phd programs in harvard university

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The doctoral program in Economics at Harvard University is one of the leading programs in the world. Supported by a diverse group of faculty who are top researchers in their fields and fueled by a vast array of resources, the PhD program is structured to train and nurture students to become leading economists in academia, government agencies, the technology industry, finance and banking, and global policy organizations.

Harvard University and the Department of Economics are regularly ranked amongst the top programs in the world, and the consistency of success among our graduates is inspiring. We have educated several foreign heads of state, Nobel Prize Winners, Clark Medal Winners, MacArthur Fellowship Recipients - many of whom have returned to Harvard to offer their expertise and brilliance in shaping and nurturing our students.  Learn more about where we place our  graduates  and explore our  Program  to find out if a PhD in Economics is a good fit for you. 

Program Requirements

As a PhD student in the Economics program, students will spend the first two years in the program engaged in rigorous coursework designed to develop a foundational understanding of economics. In the following years, students transition to research under the guidance of strong faculty mentorship and participate in field workshops. In the final year, students conduct independent research and complete a dissertation.

The department of Economics at Harvard University is committed to seeking out and mentoring scholars who wish to pursue a rigorous and rewarding career in economic research. Our graduates are trailblazers in their fields and contribute to a diverse alumni community in both the academic and non-academic sectors. We invite you to learn more and apply to the PhD program in Economics. 

Financial Support

Students have access to a variety of funding and financial support opportunities.

• Research Funding
• Teaching Fellowships and assistants
• Additional external and internal resources

Learn more about financial support

Upcoming Events

Econ 3005 graduate student workshop in economic development, location: .

Cassandra Cole (Harvard) TBD Ronak Jain (Harvard) 3G Internet and Human Capital Development (with Samuel Stemper)... Read more about ECON 3005 Graduate Student Workshop in Economic Development

ECON 3012 Graduate Student Workshop in Labor Economics and Public Economics

Stephanie Kestelman  (Harvard University)  "Time to Approve in Real Estate Development"

Louise Paul-Delvaux (Harvard University)... Read more about ECON 3012 Graduate Student Workshop in Labor Economics and Public Economics

Seminar in Finance

Bryan Kelly (Yale University)... Read more about Seminar in Finance

View all Workshops

View all Seminars

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
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America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.  

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization. 

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector: 

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

How is the third third-year residency determined? Will I get to choose where I go and for whom I work?

You will work closely with Ed.L.D. Program faculty during your second year to determine the best partner organization match for your third-year residency. In ascertaining a match, faculty take a number of factors into account, including a students' career goals and geographic preferences. The program expects that the current list of partners will continue to grow based on organizational and student interest.

The Ed.L.D. Program has partnered with organizations that are pushing the boundaries of what is possible in American preK–12 education. The partners are school systems, nonprofit organizations, mission-based for-profit organizations, and government agencies, all pursuing a common goal of ensuring that every child has the opportunity to achieve their full potential. You will work directly with partner organizations in the third-year residency and have some exposure to partner representatives in the first two years of the program. Your work with our partner organizations will be encapsulated in a Capstone, which is descriptive, analytic, and reflective account of the your leadership and contributions to a strategic project. Summaries of Capstones by several members of the first cohort of Ed.L.D. graduates are available in the curriculum section.

Partner Organizations

Below is a sample list of current and/or previous Ed.L.D. partner organizations:

• Bellingham Public Schools
• Big Picture Learning
• Boston Public Schools
• Denver Public Schools
• Education First
• Harlem Children's Zone
• Jobs for the Future
• John D. and Catherine T. MacArthur Foundation
• Madison Metropolitan School District
• New Haven Mayor’s Office 
• New Schools for Baton Rouge
• New Schools Venture Fund
• New York City Department of Education
• The Leadership Academy
• Phi Delta Kappa/Educators Rising
• Providence Public Schools
• Rhode Island Department of Education
• South Carolina Public Charter School District
• Virginia Department of Education

Student Directory

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

Doctor of Education Leadership Student Directory

Introduce Yourself

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

Program Highlights

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

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Math, the Great (Potential) Equalizer

How current practices in math education around tracking and teaching can be dismantled to achieve the promise of equity in math classrooms

Doctoral Programs

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New Ideas for a Changing World New Ideas for a Changing World    

Phd programs  , accounting & management, business economics (includes finance), health policy (management), organizational behavior, technology & operations management, admissions  , unlock your phd journey with full financial aid  , placement  , research community  .

Hila Lifshitz-Assaf

Filippo Mezzanotti

Sarah Wolfolds

Patricia Satterstrom

Anastassia Fedyk

Alexandra C. Feldberg

Rohan Kekre

Do Yoon Kim

Talia Gillis

Erica Moszkowski

Sagar Saxena

Aurora Turek

A Jay Holmgren

Evan DeFilippis

Kala Viswanathan

Ahmmad Brown

Ximena Garcia-Rada

Patrick Ferguson

Byungyeon Kim

Ta-Wei "David" Huang

Mengjie "Magie" Cheng

Omar Olivarez

Dafna Bearson

Justine Murray

Celia Stafford

Olivia Zhao

Rowan Clarke

Jaylon Sherrell

Elliot Tobin

Fanele Mashwama

Maria Roche

Charles Wang

Student Research  

Production complementarity and information transmission across industries.

• 01 MAY 2024
• Journal of Financial Economics

Human-Computer Interactions in Demand Forecasting and Labor Scheduling Decisions

• 15 APR 2024
• Faculty Research

Differences in Care Team Response to Patient Portal Messages by Patient Race and Ethnicity

• 01 MAR 2024
• JAMA Network Open

Find a Current Student

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Psychology Graduate Program

• Psychology Department

Welcome to the Psychology PhD program at Harvard University!

Our work is united in the focus on the science of mental life, yet highly interdisciplinary.

The Psychology Department is organized into four research areas: 

• Clinical Science/ Experimental Psychopathology  
• Developmental Psychology  
• Social Psychology
• Cognition, Brain, and Behavior (CBB)

Students enrolled in the PhD program may follow one of two tracks: Clinical Science or the Common Curriculum, which includes Social Psychology, Developmental Psychology, and Cognition, Brain, and Behavior (CBB). Students may only be considered for Clinical Science during the graduate school application process, and may not transfer in at a later date.

Click here to view our current graduate student profiles. 

Doctor of Public Health

The Doctor of Public Health (DrPH) is a first-of-its-kind, multidisciplinary degree that provides advanced education in public health along with mastery of skills in leadership, management, communication, and innovative thinking. The program is designed for experienced professionals with a master’s degree and at least six years of full-time public health or public service experience in a relevant discipline. The DrPH prepares professionals for high-impact leadership roles in public health and health care through advanced training in foundational concepts, theories, and methods of public health; application of social and managerial sciences; and development of leadership and management skills.  

The program blends traditional academic training with experiential learning and competency development to enable systematic change. Through the completion of their capstone project, also known as the Doctoral Project, degree candidates practice and develop personal leadership skills while engaging in a project that contributes to the advancement of public health or healthcare.  

• Abbreviation : DrPH  
• Degree format : On campus  
• Time commitment : Full-time  
• Average program length : 3 years full-time
• The first 2 years are completed full-time on campus  
• The third year focuses on the Doctoral Project  
• Estimated cohort size : 10 students per year  
• Start term : Summer  
• The Doctor of Public Health fosters a highly collaborative, small group learning environment.  
• DrPH students receive hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.  
• The DrPH degree teaches the intricacies of data translation and application to achieve real results in the field.  

Harvard DrPH graduates are ready to lead and are equipped with experience gained through real-world fieldwork. Graduates have the skills to start new organizations or work from within to change existing ones and know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health.  

Graduates of the DrPH program are trained to pursue careers in a variety of industries:  

• Government  
• Health ministry  
• Hospital/Health care delivery  
• Non-profit/NGO  
• Private sector   

Students in the Doctor of Public Health (DrPH) program are supported by the Harvard Chan School staff through graduation. Students are closely connected with faculty, staff, and academic advisors to meet their educational and professional goals.  

All DrPH students have access to the Office of Career and Professional Development, other Harvard Chan faculty who may serve as professional mentors, and the extended Harvard Alumni Network.  

Admission information

Eligibility requirements.

The Doctor of Public Health program is for talented professionals who aim to apply their experience to advance public health or health care.  

  Eligible DrPH applicants should have at a minimum:  

• A master’s or doctoral degree in the health sciences or in another related field or non-US equivalent.
• At least six years of full-time public health and/or public service experience in a relevant discipline. Advanced degrees will not be considered in lieu of work experience as coursework will build directly on professional skills and experiences.  
• Prior coursework in public health-related methods and in specific technical areas of public health is also beneficial.  

Candidate applications should display a history of energy, creativity, and passion for public health as well as an appetite and vision to effect change. The DrPH Admissions Committee seeks to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.  

Application requirements

All applications must be submitted through SOPHAS – the centralized application for schools and programs of public health . In addition to the application, applicants must submit:

• Statement of purpose and objectives
• Official test scores ( optional )
• Three letters of reference
• Resumé/curriculum vitae
• Post-secondary transcripts or mark sheets (World Education Services credential evaluation for applicants with degrees from outside of the United States.)
• English language proficiency (TOEFL/IELTS), if applicable

Learn more about the application process .

Application deadline

Applicants may apply to only one degree program for either full- or part-time status. Applications are reviewed in their entirety and decisions are released via email in late February/early March. Decisions are not released until all application components are received.

For more information

Doctor of Philosophy (PhD)

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

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

• Theory and History of Architecture:  

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

• Architectural Technology:  

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

• Theory and History of Landscape Architecture : 

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

• Evolution of Cities and Regions:

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

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

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

Program Director and Administrator

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

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

Degree Calendar

Policies detail the regulations, rules, and procedures that apply to students, including departmental-specific requirements. Students are responsible for familiarizing themselves with the policies and following the procedures outlined. Student group leaders are also expected to read and follow the policies and procedures outlined in the Student Groups at Harvard Griffin GSAS Handbook. Harvard Griffin GSAS reserves the right to make changes to the Policies at any time without advance notice. These changes may affect such matters as tuition and other fees, degrees, and programs offered (including the modification or possible elimination of degrees and programs), degree and other academic requirements, academic policies, rules pertaining to student conduct and discipline, fields or areas of concentration, and other rules and regulations applicable to students.

• Academic Calendar 2023–2024
• Degree Calendar 2023-2024
• Discretionary Measures
• Student Groups at Harvard Griffin GSAS Handbook
• Academic Requirements
• Conduct and Safety
• Financial Aid
• Non-Resident Students
• Registration

Degree Calendar dates can also be viewed on the Harvard Griffin GSAS calendar .  

Academic Year 2023-2024

*Students who wish to retain health coverage for the fall 2023 term (through January 31, 2024) and who would like to be charged accordingly should submit their dissertation ON September 7, 2023.

Academic Year 2024-2025

*Students who wish to retain health coverage for the fall 2024 term (through January 31, 2025) and who would like to be charged accordingly should submit their dissertation ON [Date coming soon]

CONTACT INFO

Katie riggs, explore events.

Master in Public Administration

Prepare for greater responsibility across sectors with this flexible two-year program

Key Program Information

Program Length: Two years (varies for students pursuing concurrent degrees)

Degree Awarded: Master in Public Administration

Admission Application Deadline: December 2024

Financial Aid Application Deadline: January 2025

Contact the MPA Program

79 John F. Kennedy Street Littauer Building, Room 126 Cambridge, Massachusetts 02138

Elevate your impact as a public leader

The Master in Public Administration Program is for aspiring leaders with real-world experience and graduate-level coursework in economics, public policy, or management.

The Master in Public Administration (MPA) curriculum is flexible. You create a study plan that reflects your academic interests, focuses on your personal and professional aspirations, and integrates across disciplines.

You may also decide to pursue a concurrent degree in business, law, medicine, or other professional fields. You’ll earn two degrees in less time and acquire even more skills you can use to make a difference in the world.

“HKS provided opportunities for me to expand the narrative of what diversity looks like in foreign policy and foreign service.” —Korde Innis MPA 2023

About the MPA Program

The MPA curriculum is flexible. You’ll create your own 64-credit study plan that reflects your academic interests and professional aspirations.

As an MPA student, you’ll take eight credits in a Policy Area of Concentration as well as four credits in each of these key areas:

• Economics and Quantitative Analysis
• Management, Leadership, and Decision Sciences
• Public Ethics and Political Institutions

You’ll select your remaining credits to support your unique intellectual and professional objectives. You can take classes across academic disciplines at HKS and cross-register into courses at other Harvard graduate schools as well as at MIT Sloan School of Management and The Fletcher School at Tufts University. 

Sample Courses

• MLD-223: Negotiating Across Differences
• API-135: Economics of Climate Change and Environmental Policy
• DPI-640: Technology and the Public Interest: From Democracy to Technocracy and Back

Concurrent Degrees

You might consider  pursuing a second degree concurrently  if you’re interested in how the world’s public challenges can be addressed at the intersection of business, law, medicine, design, or other fields.

Pursuing a concurrent degree reduces coursework and residency requirements and makes it possible to earn two degrees in a shorter amount of time.

Concurrent degree students complete 48 credits at HKS, including four credits in each of the key areas:

Concurrent degree students are not required to fulfill the Policy Area of Concentration requirement.

Degree Requirements

The MPA Program consists of four semesters of full-time coursework in residence at HKS.

To graduate, you must:

• Earn at least 64 credits
• Finish with a GPA of B or better
• Earn a B- or higher in all courses counting towards the distribution requirements
• Matriculate as a full-time, in-residence student and take between 12-20 credits per semester
• Fulfill a Policy Area of Concentration requirement by taking eight credits in one of the policy areas at HKS
• Economics and Quantitative Analysis

HKS  faculty members  are among the most influential leaders and thinkers in their fields. They have contributed vital research and scholarship to their fields. Served in U.S. administrations. Founded learning labs to assist local communities. Led negotiations to reduce nuclear stockpiles. Reported on human rights abuses. Led efforts to address climate change. Advised governments and companies on gender equality.

They are doers as well as thinkers, shaping public policy and devising entrepreneurial approaches to public problems at the local, national, and international levels.  

MPA Faculty Chair

Kessely Hong

Mpa at a glance.

*Statistics are based on a five-year average.

Employment Snapshot:  MPA Class of 2023 Employment Sectors

* The number of private sector jobs secured by MPA graduates is, in large part, a reflection of the program’s many concurrent degree graduates.

Featured MPA stories

Elevating the stories of diverse, unsung women.

Jamie Mittleman MPA 2022 launched her COVID-adapted dream job: a platform for women Olympians and Paralympians.

A long military heritage shapes a desire for peace

Clark Yuan MPA 2022 wants unique perspectives to have a seat at the table when critical decisions are being made.

From Santiago to Cambridge to Paris

For Ingrid Olea MPA 2020, a journey that started with a career change has led to remarkable achievements in education policymaking.

Applying to the MPA Program

Prerequisites.

There are specific academic and professional prerequisites required to apply to the MPA Program. You must have:

• A bachelor’s degree with a strong academic record 
• Three years of professional work experience by September 1 of the year you would enroll in the program
• Master of Business Administration
• Master of International Business
• Master of International Development
• Master of International Economics
• Master of Science in Engineering

How to Apply

A complete application to the MPA Program includes the following: 

• Online application
• Three letters of recommendation
• GRE or GMAT required
• Non-native English speakers who did not earn an undergraduate degree conducted in English must submit results of the TOEFL, IELTS, or Cambridge English exam
• Academic transcripts
• $100 application fee or waiver

Read more about how to apply . 

The application for the 2025-2026 academic year will be available in September 2024. There is one admission application deadline and one start date for each degree program per year. You may apply to only one master's degree program per admissions cycle. 

Tuition & Fees

The cost of attendance for the 2024-2025 academic year is outlined in  Funding Your Master ’ s Education  to help you plan financially for our master’s degree programs. Living expense costs are based on residence in Cambridge. The 2025-2026 academic year rates will be published in March 2025. HKS tuition and fees are subject to change without notice. 

At HKS, we consider financing your education to be a partnership and are here to help guide you. We encourage you to explore all opportunities for funding .

Learn more about the HKS community

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Leveraging Your PhD: Why Employers Value Your Skills

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

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

Why? – A Multitude of Motivations

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

When? – The Sooner, the Better

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

How? – Navigating the Process

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

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

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

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

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

Meet the Panelists:

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

Quotes from Attendees:

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

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

• Academics /

Business Communications Graduate Certificate

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• Compose effective business communications, including proposals, presentations, and reports.
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Harvard Graduate Council Hosts First-Ever Awards Dinner, Honors ‘Person of the Year’

The Harvard Graduate Council recognized several council members and named Bobby Constantino their “Person of the Year” at the group’s inaugural awards dinner Monday evening.

Constantino has served as the pro-bono attorney for the HGC’s legal aid program, which provides free legal consulting services to graduate students and has served 33 students over the past year.

In a short speech accepting his award, Constantino called the need for the legal aid program “really urgent, very serious.”

“The same systems that are out there that are racist or that are predatory or that exploit students,” Constantino added, “follow our students right through the gates.”

Constantino pointed to the story of an international student who arrived at Harvard GSAS to complete her Ph.D.

“There’s a company holding her belongings like letters from her grandparents that are handwritten and cannot be replaced. Original photographs, not like the digital ones, of family members from overseas. Cannot be replaced. She has been fighting with this company to get her things back since August of 2023. This completely exploitive, non-responsive company still has her things in a warehouse. It is demanding that she pay essentially a ransom to get them back,” Constantino said.

At the dinner, the HGC presented several “President’s Circle” awards —meant to honor members of various graduate schools on campus — as well as representative awards for HGC representatives at each of Harvard’s graduate schools and executive awards for the HGC executive leadership board.

Marshall Page, the associate director of student engagement at Harvard’s Office of the Provost and one of the HGC advisors, was also recognized and gifted a squash racket.

During the dinner, two HGC executive board members also presented impact data from the past year. For the first time in recent history, the HGC passed over 20 bills within the span of a single school year.

The HGC also invited Bill Stackman, the Harvard Graduate School of Arts and Sciences Dean of Students, to speak at the dinner. Stackman discussed the life experiences that inspired him to pursue a career in education and encouraged the students in attendance to continue to serve Harvard’s graduate student body.

Stackman also encouraged students to stay active members of student groups, citing research that said students who are active in their student bodies often report higher levels of happiness.

“They are more connected. They have a stronger sense of belonging because they are engaged,” Stackman said.

Stackman concluded by thanking students for their work within the HGC, and encouraging them to continue their efforts to unify Harvard’s graduate schools.

“You’re about unity. You’re about connecting about a shared purpose, shared mission. And I think that is very important and I respect that and I think about my experience that I can visualize, and I think Harvard is a decentralized canvas,” Stackman said.

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

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Here are 7 free AI classes you can take online from top tech firms, universities

AI set the tech world on fire last year and it’s not stopping anytime soon.

Almost a quarter of global jobs is expected to change within the next five years thanks to AI , and with only a small percentage of workers with skills in this field, the rush to learn the ins-and-outs of AI is ever more important. 

Embark on an AI revolution with UT Austin. Two course start dates per year. Accessible $10,000 tuition.

“AI is providing people with on-demand learning anywhere they are at any time of day on any day,” says Jared Curham, a professor of work and organizational studies at MIT’s Sloan School of Management . Curhan recently launched two new AI-powered courses focused on the world of strategic negotiation and says that the technology is overall making education more accessible with personalized feedback and coaching.

While there are an increasing number of full-fledged AI degree programs , including within business schools , some students may be looking for a simpler or self-paced route. If you’re interested in learning more about this in-demand field, several top tech firms and universities offer free online courses that serve as an introduction to AI technologies.

AWS Skill Builder

Amazon has more than 100 free and low-cost AI courses and learning resources available through AWS . Learners can obtain the basic skills in machine learning, generative AI, and foundational models. As a whole, the company has a commitment to provide free AI skills training to 2 million people by 2025.

The machine learning plan has nearly seven hours of free content in which individuals can learn the foundations of the technology, including relevant terminology, and decision-making processes. It also teaches users how to utilize Amazon SageMaker , the company’s machine learning platform used by companies like AT&T and LG .

Google: Google AI for Everyone

Google offers a beginner course for anyone who may be interested in how AI is being used in the real world. Google AI for Everyone , which is offered through online education platform edX , is a self-paced course that takes about four weeks to complete, assuming you dedicate two-to-three hours per week to the course. Participants learn about both AI and machine-learning principles and real-world applications of the technologies.

Google also covers what AI programming looks like and the process of teaching a computer how to learn. The course is taught by Laurence Moroney , who leads AI Advocacy at Google as part of the Google Research into Machine Intelligence (RMI) team. Nearly 12,000 people have enrolled in this free online course, according to edX.

Harvard University: Introduction to Artificial Intelligence with Python

If you’re one of the 5.7 million people who has taken Harvard University’s CS50 Introduction to Computer Science course through edX , then the university’s introductory AI class might be the best option for you. CS50, which is one of the most popular free online courses of all time, is a prerequisite for Harvard’s Introduction to Artificial Intelligence with Python course.

This seven-week course covers AI algorithms, game-playing engines, handwriting recognition, and machine translation. Students have to commit between 10 and 30 hours per week to complete the course, which includes hands-on projects and lectures. The course is taught by David J. Malan , a renowned computer scientist and Harvard professor.

IBM: AI Foundations for Everyone

IBM, which is recognized as a revolutionary leader in emerging technologies, offers an AI Foundations for Everyone specialization through Coursera. The specialization includes three courses:

• Introduction to Artificial Intelligence (AI)
• Getting Started with AI using IBM Watson
• Building AI Powered Chatbots Without Programming   

The entire specialization takes about three months to complete, assuming you dedicate two hours per week to coursework. Students will learn the basics of what AI is, as well as its applications and ethical concerns. They’ll also hear from experts about starting a career in AI. The program is taught by Rav Ahuja and Antonio Cangiano, who work for IBM’s Skills Network . Participants earn a certificate upon completion.

Intel has a goal to provide more than 30 million people with AI skills by 2030 . As part of this commitment, the company provides dozens of free self-paced courses online on subjects such as deep learning for robotics, deep learning, and natural language processing. 

Intel also has several “AI Concepts” educational pages that will walk you through definitions, real-world examples, tools, and resources for topics such as generative AI, AI inference, and transfer learning. Additionally, the company provides free on-demand webinars on more advanced AI use cases such as optimizing transformer models, optimizing AI workloads, and AI performance tuning.

University of California—Davis: Big Data, Artificial Intelligence, and Ethics

As part of its Computational Social Science specialization through Coursera, the University of California—Davis offers a course focused on AI: Big Data, Artificial Intelligence, and Ethics . During this four-week course, participants learn about big data and its limitations, the history of artificial intelligence, and research ethics. The entire self-paced course takes about 12 total hours to complete.

The course is taught by Martin Hilbert, who is a professor at UC Davis and serves as a chair for computational social science. The course uses case studies to help participants learn AI concepts. More than 31,000 participants have completed this course, and those who do earn a certificate that can be shared on LinkedIn.

University of Pennsylvania: AI for Business

For someone who may be looking to break into AI or who wants to learn more about the applications of this new technology to different industries, the University of Pennsylvania offers a string of courses focused on artificial intelligence. The AI for Business specialization includes four courses:

• AI Fundamentals for Non-Data Scientists
• AI Applications in Marketing and Finance
• AI Applications in People Management
• AI Strategy and Governance  

These beginner courses take a total of about four months to complete and culminate in an applied learning project. Program participants complete peer-reviewed exercises to illustrate what they’ve learned about data analytics, machine learning tools, and people management. The specialization is taught by eight UPenn professors from the Wharton School , a top-ranked business school by Fortune Education, and other professors from the university. The courses are offered through online education platform Coursera, and students can earn a certificate that can be displayed on their LinkedIn profile.

Frequently asked questions

Which course is best in ai.

There is no one best course or program since AI is still so new. What ultimately matters is your curiosity to learn about AI, which you can do by working directly with prompt engineering or machine learning to gain hands-on skills.

Can I learn AI in three months?

You can certainly learn the foundations of AI in three months—especially if you already have a background in computer science. It is important to keep in mind that because AI is always changing and developing, you will need to keep up to date with the latest trends if you are looking to pursue a career focused on working with the technology.

How to learn AI for beginners?

Taking  free AI courses on platforms such as Udemy or Codecademy is a great place to learn AI if you’re a beginner. You can also learn AI by watching YouTube videos or reading through AI subreddits. The number of ways to learn AI are only growing, so there is ultimately no perfect path. Above all, just be curious, ask important questions, and don’t be afraid to dive down rabbit holes

Check out all of  Fortune’ s  rankings of degree programs , and learn more about specific career paths .

Sydney Lake contributed to this piece.

Rethink AI and its potential to innovate in this 6-week online course from MIT Sloan.

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Examine the technology behind AI over 6 weeks on this Oxford online programme.