EXPERT PHD SUPERVISORS
Our phd writers.
We only work with the best in the industry. Find out more about the team of PhD experts below.
We chose a team of PhD-educated experts to work with us based on their background and extensive experience. Many of them have worked as lecturers and received their PhDs from prestigious British and American universities. As a result, they have a lot of experience writing academic articles and PhD assistance . They are knowledgeable in a wide range of topics and subjects, ranging from economics and econometrics to nursing and international affairs.
The PhD writers' combined skill set means that they can help you with every step of your PhD thesis writing journey, from application to proofreading and editing. Our PhD services are of the highest quality in the industry, which means that your needs and requirements, as well as the requirements set by your university, will be met by the PhD mentors. If you decide to use our services, we will match you with a PhD-qualified expert in your field who will assist you throughout your PhD studies.
Nursing & Psychology
James is a psychologist who has worked as a PhD lecturer and is now a full-time writer. He's authored scientific publications, government reports, and thousands of academic articles, and he can assist you with a variety of topics.
Finance and Economics
Robert started working as an academic writer while pursuing his PhD in Economics, after earning his Masters and Bachelors degrees in Finance and Economics. He also has experience using analysis software such as Stata.
Business and HRM
Linda opted to return to education to pursue a PhD in Business and HRM after a career in HRM and management. She has also received training in Speech and Language Therapy and English as a Foreign Language Teaching.
Business and Management
William earned his doctorate in management. He has ten years of experience as an academic writer, specialising in subjects including Business, Human Resources, Management and Risk Management.
Keith worked as a banker until the financial crisis of 2007, at which point he went to school to pursue a PhD in finance. Since then, he has worked as an academic writer for some of the most prestigious writing firms. He also has expertise in Excel, Matlab, and R.
Marketing and Communications
Russell became a full time professional academic writer after completing his Bachelors degree in Digital Marketing and Public Relations. He was able to earn additional degrees during this time, including a PhD in Marketing and Communications.
Mathematics
Eugene can assist you with any mathematical questions you may have. He earned a PhD in Applied Mathematics and can assist with a wide range of technical topics, including statistics, optimization, and forecasting, as well as quantum mechanics.
LAWRENCE W.
Politics and International Relations
Lawrence has spent the previous ten years working as an academic writer. He earned a PhD in Europol and Police Cooperation, a Masters in European Studies, and an Bachelors degree in Politics and International Relations before that.
David can assist with a variety of science topics. With over 12 years of experience in academic writing, he earned a PhD and Masters degrees in Chemistry and can help with complex science research. He also specialises in Chemistry software such as ChemOffice and MOE
Sandra worked as a family support worker for 5 years after completing her Bachelor's and Postgraduate degrees in Education. For the past 11 years, she has been putting her education PhD to work helping with education and social work academic work.
Ready to get started? Contact us today for a free quote!
Get professional support with your PhD at any stage, from top quality academics.
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*We do NOT use AI (ChatGPT or similar), all orders are custom written by real people.
Graduate Students & Scholars
Guidance and Professional Planning for Scholar Success
The Graduate and Postdoctoral Scholar (GPS) Team empowers Vanderbilt’s master’s, doctoral, and postdoctoral scholars by offering innovative experiences and support from a team with disciplinary Ph.D. degrees and employer relations expertise. As Vanderbilt leads among universities offering cutting edge academic and non-academic career development for graduate and postdoctoral scholars, the GPS team connects employers to the specialized skills, expertise, and leadership experience of Vanderbilt's advanced degree scholars.
Mission Statement
Cultivate confidence and community through personalized career support empowering scholars to connect their aspirations to opportunities.
Review the graduate students and postdoctoral fellows we serve here.
- Beyond the Professoriate: institutions.beyondprof.com
- Beyond Grad School: institutions.beyondgradschool.com
- ImaginePhD: imaginephd.com
- myIDP: myidp.sciencecareers.org
- How to Craft an Academic CV
- How to Craft a Resume
- How to Craft a Cover Letter
- How to Build Your LinkedIn Profile
Jun 11, 2024
April’s away program connects graduate students, postdocs with nashville resources, dr. christina keeton, associate director of graduate and postdoctoral scholars coaching and engagement.
Christina Keeton, PhD is the Associate Director for Graduate and Postdoctoral Scholar Coaching and Engagement in the Career Center of the Career Advancement and Engagement division at Vanderbilt University. As Associate Director, she leads a team of dedicated career coaching and employer relations experts charged with providing one-on-one guidance, developing and executing programming and ideating professional development activities that identify values, elucidate interests, and build skills for scholars earning advanced degrees in the humanities, social sciences and STEM disciplines. She began the journey of empowering scholars while obtaining a bachelor’s in biochemistry at Syracuse University and continued this interest while earning her doctorate in biochemistry at Vanderbilt University. She then cultivated experience guiding students navigating advanced degrees as Assistant Director of the Initiative for Maximizing Student Diversity (IMSD) and Co-Director of the Summer Science Academy at Vanderbilt University.
Dr. Jessica Abner, Senior Career Coach for Graduate and Postdoctoral Scholars
Jessica Abner, PhD, is a Senior Career Coach for Graduate Students and Postdoctoral Scholars in the Career Center at Vanderbilt University. She obtained her BS in Molecular Biology and Microbiology from the University of Central Florida, followed by her MS in Biological Sciences from California State Polytechnic University, Pomona, and her PhD in Biological Sciences from Vanderbilt University. Dr. Abner joined the Career Center in 2023. As a part of the Graduate and Postdoctoral Scholars (GPS) Team, Dr. Abner primarily serves scholars in the STEM (non-biomedical) fields. The GPS Team strives to cultivate confidence and community through personalized career support empowering scholars to connect their aspirations to opportunities. She is integrally involved in designing and developing programming and workshops in career development for master’s, doctoral students, and postdoctoral scholars in STEM, humanities, and social sciences. Dr. Abner is passionate about supporting scholars along their career journeys. Prior to joining the Career Center, she was a Scientific Project Manager for the Drug Repurposing Team at the Vanderbilt Institute for Clinical and Translational Research.
Dr. Whitney B. Taylor, Senior Career Coach for Graduate and Postdoctoral Scholars
Whitney Taylor, PhD is a Senior Career Coach for Graduate and Postdoctoral Scholars in the Vanderbilt University Career Center. She received her BA in Philosophy and English from Emory University. Prior to graduate school, she worked in law firms and for the Atlanta Urban Debate League, which confirmed her love for working in education. She received her PhD in English from Northwestern University, specializing in early modern literature. As a Visiting Assistant Professor at Northwestern, she taught literature and writing courses on topics from Shakespeare and Milton to fairy tales and monsters in literature and cultural studies. Her prior experience also includes supporting BBA and MBA students in business writing and communications at Emory’s Goizueta School of Business. Upon working in executive leadership coaching, she earned her coaching certification from Coactive Training Institute in 2021 and discovered she wished grad students and early career academics had more access to coaching. In 2022, she joined Vanderbilt’s Career Center, where she loves empowering grad students and postdocs with clear strategies, confidence, and curiosity to pursue career possibilities that align with their values, interests, and skills.
Penny Baga, Assistant Director of Employer Relations for Graduate and Postdoctoral Scholars
Penny Baga serves as an Assistant Director for Employer Relations at Vanderbilt University. She joined the Career Center in 2015. She developed and launched Vandy for Employers, an educational program for employers. She co-leads a Community of Practice for Employer Engagement where she facilitates workshops for career center professionals who serve graduate students. Penny manages relationships with employers in the government and entertainment spaces and works closely with career coaches who support students interested in internship and career opportunities in these sectors. She collaborates with the coaching team to develop programming for undergraduates and graduate students. Prior to her work at Vanderbilt, Penny served as the Center Director at Sylvan Learning Center. She received her bachelor's degree in Elementary Education from the College of Charleston.
About PhD Centre
Welcome Southwestern Centre for Research and PhD Studies.
Southwestern Centre for Research and PhD Studies was established in 2010 by a group of academicians and researchers as one of the independent institutions of Southwestern Foundation. The Foundation is dedicated on promotion of research based education and promoting the academic and applied research by establishing research hubs through the global networks and collaboration.
Academic Life & Research
- PhD Studies
- Policy and Programmatic Research
- Training Programme
- Institutional Support Management
News and Notice
Workshop on gba+ analysis, ongoing research.
PhD centre has a strong team for facilitating research studies. Sincere gratitude for the academic support provided towards my deeper understanding and the achievements.
Dr. Achut Nepal
I completed my PhD in IT from infrastructure University- Kuala Lumpur through Southwestern PhD centre. I am extremely grateful to have this position I have today. Thankyou PhD Centre for connecting me to my goals with proper guidance. This really makes me proud.
Dr Rameswore Subedi
Quality Education Its a best place for the PhD studies. I can work and study at the same time. I am now a PhD from Centre of Excellence. Thank you
PhD Centre is one of the best harnessing educational points for academics. It equips scholars with all essentials to ease the way toward the doctoral destination.
Best Learning Place PhD centre has been a good place for the student like us to enroll and clear our education. We are given the best guidance.
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Universities
- Kathmandu University
- Tribhuwan University
- Pokhara University
- Purbanchan University
- Plagiarism in PhD Thesis
- Tips for writing PhD Thesis
- Strategy for writing PhD Thesis
- Presenting your Thesis
- All about PhD Thesis
- Writing Thesis Statements
- Organising PhD Thesis
- How to avoid Procrastination in Writing PhD Thesis
- UGC PhD New Rules
- PhD Thesis writing Guide
- Writing a PhD Thesis
- Repository for PhD Thesis
- PhD Thesis Structure and Content
Our Affiliate University
- University of CyberJaya, Malaysia
- Infrastructure University, Kuala Lumpur, Malaysia
- Sikkim Professional University, East Sikkim
- Universiti of Kuala Lumpur (UniKL), Malaysia
- University of the Fraser Valley, Canada
Graduate Writing Center
- Office of the Provost
- Writing Centers of Texas Tech
Graduate Writing Starter Pack
Graduate writing often includes larger or more complex projects than many students have previously worked on. However, beginning with a clear picture of what is required can help you make strategic choices across your time in graduate school. To be successful, you must know your material, craft your message effectively for your audience, and prioritize consistent progress to meet longer-term goals.
Knowing your Material: Graduate-level writing draws extensively from existing literature. Often, we encounter material long before we have an effective use for it. Or, we may have a pile of sources and not be sure how to glean the most useful information from them. To get the most out of your research efforts, you can utilize the resources below:
Finding Sources ( Library Resources ) For every field, there is a discipline-specific librarian who can help you find high-quality and relevant resources. The library is also able to request sources from other libraries or journals .
Organizing Citations ( Citation Managers ) Learn more about the citation managers supported by the TTU Libraries through the guides on their website: Zotero Guide ; Mendeley Guide ; EndNote Guide .
Conceptualizing your Topics ( Literature Crosswalk – Matteson & Walker, 2020) As you grow within your discipline, you may find that the same article is applicable to multiple research questions or literature reviews. Tracking variables and results of interest and noting which themes emerge as you read articles (for classwork or research) will help you more easily organize your arguments in not only the current paper, but all future ones on related topics.
Understanding your Discipline (Reverse Outlining: STEM ; Humanities ) Before you begin to craft your message, you need to understand not only what information is known and noteworthy in your field, but also how that information is communicated. While you are reading to gain important knowledge in your field, it is also worth the time to understand how fellow scholars organize and highlight information as they build their arguments.
Crafting your Message: Once you have gathered your resources, it is time to synthesize them into your emerging argument. This starts at the sentence level, building towards a holistic argument that ultimately uses the structure favored by your field's publications (see Reverse Outlining, above).
Paraphrasing ( Paraphrasing Principles ) Once you have found your sources, synthesizing the material in an ethical and effective way is a vital step in producing credible academic documents. This process requires careful citation, interpretation, and integration of existing research to build on others' scholarship in a way that incorporates your unique contributions and understanding while appropriately crediting theirs.
Organizing your Perspective ( MEAL Paragraph ) Every paragraph needs a purpose along with evidence or reasoning that supports its purpose and a connection to the next steps in the broader work. While not every paragraph needs to follow this pattern, using the MEAL (main idea, evidence, analysis, link) technique is a powerful way to consistently accomplish those three goals.
Finding the Words ( Manchester Academic Phrasebank ) Also mentioned briefly in the paraphrasing resource above, the Manchester Academic Phrasebank is a collection of useful sentence templates that allow you to readily find a framing that reflects the way you intend your reader to interpret your inclusion of information or arguments. Using these templates is not plagiarism because these sentences do not contain data or arguments; instead, they represent ways to showcase data or support arguments.
Prioritizing your Progress: Complex projects benefit from clear management. Understanding your biggest deadlines, how to break them down into sustainable steps, and most importantly, what motivates you to stay on track, will help you make steady progress throughout your academic career.
Graduate School Timeline ( infographic ; formatting checklist ) While you are likely working on multiple projects at any given time, the most salient deadlines to the completion of your degree will be those related to your graduation document (e.g., portfolio, thesis, dissertation). The grad school website offers important i nformation about the graduation process , and you can email the ETD office for clarification about defense-related forms and document formatting.
SMART Goals ( SMART Goals How-tos ) With large projects, it is important to develop sustainable habits. By creating goals that are specific, measurable, attainable, relevant, and timely, you can build momentum through a series of small wins. Understanding your project(s) at this scale can help you track and complete the necessary tasks to achieve your larger goals
Focus Tools There are several apps that can support your focus and goal tracking. If you prefer working alone, you can support your word count goals with websites like Written Kitten , which rewards you with a picture of a cute kitten each time you achieve a certain level of word count progress; Write Honey , which allows you to track a daily writing streak based on word count; or The Most Dangerous Writing App , which creates a high-stakes environment for bursts of continuous writing. If you prefer to use time-based methods, you can try the traditional Pomodoro Technique , or variations like Flora or Forest that allow you to plant virtual (or in the paid version, real) trees. Apps like Habitica gamify tasks based on habits, daily goals and larger projects and can be used alone or with a group to complete quests. And for those of you who work best with others, Focusmate allows you to schedule co-working time blocks for accountability with individuals from around the world.
Local Accountability ( GWC Thesis and Dissertation Boot Camp ; GWC writing groups ) Finally, the GWC offers two programs that support accountability and community in the writing process:
- Our writing groups are available to all students and post-docs who have a larger writing project (e.g., coursework, publications, thesis, or dissertation) they want to focus on across a whole semester.
- Thesis and Dissertation Boot Camp is available to students who are working on their thesis or dissertation at the proposal stage or later and would like to dedicate three hours for four days in a row to making concentrated project.
Application deadlines happen in the first few weeks of the semester, so check out our website at www.grad.writingcenter.ttu.edu to learn more!
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Information for
University info, account login, robert f. garry, jr., phd.
Education & Affiliations
Dr. Garry received his B.S in Life Sciences with a minor in Chemistry from Indiana State University in 1978. He then carried out doctoral studies in Microbiology at the University of Texas at Austin under the direction of Dr. Marilynn R.F. Waite and received his Ph.D. in 1978. His dissertation was entitled: "Intracellular sodium and potassium and the regulation of gene expression in virus-infected and virus-transformed chick cells." He carried out postdoctoral research in virology at UT Austin under the mentorship of Dr. Henry R. Bose, Jr. In 1983 Dr. Garry was appointed Assistant Professor of Microbiology and Immunology at Tulane University School of Medicine in New Orleans, Louisiana. In 1985 he was Visiting Professor of Pathology at the University of Southern California working with Dr. Suraiya Rasheed. Dr. Garry spent 1991 as a Visiting Professor of Molecular Biology at the University of Hamburg working with Dr. Gebhard Koch. Since 1993 he has been Professor of Microbiology and Immunology at Tulane Medical School. Dr. Garry has published over 100 papers in the area of retrovirology. Research in the Garry Laboratory focuses on a number of aspects of retroviral pathogenesis. Investigations have found that HIV induces a number of defects in plasma membrane ion transport, which could account for the loss of CD4+ T-cells in AIDS patients. Another research interest is the molecular characterization of an isolate of HIV from a patient who died of AIDS in 1969. This is the earliest confirmed case of AIDS in the United States. In addition, the lab has discovered a retrovirus named human intracisternal A-type retroviral particle (HIAP), which appears to be involved in systemic autoimmune diseases and idiopathic CD4 T-lymphocytopenia. More recently, the lab obtained evidence for the existence of a human endogenous retrovirus named human mammary tumor virus (HMTV), which is a close homolog of a virus which causes breast cancer in mice.
Dr. Garry is currently managing a consortium of scientists who are developing countermeasures, including diagnostics, immunotherapeutics and vaccines, against Lassa virus, Ebola and Marburg viruses, and other high consequence pathogens. Our team has produced Lassa fever and Ebola point-of-care and confirmatory diagnostics based on recombinant proteins. A combination of human monoclonal antibodies has been shown to rescue 100% of monkeys even when treatment is initiated at an advanced stage of disease. Studies on a combination Lassa fever and Ebola vaccine for use in West Africa have been initiated. Productive collaborations have been exploited to deepen understanding of the natural history of viral hemorrhagic fevers while providing training for West African scientists and further developing research and clinical trial infrastructure in Sierra Leone and Nigeria.
- Molecular mechanisms of viral pathogenesis
Contributions
Lan MS, Mason A, Coutant R, Chen Q-Y, Vargas A, Rao J, Gomez R, Chalew S, Garry RF , Maclaren NK. HERV-K10s and immune-mediated (type 1) diabetes. Cell 95: 14-16 (1998)
Plymale DR, Comardalle A, Fermin CD, Ng Tang D, Lewis DF, Garry RF . HIV-1 kills cells using both apoptotic and necrotic pathways. AIDS 13: 1827-1839 (1999)
Deas JE, Thompson JJ, Fermin CD, Liu LL, Martin D, Garry RF , Gallaher RF, Gallaher WR. Viral induction, transmission and apoptosis among cells infected by a human intracisternal A-type retrovirus. Virus Res 61: 19-27 (1999)
Karavattathayyil S, Kalkeri G, Gaglio P, Garry RF , Krause J, Dash J, Dash S. Detection of hepatitis C virus RNA sequences in B-cell non-Hodgkin lymphoma. Am J Clin Path 113: 391-398 (2000)
Kalkeri, G., Garry RF , Fermin CD, Dash S. Hepatitis C virus protein expression induces apoptosis in HepG2 cells. Virology 282: 26-37 (2001)
Mendez EA, DeSalvo KB, Cao Y, Garry RF, Espinoza LR. Familial erosive arthritis associated with seroreactivity to human intracisternal retroviral particle type I (HIAP-I). Rheumatology 40: 227-228 (2001)
Qi Z, Kalkeri G, Hanible J, Prabhu R, Bastian F, Garry RF, Dash S. Stem-loop structures (II-IV) of the 5' untranslated sequences are required for the expression of the full-length hepatitis C virus genome. Arch Virol 148, 449-67 (2003)
Akhter S, Liu H, Prabhu R, DeLuca C, Bastian F, Garry RF , Thung SN, Dash S. Epstein-Barr virus and human hepatocellular carcinoma. Cancer Lett 192, 49-57 (2003)
Prabhu R, Garry RF , Bastian F, Haque S, Regenstein F, Thung SN, Dash S. Interferon a-2b inhibits negative strand RNA and protein expression from a full-length HCV1a clone. Exp Mol Path 76, 242-252 (2004)
View Selected Publications
To view more of Dr. Garry's publications, visit PubMed
Center for Teaching Innovation
Current graduate programming, fall 2024 opportunities for graduate students, tas, and postdocs, get set institutes & workshops.
- GET SET Institute: Essentials of Teaching Institute
- GET SET Institute: Course Design Institute
Inclusive Teaching Institute
Essentials of teaching institute.
In this four-part workshop series, you will explore strategies to foster a positive classroom environment, create effective interactive teaching activities to help students learn, and develop fair methods for assessment and grading.
Take each workshop individually or as a series. Participants who complete an entire institute (all 4 workshops) may request a letter of completion for their teaching portfolio (only Cornell students are eligible for the letter of completion).
The Essentials of Teaching Institute will occur on four consecutive Thursdays, from September 19 to October 10, 2024.
Read more about the Essentials of Teaching Institute .
Roles of TAs in Cultivating an Inclusive Classroom
- Thursday, September 19, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- How do you create a learning environment in which all students can thrive? This workshop introduces ways to encourage open and active dialogue, address culturally and socially sensitive topics, promote cross-cultural exchanges, and cultivate an appreciation for diversity and difference in the classroom.
- Register for Roles of TAs in Cultivating an Inclusive Classroom
Supporting Student Learning as a TA
- Thursday, September 26, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- How do students learn, and what does this mean for you as a TA? This workshop will introduce evidence-based theories of learning and explore how these frameworks motivate the use of specific teaching strategies, activities, and course structures you implement as a TA.
- Register for Supporting Student Learning as a TA
Effective Grading and Feedback
- Thursday, October 3, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- How do you assign grades, devise a grading rubric, and grade in a fair, consistent way? A course grade reflects student competency and mastery of the material. This workshop will discuss components of grading students' understanding and mastery of the course material.
- Register for Effective Grading and Feedback
Final Session: Discussion of an Action Plan
- Thursday, October 10, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- This workshop is for those who have completed the earlier workshops and would like a letter to document their participation in the Essentials of Teaching Institute. The capstone experience is an opportunity for participants to get peer feedback on their action plan.
- Register for Final Session: Discussion of an Action Plan
Course Design Institute
This series of four workshops guides you through the basic elements of course design, and strategies to define learning outcomes, align assignments and activities, evaluate student learning, and create a student-centered syllabus.
Take each workshop individually or as a series. Participants who complete an entire institute (all 4 workshops) may request a letter of completion for their teaching portfolio (only Cornell students are eligible for the letter of completion).
The Course Design Institute will occur on four consecutive Tuesdays from October 22 to November 12, 2024.
Read more about the Course Design Institute .
Backward Course Design: Developing Learning Outcomes
- Tuesday, October 22, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- Where do you start when developing a course? Creating learning outcomes and aligning them with assignments and assessments is an effective place to start. This workshop introduces key steps for designing learning outcomes.
- Register for Backward Course Design: Developing Learning Outcomes
Developing a Syllabus from Scratch
- Tuesday, October 29, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- How do you create a syllabus focused on student learning? This workshop will provide a useful syllabus design template and explore resources for designing and aligning course goals, learning objectives, instructional activities, and assessment strategies.
- Register for Developing a Syllabus from Scratch
Designing Assessment of Student Learning
- Tuesday, November 5, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- Assessments do not have to be anxiety-inducing exams! In this workshop, we will explore a variety of assessment strategies and discuss which are appropriate and effective for your course.
- Register for Designing Assessment of Student Learning
Final Session: Peer Review
- Tuesday, November 12, 2024, 12:00 - 1:15 p.m. (online via Zoom)
- This workshop is for those who have completed the earlier workshops and would like a letter to document their participation in the Institute. This capstone experience is an opportunity for you to develop a draft of a syllabus for a course you might teach in your field and receive peer feedback.
- Register for Final Session: Peer Review
- Friday, October 25, 2024, 9:30 a.m. - 3:30 p.m. (in person)
- The Inclusive Teaching Institute for Graduate Students and Postdoctoral Scholars is an opportunity to explore diversity, equity, and inclusion in higher education learning environments. This interactive workshop invites you to reflect and connect with graduate students and postdocs to share knowledge, explore how and why social identities come into play in the learning environment, consider how to remove barriers and increase accessibility, and create a plan to support student learning.
- Register for the Inclusive Teaching Institute .
- Read more about the Inclusive Teaching Institute .
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Teaching Resources
Teaching assistant online orientation.
The TA Online Orientation , designed to prepare new graduate teaching assistants for success in their first few weeks of teaching, is a series of self-paced, asynchronous modules that introduce teaching essentials and resources available to support them while at Cornell.
Teaching at Cornell Guide
The purpose of the Teaching at Cornell guide is to introduce key aspects of teaching and learning at Cornell University through the lens of the five elements the CTI believes to be critical to instructor success. It is intended to begin, not complete, a dialogue on excellence in teaching and learning.
Teaching Portfolio Program
A portfolio encourages you to document and reflect on your teaching at Cornell. Register at any time to be part of CTI’s Teaching Portfolio Program and gain access to resources, consultations, and support for your teaching.
Teaching with Technologies
If you're interested in resources to incorporate technology, CTI offers Upcoming Teaching with Technology Workshops .
Back to Graduate Programming
Study Postgraduate
Open professional studies (phd) (2024 entry).
Course code
October, January and April
3-4 years full-time; Up to 7 years part-time
Qualification
Centre for Lifelong Learning
University of Warwick
Find out more about this Open Professional Studies PhD research degree.
The Open Professional Studies PhD allows you to select a topic of your choice within any of our professional areas of study in: career development work, coaching, counselling, education, psychotherapy, early childhood, social work, and social policy. Warwick's Centre for Lifelong Learning provides a rich, transdisciplinary academic environment supported by a dedicated team including supervision and personal tutoring.
Course overview
This PhD provides an opportunity to undertake in-depth research linked to our expertise in in any professional field within the Centre for Lifelong Learning. Our faculty has expertise in a range of people-focused professions. We support interdisciplinary and multidisciplinary research projects linked to one or more of our main professional areas.
Teaching and learning
We provide a pleasant PhD study room and dedicated personal tutor support in addition to the supervisory team. A combined staff and student seminar programme provides a collegiate forum for sharing and discussing current topics and ideas.
General entry requirements
Minimum requirements.
2:1 undergraduate degree (or equivalent) in a relevant subject or a good Master’s degree (or equivalent) in a relevant subject. Supported by a good research proposal (2500 words).
English language requirements
You can find out more about our English language requirements Link opens in a new window . This course requires the following:
- IELTS overall score of 7.0, minimum component scores of two at 6.0/6.5 and the rest at 7.0 or above.
International qualifications
We welcome applications from students with other internationally recognised qualifications.
For more information, please visit the international entry requirements page Link opens in a new window .
Additional requirements
There are no additional entry requirements for this course.
Our research
Research themes for this PhD can include:
- Career development work
- Counselling
- Early childhood
- Lifelong learning
- Psychotherapy
- Social policy
- Social studies
- Social work
The above is not an exclusive list of research areas and you are free to propose additional topics or themes.
Research proposal guidance
Find a supervisor
Please visit our website for a current list of supervisors and their available projects.
Applicants are encouraged to contact their potential supervisor. The most important aspect is the nature of your project and its potential for supervision in our department.
You are asked to view your intended supervisor's profile and read their work. Please think about what might make your proposed PhD attractive to your supervisor, and customise the proposal accordingly.
- How does your project relate to your intended supervisor's work?
- How might your project enhance, advance, or develop it?
- Could you take it in a different direction?
- What kind of methods and approaches are likely to appeal to your potential supervisor?
We receive a large number of proposals every year and only have capacity for proposals that are carefully tailored to our specific areas of expertise.
Find a supervisor guidance
Visit our website to explore our PhD routes and areas of expertise. Link opens in a new window
Tuition fees
Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.
Find your research course fees
Fee Status Guidance
We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.
Do you need your fee classification to be reviewed?
If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.
Find out more about how universities assess fee status
Additional course costs
As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.
For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our Module Catalogue (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).
Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:
- Core text books
- Printer credits
- Dissertation binding
- Robe hire for your degree ceremony
Scholarships and bursaries
Scholarships and financial support
Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.
Living costs
Find out more about the cost of living as a postgraduate student at the University of Warwick.
Centre for Lifelong Learning (CLL)
For more than 30 years, the Centre for Lifelong Learning has been a centre of expertise in the education of lifelong learners in different contexts. It has a focus on enabling adult learners to achieve their personal and professional goals by accessing a Warwick education, irrespective of background.
Our departmental research strategy focuses on four interconnected themes: concepts of lifelong learning; people-focused professions; wellbeing and identity; participation and collaboration. We seek to enthuse staff, students, and the wider community with this vision. More information is available on our website.
Find out more about us by visiting our website. Link opens in a new window
Our Postgraduate Taught courses
- Career Coaching (PGA)
- Career Development and Coaching Studies (MA)
- Career Development and Coaching Studies (PGCert)
- Career Development and Coaching Studies (PGDip)
- Career Development Theories (PGA)
- Career Education, Information and Guidance in HE (MA)
- Career Education, Information and Guidance in HE (PGCert)
- Career Education, Information and Guidance in HE (PGDip)
- Challenges of Careers Work in Higher Education (PGA)
- Coaching (MA)
- Coaching (PGCert)
- Coaching (PGDip)
- Leadership and Team Coaching (PGA)
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Ask UNMC! Patricia Zemantic, PhD, BCBA-D, Munroe-Meyer Institute
- Written by UNMC strategic communications
- Published Aug 14, 2024
Produced by UNMC, the “Ask UNMC” segments run initially on KETV Channel 7 newscasts.
Patricia Zemantic, PhD, BCBA-D, Munroe-Meyer Institute, answers: My child’s daycare suggested I get her evaluated due to her developmental delays. Who should I talk to about this?
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- Centre Researcher Takes His PhD Project to the Australian Bureau of Statistics
The Australian Bureau of Statistics (ABS) may soon use the research results of a QUT Centre for Data Science PhD Candidate when sharing data with the Australian public, researchers, and government agencies.
As a key piece of national infrastructure, the ASGS is updated every five years to account for changes in Australia’s population and how it’s distributed across the country. The ASGS divides Australia into regions of different sizes, which need to fit together consistently. Larger regions are created by grouping smaller regions in a logical way.
Additionally, the statistics for these regions must also combine accurately when you move from smaller regions to larger ones. This need for consistency and accuracy makes updating the ASGS a complex and time-consuming task, like solving a challenging puzzle.
Phil’s research offers the ABS a solution for automating the creation of new geographic boundaries, which has the potential to reduce some of the manual work needed to update the ASGS, particularly in high-growth areas.
“Until now, the rezoning of high-growth areas has been done manually. I have created an algorithm that automates aspects of this manual rezoning,” says Phil.
As he completes his PhD with QUT’s Centre for Data Science, Phil has already begun working as a designer for the next edition of the ASGS in the Statistical Infrastructure Division at the ABS office in Brisbane.
Phil’s supervisor in the Centre for Data Science is Associate Professor Gentry White.
“We very much value our relationship with the ABS and the Methodology and Data Science Division, which has enabled the collaboration. It’s exciting to see something that started as a PhD project advance to the point where it could make a real difference in future editions of the ASGS,” says Gentry.
“Plus, it’s not too often that a person takes their PhD project into the real world right away, but that’s what Phil is doing.”
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Demystifying the Graduate School Application Process
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Memorial Sloan Kettering Cancer Center (MSK) is holding its annual virtual event to provide senior undergraduate and recent college graduates with advice about the different aspects of applying for biomedical PhD programs.This online event will be divided into 3 hour sessions over 3 days in mid-September (9/10-9/12). Participants will receive insights and advice on all aspects of biomedical graduate school including:• the application and interview process• fellowships• considerations to selecting the right programs and making the final choiceAll sessions will be led by MSK faculty and staff. In addition, MSK PhD program leaders will present an overview of their respective programs including the Gerstner Sloan Kettering Graduate School of Biomedical Sciences, Weill Cornell Graduate School of Medical Sciences, Tri-Institutional PhD Program in Chemical Biology, and Tri-Institutional PhD Computational Biology and Medicine Program. A selected group of participants will be invited to receive feedback during a mock interview with an MSK faculty member. Who should apply? This comprehensive virtual workshop is geared toward senior undergraduate students and postbac trainees who are preparing to apply for biomedical PhD programs in the current cycle and have started to organize their application materials. We strongly encourage individuals from historically underrepresented and underserved groups to apply, including: individuals with disabilities, from disadvantaged backgrounds, Black/African Americans, Hispanic/Latinx backgrounds, Native Americans, and natives of Hawaii or Pacific Islanders. The detailed agenda can be found on the application form at: tinyurl.com/DemystifyingGradSchool2024 Apply by MONDAY, AUGUST 26, 2024Applicants will be notified on a rolling basis (but not later than September 5) if they have secured a spot.For further questions email us at: [email protected]
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Major or minor in Asian Studies.
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Including: Master of Arts in Asian Studies, Master’s in Asian International Affairs, and Graduate Certificates in Asian Studies.
Courses in Asian Studies Information
Important forms for students (links and downloads), student testimonials.
The Asian Studies Program was incredible because most professors were undertaking their own research, passionate about their subject of study, and enthusiastic about sharing their knowledge with students. It felt fresh and profound at the same time. Inspiring!
I was able to delve deep and focus on the areas of Asian Studies that truly interested me, and therefore gained a much more thorough and developed understanding of my fields of interest, which are applicable to my current career path. Also, the professors are extremely helpful and want their students to succeed. They were very supportive both while I was at UH and after I graduated.
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Barbara Watson ANDAYA, Ph.D.
Contact Information
Tel. (808) 956-4735, Email: [email protected]
Website: http://www2.hawaii.edu/~bandaya/
Educational Background
- Ph.D., Cornell University, 1975
- M.A., University of Hawaii, 1969
- B.A., University of Sydney, 1962
Barbara Watson Andaya is Professor in the Asian Studies Program at the University of Hawai’i and former Director of the Center for Southeast Asian Studies. In 2005-06 she was President of the American Association of Asian Studies. Educated at the University of Sydney (BA, Dip.Ed.), she received an East West Center grant in 1966 and obtained her MA in history at the University of Hawai’i. She subsequently went on to study for her Ph.D. at Cornell University with a specialization in Southeast Asian history.
Her career has involved teaching and researching in Malaysia, Australia, New Zealand, Indonesia, the Netherlands, and since 1994, Hawai’i. She maintains an active teaching and research interest across all Southeast Asia, but her specific area of expertise is the western Malay-Indonesia archipelago. In 2000 she received a John Simon Guggenheim Award, which resulted in The Flaming Womb: Repositioning Women in Southeast Asian History, 1500-1800 . She is currently working on a book tentatively entitled Gender and Sexuality in Southeast Asia and is also General editor of the new Cambridge History of Southeast Asia.
Specializations
Christianity and religious change in Southeast Asia, ca. 1500-present, Women and gender in early modern Southeast Asia, Social issues in contemporary Southeast Asia.
Barbara Watson Andaya is Professor of Asian Studies at the University of Hawai’i and Director of the Center for Southeast Asian Studies. In 2005-06 she was President of the American Association of Asian Studies. Educated at the University of Sydney (BA, Dip.Ed.), she received an East West Center grant in 1966 and obtained her MA in history at the University of Hawai’i. She subsequently went on to study for her Ph.D. at Cornell University with a specialization in Southeast Asian history.
Her career has involved teaching and researching in Malaysia, Australia, New Zealand, Indonesia, the Netherlands, and since 1994, Hawai’i. She maintains an active teaching and research interest across all Southeast Asia, but her specific area of expertise is the western Malay-Indonesia archipelago. In 2000 she received a Guggenheim Award, which resulted in The Flaming Womb: Repositioning Women in Southeast Asian History, 1500-1800 (a Choice Academic Book of the Year in 2007). Her current project is a history of Christian localization in Southeast Asia, 1511-1900, supported by a grant from the National Endowment for the Humanities.
- ASAN 202: Introduction to Asian Studies
- ASAN 496: Religions of Island Southeast Asia
- ASAN 600: Contemporary Issues in Southeast Asian Studies
- ASAN 630: Globalization in Southeast Asia
Selected Publications
- Submitted: “Dress, Identity and Anxieties: Cross-cultural Interactions in Early Modern Southeast Asia.” In Refashioning Identities: The Politics of Dress in Southeast Asia, ed. Pattaratorn Chirapravati.
- In press: “ Women, Globalization, and Religious Change in Southeast Asia,” In Routledge Handbook of Islam in Southeast Asia, ed Khairuddin Aljunied.
- “Local History and Identity: Teaching Tin Mining in 18th Century Perak.” In Wang Gungwu and Malaysia, ed. Danny Won Tze Ken and Lee Kam Hing. Kuala Lumpur: University of Malaya Press, pp. 93-110. 2021.
- 2021. “ Bringing the Gender History of Early Modern Southeast Asia into Global Conversations .” In A Companion to Gender History , Second Edition, ed. Teresa A. Meade and Merry E. Wiesner-Hanks. Hoboken, NJ: Wiley-Blackwell, pp. 319-334.
- 2021. “ Religion and Commerce in Southeast Asia .” In the Oxford Encyclopedia of Asian Commercial History . Ed. David Ludden. New York: Oxford University Press.
- Chinese Translation of “Come Home, Come Home!’ Chineseness, John Sung and Theatrical Evangelism in 1930s Southeast Asia.” In Beida Quyu Guobie Yanjiu (The PKU Journal of Area Studies), 2021.
- “Revisiting Kepulauan Riau: Shifting Relationships in a Province of Islands.’ In The Riau Islands: Setting Sail , ed. Francis Hutchinson and Siwage Dharma Negara. Singapore: ISEAS-Yusof Ishak Institute, Singapore, pp. 51-186, 2021.
- “Negotiating Ambiguities: Female Rule in Muslim Asia during the Early Modern Period.” World History Connected e-journal 17.3, October 2020.
- 2020: “Recording the Past of ‘Peoples without History’: Southeast Asia’s Sea Nomads.” Asian Review, 32, 1 (Chulalongkorn University, Bangkok): 5-32, 2021.
- 2020. “Ambiguous Seas, Ambiguous Women: Contrasting Fortunes in Southeast Asia’s Early Modern Contact Zones.” In Encounters & Connected Histories: The East Indies and Singapore Before 1819 . Singapore: National Museum, pp. 99-115.
- 2020. “Rethinking the Historical Place of ‘Warrior Women’ in Southeast Asia.” In Women Warriors in Southeast Asia , ed. Vina A. Lanzona and Frederick Rettig London and New York: Routledge, pp. 267-294.
- 2020. “ Negotiating Ambiguities: Female Rule in Muslim Asia during the Early Modern Period .” World History Connected e-journal 17.3, October 2020.
- 2020. “ Recording the Past of ‘Peoples without History’: Southeast Asia’s Sea Nomads .” Asian Review , 32, 1 (Chulalongkorn University, Bangkok): 5-32.
- 2020. “ The ‘Knowledge Economy’ and Tin Mining in Nineteenth-century Malaya .”
- “Foreword” In Narciso Tan, Pugót: Head Taking, Ritual Cannibalism, and Human Sacrifice in the Philippines. Vibal Foundation Inc., Manila: Philippines, 2020.
- “The Mysterious Ocean: Underwater Kingdoms, Sea Creatures and Saintly Miracles in Early Modern Southeast Asia and Europe.” Nalanda Srivijaya Centre Working Paper Series. Singapore: ISEAS-Yusof Ishak Institute, 2019.
- “Contextualizing the Global: Marketing Pentecostal-Charismatic Christianity in Malaysia and Indonesia.” In Globalizing Asian Religions: Management and Marketing, ed. Wendy Smith et al, Amsterdam: Amsterdam University Press, pp. 179-204, 2019.
- “Christianity in Asia.” In the Oxford Research Encyclopedia of Asian History. Ed. David Ludden. https://doi.org/10.1093/acrefore/9780190277727.013.219 , 2018.
- “Women, Globalization, and Religious Change in Southeast Asia.” in Women of Asia: Globalization, Development, and Gender Equity, ed. Mehrangiz Najafizadeh and Linda L. Lindsey. New York: Routledge, pp. 139-153, 2018.
- “The Perak Sultanate: Transitioning into the 21st Century.” Trends in Southeast Asia, No. 22. Singapore: ISEAS-Yusof Ishak Institute, 2018.
- “Audible Pasts: History, Sound and Human Experience in Southeast Asia.” Kemanusiaan: The Asian Journal of Humanities 25, Supp. 1: 1-19, 2018.
- “Exchanging Fashion: Cross-Cultural Influences in Southeast Asia and Early Modern Europe.” TAASA Revew: The Journal of the Asian Arts Association of Australia 27, 1: 4-6, 2018.
- “Early Christianity and Asian Interactions.” NSC Highlights 8 (Mar-May): 3-4, 2018.
- “Speaking to the Spirits: Thinking Comparatively about Women in Asian Indigenous beliefs.” In Gender in Focus: Identities, Codes, Stereotypes and Politics, ed. Andreea Zamfira, 2018.
- “ Imagination, Memory and History: Narrating India-Malay Intersections in the Early Modern Period. ” In Narratives, Routes and Intersections in pre-Modern Asia , ed. Radhika Seshan (Routledge), 2017.
- “ Gender Legacies and Modern Transitions .” In Routledge Handbook of Contemporary Indonesia, ed. Robert W. Hefner. London/New York: Routledge, pp. 31-42, 2018.
- (with Leonard Y. Andaya). A History of Malaysia, Third Edition (MacmillanPalgrave: Basingstoke and London). A completely revised and updated edition of 6 below, 2017.
- “Gathering ‘Knowledge’ in the Bay of Bengal: The Letters of John Adolphus Pope, 1785-1788.” In Penang and its Networks of Knowledge, ed. Peter Zabielskis, Yeoh Seng Guan & Kat Fatland . Penang: Areca Books, pp. 35-60, 2017.
- “Seas, Oceans and Cosmologies in Southeast Asia.” Journal of Southeast Asian Studies, 48, 3 (October): 349–371, 2017.
- “Glocalization and the Marketing of Christianity in Early Modern Southeast Asia.” Religions 8 (1): 7, 2017.
- (with Leonard Y. Andaya). “Divergence, Convergence, Integration. Port Cities and the Dynamics of Multiple Networks, 1500-1900.” In Alan Chong et all, eds. Port Cities: Multicultural Emporiums of Asia, 1500-1900. Singapore: ACM, pp. 10-29, 2016.
- “Islam and Christianity in South-East Asia, 1600-1700.” Christian-Muslim Relations. A Bibliographical History Volume 11 South and East Asia, Africa and the Americas (1600- 1700), ed. David Thomas and John Chesworth. Leiden: Brill, pp. 15-28, 2016.
- “Islam and Christianity in Southeast Asia 1600-1700” . Working Paper No 3 (A longer version of 8 above). ISEAS- Yusof Ishak Institute, Singapore, 2016.
- “Imagination, Memory and History: Narrating India-Malay Intersections in the Early Modern Period”. In Narratives, Routes and Intersections in pre-Modern Asia, ed. Radhika Seshan. London: Routledge, pp. 8-35, 2016.
- 2016: (with Leonard Y. Andaya). A History of Malaysia, Third Edition (Macmillan: Basingstoke and London).
- 2016: ‘Rivers, Oceans and Spirits: Gender and Water Cosmologies in Southeast Asia.’ TRaNS: Trans-Regional and -National Studies of Southeast Asia 4, 2 (July) 239-26.
- 2015: (with Leonard Y. Andaya) A History of Early Modern Southeast Asia, 1400-1830 . Cambridge University Press.
- 2015: “ Come Home, Come Home!” Chineseness, John Sung and Theatrical Evangelism in 1930s Southeast Asia .” Southeast Asian Studies at the University of Freiburg (Germany) Occasional Paper No. 3
- 2015: “The Glocalization of Christianity in Early Modern Southeast Asia.” In Early Modern Southeast Asia, 1350-1800 , ed. Ooi Keat Gin and Hoang Anh Tuah (London: Routledge), pp. 233-49.
- 2014: “Connecting Oceans and Multicultural Navies: A Historian’s View on Challenges and Potential for Indian Ocean-Western Pacific Interaction.” In C onverging Regions: Global Perspectives on Asia and the Middle East, ed. Nele Lenze and Charlotte Schriwer (Ashgate).
- 2014: ‘Gathering “Knowledge” in the Bay of Bengal: The Letters of John Adolphus Pope, 1785-1788.” Journal of the Malaysian Branch of the Royal Asiatic Society 87, 2: 1-19.
- 2009: “Between Empires and Emporia: The Economics of Christianization in Early Modern Southeast Asia.” In Empires and Emporia: The Orient and World Historical Space and Time, ed. Jos Gommans. Journal of the Economic and Social History of the Orient 52, 4-5: 963-97.
- 2008: “Women and the Performance of Power in Early Modern Southeast Asia.” In Servants of the Dynasty: Palace Women in World History, ed. Anne Walthall. Berkeley: University of California Press, 22-44.
- 2006: “Oceans Unbounded: Transversing Asia across ‘Area Studies.'” Journal of Asian Studies 65, 4 (November): 669-90. Republished in a revised form in the e-journal Japan Focus .
- 2006: “Studying Women and Gender in Southeast Asia: A ‘State of the Art’ Essay.” International Journal of Asian Studies 4, 1:1-24.
- 2006: The Flaming Womb: Repositioning Women in Southeast Asian History . Honolulu: University of Hawai’i Press. Paperback edition, 2008.
- 2001: (with Leonard Y. Andaya). A History of Malaysia, Second Edition (Macmillan: Basingstoke and London). Translated into Thai in 2006, with a Chinese translation in progress.
- 2000 [edited collection]: Other Pasts: Women, Gender and History in Early Modern Southeast Asia (Honolulu: Center for Southeast Asia Studies).
- 1993. To Live as Brothers: Southeast Sumatra in the Seventeenth and Eighteenth Centuries (Honolulu: University of Hawai’i Press).
- 1982 (with Virginia Matheson). Raja Ali Haji, The Precious Gift (Tuhfat al Nafis) . An Annotated Translation (Oxford in Asia: Kuala Lumpur)
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First Call for Abstracts | 24th EWC International Graduate Student Conference on the Asia-Pacific
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The CCNY Clinical Psychology PhD program emphasizes the mutual and reciprocal influence of scholarship and practice and aims to generate novel and nuanced research, integrative theories, and modes of clinical work. Our program has a strong commitment to psychodynamic thinking and social justice, although a number of evidenced based treatments ...
September 21, 2024 - January 5, 2025. Bard Graduate Center is a graduate research institute in New York City. Our MA and PhD degree programs, Gallery exhibitions, research initiatives, and public programs explore new ways of thinking about decorative arts, design history, and material culture. Apply Support Newsletter. Publications.
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Whitney Taylor, PhD is a Senior Career Coach for Graduate and Postdoctoral Scholars in the Vanderbilt University Career Center. She received her BA in Philosophy and English from Emory University. Prior to graduate school, she worked in law firms and for the Atlanta Urban Debate League, which confirmed her love for working in education.
Welcome Southwestern Centre for Research and PhD Studies. Southwestern Centre for Research and PhD Studies was established in 2010 by a group of academicians and researchers as one of the independent institutions of Southwestern Foundation. The Foundation is dedicated on promotion of research based education and promoting the academic and ...
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J. Quincy Brown, PhD. Associate Professor, Biomedical Engineering. Tulane School of Science & Engineering, Tulane Cancer Center Member - Translational Oncology Research Program. [email protected]. Phone. 504-865-5851. School of Medicine. Department. Tulane Cancer Center. Tulane Center Aging.
Dr. Garry received his B.S in Life Sciences with a minor in Chemistry from Indiana State University in 1978. He then carried out doctoral studies in Microbiology at the University of Texas at Austin under the direction of Dr. Marilynn R.F. Waite and received his Ph.D. in 1978.
Find out more about this Social Work research PhD. The PhD in Social Work allows you to select a topic of your choice linked to our expertise within the broad field of social work. Warwick's Centre for Lifelong Learning provides a rich, transdisciplinary academic environment supported by a dedicated team including supervision and personal tutoring.
The TA Online Orientation, designed to prepare new graduate teaching assistants for success in their first few weeks of teaching, is a series of self-paced, ... Center for Teaching Innovation. Computing & Communications Center 235 Garden Ave Cornell University Ithaca, NY 14853-6601.
The PhD in Social Policy and Social Work allows you to select a topic of your choice linked to our expertise within the broad field of social policy and social work. Warwick's Centre for Lifelong Learning provides a rich, transdisciplinary academic environment supported by a dedicated team including supervision and personal tutoring.
The Open Professional Studies PhD allows you to select a topic of your choice within any of our professional areas of study in: career development work, coaching, counselling, education, psychotherapy, early childhood, social work, and social policy. Warwick's Centre for Lifelong Learning provides a rich, transdisciplinary academic environment ...
The University of Nebraska Medical Center offers six colleges, two degree-granting institutes and graduate studies. Academic Departments With nearly 40 academic departments UNMC and its experienced faculty are committed to training the best and brightest health care professionals. Library
The Australian Bureau of Statistics (ABS) may soon use the research results of a QUT Centre for Data Science PhD Candidate when sharing data with the Australian public, researchers, and government agencies. The ABS recently hired Filip (Phil) Juricev-Martincev to join the team responsible for updating the Australian Statistical Geography...
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Post-doctoral fellowship: 1 September 2024 - 31 August 2025 | Centre for Social Justice socialjustice.sun.ac.za
Memorial Sloan Kettering Cancer Center (MSK) is holding its annual virtual event to provide senior undergraduate and recent college graduates with advice about the different aspects of applying for biomedical PhD programs.This online event will be divided into 3 hour sessions over 3 days in mid-September (9/10-9/12).
Educated at the University of Sydney (BA, Dip.Ed.), she received an East West Center grant in 1966 and obtained her MA in history at the University of Hawai'i. She subsequently went on to study for her Ph.D. at Cornell University with a specialization in Southeast Asian history.
24th Annual International Graduate Student Conference East-West Center Honolulu, Hawaiʻi | February 13-16, 2025 Call for Abstracts. The East-West Center International Graduate Student Conference (IGSC) is accepting abstracts from current graduate students, as well as from young professionals and scholars, who have completed a graduate degree within the past three years.
Through mentoring, programming, and curricular offerings, the Ph.D. Program in English is committed to fostering a culturally diverse environment informed by CUNY's historic mission to educate "the whole people," not just "the privileged few," and by the Graduate Center's mission to "enhance access to doctoral education for ...