phd in impact evaluation

Evaluation & Applied Research Methods

Phd in psychology.

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• Claremont Evaluation Center
• The Evaluators’ Institute
• Institute for Research on Social Issues
• Social Identity Lab
• Health Psychology & Prevention Science Institute

The Evaluation & Applied Research Methods PhD program focuses on training you in the design and implementation of impactful evaluations that improve the lives of people across a range of settings, including federal health agencies, educational programs, philanthropic foundations, academia, and more.

Program Highlights

• All graduate students in Evaluation & Applied Research Methods are encouraged to gain practical experience through projects, internships, or jobs. These opportunities can be frequently accessed through our research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute
• The curriculum balances technical training in research methods, statistics, and evaluation approaches with your interests by allowing you to select multiple elective courses to develop an area of specialization that fits your career goals and objectives (e.g. health evaluation, educational evaluation, foundation evaluation, international development evaluation, etc.).
• We have a generous transfer-of-units policy if you have already earned a master’s degree with an empirical thesis from another institution. If applying for a PhD, you may transfer up to 24 units of relevant coursework and a master’s thesis.
• All Evaluation students who request financial aid receive fellowships. DBOS also regularly hires students for paid research positions and teaching assistantships.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Provides basic understanding of prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, and more.

Studies descriptive techniques, probability theory, basic statistical distributions (binomial, t, z, X2, F), measures of central tendency and variability, sampling distributions, selected nonparametric methods, and hypothesis testing.

Explores the three facets of evaluation practice as well as the stages of and methods for conducting program evaluations that are theoretically grounded, practical, and useful.

Examines the prevalent ideas that underpin evaluation and its practice.

Requires a 10-hour-per-week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of evaluation research.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

  Evaluation Core Courses (12 units) Theory-Driven Program Evaluation (4 units) Comparative Evaluation Theory (4 units) Evaluation Procedures (4 units)

Evaluation & Related Electives (32 units) Students are often encouraged to take elective courses that help meet their specific career goals. These courses can be selected from the home department of any of the other CGU schools, including the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Evaluation (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: Four additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

PhD Completion

• PhD qualifying exam
• Dissertation proposal
• Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

• Southern California Edison Company
• Kaiser Permanente
• Orange County Rapid Transit District
• Riverside County Department of Mental Health

Faculty & Research

Core faculty.

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Research Interests

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Tiffany Berry

Dean, School of Social Science, Policy & Evaluation Full Research Professor

Educational Program Evaluation, K–12 Educational Curricula, Comprehensive School Reform

Extended Faculty

Eusebio Alvaro

Full Research Professor

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Jason T. Siegel

Professor of Psychology

Social Psychology, Health Psychology, Persuasion, Survey Research

Michael Scriven

Distinguished Professor

Philosophy, Mathematics, Evaluation methodologies, Critical thinking, Technology studies, Computer studies

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Where You Can Find Our Alumni

Missouri Foundation for Health

Director of Evaluation

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Foundation for Behavioral Health

U.S. Department of State

Foreign Affairs Officer

Lanterman Development Center

Chair of Psychology

National Institute of Justice

Senior Social Science Analyst

Delaware Division of Alcohol and Drug Services

Deputy Director

Brigham Young University

Loma Linda University

Associate Professor of Nursing and Psychology

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Regina Burch

Assistant Director of Admissions T: 909-607-9421 E: [email protected]

tools4dev Practical tools for international development

10 PhDs for Monitoring and Evaluation

A doctorate will place you on a whole new trajectory when it comes to your field of specialisation. As the field of Monitoring and Evaluation grows, so are the opportunities for focused doctoral study expanding across fields, while also deepening in their technical specificity. Whether your strengths lie in the highly analytic, and technical aspects, or whether a specific development challenge or cause has captured your heart, mind, and career, there is a PhD opportunity out there for you to formalise your knowledge, and to take your contribution to developing real-world solutions to the next level. It takes many years to find your niche for doctoral study, but these suggestions may assist is guiding your decision making as you navigate.

DPhil in Social Intervention and Policy Evaluation – University of Oxford

Oxford’s Department of Social Policy and Intervention offers this world-class, interdisciplinary doctoral programme focusing on Social Intervention process, policy and practice across a range of subject areas. The programme equips students with the theory and skills for conducting sound evaluations of programmes in health, violence prevention, the reduction of poverty and inequality, and child mental health; indeed some of the most pressing challenges for governments, civil society and development practitioners. This advanced programme encourages independent work, and the programme is usually highly specific to each individual, although all candidates are well supervised. This is a research-based programme, with stringent access requirements, but will guarantee candidates with the skills to grapple with development issues from the level of international policy, right down to the grass-roots implementation of even the most complex problems.

PhD Programme in Social and Engineering Systems – MIT

This cutting-edge research programme speaks into the heart of current best practice in social and human science. This programme will equip participants with the analytic and statistical methods to be able to analyse and address leading social challenges, from a strong data and machine learning perspective. Combining aspects of Information Systems and Sciences, with Engineering, Social Science, and the study of research methodologies, this fascinating programme will pave the way for a new generation of development practitioners. This programme includes a focus on autonomous systems, financial systems, urban systems and how these systems can be used to strengthen policy making, and urban development. If you’re looking at not only grasping M&E, but how to use evaluation as a principle in creating reinforcing loops for ongoing development practice, then why not explore this option.

PhD in Development Studies – University of Cambridge

This is a structured programme which provides participants with comprehensive coverage of current development issues and challenges; an excellent place to situate skills in monitoring and evaluation for improvement of development practice. At the end of their third year, participants submit a research dissertation, and the second year usually involves international, on-the-ground participation and study. The first year equips participants with all the critical research theories and skills. This structure makes this a unique opportunity to properly experience and explore real-world development challenges, while seeking their solutions. This is a full time PhD course, with stringent entry requirements, and a demanding study regime, however a strong supervisory element ensures a high quality, and enriching study experience.

PhD in Environmental Science, Policy & Management – University of California Berkeley

If your passion for problem solving is related more to issues of the environment, and the climate crisis, and this is where you hope to focus your Monitoring and Evaluation specialisation, this this expanded Environmental Science PhD might be the thing you are looking for. With employment and career prospects in government, environmental policy making, and academia, this programme will equip you with the methods and skills to evaluate programmes and policies to improve the outlook of our environment, and to mitigate the negative effects of our industrialised world. This will provide you with the language and the evidence to sway key stakeholders toward creating a better world.

PhD in Biomedical Informatics – Columbia

If you’re looking to focus on Public Health, and Health information systems, with Monitoring and Evaluation to improve healthcare policies and programmes, the this PhD in Biomedical Informatics will equip you will the skills you require to evaluate and improve healthcare programmes, information flows and conduct studies around programme efficacy. With a growing focus on healthcare related issues, this programme with its strong theoretical and applied components will equip epidemiologists, looking to sharpen their M&E with a top notch qualification, to engage in solving health challenges at the global level.

PhD in Evaluation Studies – University of Stellenbosch

This is a two-year doctoral programme offered by one of Africa’s leading universities, situated outside Cape Town, Stellenbosch University, which has been generating some of the most rigorous research and evaluations on the continent and around the world. The programme equips upcoming evaluators with all the skills and methodologies to conduct rigorous evaluations and aims to build Monitoring and Evaluation capabilities on the African continent and to ensure that this field continues to grow in professionalisation and practice. This programme is an excellent opportunity for those seeking to specialise as evaluators, and who aim to make a sound contribution across a range of intervention subjects and areas by applying this critical skillset. Studying M&E within a developing country context is sure to provide additional context, and a real edge the study experience.

PhD in Measurement, Evaluation, Statistics and Assessment (MESA) – Boston College

If you are technically skilled in statistics and are fascinated by the interplay with these skills and social research, then this is the programme for you. The programme ‘integrates state-of-the-art research design, statistical methods and testing’ to ensure that candidates are equipped with the highest degree of technical excellence. This programme is collaborative, both within the school amongst colleagues, but also on an international level. The programme is technical, but also applied, providing participants with the opportunity to work with NGOs and other civils society organisations, focusing on real-world development challenges.

PhD’s by Research – Institute of Development Studies

The Institute of Development Studies (IDS) ranked 1 st place in the 2020 QS World University Rankings by subject. The Institute takes some 50 PhD students at a time, and the work is focused on Development Studies across a range of topics and geographies. PhD students work with two Research Fellows, and participate actively in the teaching and learning activities offered by the IDS. Whether you are interested in applying your M&E skills to Policy and Governance, Civil Society, or Dev Tech, you will find associates at the IDS to facilitate a comprehensive research-based PhD. If you have a research topic in mind, focusing on any of the Institute’s subject areas, applications are welcome. As this programme is research based, coupled with teaching and learning opportunities, this programme will provide some freedom for research, while allowing participants to gain critical work experience in academia.

PhD in Development Studies with Reference to Emerging Economics – King’s College London

If your interest is in solving development challenges, using an evidence approach, and focusing on developing economies, then this PhD programme may be the one for you. The degree focuses on developing systems for modernisation, development and progress, with focus areas of Poverty, Inequality and Inclusive Growth, Social Justice and Political Economy and Institutions. The Department also hosts the Africa Leadership Centre, which creates a unique network with young leaders in Africa. This PhD may be completed part-time, or full-time.

PhD in the Evidence-based Practice Unit – University College London

If you’re already a subject specialist, looking an analysing critical issues such as healthcare provision and when to stop treatment, resilience in schools, child and adolescent mental health, mental well-being, or a range of other specialist areas at the centre of some of the world’s most significant development challenges, then why not browse the research areas currently support at UCL’s Evidence-Based practice unit. UCL, a ‘diverse global community of world-class academics, students, industry and external partners’, is well recognised for research strength and is growing its reputation as a leading multidisciplinary University. With links to the Anna Freud National Centre for Children and Families in the UK, this is an excellent opportunity for those seeking to bring an evidence-based and evaluative focus to an existing development challenge.

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College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Evaluation studies PhD

Become an expert in program evaluation. This Evaluation Studies (ES) track program equips you with the knowledge, experience, and resourcefulness needed to be a professional evaluator, evaluation researcher, or educator in a variety of settings.

In this program, you will hone an interdisciplinary set of skills for designing and implementing effective evaluation strategies. Through advanced research techniques, you will be able to quickly and astutely discern issues in processes and systems, develop incisive solutions to bottlenecks and roadblocks, and manage organizational paradoxes with confidence.

You will gain experience in a full array of quantitative, qualitative, and mixed methods, and you will sharpen your skills in designing evaluation studies, data collection, data analysis, and how to effectively communicate results to improve policies and programs.. Through new and ongoing organizational partnerships, you will work in real-life evaluation cases and get hands-on experience.

We're sorry -- this program is not accepting applications at the current time.

Doctoral students in Evaluation Studies gain the capacity to:

• Teach evaluation and research methods courses.
• Serve as lead evaluators and consultants on evaluation and research methodology and program design.
• Measure both the economic and social impact of public policies and programs.
• Communicate the value, vision, possible strengths and potential flaws of a project with clarity and precision.
• Conduct original research on evaluation theory and practice in a range of contexts.

72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students.

OLPD departmental core

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative research course (3 cr) selected with approval of advisor
• Qualitative research course (3 cr) selected with approval of advisor
• Additional methods courses (6 cr) selected with approval of advisor

Evaluation studies program core

Students must take OLPD 8596 twice in two different semesters for 3 credits each time.

• OLPD 5501—Principles and Methods of Evaluation (3 cr)
• OLPD 8502—Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives (3 cr)
• OLPD 8595—Evaluation Problems (3 cr)
• OLPD 8596—Evaluation Internship I (3 cr)
• OLPD 8596—Evaluation Internship II (3 cr)

Additional coursework

Minimum of 17 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the ES track or for a minor. Courses not specifically listed should have advisor approval.

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits (OLPD 8888) after completing the preliminary oral exam. These must be taken over two or more terms.

We’re here to help. Simply complete this form and a member of our department will be in touch.

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Online PhD in Monitoring, Measurement and Evaluation

Quick access, program type, school / institute.

Online (Asynchonous)

USD 169 per credit hour

Scholarships

Full (officials of PS); 15% off (ECOWAS and IGOs)

EUCLID’s online PhD in monitoring and evaluation is the only doctoral degree program offered by an institution that is itself an intergovernmental   treaty-based institution (EUCLID). To master monitoring and evaluation means to be able to manage and oversee complex programs with external funding sources. M&E is defined as:

Monitoring and Evaluation  ( M&E ) is used to assess the performance of projects, institutions and programmes set up by governments,  international organisations  and  NGOs . Its goal is to improve current and future management of outputs, outcomes and impact. Monitoring is a continuous assessment of programmes based on early detailed information on the progress or delay of the ongoing assessed activities. [1]  An evaluation is an examination concerning the relevance, effectiveness, efficiency and impact of activities in the light of specified objectives.

Moreover, EUCLID is an academic partner of other intergovernmental organizations lacking degree-granting authority such as  LLPI  and  CAFRAD . Remarkably, EUCLID’s associated MBA (Sustainable Development) has been consistently ranked in the world's top 20.

Historically, EUCLID grew out of the cooperation between universities and the  International Organization for Sustainable Development (IOSD) which was the original SD international organization and which became a EUCLID-affiliated institute in 2008.

This PhD degree program was officially designed for and by senior civil servants over 4 continents. It is also highly relevant to managers and executives working for multinational companies.

EUCLID’s online PhD in monitoring and evaluation offers a strong coursework core capped with a dissertation and associated project. Graduates can expect to complete the program transformed and enhanced in their ability to make a difference in global research and governance.

Academic Presentation

OECD governments and international organizations play a vital role in today’s global and complex international development scene. These governments and organizations fund complex development programs that call for rigorous and professional monitoring and oversight. The employment opportunities in this field are vast, exciting and geographically diverse.

The EUCLID PhD in monitoring and evaluation program is the program you need to obtain the skills necessary to become a desirable and valuable asset for employment with these governments (often through their development agencies like SIDA) as well as international organizations (such as the World Bank or AfDB) and universities: you will receive advanced training in project management and auditing, project monitoring, relevant IT tools, etc.

Although spending 2 years in Geneva or Washington DC is exciting and possibly the best approach for those who can take the campus-based route, the EUCLID program has the advantage of being offered completely online, with a very low tuition designed to make international careers possible for residents to developing countries.

Within certain parameters, the EUCLID Online PhD in Monitoring and Evalution (M&E) is customizable, with elective courses focusing on:

• Global Business Leadership
• Management and Marketing applicable to NGOs and IGOs
• Project Management within IOs
• IO role in Sustainable Economic Development
• Governance and leadership of Non-governmental organizations (NGOs)
• International Law and Treaty Law for IGOs and NGOs.
• Public and Global Health modules

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Requirements

Featured video, program outline.

ELECTIVE COURSES

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Note: to consult the current and official curriculum/list of courses from the EUCLID CMS database, please visit: EUCLID Available Degree Programs and follow the program link.

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• Academic Programs
• PhD in Global Health Metrics and Implementation Science

The Department of Global Health and the Department of Health Metrics Sciences  offer an interdisciplinary PhD program in Global Health that is the first of its kind, building on the expertise of our faculty in the areas of metrics and implementation science. The PhD program provides students with the latest and most innovative tools to advance global health solutions that are critical for decision-making and priority setting.

PhD candidates will have the opportunity to study in Seattle, one of the true global health capitals, where innovators in research, funding, and delivery work side by side to improve population health. Our doctoral program offers amazing opportunities to those who choose to pursue a career in academia, international organizations, ministries of health, foundations, or the private sector.

At the University of Washington, diversity is integral to excellence. We value and honor diverse experiences and perspectives, strive to create welcoming and respectful learning environments, and promote access, opportunity and justice for all.

Choosing An Area of Emphasis

• Implementation Science

Select from the following:

Implementation science focuses on developing and applying diverse, state-of-the-art methodologies to understand and improve complex health systems to close the gap between incomplete evidence on interventions into effective programs. The interdisciplinary implementation science framework includes systems analysis and improvement techniques; innovative designs to measure impact; economic analysis; and policy research to inform the formulation, implementation, and scale-up of improved delivery approaches.

Because of the applied nature of this area of emphasis, it is expected that implementation science doctoral projects will involve primary data collection.  

Examples of dissertation topics:

• Development, application, and evaluation of simulation and optimization models for provincial and district human resource allocation systems
• Systems analysis and improvement for malaria case management in primary health care settings
• Stepped wedge trial of alternative delivery strategies for prevention of mother to child transmission of HIV
• Cost effectiveness of partner services for HIV
• Impact of the introduction of point of care diagnostics for TB care system performance

Prospective students will find more information about applying here , and should select “Global Health Metrics and Implementation Science (PhD)” in the dropdown when beginning their application.

Metrics students translate evidence into useful knowledge by learning and applying advanced quantitative methods, impact evaluation techniques, and analytic tools. Students in the metrics area of emphasis organize their research around answering three critical questions that are essential to understanding the current state of population health and strategies necessary to improve it.

• What are the world’s major health problems
• How well is society addressing these problems?
• How do we best dedicate resources to maximize health improvement?

Examples of projects that doctoral students in metrics engage in:

• Estimating the Global Burden of Disease for diabetes
• Improving the cost effectiveness of antiretroviral delivery systems in sub-Saharan Africa
• Improving the methods to measure mortality by cause in a comparable way across countries
• Evaluating the effect of malaria control policies on reducing child mortality
• The contribution of development assistance for health on health outcomes

Prospective students will find more information about applying here , and should select “Health Metrics Sciences (PhD)” in the dropdown when beginning their application.

What is implementation science? What is metrics? This short video features our students discussing the PhD program in Global Health, including the definitions of metrics and implementation science, their dissertation, research, and what makes this program unique.

In this unique interdisciplinary program, students develop skills through a combination of didactic courses, seminars, and research activities including primary data collection and analysis. The PhD program is comprised of a core curriculum in advanced quantitative methods, epidemiology, population health measurement, impact evaluations, and implementation science methods.

The PhD program specializes in two areas of emphasis, metrics and implementation science. Metrics is dedicated to providing students with advanced training in independent, rigorous, and timely scientific measurements to accelerate progress on global health by identifying the world’s major health problems, assessing how well society addresses these problems, and guiding resource allocation to maximize health improvements. Implementation science focuses on the systematic application of scientific approaches to ask and answer questions regarding evidence of intervention efficacy to implementation. This science addresses how interventions can be scaled-up with greater speed, fidelity, efficiency, quality, and coverage.

Upon graduation, students will have acquired the knowledge and skills required to make meaningful and innovative contributions to the field of global health.

The applications for each area of emphasis in the PhD program are separate, and prospective students must apply using the application for the area of emphasis they wish to pursue. Prospective metrics students can learn more about the program, and the application here .

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PhD in Global Health—Metrics Track Students

The global health metrics and implementation science phd program is supported by both the department of global health and the department of health metrics sciences, with metrics track students working alongside hms faculty. metrics students are listed below and implementation science students can be viewed here ., doctor of philosophy, global health metrics and implementation science [metrics track], alejandra arrieta.

Alejandra joined the PhD program in 2020, after working as a Research Analyst at the International Food Policy Research Institute (IFPRI) and as a consultant for the World Bank’s Development Economics Vice Presidency (DEC). During her time at IFPRI, Alejandra worked primarily on large scale impact evaluations of maternity health and nutrition, and women’s empowerment programs in India and Bangladesh. Her economics and public policy training has allowed her to work on a diversity of topics in different contexts, ranging from financial inclusion, social protection and nutrition specific impact evaluations in Mexico, Peru, Bolivia, Uganda, Ethiopia, Vietnam and Ghana. During the PhD program Alejandra is interested on studying social determinants of health, with a specific focus on gender inequality in health. In 2021, Alejandra was selected to join the Health Policy Research Scholars program, focused on the promotion of equity and health.

Emma Castro

Emma joined the PhD program in 2018 after earning her MS in Biostatistics from Columbia University and studying International Health as an undergraduate at Georgetown University. She currently works as a Researcher on the Pandemics team at IHME, where she has been modeling population-level mobility, social distancing mandates, and mask use – key inputs for the team’s COVID model. Her research interests include infectious disease modeling, human mobility models, and methods for combining traditional health data with novel sources of data, including cell phone GPS data and digital trace data. Prior to joining the Pandemics team, Emma spent time working with IHME’s Neglected Tropical Disease (NTD) team and continues to be passionate about vector-borne disease elimination efforts. She has spent time in Tamil Nadu, India, working with collaborators at the Vector Control Research Centre to quantify and improve mass drug administration for the elimination of lymphatic filariasis. She hopes her research will continue to furnish policy makers with the tools to make data-driven decisions in support of better health for all.

Horacio Chacón Torrico

Before starting the PhD program in 2022, Horacio finished the Global Health Metrics MPH program at UW. During his MPH, he worked as a Research Assistant at I-TECH supporting the M&E data collection system for a HIV Care and Treatment program in Zimbabwe. His work and interests focus on the intersection of technology, data, and public health, and how to better use data to measure health outcomes in middle- and low-income countries. Prior to joining UW, in Peru where he is originally from, he worked helping the design of a maternal and child health mHealth program aided by Community Health Workers in the Amazon Jungle. His prior Medical (MD) and Biomedical informatics (MSc) training has enabled him to contextually understand and work with public health data. During his PhD Horacio is aiming to develop new methods to map health inequities and explore disease distribution in underserved populations.

Huong is a medical doctor and epidemiologist with more than 8 years of experience working in public health on infectious disease control and prevention. She has experience conducting cutting-edge research, understanding infectious disease trends, and evaluating the impact of interventions. Before joining IHME, Huong worked at Family Health International (FHI) 360 as a Senior Project Officer, Coordination and Knowledge. Prior to joining FHI 360, Huong served as an Analytics Team Lead for the COVID-19 unit in the Rhode Island Department of Health, where she trained and mentored epidemiologists and data scientists to provide analytical and technical support for the COVID-19 response. She was also a project lead at the Association of Vietnamese Scientists and Experts, advising the COVID-19 Taskforce in Vietnam. She has a medical degree from the Thai Nguyen University of Medicine and Pharmacy and a Master of Public Health degree from the University of Washington in the US.

Salome Drouard

Salome joined the Ph.D. program in 2023. Before that, she was a Result Specialist at the Global Financing Facility (GFF) and a research assistant within the Development Economics Vice Presidency of the World Bank (DEC). For the GFF, Salome worked on real-time monitoring of disruptions to essential health services during the COVID-19 pandemic using health facility routine data and rapid phone surveys. At DEC, she worked on the impact evaluations of a performance-based financing program on the quality and coverage of reproductive, maternal, and child health services in the Democratic Republic of Congo. She holds a master’s degree in applied economics from Paris School of Economics. Salome’s research interest involve measuring the effect of climate change and the equity of health systems.

Nancy Fullman

Nancy Fullman, MPH joined the PhD program in Global Health Metrics and Implementation Science in September 2017 after working at the Institute for Health Metrics and Evaluation (IHME) in multiple roles. During her time at IHME, Nancy conducted research on tracking malaria intervention coverage and evaluating the impact of child health interventions in Zambia and Uganda; worked on a multi-country research initiative analyzing drivers of health system performance; and supported various research areas in the Global Burden of Disease study, particularly around the Sustainable Development Goals (SDGs). She also received her MPH in Health Metrics and Evaluation from the University of Washington in 2011. Nancy’s research interests primarily involve assessing various components of health system performance, especially around health service delivery and intervention coverage; measurement of the health-related SDGs; and impact evaluations.

Jiawei joined the PhD program in 2019, after working as a Researcher at Institute for Health Metrics and Evaluation (IHME) and as a Machine Learning Engineer for Baidu. As a Researcher at IHME, Jiawei’s primary focus was on forecasting population, fertility, and summary exposure values (SEV) for risk factors on the risk-outcome and cluster level. During his PhD program, Jiawei’s interest lies in the application of machine learning methods to global health research. Jiawei has previously worked on various teams at IHME, including the Forecasting, Math Science, HIV, and COVID teams.

Julie (Sojin) Kim

Julie joined the PhD program in fall 2021, after working as a research assistant at the Harvard Center for Population and Development Studies and finishing her master of science in global health and population at the Harvard School of Public Health. At Harvard, Julie focused on estimating health and demographic indicators across small geographic units in India to highlight subnational health and wealth inequities. Julie also conducted research in Brazil, where she investigated inequality in life expectancy by socioeconomic status in Rio de Janeiro. Julie is currently working to develop population forecast models at IHME, with a focus on fertility forecast models. During her PhD, she aims to expand her research to incorporate different policy scenarios in population projections and assess the impact of population policies in low fertility settings.

Ira Martopullo

Measurement and Evaluation PhD

Doctor of philosophy (ph.d.) in measurement & evaluation.

The Ph.D. in Measurement & Evaluation is designed to prepare graduates for careers in a wide range of educational settings. Graduates acquire specialized knowledge and skills in test theory, test and instrument development and validation, program evaluation, and quantitative analysis of educational and psychological data. Some graduates pursue careers as college professors. Some are employed in city or state departments of education in the planning and supervision of testing programs and research and evaluation projects. Others work for test publishers, licensure and certification boards, and government agencies in the construction of tests or in the management of large-scale testing programs. Still others work in evaluation, research design, and statistics in contrast research firms, as well as health care and business settings. 

A doctorate is required for most college teaching positions and for positions of professional responsibility in testing organizations, departments of education, and licensure and certification boards. The Ph.D. is appropriate for individuals with strong quantitative and technical skills who wish to focus on theoretical issues in measurement and evaluation or who have a strong background in a substantive area of psychology in which they wish to further the development and application of measurement techniques.

Both the Ed.D. and Ph.D. are accepted as qualification for faculty positions in schools of education in the United States.

PhD MEAS Program Requirements 23-24

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• GRE General Test

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Measurement Core (15 points):

HUDM 5059 Psychological measurement (3)

HUDM 5124 Multidimensional scaling and clustering (3)

HUDM 6051 Psychometric theory I (3)

HUDM 6052 Psychometric theory II (3)

HUDM 6055 Latent structure analysis (3)

Evaluation Core (9 points):

HUDM 5130 Meta-analysis (3)

HUDM 5133 Causal inference for program evaluation (3)

ORLJ 5040 Research methods in social psychology (3)

Quantitative Methods Core (21 points):

MSTM 5030 Topics in probability theory (3)

HUDM 4125 Statistical inference (3)

HUDM 5123 Linear models and experimental design (3)

HUDM 5126 Linear models and regression analysis (3)

HUDM 6026 Computational Statistics (3)

HUDM 6030 Multilevel and longitudinal data analysis (3)

HUDM 6122 Multivariate analysis I (3)

Measurement, Evaluation, and Statistics Electives (18 points):

In consultation with an advisor, students select courses from the following list, as well as more generally from courses offered at other Departments and Schools at Columbia University:

HUDM 5058 Choice and decision making (3)

P8120 Analysis of categorical data (3) (at Mailman School of Public Health)

P8121 Generalized linear models (3) (at Mailman School of Public Health)

W4640 Bayesian statistics (3) (at the Columbia Statistics Program)

HUDM 5250 Research practicum in measurement and evaluation (0-4)

Psychology (minimum of 9 points):

In consultation with an advisor, a group of courses aimed at substantive preparation in the field of psychology.

Dissertation Advisement and Seminar (minimum of 3 points):

HUDM 7500* Dissertation seminar (1-3 credits each for two semesters) HUDM 8900 Dissertation advisement (0)

Special Requirements:

The first two years require full-time study. In addition to the above coursework, an approved empirical paper, an approved theoretical research paper, successful performance on the certification examination, and completion of an approved doctoral dissertation are required for the Ph.D degree.

M.Phil. Degree

The M.Phil. is an en passant degree awarded to those nearing the completion of the Ph.D. degree. Students contact the Office of Doctoral Studies (ODS) to file for the award of the degree.

To receive the M.Phil., the student must satisfactorily complete the following requirements:

Register for courses through Teachers College and maintain continuous registration.

File, in the Office of Doctoral Studies, an approved Program Plan of Study, including transfer credit.

Complete not less than six courses with evaluative grades, under Teachers College registration, with a minimum composite grade decile of 6.

Pass the Departmental Certification Examination (i.e., Research Methods Examination).

Complete an approved empirical research paper and an approved theoretical research paper.

Satisfactorily complete a minimum of 75 points of graduate credit, as indicated on the Program Plan, and all program requirements for the Master of Philosophy degree.

Be recommended by the Program Advisor and Department Chair for the award of the M.Phil. degree, which signifies certification as a Ph.D. degree candidate who may continue the dissertation requirement under the auspices of the Teachers College faculty.

Candidates should provide copies of the Program Plan and both research papers to the Department of Human Development for inclusion in the student’s records.

Transfer Credit

Relevant courses completed in other accredited graduate schools to a maximum of 30 points, or 45 points if completed in another Faculty of Columbia University, may be accepted toward the minimum point requirement for the degree.

Only completed graduate courses with earned grades of B or higher that appear on the student’s transcript from a regionally accredited institution may be considered for transfer credit.

The student files a “Request for an Allocation of Graduate Credit” with the Office of the Registrar. Once the Registrar's Office determines the eligibility of courses for transfer, final determination of transfer credit is awarded at the discretion of the faculty advisor after evaluation of the courses for content and relevance to program requirements. The Office of the Registrar notifies the student of the results.

Satisfactory Progress

Students are expected to make satisfactory progress toward the completion of degree requirements. Program faculty annually review each student’s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty. If a student is performing below expectations, remedial work within an appropriate timeline may be required. If satisfactory progress is not maintained, a student may be dismissed from the program.

Satisfactory Progress for the Ph.D. degree is a B+ or above. 

Satisfactory progress for a doctoral research fellow scholarship is a B+ or above. 

• View Other Degrees

Program Director : Dr. James Corter

Contact Person: Jonathan Chastain

Phone: (212)-678-4190

Email: hud1@tc.columbia.edu

DPhil in Social Intervention and Policy Evaluation

• Entry requirements
• Funding and Costs

College preference

• How to Apply

About the course

The Department of Social Policy and Intervention offers an interdisciplinary DPhil in Social Intervention and Policy Evaluation and welcomes students from across the world. Research students are an important part of the department’s community and you will be fully involved and immersed in the life of the department.

The department welcomes DPhil candidates who are interested in a wide range of areas of social intervention and policy evaluation research, including evaluation methodology, and policy and intervention research in areas such as violence and injury prevention, neighbourhood and urban health, reduction of poverty and social inequality, alcohol and drug misuse, mental health and antisocial behaviour in children and youth, parenting and family interventions including those delivered across the perinatal period, school-based interventions, HIV prevention, AIDS-affected children, the Sustainable Development goals, violence against children and cross-cultural adaptation of interventions.

The department's approach to graduate study emphasises your ability to work independently to explore an original line of research under an academic supervisor. Each member of academic staff has expertise in a particular area of social intervention and policy evaluation and you should try to contact your potential supervisor prior to applying as you will only be accepted for a DPhil if there is an appropriate supervisor available. 

As a doctoral student you will be offered a unique graduate programme tailored to your individual needs. In addition to individual supervision, the department offers a large and diverse range of research groups, seminars, workshops and advanced training opportunities in order to further enhance graduate research experience.

Part-time course arrangements

The DPhil programme in Social Intervention and Policy Evaluation is also available on a part-time basis. The part-time version of the degree has the same high standards and requirements as the full-time degree, but spread over six-eight years. The degree is particularly well-suited for students who are seeking the flexibility of part-time study. Part-time study also provides an excellent opportunity for professionals to undertake rigorous long-term research that may be relevant to their working life.

As a part-time student you will be required to attend classes/seminars/research groups/supervision meetings and other obligations in Oxford for a minimum of 30 days each year. There will be limited flexibility in the dates and pattern of attendance, which will be determined by mutual agreement with your supervisor.

For more information, please contact [email protected] .

Supervision

The allocation of graduate supervision for this course is the responsibility of the Department of Social Policy and Intervention and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Under exceptional circumstances a supervisor may be found outside the Department of Social Policy and Intervention.

Typically, students pursuing a DPhil in Social Intervention and Policy Evaluation are supervised by faculty who are affiliated with the department’s Evidence-Based Social Intervention and Policy Evaluation programmes. Information about supervisors can be found on the department's website under the supervisors tab.   

In the case of students who require specific help to adjust to an academic programme or to a new range of skills, the supervisor will work with them to ensure that they have additional support.

Students should normally expect to meet with their supervisor around three to four times a term.

The sequence of milestones for a DPhil student are as follows:

• Admission as a Probationer Research Student (PRS)
• Transfer to DPhil status (‘Transfer of Status’)
• Confirmation of DPhil status for DPhil students (‘Confirmation of Status’)
• Submission of thesis

All students will be initially admitted to the status of Probationer Research Student (PRS). Within a maximum of four terms as a full-time PRS student or eight as a part-time PRS student, you will be expected to apply for, and achieve, transfer of status from Probationer Research Student to DPhil status. This application is normally made by the third term for full-time students and by the sixth term for part-time students.

A successful transfer of status from PRS to DPhil status will require the student to show that their proposed thesis and treatment represents a viable topic and that their written work and interview show that they have a good knowledge and understanding of the subject. Students who are successful at transfer will also be expected to apply for and gain confirmation of DPhil status to show that your work continues to be on track. This will need to be achieved within nine terms of admission for full-time students and eighteen terms of admission for part-time students.

Both milestones normally involve an interview with two assessors (other than your supervisor) and therefore provide important experience for the final oral examination.

Full-time students will be expected to submit a substantial thesis after three or, at most, four years from the date of admission. If you are studying part-time, you be required to submit your thesis after six or, at most, eight years from the date of admission. To be successfully awarded a DPhil in Social Intervention and Policy Evaluation, you will need to defend your thesis orally (viva voce) in front of two appointed examiners.

Graduate destinations

Many graduates of the DPhil  go on to pursue academic careers in world-leading research universities, while others hold influential positions in government, non-governmental and international organisations, such as the World Bank, the World Health Organisation and the UN.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made in circumstances of a pandemic, epidemic or local health emergency. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2024-25

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours.
• a relevant master's or honours degree with sufficient methods training.

For applicants with a degree from the USA, a bachelor’s degree with a minimum overall GPA of 3.5 out of 4.0, or 4.0 out of 5.0 is sought.

The qualification(s) above should be achieved in one of the following subject areas or disciplines:

• public health and epidemiology
• political science, public policy and public administration
• social policy
• social work
• sociology; or
• closely related fields.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

Publications are not expected.

Part-time applicants will also be expected to show evidence of the ability to commit time to study and, if applicable, an employer's commitment to make time available to study, to complete coursework, and attend course and University events and modules. Where appropriate, evidence should also be provided of permission to use employers’ data in the proposed research project.

Further guidance

To continue to a research degree after the MSc or MPhil, you would normally be expected to gain a mark of at least 65% for both the written exams and the thesis. The department's Graduate Studies Committee will also consider the clarity and viability of the research proposal and the availability of appropriate supervision.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews may be held with shortlisted candidates. The criteria by which applicants are shortlisted are as follows:

• outstanding academic ability
• an excellent research proposal
• proven proficiency in English (in the case of non-native speakers).

The interviews are normally held online or by telephone and will be with two members of faculty; normally with the potential supervisor(s) involved.

You will be asked about your academic background, motivations and future career plans. The panel will also discuss your research proposals with you in detail, particularly the research questions and the proposed methodology

The duration of the interview is around 30 minutes. You are strongly recommended to indicate times during which you will not be available for an interview in your application form.

How your application is assessed

Your application will be assessed purely on your proven and potential academic excellence and other entry requirements described under that heading.

References  and  supporting documents  submitted as part of your application, and your performance at interview (if interviews are held) will be considered as part of the assessment process. Whether or not you have secured funding will not be taken into consideration when your application is assessed.

An overview of the shortlisting and selection process is provided below. Our ' After you apply ' pages provide  more information about how applications are assessed . 

Shortlisting and selection

Students are considered for shortlisting and selected for admission without regard to age, disability, gender reassignment, marital or civil partnership status, pregnancy and maternity, race (including colour, nationality and ethnic or national origins), religion or belief (including lack of belief), sex, sexual orientation, as well as other relevant circumstances including parental or caring responsibilities or social background. However, please note the following:

• socio-economic information may be taken into account in the selection of applicants and award of scholarships for courses that are part of  the University’s pilot selection procedure  and for  scholarships aimed at under-represented groups ;
• country of ordinary residence may be taken into account in the awarding of certain scholarships; and
• protected characteristics may be taken into account during shortlisting for interview or the award of scholarships where the University has approved a positive action case under the Equality Act 2010.

Processing your data for shortlisting and selection

Information about  processing special category data for the purposes of positive action  and  using your data to assess your eligibility for funding , can be found in our Postgraduate Applicant Privacy Policy.

Admissions panels and assessors

All recommendations to admit a student involve the judgement of at least two members of the academic staff with relevant experience and expertise, and must also be approved by the Director of Graduate Studies or Admissions Committee (or equivalent within the department).

Admissions panels or committees will always include at least one member of academic staff who has undertaken appropriate training.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the  About  section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Students on the DPhil in Social Intervention and Policy Evaluation belong to the Centre of Evidence-Based Intervention (CEBI) research group, that gives an opportunity to explore topics around social intervention and policy evaluation in more depth. DPhil students will have the opportunity to present their ongoing project in the research group.

The department has a shared office space designated for graduate research students, for social intervention and policy evaluation students it is based in the Centre of Evidence-based Intervention (CEBI) area. The department aims to provide as much space as possible. You will also be able to book the department’s meeting rooms and lecture rooms if required.

The department runs several seminar series during the year providing the opportunity to hear external expert speakers. In addition, there is a fortnightly colloquium at which members of the department present and discuss their research, creating an excellent chance for staff and students to learn more about each others’ ideas or receive input on their own research.

The department’s research methods hub provides research students with specialist support on qualitative and quantitative research methods, as well as tailored training. Through the Oxford Social Sciences Division a range of methods-training seminars and summer schools are offered.

DPhil students have access to the world-leading Bodleian Social Science Library, in addition to other University libraries, and the centrally provided electronic resources (giving access to the majority of academic journals published). Some college libraries, such as the Nuffield College Library, are open to graduate research students on request. 

The department has its own IT provision and specialist IT support staff. Students have access to the University’s high-performance computing environment. Software training in a range of standard and specialist programmes is available through the University IT services. 

The department has a common room open to both staff and students. Barnett House Thursday coffee mornings are held fortnightly during term time and these occasions provide excellent opportunities for talking to academics and research staff, and fellow students.

Social Policy and Intervention

The Department of Social Policy and Intervention is a multidisciplinary centre of excellence for research and teaching in social policy, and in the development and systematic evaluation of social interventions and policies. It is home to a global community of academics and researchers from a range of disciplinary backgrounds.

Each year the department accepts a highly select group of graduate students from across the world to study on one of the master's courses: the MSc and MPhil in Comparative Social Policy, exploring welfare systems and policy developments across a range of different countries; or the MSc and MPhil in Evidence-Based Social Intervention and Policy Evaluation, learning about the development and evaluation of interventions and policies across many regions of the world to address social and public health problems.

The department's MSc courses are also part of the Oxford 1+1 MBA programme which allows high calibre students to spend one year studying the MSc and one year studying an MBA at the Saïd Business School.

The department has around 60 students on two DPhil programmes, the DPhil in Social Policy and DPhil in Social Intervention and Policy Evaluation. Research students are fully involved in the research life of the department and have the opportunity to work with experts in the field. Alumni go onto appointments at global research universities or influential jobs in government, non-governmental and international organisations.

View all courses   View taught courses View research courses

The University expects to be able to offer over 1,000 full or partial graduate scholarships across the collegiate University in 2024-25. You will be automatically considered for the majority of Oxford scholarships , if you fulfil the eligibility criteria and submit your graduate application by the relevant December or January deadline. Most scholarships are awarded on the basis of academic merit and/or potential. 

For further details about searching for funding as a graduate student visit our dedicated Funding pages, which contain information about how to apply for Oxford scholarships requiring an additional application, details of external funding, loan schemes and other funding sources.

Please ensure that you visit individual college websites for details of any college-specific funding opportunities using the links provided on our college pages or below:

Please note that not all the colleges listed above may accept students on this course. For details of those which do, please refer to the College preference section of this page.

Further information about funding opportunities for this course can be found on the department's website.

Annual fees for entry in 2024-25

Full-time study.

Further details about fee status eligibility can be found on the fee status webpage.

Part-time study

Information about course fees.

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Continuation charges

Following the period of fee liability , you may also be required to pay a University continuation charge and a college continuation charge. The University and college continuation charges are shown on the Continuation charges page.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees (or, after fee liability ends, continuation charges) and living costs. However, please note that, depending on your choice of research topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. Students may also wish to attend or present their work at academic conferences. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Please note that you are required to attend in Oxford for a minimum of 30 days each year, and you may incur additional travel and accommodation expenses for this. Also, depending on your choice of research topic and the research required to complete it, you may incur further additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

For the 2024-25 academic year, the range of likely living costs for full-time study is between c. £1,345 and £1,955 for each month spent in Oxford. Full information, including a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs, is available on our living costs page. The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. When planning your finances for any future years of study in Oxford beyond 2024-25, it is suggested that you allow for potential increases in living expenses of around 5% each year – although this rate may vary depending on the national economic situation. UK inflationary increases will be kept under review and this page updated.

If you are studying part-time your living costs may vary depending on your personal circumstances but you must still ensure that you will have sufficient funding to meet these costs for the duration of your course.

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . For some courses, the department may have provided some additional advice below to help you decide.

The following colleges accept students for full-time study on this course:

• Blackfriars
• Campion Hall
• Green Templeton College
• Harris Manchester College
• Hertford College
• Jesus College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Nuffield College
• Regent's Park College
• Reuben College
• St Antony's College
• St Catherine's College
• St Cross College
• St Hilda's College
• Wolfson College
• Wycliffe Hall

The following colleges accept students for part-time study on this course:

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines  in our Application Guide.

Application fee waivers

An application fee of £75 is payable per course application. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Readmission for current Oxford graduate taught students

If you're currently studying for an Oxford graduate taught course and apply to this course with no break in your studies, you may be eligible to apply to this course as a readmission applicant. The application fee will be waived for an eligible application of this type. Check whether you're eligible to apply for readmission .

Do I need to contact anyone before I apply?

The department is interested in applicants with proposals in the areas of its research expertise and interest. Therefore, you are advised to learn more about the department's supervisory expertise by researching the profiles of academic staff on the DSPI website. You are strongly recommended to make contact with a potential supervisor before you apply.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

Under 'Proposed supervisor name' enter the name of the academic(s) who you would like to supervise your research. 

You can list up to four proposed supervisors and you should list them in order of preference, or indicate equal preference. 

Please note, the department offers two distinct DPhils (DPhil in Social Policy, and DPhil in Social Intervention and Policy Evaluation). Members of the faculty can only act as supervisors for one of these programmes.  Information about current students and their supervisors  can be found on the department's website under the supervisors tab.   

Referees: Three overall, all of which must be academic

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

Your references will support intellectual ability, academic achievement and motivation for the chosen area of study. Academic references are required and should be submitted on university/departmental letterhead. 

If you are currently studying on another graduate course, we strongly suggest that one of your references be from your current academic supervisor.

Please contact your referees well in advance of the application deadline to give sufficient time for references to be prepared and submitted.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Personal statement and research proposal: Statement of a maximum of 1,000 words and proposal of a maximum of 2,000 words

Your statement of purpose/personal statement and research proposal should be submitted as a single, combined document with clear subheadings. Please ensure that the word counts for each section are clearly visible in the document.

Personal statement

Your personal statement should explain your motivation for applying for the course and its specific focus on evidence-based social intervention and policy evaluation at Oxford, your relevant experience and education, and the specific areas that interest you and/or you intend to specialise in. 

Your personal statement should be written in English and be a maximum of 1,000 words.

If possible, please ensure that the word count is clearly displayed on the document.

Your personal statement will be assessed for evidence of:

• commitment to graduate studies in evidence-based policy evaluation and intervention
• reasons for selecting the department.
• motivation for and understanding of the proposed area of study 
• fit of your research interest to research undertaken in the Department
• any relevant practical/applied experience (such as previous jobs).
• ability to present a reasoned case in English.

Research proposal

Your research proposal should comprise a detailed outline of your proposed research. The proposal needs to have a clear research question, a research design and methods section, and should discuss the background, existing literature and significance of the topic, as well as providing a brief timeline. We recommend you have section headings for each of these parts. You must also indicate a potential thesis supervisor in the proposal. 

Your research proposal should be written in English and be a maximum of 2,000 words. The word count does not need to include any bibliography or brief footnotes.

Your research proposal will be assessed for:

• the coherence of the proposal
• the academic interest of the project
• ability to present a reasoned case in English
• the feasibility of completing the project in the time available.

It will be normal for your ideas subsequently to change in some ways as you investigate the evidence and develop your project. You should nevertheless make the best effort you can to demonstrate the extent of your research question, sources and method at this moment.

Written work: Two essays, a maximum of 2,500 words each

Academic essays or other writing samples from your most recent qualification, written in English, are required. Extracts of the requisite length from longer work are also permissible. Please be advised that the department is unable to accept one essay of 5,000 words in substitution of two essays of 2,500 words. Please also note that internal checks are carried out on all submitted writing samples to ensure compliance with length requirements, and over-length submissions can cause errors or delays.

Sole-authored writing samples are strongly preferred; should you choose to submit co-authored materials, you must have been solely responsible for writing the material submitted to us as a sample. 

The topic of the work does not need to relate directly to the proposed subject of study but academic essays are preferred to reports. The word count does not need to include any bibliography or brief footnotes.

This will be assessed for:

• ability to construct and defend an argument
• ability to explain complex subject matter
• ability of analytical thinking
• clarity and accuracy of expression.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice . You'll find the answers to most common queries in our FAQs.

Application Guide   Apply - Full time   Apply - Part time

ADMISSION STATUS

Closed to applications for entry in 2024-25

Register to be notified via email when the next application cycle opens (for entry in 2025-26)

12:00 midday UK time on:

Friday 19 January 2024 Latest deadline for most Oxford scholarships

Friday 1 March 2024 Final application deadline for entry in 2024-25

*Three-year average (applications for entry in 2021-22 to 2023-24)

This course was previously known as the DPhil in Social Intervention

Further information and enquiries

This course is offered by the Department of Social Policy and Intervention

• Course page on the department's website
• Funding information from the department
• Academic staff  and doctoral supervisors
• Departmental research
• Social Sciences Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0)1865 280734

Application-process enquiries

See the application guide

Visa eligibility for part-time study

We are unable to sponsor student visas for part-time study on this course. Part-time students may be able to attend on a visitor visa for short blocks of time only (and leave after each visit) and will need to remain based outside the UK.

• How to choose the right PhD Program in Monitoring and Evaluation
• Career Advice

There are more and more opportunities for focused doctoral studies in the field of Monitoring and Evaluation as the field grows across a number of fields and also deepens in its technical depth as well. 

I have no doubt that there are a number of PhD opportunities out there for you to formalise your knowledge, and to take your contribution to develop real-world solutions to the next level, whether your strengths lie in the highly analytical and technical aspects or whether a particular development challenge or cause has captured your heart, mind, and career. 

As an M&E doctoral candidate, it can take many years to find your niche within the field of study, but these suggestions may be helpful for you in guiding your decision-making process as you move forward.

Table of contents

Understanding the Purpose of a PhD in Monitoring and Evaluation

Considering program structure and length, researching potential programs, evaluating your finances, identifying the different types of programs, preparing to apply, wrapping up.

Obtaining a PhD in Monitoring and Evaluation can enable individuals to gain an in-depth understanding of the purpose of monitoring and evaluation processes. This PhD degree equips individuals with the knowledge and skills required to plan, design, implement and evaluate development programs in various sectors. It will also provide an understanding of the various tools and techniques used in data collection, analysis and interpretation of data as well as reporting. With this PhD degree in Monitoring and Evaluation , individuals can become experts in the area of monitoring and evaluation, allowing them to effectively lead M&E initiatives in any organization.

With a PhD in this field, professionals can understand how to accurately assess the effectiveness of programs, measure the impact of interventions, and track progress towards established goals. The doctoral program in Monitoring and Evaluation provides a comprehensive overview of the sector, covering related topics such as research methodology, data analysis, measurement, reporting and evaluation systems. Students learn how to design and implement effective monitoring and evaluation systems for various initiatives and become equipped to make better decisions as a result of their gathered evidence. Graduates from this program are well-prepared to work in public service, non-profit organizations or private companies, where their expertise in collecting and analyzing data can help promote positive outcomes.

Through this program of study, graduates will become equipped with the skills and knowledge needed to effectively evaluate programs and make necessary adjustments to ensure that objectives are met while also providing valuable insights into program design and implementation. Meanwhile, PhDs in Monitoring and Evaluation will be well-equipped to evaluate programs and make the necessary adjustments to satisfy objectives. With their expertise in program design and implementation, PhDs in this field will have an invaluable set of skills to contribute to the development of effective programs.

Related: Masters in Monitoring and Evaluation

When considering a PhD in monitoring and evaluation, it is important to consider the structure and length of the program. A well-structured program should provide rigorous training in monitoring and evaluation research methods, as well as include ample opportunity for hands-on practice, allowing students to gain a deeper understanding of the subject matter. PhD programs should also provide both the theoretical and practical knowledge necessary for the successful completion of monitoring and evaluation research projects. Additionally, PhD students should have opportunities to collaborate with faculty members on research studies and publications related to monitoring and evaluation topics. Through this type of research engagement, PhD students gain a comprehensive understanding of the process and principles behind effective evaluation practices. Ultimately, PhD programs in monitoring and evaluation must provide an extensive training regimen in order to produce competent professionals capable of meeting modern day challenges in this field.

Further, it is important to examine the length of the program – many programs can be completed in 3-4 years if taken on a full-time basis or 6-7 years if on a part-time basis; opting for part-time study may also provide additional opportunities to gain practical experience while completing coursework. Moreover, when considering PhD degree in Monitoring and Evaluation, it is important to consider the length of the program. Opting for part-time study may allow for more opportunities to gain practical experience while completing coursework.

When researching potential programs, a PhD in Monitoring and Evaluation is beneficial because it provides the skills and knowledge needed to understand program evaluation processes, design effective research studies and analyze data. A PhD in Monitoring and Evaluation can help students acquire the ability to assess the effectiveness of complex interventions, as well as understand the dynamics of data-driven decision-making. Furthermore, it equips students to lead program evaluations, create impact measurement tools and surveys, and facilitate organizational change processes. In addition to sharpening their monitoring and evaluation skills, students also develop their project management and advanced communication skills. With a degree in Monitoring and Evaluation, graduates are prepared to work in various sectors such as public health, finance, education, human resources, and IT.

Having a PhD in Monitoring and Evaluation also allows you to use your expertise to identify potential programs, figure out the most effective methods to measure outcomes, and determine whether or not the program has achieved its goals. With a PhD in Monitoring and Evaluation, your skillset will be highly sought-after in the non-profit sector and government sector alike. You will be able to identify problems and develop strategies to implement, monitor, and evaluate programs that are successful. Additionally, you will be able to provide guidance on how best to measure the success of a program, making it easier to discern whether or not the program has met its goals. A PhD in Monitoring and Evaluation is an invaluable asset to any organization.

Additionally, this type of degree equips students with the abilities needed to provide insight into how program decisions will impact outcomes, allowing for more informed decisions about which programs are most effective for achieving desired outcomes In conclusion, a PhD in Monitoring and Evaluation is an invaluable program for students interested in working with policy and research. It provides the skills to accurately measure and track progress, as well as the ability to analyze program decisions and their effects on outcomes. Therefore, earning a PhD in Monitoring and Evaluation can provide the knowledge to allow for more informed decisions about which programs are most effective for achieving desired outcomes.

As a PhD in Monitoring and Evaluation student, it is important to develop a good understanding of evaluating your finances. That means having a clear understanding of your current financial situation, including income, expenses, investments, debt, and any unexpected or unforeseen costs that may arise. It is also important to develop valid and reliable methods for researching and collecting empirical data, for interpreting the results of this data, and for designing cost-benefit interventions. An in-depth knowledge of both qualitative and quantitative evaluation processes is essential for success in a PhD in Monitoring and Evaluation program. Additionally, it is important to have a comprehensive understanding of ethical standards as they apply to the field of monitoring and evaluation. By having strong financial management skills, sound research methodology, and an understanding of ethics in evaluation, students with a PhD in Monitoring and Evaluation can be well-equipped to pursue successful careers in this field.

It is also important to understand the various tools available to help you evaluate your finances such as budgeting techniques, tax strategies, and retirement planning options. Additionally, it is beneficial to review accounts regularly to ensure they are operating efficiently. For those with a specific interest in this field, obtaining a PhD degree in Monitoring and Evaluation can be a great way to apply these skills. PhD programs in this field focus on the use of evaluation methodologies, research design, data analysis, and other quantitative and qualitative methods to assess the effectiveness of programs, policies, and strategies. PhD graduates are prepared to provide evidence-based recommendations that can be used to inform important decisions.

Finally, tracking progress over time can provide valuable insights into how your finances are doing and what adjustments may need to be made in order to reach desired goals. This could include monitoring spending patterns or identifying areas where savings could be made in order to increase income or reduce expenses Meanwhile, a PhD degree in Monitoring and Evaluation can provide an in-depth understanding of the principles and practices of evaluating progress over time. With this knowledge, individuals will have the necessary capabilities to track changes and draw meaningful conclusions about the effectiveness of their strategies for making use of resources. This PhD program will thus equip individuals with the skills and knowledge to identify areas where savings could be made in order to increase income or reduce expenses for successful financial management.

An important part of a Ph.D. in Monitoring and Evaluation is understanding the different types of programs that may need to be evaluated, such as government initiatives, corporate initiatives, and community-driven programs. PhD students in this field must become expert researchers and be able to identify the best methods to evaluate each type of program. They must have knowledge of data collection techniques, and the ability to correctly identify key indicators that will demonstrate success or failure. Additionally, PhD students in Monitoring and Evaluation must have a deep understanding of the different statistical approaches and analysis tools available to evaluate progress. Understanding a range of qualitative and quantitative methods enables PhD students to select the most appropriate tools for evaluation purposes.

To identify the different types of programs, it is essential to be knowledgeable about research design concepts and methods such as sampling techniques, survey development, and data analysis tools. PhDs in Monitoring and Evaluation provide students with the opportunity to gain insight into these skills and more. PhD programs in this field also provide the opportunity to develop an understanding of the impact of effective monitoring and evaluation plans while learning how to design them. PhDs in Monitoring and Evaluation also allow students to develop the skills to identify problems and develop solutions, as well as present research findings, evaluate program effectiveness, assess the validity of data, and much more.

Furthermore, being able to interpret the results from the evaluation process is key for making informed decisions about program changes or modifications that are necessary to make any program successful In conclusion, PhDs in Monitoring and Evaluation equip individuals with the skills and knowledge to design, implement, and interpret the results of monitoring and evaluation processes. Having this skill set is essential for making informed decisions about program changes or modifications to ensure a successful program.

Find out the PhD programs and read more: Monitoring and Evaluation Universities

A key aspect of preparing to apply for a PhD in Monitoring and Evaluation is understanding the admissions requirements and preparing any required documents such as transcripts, letters of recommendation, and statements of purpose. Specifically, those seeking a PhD in Monitoring and Evaluation should have a master’s degree from an accredited university and a strong background in the field. In addition, prospective students must submit official transcripts from all post-secondary institutions attended, a statement of purpose that outlines the applicant’s research interests and goals, and three letters of recommendation from professors or employers who can speak to the applicant’s potential for completing a PhD and contributing to the field. Ultimately, having a solid understanding of the requirements is essential to ensure an individual meets all the criteria and is able to submit all necessary documents before the application deadline.

In addition to gathering admissions materials, it is important to research potential programs so you can narrow down which ones best align with your academic goals and career aspirations. However, when researching PhD programs in Monitoring and Evaluation, it is important to consider factors such as the cost, program duration, faculty members, mentorship opportunities, and the overall impact of the PhD degree. All of these elements can make or break a PhD in Monitoring and Evaluation program and should be taken into account before making a decision. Ultimately, you should be confident that the PhD degree in Monitoring and Evaluation you choose is the best one for your academic goals and career aspirations.

In conclusion, there is a lot to consider when it comes to choosing the right PhD Program in Monitoring and Evaluation. Doing your research before deciding will go a long way in helping you find the best program for you. By looking at the program’s curriculum, faculty, and other factors, you can rest assured knowing that you have chosen a program that will challenge and empower you to reach your career goals.

Twinamatsiko Kenneth

Good morning. Am a Ugandans scholar with interest this PhD program and possibility for a scholarship. I have 10 years experience in social work and with a masters in monitoring and evaluation from Kabale University

Fation Luli

Following this link https://www.evalcommunity.com/universities/ you can find the PhD programs and related Universities.

Abdisalan Ibrahim Ahmed

Request for Admission to PhD Program in Monitoring and Evaluation

Dear Admissions Committee

I hope this message finds you well. I am writing to express my keen interest in pursuing a PhD in Monitoring and Evaluation at [University Name]. I hold a Master’s degree in projevt mangement and have acquired substantial expertise in the realm of [relevant experience].

I am eager to contribute to the field through advanced research and believe that the PhD program at [your steamed university is the ideal platform to further refine my skills in monitoring and evaluation. I am confident that my academic background and professional experience make me a suitable candidate for your esteemed program.

I look forward to the opportunity to discuss my application further and provide additional details on my qualifications.

Thank you for considering my application. I appreciate your time and attention.

Sincerely, Abdisalan Ibrahim

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What is Impact Evaluation?

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An impact evaluation relies on rigorous methods to determine the changes in outcomes which can be attributed to a specific intervention based on cause-and-effect analysis.  Impact evaluations need to account for the counterfactual – what would have occurred without the intervention through the use of an experimental or quasi-experimental design using comparison and treatment groups.

Purpose of Impact Evaluation

Impact evaluations often serve an accountability purpose to determine if and how well a program worked.  Impact Evaluations can also help answer program design questions to determine which, among several alternatives, is the most effective approach.

When to do an Impact Evaluation

The World Bank has developed the following guidelines for determining when an impact evaluation may be useful 1 :

• If it is an innovative intervention scheme, such as a pilot program.
• If the intervention is to be scaled up or replicated in a different setting.
• If the intervention is strategically relevant and will require a great deal of resources.
• If the intervention is untested.
• If the intervention results will influence key policy decisions.

Design of Impact Evaluations

There are many design options for impact evaluations depending on a variety of factors (see USAID Technical Note and OECD Principles for Impact Evaluation  for helpful decision trees for design).  However, all designs generally fall into either an experimental or quasi-experimental design through the use of a counterfactual, an alternate control group generated by random selection in the case of experimental designs, or a comparison group which is not randomized in the case of a quasi-experimental design. 

Common Experimental Designs include the following:

• Randomized Controlled Trial (RCT)
• Randomized Offering of Intervention
• Randomized Promotion of Intervention
• Multiple Treatment Design

Common Quasi-Experimental designs include the following:

• Difference-in-differences
• Matched Comparisons
• Regression Discontinuity
• Interrupted Time Series

Impact evaluations are not appropriate for every intervention scheme, as such evaluations require certain data sets and financial resources that may not be available.  Evaluators usually work in conjunction with project planners and donors when proposing to conduct impact evaluation.

See the following list of resources for a more detailed and in-depth discussion of impact evaluation and available designs.

List of Resources

InterAction, Impact Evaluation Guidance Notes

OECD Principles of Impact Evaluation

USAID, (2013) Technical Note

World Bank (2011) Impact Evaluation in Practice

References:

1 World Bank, Impact Evaluation in Practice http://siteresources.worldbank.org/EXTHDOFFICE/Resources/5485726-1295455628620/Impact_Evaluation_in_Practice.pdf

About the Author

Kirsten Bording Collins is an experienced evaluation specialist providing consulting services in program evaluation, planning and project management.  She has over ten years of combined experience in the nonprofit, NGO and public sectors working both in the U.S. and internationally.  Kirsten's areas of expertise include: program evaluation, planning, project management, evaluation training and capacity-building, mixed-methods, qualitative analysis, and survey design.  Kirsten holds a MA in International Administration from the Korbel School of International Studies, University of Denver.  Kirsten grew up in Copenhagen, Denmark and currently lives in Washington, DC.

Connect with Kirsten on LinkedIn .

________ To learn more about American University’s online Graduate Certificate in Project Monitoring and Evaluation, request more information or call us toll free at 855-725-7614.

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Impact Evaluation

• Faculty of Social Sciences
• School of Global Development
• Website https://www.uea.ac.uk/groups-and-centres/impact-evaluation-group

Organisation profile

Impact evaluation is a growing area of research strength and teaching capacity in the School of International Development.

We have been doing evaluation since our inception in the late 1960s, in our undergraduate, postgraduate, research and consultancy activities, including traditional cost-benefit studies, monitoring and evaluation (M&E), and qualitative as well as quantitative research. However, the current wave of enthusiasm for impact evaluation in international development emphasises quasi-experimental and experimental research designs, micro-econometric analyses, qualitative and mixed methods, and systematic reviews, and new and renewed modes of M&E. Staff of this research group have been and are involved in all these areas. A dynamic multidisciplinary team in DEV is currently driving the growing field of impact evaluation, systematic reviews, meta-analysis and experimental games. Together these activities and capacities provide an exciting environment for teaching and study of impact evaluation and a wealth of experience for research and consultancy.

This group has also been very active in terms of teaching. It organizes a unique MSc Impact Evaluation for International Development to address the evident need for impact evaluation capacity. The MSc offers familiarisation with and skills in the basics of modern evidence-based policy-making and impact evaluation, including the contexts and practices of evaluation, research design and data production for evaluation, and basic and more advanced methods of quantitative and qualitative analysis. Graduates of the MSc have joined ODI, 3ie and other well-known institutions engaging in impact evaluation.

In addition, this team organizes a professional short course in Impact Evaluation for Evidence-Based Policy in Development. This offers practical impact evaluation training to individuals working in international agencies, governments in developing and developed countries, think-tanks, NGOs and other donor organisations which need to understand the methods used in evidence-based policy making in order to evaluate and justify continued public spending on particular projects and programmes. Moreover, the short course is being offered overseas to build evaluation capacity in particular in developing countries conducts and has been tailored to meet the demands of e.g. Uganda civil servants, NGO officials in Ghana etc.

We are also now offering a second short course on impact evaluation: Beyond Surveys and Experiments - Other Approaches to Impact Evaluation.

Researchers from the UEA have joined the Centre for Development Impact  (CDI), an exciting initiative that contributes to learning and innovation in the field of impact evaluation.

Collaborations and top research areas from the last five years

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Select a country/territory to view shared publications and projects

• School of Global Development - Associate Professor in Development Economics
• Centre for Behavioural and Experimental Social Science - Member
• Behavioural and Experimental Development Economics - Member
• Impact Evaluation - Member

Person: Research Group Member, Academic, Teaching & Research

Ben D'Exelle

• School of Global Development - Professor of Economics
• Behavioural Economics - Member
• Environment, Resources and Conflict - Member
• Gender and Development - Member

Maren Duvendack

• School of Global Development - Professor of Evaluation in Economics
• 65 Finished

Projects per year

Creating a culture of inclusion: Increasing Diversity and Equity of Access - Creating a culture of inclusion: Increasing Diversity and Equity of Access - IDEA

Reid, B. , Clark, A. , Cornish, C. , Deane, K. , Duvendack, M. , Hodgekins, J. , Horwood, N. , Mondal, A. , O'Connell, M. & Semlyen, J.

Wellcome Trust

1/01/24 → 31/12/25

Project : Research

Supporting Teacher Achievement in Rwandan Schools ("STARS") Scale-Up Scope of Work

Serneels, P.

1/04/23 → 31/07/25

BBSRC Institute Strategic Programme: (John Innes Centre): NISD Partner Grant

Verschoor, A.

Biotechnology and Biological Sciences Research Council

1/04/23 → 31/03/28

Research output

• 214 Article
• 62 Working paper
• 14 Discussion paper
• 9 Editorial
• 5 Book/Film/Article review
• 4 Commissioned report
• 4 Chapter (peer-reviewed)
• 2 Comment/debate
• 1 Entry for encyclopedia/dictionary
• 1 Other chapter contribution
• 1 Special issue
• 1 Review article
• 1 Other contribution

Research output per year

Agricultural investment behaviour and contingency: Experimental evidence from Uganda

Research output : Contribution to journal › Article › peer-review

Effective interventionsfor improving routine childhood immunisation in low‐ and middle‐incomecountries: A systematic review of systematic reviews

Why gendered quantification trends are a problem: post-traumatic growth arguments and the civil war malestream, senss esrc +3.5 award..

Jarvis, L. (Recipient) & Camfield, L. (Recipient), 2021

Prize : Other distinction

• 11 Participation in conference
• 4 Examination
• 2 Publication editorial role
• 2 E​x​t​e​r​n​a​l ​r​e​s​e​a​r​c​h ​o​r​g​a​n​i​s​a​t​i​o​n
• 1 Participation in workshop or seminar
• 1 Research and teaching at external organisation

Activities per year

External examiner (International Institute of Social Studies (ISS))

Maren Duvendack (Examiner)

Activity : Examination

Development Studies Association (DSA) conference

Maren Duvendack (Speaker)

Activity : Participating in or organising an event › Participation in conference

Senior Fellow of the Higher Education Academy (Ref PR181204)

Maren Duvendack (Other)

Activity : Other activity types › Other

Press/Media

Critical questioning pays off for your career in the end: dr maren duvendack talks about her experience with open science.

1 Media contribution

Press/Media : Press / Media

Why Does Replication Encounter Such Resistance in Economics?

Caught in micro debt.

PROGRAM EVALUATION AND IMPACT ASSESSMENT

This Advanced Certificate provides training in assessing the effectiveness of funded, programmatic, and policy interventions. The curriculum is designed for evaluation researchers, social and community service managers, management analysts, and survey researchers, as well as policy professionals in domestic and international settings who are tasked with developing, funding, selecting, or assessing social programs.

As a result of the program, you’ll not only understand critical aspects of impacts in policy research, empirical methods, data analysis, and survey methods, but also walk away with the skills you need to work in government and nonprofit settings in roles examining the efficacy of policy interventions.

Students must successfully complete 15 credits to earn this Advanced Certificate. The curriculum is designed to be completed in three semesters, however students may take up to three years.

Request Information Apply Now

Required Courses:

Students must complete the following courses (9 credits):

Students must also choose and complete courses from the following (6 credits):

Prerequisites:

The required CORE-GP 1011 must be taken in the first semester and it is a prerequisite to most other courses in the certificate. Students who are able to waive CORE-GP 1011 will be allowed to take an advanced elective in its place.

Note:  Because PADM-GP 2172 Advanced Empirical Methods is only offered in the fall semester (and requires PADM-GP 2902 as a prerequisite), students who begin the certificate in the spring semester and wish to take the course should consider sequencing carefully. One option may be to enroll in PADM-GP 2902 in summer. 

Featured Faculty

A business journal from the Wharton School of the University of Pennsylvania

Knowledge at Wharton Podcast

The challenge of measuring impact performance, january 24, 2022 • 32 min listen.

Wharton’s Katherine Klein interviews Maoz (Michael) Brown, head of research for the Wharton Social Impact Initiative, about a study revealing some of the problems with measurement in impact investing.

Most impact investors report meeting or exceeding their impact performance metrics, but is this truly the case? Maoz (Michael) Brown , head of research at the Wharton Social Impact Initiative , collaborated with Wharton PhD candidate Lauren Kaufmann on a study that reveals it is common practice for impact investors to report metrics primarily to market their success, rather than to evaluate and understand where their impact may fall short. Brown attributes this practice to the challenges of measuring impact rigorously while simultaneously running an investment fund.

Brown recently joined  Katherine Klein , vice dean for the  Wharton Social Impact Initiative , for an episode of the  Dollars and Change podcast to talk about the research findings. He offers recommendations for measuring impact and explains why the field needs to get more comfortable with impact underperformance in order to learn and grow .

Following is an edited transcript of the conversation.

Katherine Klein: Michael, I’m going to start by reading a few definitions of impact investing, because one of the things that is really striking is how much measuring impact is part of the very definition that people in the field use to describe it.

The GIIN is the Global Impact Investing Network. It defines impact investments as “investments made with the intention to generate positive, measurable social and environmental impact alongside a financial return.”

The International Finance Corporation has a very similar definition. They define impact investing as “an approach that aims to contribute to the achievement of measured, positive social and environmental impacts.”

And we’ll give one more definition. The Impact Investing Hub says, “Intentionality and measurable impact are the fundamental concepts that differentiate impact investing from traditional forms of investment.”

As researchers, we spend a lot of time thinking about how you measure things, so this commitment to measurement in impact investing is really interesting. What made you want to dig into this topic and learn more?

Michael Brown: There are two reasons that I wanted to get into this with my colleague, Lauren Kaufmann, who’s a PhD candidate at Wharton. It’s really two puzzles. One is a higher-level puzzle, and one is a more specific puzzle. The higher-level puzzle is what you described — that impact measurement is such a critical component of impact investing as it’s defined by all of these advocacy organizations and trade associations. But impact measurement done rigorously is quite difficult. So, how do impact investors go about threading that needle — measuring and documenting their impact and doing so in a way that’s compelling but not draining off all of their resources on impact evaluation? That was the first big puzzle.

The more specific puzzle is this finding that has surfaced in all of the annual impact investor surveys that the GIIN has done, which is that impact investors consistently report that their portfolios have performed either in line with their expectations or even above their expectations. Underperformance is extremely rare, on the order of 1% to 3% of the respondents to these surveys. That was interesting because our initial thought was that meaningful impact should be pretty hard to achieve, so how is it that underperformance is so uncommon? Those two reasons are really the impetus for getting into this research.

“How do impact investors go about … measuring and documenting their impact and doing so in a way that’s compelling but not draining off all of their resources on impact evaluation?”

Klein: I want to underscore what you described with the GIIN survey. This annual survey of hundreds of impact investors asks respondents, “How well are your portfolios doing with regard to impact? Are they meeting your expectations for impact, exceeding expectations for impact or underperforming?”

About 20% were saying, “We’re doing better than we expected.” About 80% say, “We’re in line.” And that leaves nearly zero — 1% or 2% or 3% — saying, “We’re not quite meeting expectations,” which is a remarkable statistic. It’s fair to say you were skeptical. I look at these numbers and I’m skeptical. You and I know impact is difficult to measure. It’s difficult to achieve. What did you do to get below the surface and dig into what’s actually going on with impact measurement?

Brown: The reaction that I initially had — and I think that most Ph.D.-trained researchers would have — is, “Well, that’s just BS. These respondents are trying to paint a rosy picture.” Even though that’s an understandable initial reaction, it’s not necessarily the most constructive reaction.

The first step was we decided to hear out impact investors. We wanted to assume that they’re being forthright and truthful and give them the benefit of the doubt, even while maintaining some degree of skepticism. Surveys are really powerful research tools, but Lauren and I decided that to really get under the hood of this topic, we needed to talk to these professionals. We went about interviewing staff at 135 impact investing organizations — mostly fund managers, but also their own investors, so limited partners and others who invest into these funds. We also interviewed about a dozen or so consultancies that are part of the impact investment process and supply chain.

Klein: I love what you did to start to unpack what was going on. A key question that you asked these people is to describe two deals that they had done: one that they regarded as an impact success story, and the second where there was some disappointment. You saw some striking things when you started to reflect on the kinds of stories people were telling you. Tell us more about what you learned.

Brown: I’ll go into our findings in just a moment, but I want to give a bit of the rationale for using this approach. There is a temptation or a tendency in impact measurement to escape into abstraction, to say, “Oh, I use this framework,” or “I collect these metrics,” or “I use a logic model,” or something like that, which is useful to some extent, but it doesn’t really give you the full color of what’s going on. That’s why we asked for specific examples.

After the interviews were concluded, Lauren and I listened to those stories again and classified the kinds of evidence that our interviewees used to explain why a given deal was deemed a success or deemed a case of underperformance from an impact perspective. We wanted to pay attention to whether this evidence was quantitative or qualitative. Was it focused on the business or more focused on the impact? What we found was a pretty striking inconsistency, especially in the use of impact metrics. Impact-focused, quantitative data were cited far more often in cases of impact success than they were in cases of impact underperformance. Specifically, 82% of the examples of impact success involved citing quantitative impact data, while only 24% of the underperformance examples involved quantitative impact-focused data.

“We really wanted to understand the pressures and the constraints and the challenges that these professionals are working under.”

Klein: That’s really curious. It sounds like folks are being much more specific with regard to quantitative indicators when they are telling you about a success story. I imagine that they probably had quantitative indicators for their low-performance stories as well, but they weren’t sharing them with you. I’m not sure that my interpretation is correct, but what do you make of this disparity in the kinds of evidence that people bring to bear?

Brown: Specifically in this case, it’s the impact numbers. The initial interpretation was that this is just more top-of-mind to our interviewees when it comes to the success stories. But we really wanted to see if impact metrics factor into cases of impact underperformance, so Lauren and I made a point of following up to ask, “What kind of data are used?”

To be more concrete, if they described impact underperformance in terms of business underperformance — just a lack of scale or lack of market penetration or poor financial performance — we actually followed up to ask about any more impact-focused data. Still, we tended to not meet with that kind of answer, which led us to conclude that, in many cases, at least based on our data, it seems impact metrics are not really used to measure performance or to evaluate performance. They are used to convey accomplishments and to describe what portfolio companies are doing. The big assumption here is that a meaningful system of performance evaluation would be more sensitive to cases of underperformance because performance evaluation is not just about showing business success.

Klein: There’s a GIIN survey that asks impact investors, “Do you set impact targets, and is this an important part of your measurement and evaluation?” Something like 78% of these folks say yes. Have you found in talking to people that that didn’t really seem to be the case, that these impact targets, if they had them, were not very rigorous?

Brown: That’s right. To clarify, we were interested in targets because they’re relevant to this question of impact underperformance. To set a target is explicitly or implicitly to set a threshold for success, and therefore to set a guideline for potential underperformance. For the same reason that we asked about examples of success and underperformance, we also asked about target-setting. We found exactly what you described, that target-setting appears to be pretty rare on the impact side, at least. And when it is used, it seems to be used quite loosely.

I’ll draw up some of the data points that we came across. This comes not just from the interviews but also from an analysis of about 100 impact reports that we reviewed, both public and private performance reports. We found that only about 14% of these public impact reports even cited a quantitative impact target, and all of them conveyed success. This is important because this was not a random sample of impact funds. We reached out to funds that were more likely to be more sophisticated on impact measurement. If 65% of impact investors are using quantitative impact targets, as the latest GIIN report suggests, then that should be evident in the reports produced by this sample of funds that we’ve collected.

When we spoke about this topic with our interviewees, we got statements like, “Yeah, it’s more of just a general gut check. It’s more of an impression. We’re just making sure that the portfolio companies are doing what they said they would. We don’t really monitor these targets carefully. It’s just kind of to set an expectation.” It doesn’t seem to be analogous, in short, to a commercial performance benchmark, like an IRR or a multiple.

“We heard very consistently from our interviewees that they face this expectation to do impact measurement, but they just don’t have the resourcing and the funding to do it.”

Klein: What about investors? I want to come back to this idea that the field is saying impact measurement is an important part of practice. I think fund managers probably feel a lot of social pressure. There’s a norm here that we need to say that we measure impact seriously. I’m wondering if investors hold them to this. Are they saying not only, “Show me the money,” but also, “Show me the impact”?

Brown: Based on what we heard, the investors into funds do want to see that impact is being measured. But in terms of the technical specifics and the rigor of that impact measurement, our interviewees told us that the expectations are pretty low. We were told that investors don’t really ask questions about the impact reports. They seem to be pretty content with what’s reported out, and they’re just happy to know about the kinds of companies that are being capitalized, rather than all of the quantitative details of the specific social and environmental impact that these companies are producing. [For example,] an investor wants to know that solar companies are being invested into, but they don’t necessarily have lots of questions about the specific tonnage of greenhouse gas emissions being reduced and whether that’s aligned with standards and expectations or falling short.

There are some exceptions here. We were told that certain kinds of investors tend to be more attentive to the impact measurement specifics. Specifically, development finance institutions and philanthropic foundations tend to be more “invested,” so to speak, in impact measurement, presumably because these institutions tend to be more likely to accept below-market-rate returns and are therefore more likely to differentiate impact performance from financial performance.

Klein: This is a really interesting set of findings and not much of what you’re describing surprises me. When I look at the rhetoric around impact measurement, I think about how difficult it is to achieve some of these standards, to quantify how much impact you’re having. What do you think is going on here? How do we make sense of the fact that the reality of impact measurement doesn’t measure up?

Brown: I’m glad that we’re getting into this part of the conversation because, at this point, listeners may be wondering if this is just one long indictment of impact measurement and impact investing. That’s really not the takeaway that Lauren and I had. We really wanted to understand the pressures and the constraints and the challenges that these professionals are working under. In that spirit, the way we interpret these findings is not that impact investors are cutting corners or that they’re lazy or that they’re just trying to suppress unpalatable information. Because as you noted, it’s not that surprising. This is really hard to do, even for scientists with all the credentials and budget and staff and time to do impact evaluation. It’s understandable that impact investors need to make certain compromises and think about impact measurement in a way that maybe doesn’t jibe with how we think about rigorous impact evaluation.

I think what’s happening here is that impact investing is a relatively new field, and field-builders have understandably used really ambitious language to grow the field and to advocate for the work that they’re doing. Investors hear that, but they also have businesses to run and deal pipelines to manage. In many cases, they’re screening potential investments carefully and thoughtfully and really trying to be clear on how they interpret impact. But they’re not trying to do randomized control trials, and they’re not trying to approach impact assessment in a way that would resonate with a more academic approach.

A lot of this seems to be more pre-deal when it comes to the impact side. Once companies or potential investees are deemed impactful, then a lot of the performance evaluation is actually business performance evaluation. A lot of it is based on financial performance, and impact metrics remain relevant as a way of describing what these companies are doing for stakeholders.

“I think that the field needs to get more comfortable with underperformance and how underperformance is relevant to impact measurement and management.”

Klein: What would you encourage impact investors to do, given the challenges of rigorous impact measurement?

Brown: I think that more resources need to be allocated to impact measurement. I don’t know if that necessarily means having a team of PhD’s in every impact investment fund. I’m not sure it’s realistic. But we heard very consistently from our interviewees that they face this expectation to do impact measurement, but they just don’t have the resourcing and the funding to do it.

When we did hear that they had resourcing and funding, it tended to be from those DFIs and foundations that are giving grants for building out impact evaluation teams. But that seems to be pretty uncommon, and I think that there needs to be more of that for impact measurement to mature and reach its potential.

People need to put their money where their mouths are, for sure. There are some really interesting tools that are coming online for doing more robust, post-deal impact measurement and monitoring, and 60 Decibels is one example that I’ve cited before as a really exciting development in the field. I would be thrilled to see more adoption of those kinds of tools. But I do think there is a limit to this. Even with the power of a tool like 60 Decibels, it remains really, really difficult to do impact measurement and evaluation in a way that’s truly rigorous.

While I do think there needs to be more emphasis on post-capital deployment impact measurement, I still think a lot of the most substantive impact assessment will happen before that capital is deployed — in the screening process, deal selection process, and due diligence, having those initial site visits, talking to company management and leadership, and really making sure that the case for designating a particular company as impactful is a solid case and a compelling case.

Klein: You’ve also talked about learning from failure and that perhaps the rhetoric around impact measurement and the push for documentation have gotten in the way of a real learning orientation in this space. I’d like for you to say more about that.

Brown: I think that the field needs to get more comfortable with underperformance and how underperformance is relevant to impact measurement and management. If impact measurement is going to be relevant to more than just marketing, if it’s going to be relevant for impact management, then underperformance has to be an important part of that equation. Because the acid test of impact management is underperformance.

How do you detect it? How do you manage it? How do you improve? I think if we get to a point where impact reports more consistently and more frequently acknowledge cases of impact underperformance and explain how the fund is responding to that, that will be a major win for the field. I think that means that the stakeholders, specifically the investors into funds — limited partners, for example — need to make it very clear to fund managers that as long as there is sufficient explanation for the underperformance and sufficient reason to believe that it’s being managed, this information will not be penalized. I think fund managers need that psychological safety to disclose this information and to bake it more thoroughly into their investment management process.

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• International

MSc Impact Evaluation for Global Development

Key Details

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Any questions? Chat online with current students, staff and experts. This is your chance to ask anything about UEA, university life, Norwich and more.

Course Overview

Do you have an interest in designing and implementing development projects and programmes? How about researching development effectiveness? Or would you like to develop and enhance your skills for undertaking rigorous, high quality impact evaluations? 

Impact evaluation has become an important tool in development policy-making. Multilateral and bilateral donor agencies and developing country governments are now committed to funding and utilising high quality impact evaluation, and taking this Master’s will support your career path.    You will get to grips with the basics of modern evidence-based policy-making and impact evaluation, including the contexts and practices of evaluation, research design and more advanced methods of quantitative and qualitative analysis. 

Please note we are changing our name to the School of Global Development from 1 August 2023, as we mark our 50th Anniversary. 

You will combine theory and practice through two specialist modules and acquire analytical skills that are important beyond impact evaluation. What’s more, you’ll be part of the School of International Development (Changing to Global Development from 1 August 2023), which has a world-class reputation for research in international development. 

You can choose module options both from within our School and from other departments at UEA, giving you a unique range of choice and specialisation and providing you with the chance to tailor the course to your particular interests. 

Lecturers who teach on this course have wide practical experience in impact evaluation. Many of them are international development economists, so you’ll benefit from their proficiency and know-how. 

Study and Modules

Over the course of this Master’s programme you’ll become familiar with theoretical frameworks for evidence-based policy and a broad range of issues relevant to impact evaluation and development. You’ll review approaches to wellbeing and their practical application in terms of evaluating the effect of development interventions. You’ll be exposed to cost-benefit analysis and consider policy and evaluation in practice looking at a range of sectors and contexts. 

You’ll also gain a good basic knowledge of applied methods of impact evaluation that will allow you to carry out high quality impact evaluations. For that purpose, this course provides a comprehensive overview of the most important methods of impact evaluation. It also provides instruction in and hands-on experience of the main quantitative and qualitative impact evaluation methods, through linked lectures and (computer) workshop/seminars. 

You’ll also be introduced to basic econometric theory and provided with sufficient knowledge and practical skill for competent use of econometrics in empirical research. You’ll be able to understand and interpret econometric research results andhave acquired sufficient knowledge and skill to apply multivariate analysis of cross-sectional and time-series data to a wide range of macro- and micro-economic problems of development. In addition to lectures, the module includes computer workshops on Stata (a widely used econometrics software) and seminars. 

Compulsory Modules

Econometric methods for development, applied methods for impact evaluation, welfare and evaluation in development, dissertation, optional b modules, gender perspectives in global development, research techniques and analysis, perspectives on globalisation, optional c modules, educational policy and practice for development, gender diversity and social development, globalised agriculture and food systems, project design and management.

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students.

Teaching and Learning

Teaching methods include mainly lectures and seminars. Your lectures go beyond the customary ‘chalk-and-talk’ approach and include a range of interactive tasks and activities. The use of technology is also widespread, for example through visual representation of empirical evidence in international development (e.g., through statistical programs). Other examples include the use of online reading materials and lecture screencasts. 

Through seminar group work and presentations, you will be able to develop transferable skills such as articulating an argument both orally and in writing and presenting academic information in a lucid and cogent manner. 

Independent study 

You’ll read academic articles and book excerpts suggested by the academics and submit the assignments as specified for each module. Your independent study gives you the chance to prepare for in-class sessions and assignments, and to concentrate on the areas that interest you the most. 

A range of optional seminars and workshops are offered during this Master’s programme for the teaching and strengthening of your skills. Sessions to support learning – in particular essay and dissertation writing – occur throughout the year. 

You will be assessed using a variety of methods, including presentations, essays and a dissertation. Further assessment methods will differ depending on the optional modules you choose. 

You will also receive oral feedback on your arguments and ideas during seminars, which helps you develop skills in articulating an argument orally. 

You will also be encouraged to prepare essay plans or outlines in advance of essay deadlines, and to discuss these with the relevant lecturer during their office hours or by email. In addition, you’ll typically receive oral and/or written feedback on an initial coursework assignment well in advance of your deadline for the main coursework assignment. 

Finally, the dissertation enables you to develop specific research skills such as conducting research using primary and secondary data, researching specific topics and questions, thinking critically, and linking theoretical concepts to practical issues. 

Entry Requirements

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):   

IELTS: 6.0 overall with minimum 6.0 in Writing & Speaking and 5.5 in Listening & Reading

Test dates should be within 2 years of the course start date.  

We also accept a number of other English language tests. Review  our English Language Equivalencies  for a list of qualifications that we may accept to meet this requirement.  

If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study:   

Pre-sessional English at INTO UEA    

Academic English at INTO UEA   

This course is open to UK and International applicants. The annual intake for this course is in September each year .

Additional Information or Requirements

Applicants should normally have a good undergraduate degree from a recognised higher education institution. The University will also take into account the employment experience of applicants where relevant.

INTO University of East Anglia 

If you do not meet the academic requirements for this course, you may be able to study the International Pre-Masters programme offered by our partner INTO UEA. This programme guarantees progression to selected Master's degrees if students achieve the appropriate grade. For more details, please click here:  

International Pre-Masters in Business, Economics and Social Sciences   

Admissions Policy

Our Admissions Policy applies to the admissions of all postgraduate applicants. 

Fees and Funding

Tuition fees for the Academic Year 2024/25 are: 

UK Students: £10,150 (full time) 

International Students: £21,200 (full time) 

If you choose to study part-time, the fee per annum will be half the annual fee for that year, or a pro-rata fee for the module credit you are taking (only available for Home students). 

We estimate living expenses at £1,023 per month. 

Further Information on tuition fees can be found  here . 

Scholarships and Bursaries 

The University of East Anglia offers a range of  Scholarships ; please click the link for eligibility, details of how to apply and closing dates. 

Course Related Costs

Please see Additional Course Fees for details of additional course-related costs. 

To give you greater flexibility, you can choose to study the course full-time over one year or part-time over two years. 

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University. 

To apply please use our  online application form . 

FURTHER INFORMATION 

If you would like to discuss your individual circumstances prior to applying, please do contact us: 

Postgraduate Admissions Office 

Tel: +44 (0)1603 591515  Email:  [email protected]  

International candidates are also encouraged to access the  International Students  section of our website. 

Employability

After the course.

Upon completing your MSc, you will be equipped with a range of transferable skills, which means you can pursue a variety of exciting careers both in and beyond international development. 

You will also be well qualified to enter a PhD programme with a view to continuing to an academic career both in the UK and overseas. 

Previous graduates have gone on to work for the British High Commission in Ghana, UNITAR in Japan, IFAD in Rome, UN Women in Kenya, the Overseas Development Institute, UK government departments, the Swiss Federal Department of Foreign Affairs, and PhD studies in related fields. 

A degree at UEA will prepare you for a wide variety of careers. We've been ranked 1st for Job Prospects by StudentCrowd in 2022.

Example of careers that you could enter include: 

Policy maker 

Non-governmental official 

Consultant 

Research institute staff 

Discover more on our Careers webpages

Impact Evaluation for Global Development starting September 2024 for 1 years

PhD in Evaluation Studies

Who should apply.

• Researchers and consultants tasked with evaluation studies
• M&E officers in government, industry and civil society
• Project managers in government research and planning units and directorates
• NGO employees involved in social, health and educational research activities
• Social policy analysts and advisers
• Social science methodology lecturers

Dissertation options

• The PhD would address a topical theme –systematically reviewing the literature on that theme over the past 10 years AND then develop an empirical study that would link with that theme.
• The PhD would address an evaluation approach –systematically reviewing the literature on that approach over the past 10 years or so AND then develop an empirical study that would link with that theme.
• The PhD would involve a review of the scholarship from a particular field of evaluation and a review some of the common approaches and methodologies and even methods and tools used in each of these “fields”.
• Meta-studies (historical/ philosophical/ epistemological/ methodological) of evaluation practice, e.g. the nature of impact evaluation/ the challenges of causal attribution/ understanding causal mechanisms/ reflecting on complexity in programmes/ historical studies of evaluation enterprises in Africa/ etc.

The topic of the thesis will have to be developed in detail with CREST M&E supervisory staff.

Candidates for the PhD in Evaluation Studies must have either:

• a Postgraduate Diploma in Monitoring and Evaluation Methods (PGD MEM) from Stellenbosch University. Students must show potential for further study and have an average of over 65% in the PGD MEM or a Master’s degree in evaluation studies (from any university)

Candidates will only be accepted into the PhD Evaluation Studies programme after the successful submission of an abridged literature chapter.

Application

• How do I apply?
• University online application system

Fees and funding

• University student fee information
• Request a provisional fee quotation
• SU postgraduate funding support

About CREST

CREST covers the broad fields of bibliometrics and scientometrics, research on higher education knowledge production, human resources in science and technology, research evaluation and impact assessment studies and studies on the communication patterns of scientists.

South African COVID-19 Resource Portal –  sacoronavirus.co.za

General enquiries – Marthie van Niekerk Email: [email protected] | Tel: +27 (0)21 808 3708

Postgraduate studies at CREST – Bernia Drake Email: [email protected]

Twitter: @CREST_SU

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• Introduction to Impact Evaluation of Policies and Programmes

Course Description:

In this course you will learn how to conduct a rigorous impact evaluation of a development policy, program or intervention. The course aims to enable participants to understand how to quantify the causal effect of interventions by carefully understanding attribution and the practical applications of methodologies. The course takes you through several steps of conceptualising an evaluation, understanding the pathways of change, understanding the different methodologies for conducting impact evaluation and choosing the most appropriate methodology given the set of circumstances. You will be introduced to the quantitative techniques of impact evaluation and learn about their weaknesses and strengths and appropriateness to real life evaluation scenarios.  

The course will offer online lectures, online discussion boards, assignments, weekly tutorial meetings to discuss readings and assignments, and an oral exam at the end of the course.  

Key Concepts:

• Theory of change
• Understanding the counterfactual
• Choosing an impact evaluation design and how to execute

Learning Goals:

• The pathways of change underlying the causal relationship (linking the intervention to the outcomes)
• Randomised designs and quasi-experimental designs
• Software code that can be applied in analysis
• How to formulate evaluation questions
• How to choose a good comparison group that approximates the counterfactual given real-life scenarios
• The strengths and weaknesses of each methodology and when to choose each methodology

Prerequisites:

A Master degree (or equivalent) in Social Sciences.

**Please note that the course is an introduction to impact evaluations. It contains materials on when to do an impact evaluation, what is allows you to conclude, and what forms of evaluation exist. It does not include materials or exercises in which you will do an impact evaluation yourself. The online course “Impact Evaluation of Policies and Programs Estimation and Analysis of Causal Impacts” is designed as follow up of this course and does offer exercises in how to do an econometric impact evaluation.

Course completion and estimated workload: 

The course is completed once you fulfill the course requirements and pass the assignments and oral exam. Your coursebook will also include the explanation of resit options.   

The estimated workload is 60 hours, including 10-15 hours per week and 10-15 hours per assignments/oral exam.  

ECTS equivalence: 2 

Participants will receive 2 ECTS equivalence credits and the certification will be offered through an online educational badge.  

Group based participation: 500 euro   Individual participation: 6 00 euro  

Duration: 10 weeks 

Upon registration, you will be enrolled for 10 weeks, including 1 week to access the platform and become familiar with the materials, 4 weeks of coursework, 1 week to submit the final assignment and 2 weeks for potential resit time.  

In case you prefer to use the 10 weeks in a different way, please agree with your tutor during your first exchange (only for Individual participation).  

Starting date and enrolment: 

Upon a successful enrollment, every participant will start the course on immediately after the acquisition of the course materials. Your tutor will reach out to you to agree on a timeline.  

For group participation, please note that we will close the group registrations at 10 participants, based on first paid first serve rule. We will identify the full groups on the application website.  

For individual participation, please agree with your tutor on your preferred schedule during your first exchange.  

Registration:  

You can register for the certificate programme via the application form by clicking on the “Apply Now” button on the right side of this page.  

To pay the tuition fee, please make the transfer to the following account. Upon payment, you will be registered as a student and contacted by your tutor. Please note that we need to receive the payment by the application deadline. On average, it takes 1-2 weeks between your transfer of funds and us receiving it.  

Required Readings:

The cost of the course does not include expenses for books or hardcopies of the course material. Course materials can all be downloaded by the participant him/herself.

Lorena Giuberti Coutinho - Course tutor

James Ochieng - Participant

Mathew muma - participant, kiriga benson - participant.

• Comparative Migration Policy
• Economics of Innovation
• Governance in Theory and Practice
• Impact Evaluation of Policies and Programmes: Estimation and Analysis of Causal Impacts
• Introduction to Migration Studies
• Introduction to Political Science
• Introduction to Social Protection for the Poor
• Migration and Remittances Effects
• Public Policy Analysis
• The Public Policy Process
• Social Entrepreneurship
• Policy Analysis in Social Protection
• The Public Policy Track in Social Protection
• Governance and Policy Evaluation
• Blended or Residential short courses
• Tailor made group based courses
• Open Access Materials

For more information about the courses, please contact the course secretariat .

Partner sites

• Maastricht University
• United Nations University
• Main institutional newsletter
• Event Notifyer
• Working Paper Series

• Specialisations

• West Africa
• Microdata Portal

POST-DOCTORAL RESEARCH SCIENTIST IN QUALITATIVE IMPACT EVALUATION (IE)

The African Population and Health Research Center (APHRC) is an African-led and Africa-based international research institution committed to conducting high-quality and policy-relevant multidisciplinary research. Our goal is to generate evidence for meaningful action, engage with policymakers in the region to disseminate our research findings, influence policy decisions, and improve the quality of life in Africa. APHRC’s Data Synergy Unit supports all Program Units across the Center in the application and utility of monitoring and IE approaches to inform the implementation and assess the performance of the projects aligned to the different research priorities at subnational and national levels across Africa.

To this end, APHRC seeks to recruit one (1) Post-Doctoral Research Scientist in Qualitative IE to support the qualitative IE activities at the center in the following research thematic areas:

• Human development with focusing on inclusive policies and practices for early childhood development, education, and youth empowerment systems in Africa;
• Health and Wellbeing with focusing on effective interventions/ or strategies and policies to promote equitable health and well-being of all people in Africa; and,
• Population Dynamics and Urbanization focusing on the generation of evidence in the areas of urbanization, fertility, and aging and their implications for developing sustainable and resilient cities in Africa.

As a Postdoctoral Research Scientist in Qualitative IE, the successful candidate will support all four thematic areas, working collaboratively with APHRC researchers.

The position will be based at the Center’s Head Office in Nairobi, Kenya; and may include some travels to conduct qualitative IE (IE) activities in other Anglophone and Francophone African countries. As a Qualitative IE Specialist , the Postdoctoral Research Scientist will be primarily responsible for the management of IE projects and supporting researchers at the Center on appropriate qualitative IE designs for different undertakings in the designated research thematic areas. The expected specific duties and responsibilities include the following:

Technical leadership and support

• Leading the design and implementation of development-related qualitative IEs and research studies;
• Support researchers at the Center in the adoption of qualitative IE designs in research studies including complex IEs based on modern practices such as appreciative inquiry, participatory approaches, most significant change, outcome harvesting, contribution analysis, comparative case studies, and process tracing among others .;
• Develop and deepen innovative approaches to IE for example, through training of researchers at the center in IE methodology, developing and writing papers that utilize IE methodologies in peer-reviewed journals, engaging with IE communities of practice to strengthen the Center’s visibility in IE practice, etc.

Fundraising for IE sustainability

• Contribute to the resource mobilization for IE projects to ensure that the Center sustains its IE mandate to the foreseeable future;
• Support IE proposal writing and other fundraising activities – including designing qualitative IE approaches geared towards leveraging funds to broaden the current mandate of the Data Synergy and Evaluations (DSE) Unit;
• Actively collaborate with and contribute to the work of other Program Areas at APHRC to strengthen the IE mandate;

Management of IE Projects

• Establish, monitor, and update work plans and budgets for IE projects;
• Oversee mobilization of IE teams, including organizing and managing team planning meetings and overseeing all necessary logistical preparations for field data collection;
• Identify, recruit, and train research assistants; support teams technically; assist in orienting consultant team members to procedures for working with APHRC;
• Assure high-quality deliverables and evaluation reports;
• Support development of IE including background and supporting research for ongoing/upcoming IE and oversight of survey development: interview and focus group discussion guides, and observation checklists among others;
• Manage qualitative IE datasets (audio recordings and transcripts) throughout the IE life-cycle from coordination of local data collection partners to data management including transcriptions cleaning and coding to preliminary and final analyses;
• Serve as a responsive point of contact for clients, ensure contract compliance, and support contract reporting requirements;
• Support the IE team to develop, review, and finalize IE analysis plans, and evaluation frameworks, and contribute to the drafting of work plans, data collection tools, and field monitoring tools for each IE activity;
• Work with the Project Evaluation Team to provide timely updates and reports on evaluation activities as needed;
• Participate and/or support the dissemination of IE findings at local, national, and international fora through abstract presentations, roundtable discussions, publications, blogs, policy briefs, and working papers among others;
• Carry out any other functions that may be assigned to you from time to time by the Senior Management Team at the Center;

Key Competencies, qualifications, and experience

• Ph.D. in Social Sciences, Sociology, Medical Anthropology, Public Health, International Health, Social Work and Social Administration, Public Policy, and other related disciplines, with specialization and significant demonstrated experience in Qualitative IE of development projects, preferably public health;
• Advanced skills in qualitative IE designs, data collection approaches, and rigorous data analysis;
• Strong qualitative research skills, and ability to conduct and work with large qualitative datasets using computer assisted qualitative data analysis (CAQDAs) software programs (RQDA, Dedoose, Nvivo, MAXQDA, and ATLAS.ti);
• At least 3 years of work experience in project evaluation and impact analysis is essential;
• Demonstrated experience in in-depth qualitative impact analysis methods, including mixed-methods IE;
• Experience designing and implementing one or more of the following: implementation research, formative evaluation, process evaluations, process monitoring, summative evaluation, and IE;
• At least five (5) publications or technical reports (or a doctoral research thesis) that utilized qualitative IE methodologies/approaches, with 3 or more first-author publications .
• Excellent qualitative scientific writing, presentation, and communication skills including the ability to present arguments and analysis in a structured and succinct manner;
• Sound causal reasoning, and good knowledge of the theory of change, evaluation criteria, causal attribution, and limitations of qualitative IEs;
• Ability to work independently; self-starter and highly motivated;
• Strong theoretical and applied qualitative knowledge; fluency in French is highly desirable
• Knowledge of economic evaluation and quantitative IE methods will be an added advantage;
• Proficiency in the English language is a must;
• Working knowledge of East, Southern, Northern, and West African regions is desirable.

Interested candidates are invited to submit their applications as one PDF document in English through this link by Monday, April 15, 2024 and include:

• A letter of application not exceeding 1-page, highlighting your qualifications and experience relevant to the terms of reference, and the thematic areas ;
• A statement of research interests and goals (1 page) about the position;
• A detailed CV (5 pages max.) with contact information for three professional references.

Non-adherence to these requirements will lead to your application not being reviewed. Applications will be reviewed on a rolling basis and incomplete applications will not be considered . Only shortlisted candidates will be contacted.

Special Notice

APHRC is an equal opportunity employer that is committed to creating a diverse and inclusive workplace. All employment decisions are made on the basis of qualifications and organizational needs. Reasonable accommodation may be provided to applicants with disabilities upon request, to support their participation in the recruitment process.