions that we think are relevant to a student’s journey to apply for GSAS and what some of the perspectives that they can bring to the school in terms of socioeconomic disadvantage.”

During the interview, Dench also highlighted a new GSAS “advising recommendations” system to be piloted in the fall semester to distribute advising loads more evenly amongst faculty members, a focus she committed to at the beginning of her tenure in 2018.

The new advising recommendations system, Dench said, involves a mutual exchange of information between the administration and six selected programs.

“We will share data and the programs will answer questions and share data on their side, such as the advising record, who’s advising whom,” she said. “Then, we’ll all put our information and our heads together and have a good conversation and work with the department so that they can make the improvements that will maximize the quality of education for the students.”

“The key to the advising relationship is just the necessity of focusing on students as individuals,” she said, “really fostering the well-being and the academic growth of students.”

—Staff writer Adina R. Lippman can be reached at [email protected] .

—Staff writer Angelina J. Parker can be reached at [email protected] . Follow her on X @ angelinajparker .

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US News MBA Rankings Best Business Schools in 2024

After two years perched at the top of the heap, the Chicago Booth School of Business slipped slightly in the latest US News MBA rankings of the best business schools in 2024 . This year, Stanford Graduate School of Business and the University of Pennsylvania’s Wharton School share the top spot in a throwback to their 2021 positions. Meanwhile, the Kellogg School of Management and Chicago Booth have tied for third place, and the MIT Sloan School of Management nabbed fifth place.

If anyone is wondering what happened to powerhouse Harvard Business School , US News knocked it down to number six this year. US News revealed that a change in the methodology–assessing post-graduate salaries by profession–created some rank changes.

“Schools may have improved or declined a bit in this edition’s ranking depending on how well their graduates’ salaries, especially when controlling for profession, compared with the graduates of other schools,” they explained.

What are your chances of getting into a top business school? Contact us to talk strategy with a  free 15-minute advising session  with an SBC Principal Consultant.

US News MBA Rankings for the Top 20 Schools

Source: US News & World Report

Methodology

The methodology used by US News to rank full-time MBA programs focuses on career placement success, student excellence, and qualitative assessments. Half of the ranking formula considers placement and earnings outcomes, while the other half assesses academic metrics and opinions from experts.

There’s a shift towards emphasizing outcome measures like employment and earnings, with a new factor added to assess post-graduate earnings by profession. This change reflects the importance of advanced earnings and better career opportunities for business school graduates. The ranking may fluctuate based on how well graduates’ salaries compare with those of other schools, with emphasis placed on salaries relative to employment.

In response to these latest rankings, Poets & Quants remarked , “Harvard Business School needs to boost pay (or produce a large sample) since it ranks among the very best in nearly every other measure. HBS may be a victim of methodology, but (as the saying goes), no one remembers the score…just the result.”

Stacy Blackman Consulting offers multiple services to meet your MBA application needs, from our  All-In Partnership  and  Interview Prep  to  hourly help  with essay editing, resume review, and much more! Contact us today for a  free 15-minute advising session  to talk strategy with a Principal SBC consultant.

Here’s a snapshot of the caliber of expertise on our SBC team .

HBS Admissions Board at Harvard Business School HBS MBA

HBS Admissions Board at Harvard Business School Kellogg MBA

Director HBS Admissions at Harvard Business School MBA, the Wharton School

HBS Admissions Board at Harvard Business School

Director HBS Admissions at Harvard Business School HBS MBA

Admissions Officer at Stanford's Graduate School of Business (GSB) MBA, Stanford's Graduate School of Business (GSB)

Asst Director MBA Admissions at Stanford's Graduate School of Business (GSB) Director MBA Admissions at Berkeley’s Haas School of Business

MBA, Stanford's Graduate School of Business (GSB) Minority Admissions, the GSB Diversity Programs, the GSB

Associate Director MBA Admissions at the Wharton School at the University of Pennsylvania

Associate Director MBA Admissions and Marketing at the Wharton MBA’s Lauder Institute

Director, the Wharton School at the University of Pennsylvania Professional Writer

Assistant Director MBA Admissions at Columbia Business School (CBS) NYU Admissions

Assistant Director MBA Admissions at Columbia Business School (CBS) M.S.Ed, Higher Education, U of Pennsylvania

Associate Director MBA Admissions at Columbia Business School (CBS)

Ashley is a former MBA Admissions Board Member for Harvard Business School (HBS), where she interviewed and evaluated thousands of business school applicants for over a six year tenure.  Ashley  holds an MBA from HBS. During her HBS years,  Ashley  was the Sports Editor for the Harbus and a member of the B-School Blades Ice Hockey Team. After HBS, she worked in Marketing at the Gillette Company on Male and Female shaving ...

Kerry is a former member of the Admissions Board at Harvard Business School (HBS). During her 5+ year tenure at HBS, she read and evaluated hundreds of applications and interviewed MBA candidates from a wide range of backgrounds across the globe. She also led marketing and outreach efforts focused on increasing diversity and inclusion, ran the Summer Venture in Management Program (SVMP), and launched the 2+2 Program during her time in Admissions. Kerry holds a B.A. from Bates College and  ...

A former associate director of admissions at Harvard Business School, Pauline served on the HBS MBA Admissions Board full-time for four years. She evaluated and interviewed HBS applicants, both on-campus and globally.  Pauline's career has included sales and marketing management roles with Coca-Cola, Gillette, Procter & Gamble, and IBM.  For over 10 years, Pauline has expertly guided MBA applicants, and her clients h ...

Geri is a former member of the Admissions Board at Harvard Business School (HBS).  In her 7 year tenure in HBS Admissions, she read and evaluated hundreds of applications and interviewed MBA candidates from a diverse set of academic, geographic, and employment backgrounds.  Geri also traveled globally representing the school at outreach events in order to raise awareness for women and international students.  In additio ...

Laura comes from the MBA Admissions Board at Harvard Business School (HBS) and is an HBS MBA alumnus. In her HBS Admissions role, she evaluated and interviewed hundreds of business school candidates, including internationals, women, military and other applicant pools, for five years.  Prior to her time as a student at HBS, Laura began her career in advertising and marketing in Chicago at Leo Burnett where she worked on th ...

Andrea served as the Associate Director of MBA Admissions at Harvard Business School (HBS) for over five years.  In this role, she provided strategic direction for student yield-management activities and also served as a full member of the admissions committee. In 2007, Andrea launched the new 2+2 Program at Harvard Business School – a program targeted at college junior applicants to Harvard Business School.  Andrea has also served as a Career Coach for Harvard Business School for both cu ...

Jennifer served as Admissions Officer at the Stanford (GSB) for five years. She holds an MBA from Stanford (GSB) and a B.S. in Chemical Engineering from University of Illinois Urbana-Champaign. Jennifer has over 15 years experience in guiding applicants through the increasingly competitive admissions process into top MBA programs. Having read thousands and thousands of essays and applications while at Stanford (GSB) Admiss ...

Erin served in key roles in MBA Admissions--as Director at Haas School of Business at UC Berkeley and Assistant Director at Stanford's Graduate School of Business (GSB). Erin served on the admissions committee at each school and has read thousands of applications in her career. At Haas, she served for seven years in roles that encompassed evaluation, outreach, and diversity and inclusion. During her tenure in Admissions at GSB, she was responsible for candidate evaluation, applicant outreach, ...

Susie comes from the Admissions Office of the Stanford Graduate School of Business where she reviewed and evaluated hundreds of prospective students’ applications.  She holds an MBA from Stanford’s GSB and a BA from Stanford in Economics. Prior to advising MBA applicants, Susie held a variety of roles over a 15-year period in capital markets, finance, and real estate, including as partner in one of the nation’s most innovative finance and real estate investment organizations. In that r ...

Dione holds an MBA degree from Stanford Business School (GSB) and a BA degree from Stanford University, where she double majored in Economics and Communication with concentrations in journalism and sociology. Dione has served as an Admissions reader and member of the Minority Admissions Advisory Committee at Stanford.   Dione is an accomplished and respected advocate and thought leader on education and diversity. She is ...

Anthony served as the Associate Director of MBA Admissions at the Wharton School at the University of Pennsylvania, where he dedicated over 10 years of expertise. During his time as a Wharton Admissions Officer, he read and reviewed thousands of applications and helped bring in a class of 800+ students a year.   Anthony has traveled both domestically and internationally to recruit a ...

Meghan served as the Associate Director of Admissions and Marketing at the Wharton MBA’s Lauder Institute, a joint degree program combining the Wharton MBA with an MA in International Studies. In her role on the Wharton MBA admissions committee, Meghan advised domestic and international applicants; conducted interviews and information sessions domestically and overseas in Asia, Central and South America, and Europe; and evaluated applicants for admission to the program. Meghan also managed ...

Amy comes from the Wharton School of the University of Pennsylvania where she was Associate Director. Amy devoted 12 years at the Wharton School, working closely with MBA students and supporting the admissions team.  During her tenure at Wharton, Amy served as a trusted adviser to prospective applicants as well as admitted and matriculated students.  She conducted admissions chats with applicants early in the admissions ...

Ally brings six years of admissions experience to the SBC team, most recently as an Assistant Director of Admission for the full-time MBA program at Columbia Business School (CBS).  During her time at Columbia, Ally was responsible for reviewing applications, planning recruitment events, and interviewing candidates for both the full-time MBA program and the Executive MBA program. She traveled both internationally and dome ...

Erin has over seven years of experience working across major institutions, including University of Pennsylvania, Columbia Business School, and NYU's Stern School of Business. At Columbia Business School, Erin was an Assistant Director of Admissions where she evaluated applications for both the full time and executive MBA programs, sat on the admissions and merit scholarship committees and advised applicants on which program might be the best fit for them based on their work experience and pro ...

Emma comes from the MBA Admissions Office at Columbia Business School (CBS), where she was Associate Director.  Emma conducted dozens of interviews each cycle for the MBA and EMBA programs, as well as coordinating the alumni ambassador interview program. She read and evaluated hundreds of applications each cycle, delivered information sessions to audiences across the globe, and advised countless waitlisted applicants.

SBC’s star-studded consultant team is unparalleled. Our clients benefit from current intelligence that we receive from the former MBA Admissions Officers from Harvard HBS, Stanford GSB and every elite business program in the US and Europe.  These MBA Admissions Officers have chosen to work exclusively with SBC.

Just two of the many superstars on the SBC team: Meet Erin , who was Assistant Director of MBA Admissions at Stanford’s Graduate School of Business (GSB) and Director of MBA Admissions at Berkeley’s Haas School of Business.

Meet Andrea , who served as the Associate Director of MBA Admissions at Harvard Business School (HBS) for over five years.

Tap into this inside knowledge for your MBA applications by requesting a consultation .

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Latest Blog Post

Comparing top eu mba programs vs. top us programs.

INSEAD in France, London Business School, Oxford’s Saïd Business School, and Cambridge’s Judge Business School are among the top EU MBA programs. While INSEAD and LBS rank highest, HEC Paris, Italy’s SDA Bocconi, and ... →