what is phd mph

PhD/MPH: Doctor of Philosophy and Public Health

A joint master of public health/doctor of philosophy (MPH/PhD) degree is offered through the Rollins School of Public Health.

• Length of Program
• Participating Programs
• How to Apply
• Prospective candidates apply separately to both the Rollins School of Public Health and Laney Graduate School
• Students in the Laney Graduate School may apply for admission to the MPH program during their graduate studies with the approval of their PhD program's director of graduate studies
• Up to 10 semester hours of course credit taken at Laney and relevant to public health may be applied toward the 42-credit-hour MPH program
• Students must enroll full time at Rollins for a fall and spring semester sequence, complete a practicum in public health, and (depending upon the academic department at Rollins) a capstone course, thesis, or special study project
• The MPH is granted upon completion of requirements for the PhD
• Behavioral, Social, and Health Education Sciences
• Environmental Health
• Epidemiology
• Global Health
• Health Policy and Management
• Students must apply to and be accepted into each school separately in order to be eligible for a dual degree.
• All applications to Rollins are completed in SOPHAS – The Centralized Application Service for Public Health .
• For instructions on applying to Laney Graduate School, click here .
• For instructions on applying to Rollins, click here .

For additional information, please contact Kathy Wollenzien, Associate Director of Academic Programs, Rollins School of Public Health, at [email protected] .

*This program is only for current PhD students at Emory.*

Prospective candidates apply separately to both the Rollins School of Public Health and Laney Graduate School. Students in the Laney Graduate School may apply for admission to the MPH program during their graduate studies with the approval from their PhD program’s director of graduate studies. Applicants specify which department or program they prefer: behavioral, social, and health education sciences, environmental health, epidemiology, global health, or health policy and management.

Up to 10 semester hours of course credit relevant for public health taken in the doctoral program may be applied toward the 42-semester-hour MPH program. Students must enroll full time in Rollins for a fall-spring semester sequence, complete a practicum in public health, and, depending upon the MPH program, a capstone course, thesis, or special study project. The MPH is granted upon completion of requirements for the PhD.

For specific questions, please contact Kathy Wollenzien or the Rollins Department of Student Services .

Doctor of Public Health (DrPH)

Bloomberg school of public health, program overview.

The Doctor of Public Health (DrPH) degree is a professional doctoral degree for early to mid-career public health professionals with an MPH or health-related master's degree. It is well-suited to professionals seeking leadership roles in domestic or international public health agencies and organizations. Graduates are able to: (1) synthesize  and translate knowledge  to practice, (2) communicate with and convene diverse partners to effect change across a range of public health settings, and (3) advance programs, policies, and services through evidence-based public health practice. Alumni hold mid to senior-level positions in a variety of settings, including government agencies, non-profit organizations, academia, and healthcare.

In addition to the standard School application materials, DrPH applicants should also possess: (2) an MPH or public health-related master's degree; and (2) a minimum of 3 years of professional, full-time public health experience in a relevant area. Students apply to and matriculate into a concentration, which offers specialized training in a specific area of public health. 

The DrPH program is built around a set of required courses that offer the opportunity to achieve foundational competencies in health policy, public health practice, professional skills (i.e., leadership, strategic planning, communication), data analysis, education, and workforce development. Students develop specialized expertise through the completion of coursework for their chosen  concentration or track. I n addition to coursework, the program requires applied practice experience (i.e., practicum) and a dissertation. 

The DrPH program is a flexible, part-time program with courses offered during regular terms and weeklong intensives. The program can be completed fully online. Students are required to register for a minimum of 1 credit per term. Most students complete the DrPH in 5-7 years; part-time students have up to 9 years to complete the program.

Concentrations (Tracks)

Custom Track

• Environmental Health (Environmental Health; Health Security)
• Health Equity and Social Justice
• Global Health: Policy & Evaluation
• Health Policy and Management (Healthcare Management & Leadership; Public Health Informatics; Health Policy; Quality & Patient Safety)
• Implementation Science
• Women's and Reproductive Health

Program Requirements

The program includes core requirements, foundational coursework, concentration coursework, an applied practice experience (practicum), a comprehensive written examination, and a dissertation. Students will be required to successfully complete a minimum of 64 term credits, including 57 didactic credits, 7 credits from dissertation proposal development, and credits from dissertation research combined. Dissertation work includes preliminary and final oral examinations, a public seminar, and an integrative learning experience. Of the 57 didactic credits, 30 are earned through foundational courses and 27 are earned through concentration courses. Each concentration has required and elective courses. After completing required courses, students must complete elective courses to meet the minimum requirement for concentration credits. 

Course location and modality is found on the BSPH website .

Prerequisite Requirements

The following courses are prerequisites for the DrPH program. If students have not taken these courses or equivalent ones within the past 5 years (for a B or higher), they will be required to take them after matriculation. Students who take the prerequisite coursework after matriculation cannot apply the credits toward the minimum credit requirement for the DrPH degree. For biostatistics, the prerequisite can be fulfilled with a course in statistical methods or with two courses in statistical reasoning.   

When students matriculate into the DrPH program, their prior coursework will be reviewed and considered for fulfillment of the prerequisite coursework. Students will be asked to submit course descriptions and syllabi for prior coursework in order to evaluate the comparability of topics and learning objectives.  Students will be informed about which prerequisites  they need to address through coursework or waiver exams. The coursework and/or waiver exams may be completed during the DrPH Program; they do not need to be completed prior to matriculation.  

Foundational Course Requirements

Foundational course requirements are designed to ensure students achieve DrPH Foundational Competencies established by the Council on Educational for Public Health (CEPH).  Students earn 1 credit from DrPH Seminars, 12 from problem-solving courses, 1 1 from professional skills courses, and a minimum of 6 from data analysis courses, totaling to 30 .   

1. DrPH Seminars

During their first year, students are required to take  DrPH First-Year Seminar ( 550. 611-550.614) , a non-credited, monthly course that provides fundamental training in research (e.g., reviewing literature, qualitative vs. quantitative research) and offers an overview of the DrPH program requirements. Students are required to take  DrPH Proposal Planning Seminar ( 550.620 – 550.622 )  in their second or third year; these seminar courses span 3 terms and provides guidance in developing research proposals. Students cannot waive out of either of the seminars.   

2. Problem-Solving Seminars

Problem-solving seminars offer the opportunity to achieve foundational competencies while learning about today's most pressing public health challenges. A distinct set of selectives is offered each term. At least one of the problem-solving seminar s chosen, one must fulfill the Environment, Ecosystems, and Globalization (EEG) requirement . Students cannot waive out of problem-solving course requirements.   

3. Professional Skills Courses

Professional skills courses cover communications, leadership, teaching and learning, and strategic planning. Students can request to waive out of a professional skills course requirement based on previous coursework or professional experience. Students who waive a professional skills course must take a higher-level course that offers training in the same area.

4. Data Analysis Series

Students are required to complete a series of data analysis courses in qualitative methods, quantitative methods, or mixed methods. There are two sequences of courses to choose from for quantitative methods and two for qualitative methods. Students who opt to complete the mixed methods series must complete a qualitative methods sequence, a quantitative methods sequence, and a required course in mixed methods.

Students must complete at least 6 credits in data analysis. Those who wish to substitute a specific course must take a similar course at a higher level to meet the credit requirement. After meeting the 6 credit requirement, students may be able to apply additional credits toward their concentration credit requirement if the course is listed as an elective for their concentration.  

The Custom track allows students the flexibility to tailor the DrPH program to their academic and professional goals. Students may choose to specialize either in a cross-cutting topical area (e.g., child health and welfare, substance use), in a public health field (e.g., mental health, surveillance, nutrition), or in another applied area not reflected in the other concentrations/tracks. This track is well-suited to those seeking leadership positions in agencies and organizations concerned with planning and implementing projects designed to meet a wide variety of public health needs. Students are required to complete: (1) the required courses listed below, (2) courses identified as meeting their individualized competencies, (3) additional elective courses in their area of study, and (4) 2 credits of DrPH Custom Track Seminar .

Environmental Health Concentration

The goal of the Environmental Health concentration is to train professionals to provide leadership and management in a wide variety of environmental health issues. Graduates should be able to analyze and assess complex environmental risks, emergencies, and problems; and should also be able to offer guidance for the reduction of these risks and the resolution of environmental problems. They will also work toward becoming practitioners who can comprehend and integrate the many dimensions of environmental health sciences, define the disci­plines that can best be applied to a problem, make sound and critical judgments, and interpret their recommendations clearly in the decision-making processes of policy formulation in industry, government, or academia. In addition to the listed courses, students are required to complete 2 credits of DrPH Environmental Health Concentration Seminar .

A. Environmental Health Track

The  Environmental Health  track emphasizes the skills necessary to: (1) assess needs for occupational and environmental health services at regional, national, and international levels, and (2) develop and monitor policy and regulatory frameworks. 

B. Health Security Track

The  Health Security  track prepares students to prevent, detect, and respond to health security threats and public health emergencies, such as COVID-19, Zika, and Ebola. 

Global Health: Policy & Evaluation Concentration

The concentration focuses on evidence-based interventions in public health to improve population health and health access globally. Students will learn methodologies related to policy and evaluation in low- and middle-income countries (LMICs) through the application of interdisciplinary tools and approaches to study processes in complex global health systems. Some of the many global challenges students will address include sustainable development, environmental degradation and climate change, globalization, migration, displaced persons, diseases prevalent in LMICs, epidemics, vaccine access, injuries, emerging and reemerging diseases, and risk factors such as obesity and smoking. This concentration is well-suited to those seeking leadership positions in domestic and international agencies concerned with planning and implementing projects designed to meet global public health needs, particularly in LMICs. In addition to the listed courses, students are required to complete 2 credits of DrPH Global Health: Policy & Evaluation Concentration Seminar .

Health Equity & Social Justice Concentration

This concentration is focused on understanding and addressing the multiple determinants of health, particularly among disadvantaged and marginalized groups. Students learn about innovative epidemiological, social, and behavioral tools to assess population health and influences upon it. Required and elective courses offer the opportunity to learn about the conceptual and philosophical bases of health equity and social justice and also to acquire skills relevant to the design, implementation, and evaluation of health programs designed to benefit poor and marginalized groups. This concentra­tion is well-suited to those seeking leadership positions in agencies concerned with planning and implementing projects designed to meet public health needs. In addition to the courses listed below, students are required to complete 2 credits of DrPH Health Equity & Social Justice Concentration Seminar . 

Health Policy & Management Concentration

This concentration trains students to: (1) analyze policies that impact population health, (2) evaluate health services, healthcare delivery, and information systems, and (3) identify strategies for enhancing the quality, effectiveness, and efficiency of systems of care. Training addresses today’s most pressing health, medical, and mental and behavioral health problems. In addition to the courses listed below, students in the concentration are required to take 2 credits of DrPH Health Policy & Management Concentration Seminar .

A. Healthcare Management & Leadership Track

This track is focused on measuring, monitoring, and improving the clinical and financial performance of health services organizations, as well as training leaders for organizational change.

B. Public Health Informatics Track

This track offers training in methods and concepts of informatics for application to public health and population health management. It is designed for public health professionals or population health managers who wish to develop an area of expertise or specialization in the emerging field of public health informatics.

C. Health Policy Track

This track provides training to develop, identify, and translate the best available evidence to inform critical public health policy challenges at the local, national, and global levels. The curriculum incorporates systems-thinking and rigorous scientific methods from multiple disciplines to be responsive to the needs of public health practitioners and policymakers. Through coursework, students develop skills needed to understand and evaluate complex problem and to propose and critically assess solutions to those problems. The track is relevant to those currently working in public health policy and practice settings at the intersection of evidence, decision-making, and implementation.

D. Quality and Patient Safety Track

This track addresses issues related to quality of healthcare, patient safety, patient-centered outcomes, and performance measurement and improvement.  The curriculum is designed for public health, clinical, and management professionals—especially those who wish to develop the expertise to implement evidence-based interventions and improve care delivery.

Implementation Science Concentration

This concentration is focused on developing and sharing evidence to support the formulation, implementation, and scale-up of new health policies and programs through the application of interdisciplinary tools and approaches to study processes in complex health systems. The curriculum provides students with the skills to work collaboratively and integrate diverse perspectives into cogent intervention designs and implementation strategies. Students learn how to support iterative cycles of implementation and adaptation of public health programs based on evaluation and learning and how to synthesize and present complex information to policymakers and practitioners. This concentration is relevant to those working domestically and internationally and is well-suited to people seeking to develop careers as program managers, physician managers, and those working in the knowledge translation field or in policy advisory positions. In addition to the courses listed below, students are required to take 2 credits of DrPH Implementation Science Concentration Seminar.

Women’s and Reproductive Health Concentration

This concentration focuses on the general and reproductive health status of women, the determinants of their health status, the disparities therein, the application of relevant gender equity frameworks, and preventive strategies and programs to address women’s health and the health of their newborns and young children. There are many challenges to improving women’s and reproductive health, including the low status of women in many cultures and countries, political constraints to addressing reproductive health needs, limited access to reproductive health services, and insufficient evidence on the effectiveness of strategies to improve women’s health and reproductive health. This concentration is well-suited to those seeking leadership positions in domestic and international agencies concerned with addressing the complex and challenging problems in women’s and reproductive health. In addition to the courses listed below, students are required to take 2 credits of  DrPH Women's & Reproductive Health Concentration Seminar.

PhD Program Policies

For a full list of program polices, please visit the  DrPH Program  page where students can find our handbook.

DrPH Program Objectives

• Identify, synthesize, and apply evidence-based public health research and theory from a broad range of disciplines and health-related data sources for problem-solving and to advance programs, policies, and systems promoting population health. (Data analysis)
• Identify and analyze ethical issues including balancing the claims of personal liberty with the responsibility to protect and improve the health of the population and act on the ethical concepts of social justice and human rights in public health research and practice. (Ethics)
• Influence decision-making regarding policies and practices that advance public health using scientific knowledge, analysis, communication, and consensus building. (Policy)
• Assess and use communication strategies across diverse audiences to inform and influence individual, organization, community, and policy actions to promote the health of the public. (Communication)
• Enable organizations and communities to create, communicate and apply shared visions, missions and values; inspire trust and motivate others; build capacity; improve performance, and enhance the quality of the working environment; and use evidence-based strategies to enhance public health.  (Leadership)
• Provide fiscally responsible, strategic, and operational guidance within both public and private health organizations for achieving individual and community health and wellness. (Management)
• Design and evaluate system-level and programmatic initiatives in multidisciplinary teams so as to promote public health outcomes and health equity (Program design and evaluation)
• Assess adult learning needs and design and deliver training or educational experiences that respond to these needs using the best pedagogical practices available. (Education)

CEPH Learning Objectives & Foundational Competencies

According to the Council on Education for Public Health (CEPH) requirements, all BSPH degree students must be grounded in foundational public health knowledge. Please view the list of specific CEPH requirements by degree type .

Concentration & Track Competencies

Compare and contrast intrapersonal, interpersonal, community, and social behavior change theories and frameworks and assess their usefulness for designing public health interventions overall and in a chosen specialty area.

Assess the strengths and weaknesses of applying the systems approach to public health problems overall and in a chosen specialty area.

Design a comprehensive evaluation plan for a health program.

Note.  There are three competencies that all students are expected to achieve. In consultation with their advisors, students identify at least two additional competencies that are tailored to their planned course of study. 

Environmental Health Track

• Analyze and address the science and current issues related to environmental and occupational health.
• Explain how environmental and occupational health sciences can be integrated to improve public health practice.
• Evaluate environmental and occupational health risks by applying toxicology and risk analysis (i.e., risk assessment, risk communication, and risk management) to improve environmental and occupational health outcomes.
• Design, advocate, and provide leadership for effective environmental and occupational health.
• Assess environmental and occupational health-related illnesses and risks based on human physiology and human-environment interactions.

Health Security Track 

• Apply risk assessment principles to program planning, implementation, and goals, particularly in the context of emergency response and health security problems.
• Evaluate major health security threats, and characterize the human, social, economic, and political risks they pose to societies.
• Analyze major US and international initiatives to prevent, detect, and respond to health security threats, and assess those areas of health security where preparedness is strongest and where additional progress is needed.
• Evaluate the effectiveness of strategies to enhance health security and prevent or mitigate health security threats.
• Synthesize and communicate important health security information in a way that increases the likelihood that political leaders and policymakers take appropriate action.
• Assess global public health burdens and threats and formulate strategies to solve complex health issues.
• Examine health systems frameworks, strategies, actors, and tools to analyze and evaluate health systems performance and their reforms in global settings with a primary focus on LMICs.
• Apply key policy frameworks and models in policy development and analyze the role and contribution of actors, context, and evidence in shaping effective policies and programs in LMICs.
• Create effective and comprehensive evaluation plans for small and large programs in health with ethical and resource considerations, with a primary focus in LMICs.
• Examine theories on globalization's impact on health and apply analytical tools to evaluate globalization's impact on health, with a primary focus on LMICs.

Note. LMIC is an acronym for low- and middle-income countries. 

• ​Critically evaluate issues relating to health equity and social justice in analysis of public health programs and policies.
• Apply theoretical frameworks to identify social determinants of health that promote or compromise health equity and health disparities in disadvantaged groups.
• Apply methods to measure social determinants of health and their relation to health outcomes for vulnerable and marginalized populations.
• Apply social justice principles to inform strategies and policies to promote health equity in communities.
• Evaluate the implementation and sustainability of health programs at the interpersonal, intrapersonal, organizational, social/environmental, and political levels.

HEALTHCARE MANAGEMENT & LEADERSHIP TRACK

• Evaluate the role of organizational leadership in the development and communication of a shared mission, vision, and core values.   
• Evaluate the role key financial performance indicators serve in managing and improving organizational performance.
• Apply evidence-based tools and frameworks to enhance organizational performance in the human, clinical, financial, information and supply chain domains to drive value and improved outcomes.
• Manage data, information, and knowledge systematically to improve assessment of patient outcomes, reduce medical errors, enhance quality of medical care and patient safety, and strengthen overall service delivery.
• Assess Quality and Patient Safety programs as a means to develop and sustain a culture of patient/client focused excellence.

HEALTH POLICY TRACK

• Critically assess policy interventions to address complex public health problems.
• Apply data to inform decision-making for policy formulation and weigh scientific, political, ethical, and social public health concerns.
• Formulate and execute advocacy strategies that are responsive to public health policy goals.
• Communicate the role of public health within the larger health and social policy system, with a focus on response to managing health crises.
• Apply state-of-the-science, leadership, and communication strategies to effectively disseminate scientific evidence to policymakers.

PUBLIC HEALTH INFORMATICS TRACK

• Assess the state of the science and current research and policy issues related to the foundation of population health informatics.
• Identify the most effective visualization techniques that can be used to convey impactful results to different end users (e.g., patients, clinicians, care managers/coordinators, health system admins, and policymakers).
• Propose a high-level design for a decision support intervention and implementation.
• Evaluate various informatics solutions for public or population health management interventions based on different criteria such as user-centered software design and system architecture, design thinking and interoperability, standards, human factors, security, privacy, and ethical issues.
• Articulate the proper management approaches for an organization to evaluate organizational readiness and implement solutions utilizing change management strategies.

Quality & Patient Safety Track

• Apply quality improvement and evaluation frameworks to health services challenges.
• Evaluate and manage measurement challenges.
• Identify implementation barriers and leverage facilitators and evidence to enhance quality and patient safety in practice.
• Assess utility of specific quality improvement and patient safety measurement interventions and methods.
• Apply a framework for analyzing and improving the quality of medical care.
• Apply key implementation science constructs and theories to public health problems.
• Distinguish implementation outcomes from efficacy, service, and client outcomes.
• Recognize which stakeholders should be engaged in the process of developing, implementing, evaluating, and sustaining a community-based program.
• Propose implementation of research study aims, methods, data sources, and study designs to address a public health question.
• Critically evaluate the relevance of study designs used for efficacy, effectiveness, and implementation research.

Women's & Reproductive Health Concentration

• Assess the principal health concerns for women or mothers and newborns, the associated population-based risk factors, and the relative impact of each risk factor.
• Apply a life course framework to understanding the determinants of a woman’s or reproductive health concern, implications for a woman’s health later in life, and the population strategies to address it.
• Evaluate strategies to promote population-level women's or reproductive, maternal, and child health, including healthcare services and systems delivery strategies used to address health concerns in the population.
• Evaluate research approaches to understand woman’s or reproductive health concerns and the implications of the research.
• Apply frameworks related to women’s and reproductive health for improving their health.
• Identify and assess the causes and consequences of population change related to women’s and reproductive health using demographic methods.

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INFORMATION FOR

• Prospective Students
• Incoming Students
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Differences Between the MPH and MS Degrees

MPH: Students learn the full spectrum of public health but also specialize in a specific area. They enhance their research skills, but also gain experience through hands-on work in the public health field

MS: Students focus on enhancing research skills and knowledge to work on research related to the field of biostatistics. Much of the knowledge gained is theoretical and specific to the student’s research interests.

• 15 for Biostatistics (Standard and Implementation Science pathways)
• 16 for Biostatistics (Data Science pathway)
• 10 for Chronic Disease Epidemiology
• 14 for Health Informatics
• 10 for Epidemiology of Infectious Diseases

MPH: 2 years

• 2 years for Biostatistics and Health Informatics
• 1 year for Chronic Disease Epidemiology and Epidemiology of Infectious Diseases

MPH: $50,261

MS: $46,900

MPH: (All programs allow full or part-time enrollment)

• Health Policy
• Health Care Management
• Social and Behavioral Sciences
• Global Health Concentration
• US Health and Justice Concentration
• Regulatory Affairs Track
• Maternal Child Health Promotion Track

MS: (With the exception of Health Informatics, the programs allow full or part-time enrollment)

• Biostatistics Standard Pathway
• Implementation and Prevention Science Methods Pathway or
• Data Science Pathway
• Health Informatics
• Epidemiology of Infectious Diseases

MPH in Biostatistics:

• Data experts/scientists in industry and business organizations – Amazon, Facebook, CVS
• Biostatistician and Clinical Data Analyst in university medical centers and pharmaceutical companies – Bayer, Pfizer, Yale New Haven Health System
• HealthCare Analysts in consulting – Analysis Group, Michael Allen, Acumen, Booz Allen Hamilton
• Data and Policy Analysts in government and international organizations – Center for Disease Control, NYC Department of Health

MPH Chronic Disease Epidemiology:

• Research assistants at universities/medical centers such as UCSF, Harvard School of Public Health and Yale School of Medicine
• Epidemiologists within the public sector- San Diego Department of Health and Center for Disease Control
• Medical School Education - Boston University School of Medicine, Yale University, Weill Medical School

MPH Epidemiology of Microbial Diseases:

• Epidemiologist at CDC, state, and local health departments
• Surveillance programs at WHO, USDA
• Research assistants at universities/ medical centers such as Brown University, UC Davis, Harvard School of Public Health and Yale School of Public Health and Medicine
• Medical School - Boston University School of Medicine, Yale University, Weill Medical School

MS Biostatistics:

• Data Scientists in organizations such as Google, Facebook and health insurance companies such as Aetna and Travelers Insurance.
• Biostatisticians at Pharmaceuticals and Universities or Research Centers
• Financial Analysts at investment banks, hedge funds or other major companies such as CVS and Analysis Group
• Ph.D. programs in Biostatistics, Statistics, Computational Biology and other related fields.

MS Health Informatics:

• Careers in clinical informatics, clinical research informatics, consumer health and population health informatics, and data science

MS Chronic Disease Epidemiology:

• Research Assistants at major research universities or research organizations, hospitals or healthcare consulting.

MS Epidemiology of Infectious Diseases:

• Careers in data analysis at governmental state, national, or national health organizations, academia, NGOs or in pharmaceuticals. The clinical specialization is tailored to clinicians seeking formal research training in methods of infectious diseases epidemiology.

MPH: SOPHAS

MS: Graduate School of Arts and Sciences

What Does it Take to be Successful at YSPH?

Master of Public Health

Gain the intellectual foundation and specialized skills you need to lead change and make a difference in communities around the world.

The Harvard Chan School master of public health degree will provide you with the breadth of knowledge, subject-specific expertise, specialized skills, and powerful global network you need to forge the career you want in public health. Whether you are a medical doctor, an established public health professional, or new to the field of public health, flexible degree formats and an array of options for specific fields of study will provide you with the right mix of grounding in the core disciplines of public health and a specialized focus to meet your individual goals.

Harvard Chan School MPH graduates have achieved some remarkable things. They have led global efforts to eradicate diseases such as smallpox and Guinea worm disease. They have led departments at hospitals and health care agencies. They have become leaders of ministries of health, humanitarian organizations, corporations, academic institutions, and government agencies. They have developed life-saving vaccines. They have served as surgeons, primary care physicians, and veterinarians. They have become best-selling authors. And they have even become heads of state.

The master of public health degree opens an extraordinary number of pathways to a meaningful career. Which one will you choose?

The Curriculum: Intellectual Breadth + Career Specialization

The innovative MPH curriculum—the culmination of a multi-year planning process at the Harvard T.H. Chan School of Public Health—is designed to open clear paths to action-oriented professional careers. The new curriculum aims to instill “T-shaped” competencies, providing deep knowledge in an area of specialty (the vertical bar of the “T”) coupled with the breadth of knowledge (top horizontal bar) needed to work effectively across many disciplines and fields of inquiry.

As a Harvard Chan MPH student, you will enjoy unique educational experiences both in and out of the classroom. You will build skills not just in analytical and quantitative methods, but also in problem solving and the application of public health training in real-world situations. And you will work with a remarkable group of peers from around the globe, and with faculty members who are global leaders in their fields.

Learn more about the MPH-45 curriculum and the MPH-65 curriculum .

The Format: Flexibility That Fits Your Experience, Your Life, and Your Goals

The School offers two variants of the MPH degree designed to fit the needs of students with different educational goals and varying levels of professional experience and prior education:

• The MPH in epidemiology is a hybrid online/on-campus program completed part-time over two years.
• The MPH generalist is a fully online program completed part-time over two years.
• The clinical effectiveness field of study offers a summer-focused option in addition to the full- and part-time options.
• Most fields of study offer part-time options completed over two years to some students.
• The 65-credit MPH (MPH-65) is for individuals with a bachelor’s degree and a minimum of two years of contiguous full-time work experience in an area relevant to public health by the time of matriculation. While internships and work experience obtained during your undergraduate degree program are valuable, these do not count towards the required two or more years of contiguous full-time work experience. You can complete this full-time program in three semesters with a summer practicum experience between the second and third semesters. Part-time options are available to some students.

Our Community: Committed, Accomplished, Collaborative

As a Harvard Chan MPH student, you will work in a collaborative classroom environment alongside talented students from around the world and from a variety of academic and professional backgrounds. You will take advantage of the extraordinary resources of Harvard University and Boston’s Longwood Medical Area—home to Harvard Medical School, Brigham and Women’s Hospital, Boston Children’s Hospital, the Dana-Farber Cancer Institute, and other world-class health facilities. You will meet global leaders and work with world-renowned faculty members. And when you graduate, you will benefit from Harvard’s unparalleled global network of alumni leaders.

Fields of Study

When applying to the MPH-45 or MPH-65, you must choose one of the following specialized fields of study. Eligibility requirements vary by program format and field of study.

MPH-45 Fields of Study

• Clinical Effectiveness (CLE 45-credit academic year and summer-focused options)
• Epidemiology – Online / On-Campus (EPI 45-credit)
• Generalist – Online (GEN 45-credit)
• Global Health (GH 45-credit)
• Health and Social Behavior (HSB 45-credit)
• Health Management (HM 45-credit)
• Health Policy (HP 45-credit)
• Occupational and Environmental Health (OEH 45-credit)
• Quantitative Methods (QM 45-credit)

MPH-65 Fields of Study

• Health and Social Behavior (HSB 65-credit)
• Health Management (HM 65-credit)
• Health Policy (HP 65-credit)
• Nutrition (NUT 65-credit)

Learn more about the MPH fields of study.

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• Nathaniel Woodard, PhD

Nathaniel Woodard

Research Topics

Health disparities in cancer treatment and health outcomes; health access; survivorship and quality of life for survivors of cancer.

Contact Information

434 Kimball Tower

Buffalo NY, 14214

Phone: (716) 829-6780

Fax: (716) 829-6040

[email protected]

Faculty Links

Professional summary.

Nathaniel Woodard, PhD, MPH, is a public health researcher working to decrease disparities in cancer health outcomes. Woodard's research aims to understand the complex drivers of these disparities and address them through intervention. The primary focus of his research agenda is to employ community-based methods to design, implement, and evaluate sustainable interventions to improve quality of life, improve treatment outcomes, and reduce cancer health disparities for those touched by cancer, with a particular emphasis on Black and African American populations. 

Before joining UB, Woodard was a post doctoral fellow at the University of North Carolina at Chapel Hill, Lineberger Comprehensive Cancer Center, Cancer Care Quality Training Program.

• PhD in behavioral and community health, University of Maryland School of Public Health, College Park, Md.
• MPH in behavioral and community health, University of Maryland School of Public Health, College Park, Md.
• BA in public health and psychology, University of Rochester, Rochester, N.Y.
• University of North Carolina at Chapel Hill, Lineberger Comprehensive Cancer Center, Cancer Care Quality Training Program, Chapel Hill, N.C.

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Home » Degrees » Doctorate » Dual Doctorate Degrees » MPH-PhD

MPH-PhD Dual Public Health Degree

The Masters of Public Health-Doctor of Philosophy (MPH-PhD) dual degree allows students to have a richer learning experience by developing competencies in both public health and their doctorate field of study. Unlike an MPH-MD dual degree, where students become medical doctors with public health knowledge, an MPH-PhD dual degree prepares students for careers in academia and research that have a public health focus. 

What is unique about a Doctor of Philosophy degree is that it can be gained in almost any field; however, when receiving it with an MPH, the field of study is usually related to public health, such as biostatistics, epidemiology, nutrition, social work, etc. Depending on the MPH-PhD program chosen, there will be different requirements, courses, and take different lengths of time to complete, but there is the possibility of some courses overlapping between the MPH portion of the program and the doctorate portion. However, no matter which MPH-PhD program is chosen, most schools require PhD candidates to produce original research, normally in the form of a thesis or dissertation. 

Those who receive an MPH-PhD dual degree will have various employment opportunities in research and academia and can go on to become professors, principal investigators of research projects, and scientists.

George Washington University

School of public health.

Earn your DrPH online from the George Washington University. Our CEPH-accredited program combines interactive, online classes and an on-campus immersion to prepare you to become a thought leader. You will graduate poised to shape public health policy, programs, and initiatives in the U.S. and worldwide. No GRE required.

• Complete the online DrPH program in as few as 36 months. 
• The online DrPH program is CEPH accredited. 
• No GRE required.

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School of Public Health

Camille Fabiyi, PhD '14, MPH '05

2024 Dr. Naomi Morris Alumni Achievement Award for Maternal & Child Health

Camille Fabiyi, PhD, MPH, is a Program Officer in the Obstetric and Pediatric Pharmacology and Therapeutics Branch (OPPTB). In this role, she manages a portfolio that includes research on medications and therapeutics for obstetric conditions, their role in lactation and breastfeeding, the inclusion of pregnant people in clinical research, and dissemination and implementation research to support perinatal health outcomes. Dr. Fabiyi chairs the NICHD PRGLAC Internal Coordination Group, which is focused on implementing recommendations from the Task Force on Research Specific to Pregnant Women and Lactating Women (PRGLAC) within NICHD. She also co-chairs the NIH Maternal and Pediatric Pharmacology Subgroup of the NIH Pediatric Research Consortium (N-PeRC).  She is involved on the NIH-wide IMPROVE (Implementing a Maternal health and PRegnancy Outcomes Vision for Everyone) initiative, where she is a technical advisor to the IMPROVE Community Implementation Program and previously served as a judge on a team selected for a 2023 NIH Director's Award for excellence in implementing the "RADx Tech for Maternal Health Challenge" as part of the IMPROVE Initiative, designed to address the nation’s maternal health crisis.

Prior to joining NICHD in 2022, she served as Senior Advisor for Women’s Health and Gender Research at the Agency for Healthcare Research and Quality (AHRQ) from 2015 to 2022. At AHRQ, she conducted intramural research and managed a portfolio of extramural research focused on women’s health and perinatal health in the context of healthcare system quality improvement and patient safety. She provided scientific leadership and support for the development and implementation of funding solicitations to address perinatal health and women’s health, including AHRQ’s Safety Program for Perinatal Care. She also represented AHRQ on matters related to women’s health and gender research issues within AHRQ and across HHS, including serving as a member of the PRGLAC Task Force and co-chairing the PRGLAC Communications Working Group. She was a subject matter expert to the HHS Maternal Health Strategic Planning Team, coordinating AHRQ’s response for the development of the 2020 HHS Maternal Health Action Plan, and received the HHS Secretary’s Award for Distinguished Service in 2021. While at AHRQ, Dr. Fabiyi also co-chaired the Maternal Morbidity and Mortality Workgroup of the National Healthcare Quality and Disparities Report (QDR) Interagency Workgroup, which worked to develop recommendations for new and existing measures for future QDR reports.

Before joining AHRQ, Dr. Fabiyi served as a Senior Researcher at the University of Chicago in the Department of Obstetrics and Gynecology, where she developed and implemented research initiatives focused on sexual and reproductive health. Formerly, she served as the Project Director on federally-funded research projects in the areas of maternal and child health and aging at the University of Illinois at Chicago (UIC). From 2004 to 2006, she served as the School Food Policy Director for the Healthy Schools Campaign, where she was responsible for helping to translate evidence-based practices around school nutrition into policy change at the district and state level. She has authored and co-authored peer-reviewed scientific publications in the areas of maternal and child health, sexual and reproductive health, and health services research.

Dr. Fabiyi received her PhD in Community Health Sciences with a concentration in Maternal and Child Health and MPH in Health Policy and Administration from the University of Illinois at Chicago (UIC). She earned her bachelor’s degree in psychology from Miami University (Ohio).

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PhD vs. EdD in Higher Education: Which Path Is Right for You?

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In today’s competitive higher education landscape, advanced degrees have become essential for those looking to enhance their leadership skills and advance to executive positions. As a result, job posting data shows that the number of institutions offering advanced higher education programs has increased by 24 percent in the last five years.

Whether you are starting a new career path or seeking to become a leader in the higher education industry, you may be considering furthering your education and are unsure whether a Doctor of Philosophy (PhD) or a Doctor of Education (EdD) in higher education leadership is right for you.

Understanding the differences between these two degrees is crucial in making an informed decision that aligns with your career goals. 

Key Takeaways

• A PhD is ideal for individuals interested in academic research, teaching at a Research 1 university, and contributing to educational theory.
• An EdD emphasizes practical application and leadership in educational settings, preparing graduates for roles such as college presidents, deans, and policy-makers.
• Deciding between a PhD and an EdD requires you to reflect on your personal and professional goals, considering factors such as career aspirations, program flexibility, and institutional reputation.

What Is a PhD in Higher Education?

A PhD in Higher Education is a research-focused degree designed for those who wish to contribute to academic scholarship through theoretical research. This degree is ideal for individuals who aspire to teach full time at a university, engage in scholarly research, or take on academic administration roles.

Therefore, the primary focus of a PhD program is to prepare graduates to generate new knowledge and theories in the field of education.

According to Lauren Bent, Associate Professor of the EdD in Higher Education Leadership program at Regis College , “A PhD is ideal for those who are interested in theoretical research and academic scholarship. Generally speaking, if a student aspires to teach in a Research 1 institution, a PhD is a better option for them.”

PhD candidates typically explore subjects such as educational theory, policy analysis, and higher education research. They are trained to conduct rigorous research, often aiming to publish their findings in academic journals and present at conferences. 

What Is an EdD in Higher Education?

An EdD in Higher Education, on the other hand, is a professional doctorate focused on the practical application of research to solve real-world problems in educational settings. The EdD is tailored for those looking to take on leadership roles within educational institutions.

“The EdD aims to develop scholar practitioners and leaders who use applied research to improve problems in schools, institutions of higher education, other educational organizations, and educational policy,“ Bent explains.

The EdD emphasizes the application of research to practice, preparing graduates to implement changes and improvements within their organizations.

Regis College, a member of the Carnegie Project on the Education Doctorate (CPED) , emphasizes that scholarly practitioners blend practical wisdom with professional skills and knowledge to address and solve problems in practice. They utilize practical research and applied theories as tools for change, understanding the importance of equity and social justice.

According to Lightcast data, EdD programs prepare students with specialized skills needed in various areas of higher education leadership such as:

• Academic affairs
• Diversity, equity, and inclusion
• Enrollment management
• Fundraising
• Program development
• Project management
• Student recruitment
• Student services  

Four Differences Between a PhD and an EdD in Higher Education Leadership

1. curriculum and coursework.

The PhD and EdD programs differ significantly in their curriculum and coursework. PhD programs are heavily research-oriented, with courses centered around research methodologies, statistical analysis, and theoretical frameworks.

Typical classes might include:

• Advanced Research Methods
• Statistical Analysis in Education
• Educational Theory and Philosophy
• Policy Analysis in Higher Education

In contrast, EdD programs focus on the practical application of research to address real-world challenges. Coursework is designed to develop leadership skills and practical knowledge. Classes may include:

• Organizational Leadership in Education
• Strategic Planning and Implementation
• Applied Research in Education
• Equity and Social Justice in Higher Education

“Within the program, there are courses where students are learning to design their own research studies, and they have lots of opportunities to develop a scholar practitioner mindset,” Bent adds. “The activities and assignments in our courses are intentionally designed to be relevant, pragmatic, and applicable to what our students are doing—and will do—in their professions.” 

2. Program Length and Structure

The length and structure of PhD and EdD programs can vary, but generally, PhD programs take longer to complete due to their extensive research requirements. On average, a PhD program can take anywhere from four to seven years to complete, including time spent on coursework, comprehensive exams, and the dissertation.

EdD programs are typically designed to be more flexible and manageable for working professionals. They can often be completed in three to five years, with a structure that accommodates part-time or online study options.

3. Dissertation Requirements

Both PhD and EdD programs require a dissertation, an extensive research project that is a key component of doctoral programs. Both programs require that dissertations focus on identifying a research question, conducting a literature review, designing and executing a study, and presenting the findings in a written document.

However, the nature of the dissertation can differ depending on the program.

PhD dissertations are typically theoretical, contributing new knowledge to the field. They often involve original research and aim to be published in academic journals.

EdD dissertations, on the other hand, are more practical and focus on solving real-world problems within educational institutions. These projects often involve applied research that can be directly implemented in practice.

4. Career Outcomes

The career outcomes for PhD and EdD graduates also differ. PhD graduates often pursue careers in research, higher education teaching, and academic administration. They are well-suited for roles that require deep theoretical knowledge and extensive research skills.

EdD graduates, in contrast, are prepared for leadership roles in educational administration, policy-making, and executive leadership. They are equipped to implement change and drive improvements within their organizations.

“Our EdD prepares students to be leaders in schools, colleges and universities, and other organizations connected to educational policy,” Bent explains. “Our graduates have become college presidents, vice presidents of enrollment management and student affairs, deans, and founders and CEOs of non-profit organizations.”

If you are ready to take the next step in your career in higher education, here are a few factors you should consider before enrolling in a PhD or EdD degree program. 

Factors to Consider When Making Your Decision

Personal and professional goals.

When deciding between a PhD and an EdD, consider your long-term career objectives and personal interests.

“People who aspire to higher leadership roles often find that a doctorate is required to advance their careers,” Bent says.

Reflect on how each program aligns with your aspirations and whether it provides the opportunities and experiences that will help you reach your goals. Understanding your personal and professional motivations will guide you to the program that best supports your future ambitions.

Program Flexibility

Consider the flexibility of the program, including the availability of part-time or online options, which can help you balance your education with professional and personal responsibilities.

“The modality of learning is important,” Bent adds. “Whether it's online, in-person, or hybrid, it needs to suit the students’ learning styles and lifestyles.”

Evaluating how the program's structure fits into your current lifestyle and commitments can help. Flexible options can make it easier to manage your studies alongside work and family, ensuring you can fully engage with and benefit from the program.

Institutional Reputation and Resources

Choose a reputable institution that offers access to faculty expertise, research facilities, and professional networks.

“Students should consider the faculty who are teaching and advising them,” Bent concludes. “What are their backgrounds and areas of expertise?”

You can research an institution’s reputation through a general internet search. Those top results should give you the key accomplishments and differentiators for the programs you are considering. 

Take the Next Step in Your Career in Higher Education

Both the PhD and EdD in higher education offer unique advantages and can help you advance your career in different ways. Remember to reflect on your career goals and personal interests to determine which program best aligns with your aspirations.

If you’re looking for a degree that combines practical leadership skills with scholarly research, consider Regis College’s EdD in Higher Education Leadership program .

To learn more about the program, contact an admissions counselor to find out how an education at Regis can serve your professional goals.

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Doctoral Degrees

The Bloomberg School’s doctoral degree programs target students with specific career goals in public health research, teaching or leadership, and typically require a longer time commitment. We offer two different doctoral degree programs.

Doctor of Philosophy (PhD)

In the Doctor of Philosophy (PhD) degree program at the Bloomberg School, students focus on the creation of new and innovative knowledge – it’s primarily a degree for individuals with goals in public health research or teaching. Generally, the program consists of one to two years of full-time coursework, followed by two to five years of full-time, independent research. PhD programs are based within individual departments, so students should explore and contact their department of interest for more information.

Doctor of Public Health (DrPH)

The Doctor of Public Health (DrPH) degree program at the Bloomberg School is designed for the student who already has an MPH or equivalent degree and who intends to pursue a leadership position as a public health professional.

Through the integration and application of a broad range of knowledge and analytical skills in leadership, policy, program management and professional communication, coupled with preparation in a specific public health field, graduates of the DrPH program are prepared for either domestic or international careers in public agencies or private sector settings that emphasize improving population health.