phd dissertation entrepreneurship education

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The Impact of Entrepreneurship Education Programs on Entrepreneurship Intention: Updating the Field of Entrepreneurship Education

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Assessing the Impact of Entrepreneurship Education: From ABC to PhD

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T1 - Assessing the Impact of Entrepreneurship Education

T2 - From ABC to PhD

AU - Moberg, Kåre

N2 - Entrepreneurship education has spread enormously during the last decades, and today entrepreneurship is taught to numerous pupils and students in various disciplines and at different levels of education. Policy makers around the world view entrepreneurship as a key competence to be fostered already at an early stage of education, and an increasing amount of resources are spent on various initiatives in the field. Entrepreneurship research is, however, a heterogeneous field, and, consequently, there are numerous approaches to entrepreneurship education. Little is known about the effectiveness of these approaches, and much conceptual and definitional confusion makes it complicated to compare the different initiatives in the field. This dissertation seeks to remedy this problem. As such, the overarching research question guiding this dissertation is: What effects do different approaches to entrepreneurship education have at different levels of the education system? To answer this research question a categorization model, based on research about entrepreneurship, entrepreneurship education, entrepreneurial learning, and cognitive and non-cognitive skill development, which addresses the diverse foci of different approaches to entrepreneurship education, is provided. In addition, the dissertation comprises three research papers that individually address different approaches to evaluating the effects of entrepreneurship education at different levels of education.

AB - Entrepreneurship education has spread enormously during the last decades, and today entrepreneurship is taught to numerous pupils and students in various disciplines and at different levels of education. Policy makers around the world view entrepreneurship as a key competence to be fostered already at an early stage of education, and an increasing amount of resources are spent on various initiatives in the field. Entrepreneurship research is, however, a heterogeneous field, and, consequently, there are numerous approaches to entrepreneurship education. Little is known about the effectiveness of these approaches, and much conceptual and definitional confusion makes it complicated to compare the different initiatives in the field. This dissertation seeks to remedy this problem. As such, the overarching research question guiding this dissertation is: What effects do different approaches to entrepreneurship education have at different levels of the education system? To answer this research question a categorization model, based on research about entrepreneurship, entrepreneurship education, entrepreneurial learning, and cognitive and non-cognitive skill development, which addresses the diverse foci of different approaches to entrepreneurship education, is provided. In addition, the dissertation comprises three research papers that individually address different approaches to evaluating the effects of entrepreneurship education at different levels of education.

M3 - PhD thesis

SN - 9788793155381

T3 - PhD series

BT - Assessing the Impact of Entrepreneurship Education

PB - Copenhagen Business School [Phd]

CY - Frederiksberg

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Please note you do not have access to teaching notes, the effect of entrepreneurship education on graduate students' entrepreneurial alertness and the mediating role of entrepreneurial mindset.

Education + Training

ISSN : 0040-0912

Article publication date: 25 October 2021

Issue publication date: 8 November 2022

This study investigates the effect of entrepreneurship education in terms of the development of entrepreneurial knowledge and skills, on graduate students' entrepreneurial alertness and the mediating role of the entrepreneurial mindset.

Design/methodology/approach

The study collected data using questionnaires from graduate students at an Iranian university who had engaged with entrepreneurship education. The questionnaires collected data on the respondent's demographics and adopted previously validated measures to measure entrepreneurship education, entrepreneurial alertness and entrepreneurial mindset. Statistical techniques were applied to test validity and structural equation modeling was undertaken to test the hypotheses.

The findings demonstrated that entrepreneurship education has a positive and significant effect on entrepreneurial alertness and entrepreneurial mindset. In addition, entrepreneurial mindset was found to have a positive and significant role in mediating the relationship between entrepreneurship education and entrepreneurial alertness. This finding highlights the importance of educators seeking to build an entrepreneurial mindset within entrepreneurship education, in addition to developing students' entrepreneurial alertness by focusing on opportunity identification and recognition.

Originality/value

The study addresses a gap in the literature as to the relationship between entrepreneurship education, entrepreneurial alertness, and the entrepreneurial mindset, and furthers the understanding of the impact of entrepreneurship education. The results inform educational practice, as ensuring students recognize entrepreneurial opportunities is an important element of venture creation.

• Entrepreneurship education
• Entrepreneurial alertness
• Entrepreneurial mindset
• Opportunity recognition

Saadat, S. , Aliakbari, A. , Alizadeh Majd, A. and Bell, R. (2022), "The effect of entrepreneurship education on graduate students' entrepreneurial alertness and the mediating role of entrepreneurial mindset", Education + Training , Vol. 64 No. 7, pp. 892-909. https://doi.org/10.1108/ET-06-2021-0231

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Entrepreneurship Dissertation Topics

Published by Carmen Troy at January 4th, 2023 , Revised On May 16, 2024

Choosing the right topic for your dissertation is extremely important. For both an undergraduate and postgraduate degree, the dissertation is worth a large number of credits. Your dissertation project is going to take a lot of time to complete. This is why it’s best to choose a topic that’s both interesting and unique.

The structure is extremely important in a dissertation . Each sentence should be relevant and contribute to the research argument. It should be a high-quality piece of academic work. That’s why, when choosing the right topic, it’s important not to be vague. Broad topics make it harder for you to draw brief and relevant conclusions.

Similarly, being too narrow with your topic will make it hard for you to expand on your arguments. Conclusively, your dissertation topic should be as objective as possible with a realistic scope. It’s best to think about the subject matter from an outside perspective to better grasp the strength of your topic. Discussing the topic with your tutor and other knowledgeable people can also help you get more insight into the matter.

Research is your biggest ally and will help you ensure that the topic you are choosing is the right one.

List Of The Latest Dissertation Ideas On Entrepreneurship 

• How global technology innovation has impacted small-business entrepreneurship on a broad scale.
• Identifying entrepreneurship as a separate social force
• Studying how the social characteristics of a given culture might help you understand entrepreneurship
• How entrepreneurship helps isolated groups of people develop their capabilities.
• The impact of entrepreneurship on the company model
• The use of design as a mediator to bring management theory and practice together.
• Distinguish between the five types of entrepreneurs
• Is it true that all people are born with entrepreneurial tendencies, or can these traits be learned?
• Donald Trump is one of the most well-known businessmen in the world. He is, however, well-known for his demeanour and a variety of other characteristics that do not garner widespread adoration. Discuss how a person’s success as an entrepreneur can cause them to lose touch with their humanity.
• Discuss some of the difficulties that entrepreneurs experience when they first start their companies. At the same time, offers some answers to these problems, emphasising how technological advancements have made it simpler for individuals to overcome them.
• The Influence of Artificial Intelligence on Venture Capital Investment Strategies in the Gig Economy.
• How Can Blockchain Technology Disrupt Traditional Supply Chain Management?
• The Ethical Implications of Data Analytics in Personalised Marketing Strategies for Entrepreneurs.
• Challenges and Opportunities for Freelancer Economy 
• How Does Design Thinking Influence Product Development and Innovation?
• Can content marketing generate leads and drive sales for entrepreneurial ventures?
• Effectiveness of Gamification Strategies in Employee Training and Development Programs.

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Topic 1: A study on the increasing trend of entrepreneurship: a solution for poverty alleviation in the UK.

Research Aim: The research aims to describe the ongoing and increasing trend of entrepreneurship in the UK and the way it is alleviating poverty in the country.

Objectives: 

• To examine the increasing trend of entrepreneurship in the UK.
• To interpret how entrepreneurship is a solution for alleviating poverty in the UK.
• To recommend strategies to entrepreneurs in the UK about how they can contribute to alleviate poverty.

Topic 2: Investigating the impacts of the growing number of entrepreneurs in the UK economy – a case study of the Global Entrepreneur Program of the government

Research Aim: The research aim is to investigate how the growing number of entrepreneurs is impacting the UK economy. The role of the UK government’s Global Entrepreneur Program will also be analysed.

• To investigate the impacts and roles of the increasing number of entrepreneurs in the UK economy.
• To analyse the role of the UK government’s Global Entrepreneur Program in supporting entrepreneurs.
• To suggest strategies about how entrepreneurs can benefit in the best possible way with the help of the UK government’s Global Entrepreneur Program.

Topic 3: Exploring the impacts of using cloud technology on quality control and cost saving by entrepreneurs in the UK.

Research Aim: The research aims to explore the impacts of using cloud technologies by entrepreneurs in the UK for purposes like cost saving and quality control.

• To analyse the benefits of using cloud technologies in an organisation.
• To shed light on how UK entrepreneurs are embracing cloud technologies for quality control and saving costs.
• To recommend strategies about how cloud technologies can be improved by the UK entrepreneurs to enhance cost saving and quality control.

Topic 4: Examining the increasing scope of entrepreneurship in the UK and implications in driving competition and productivity.

Research Aim: The aim is to examine the expanding scope of entrepreneurship in the UK and how this is affecting and accelerating competition and productivity.

• To shed light on the context of the increasing scope of entrepreneurship in the UK.
• To investigate how growth in entrepreneurship affects and drives competition and productivity.
• To suggest strategies for driving entrepreneurship in the UK, thereby driving competition and productivity.

Topic 5: A study on the role of effective leadership of entrepreneurs in small businesses in the UK while driving performance efficiency and teamwork.

Research Aim: The aim is to critically analyse the role of effective leadership of entrepreneurs in small businesses in the UK that can drive teamwork and performance efficiency.

• To interpret the significance of effective leadership of entrepreneurs in small businesses in the UK.
• To analyse how effective leadership of entrepreneurs in the UK small businesses drives teamwork and performance efficiency.
• To recommend effective strategies for nurturing leadership practices by the entrepreneurs in the UK small businesses to improve teamwork and performance efficiency for a better outcome.

Entrepreneurship Dissertation Topics & Ideas For Research

Topic 1: an investigation on the effects of technological advancement on entrepreneurship in a company.

Research Aim: The goal of the research will be to see if technology improvements have an impact on the entrepreneurship sector . The study will also highlight some of the technical tools that have a favourable impact on an organisation’s entrepreneurship levels.

Topic 2: A case study to see how gender affects the development of entrepreneurial skills

Research Aim: The goal of this research is to see if gender difference has an impact on the development of entrepreneurial abilities. It will be feasible to discover which of the two genders has greater entrepreneurship skills by doing this study.

Topic 3: An analysis of the impact of government policies on entrepreneurship in a specific country

Research Aim: The goal of this research is to see if government policies in a certain country have an impact on entrepreneurial activity in that country. Some policies that may have an impact on entrepreneurship will be identified as a result of this research.

Topic 4: An examination of the role of entrepreneurship in a country's economic development

Research Aim: The research aims to investigate whether entrepreneurship has a hand in determining and evaluating a country’s economic progress. Following the completion of this study, it will be possible to establish how entrepreneurship influences a country’s economic development.

Topic 5: An investigation of the factors that influence entrepreneurial creativity in a company

Research Aim: This research will aid in identifying some of the characteristics that influence entrepreneurial innovation in a company. It will be feasible to discover how each of the factors operates as a determinant of entrepreneurial innovation in an organisation by doing this study.

Topic 6: An investigation into the impact of entrepreneurship education in schools on the development of entrepreneurial abilities

Research Aim: The goal of this research is to see if adding entrepreneurship in schools helps students acquire  entrepreneurial abilities. Following this research, the influence of including this study in the promotion of entrepreneurship in the country will be determined.

Topic 7: Public Support for Technology-Based Ventures (Entrepreneurship Policy)

Research Aim: This thesis is on entrepreneurship policy, with a focus on public assistance plans for early-stage technology-based ventures. It argues that a comprehensive perspective should be taken on the types of entrepreneurship policies that aim to support the ability of supported businesses to connect to their surrounding innovation system, allowing them to secure access to critical external resources.

Topic 8: Research on Small Business Growth and Performance

Research Aim: Why do some small businesses thrive and develop while others do not? Is there a role for entrepreneurship in this process? These are the two main concerns that can be raised in this essay. Variables boosting and constraining small company growth and performances can be identified based on a thorough literature study.

Topic 9: Study on How Small Businesses Operate in an Unstable Environment

Research Aim: This thesis examines how small businesses, particularly their CEOs, deal with high levels of environmental turbulence. Their performance and their CEO’s self-awareness and obscurity, several different companies, can be chosen for the empirical investigation.

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Topic 10: Entrepreneurship's effects on business designs and models

Research Aim: This research intends to investigate how digital innovation has caused small and medium enterprises to further analyse and perform experimentation on their business models and how this affects their innovativeness and the way they perform.

How to Choose Your Dissertation Topic

When deciding on your topic, consider the message you want to send with your title. It’s not just a catch-all phrase for calling your study. It also serves as a concise summary of your complete body of work. It should be able to express the most important aspects of your research and provide a clear picture of what’s to come.

Choose your words and phrases with care. Each word must be significant. Your title should be of a fair length to convey your point while remaining concise and unobtrusive. Clarity is necessary. Each character in the title has a place and a purpose, with no extraneous words.

It’s possible that you’ll have to follow academic rules. Some subjects of study, for example, may enable compound titles or primary subtitles. Maintain your concentration. The title should be brief but informative. It should state the purpose of your study.

Stick to the format given by your school of choice. In a title for a work of this grade, there is usually no room for humour. Save the humour for another occasion. A tight write-up that is information-based, accurate, perfectly reflects your topic, and coherently explains your aim of the research is best for a dissertation.

For most students, coming up with a dissertation topic in entrepreneurship might be a difficult process. Fortunately, students can gain ideas and inspiration by looking at outsourcing, evaluating corporate enterprises, nation-state aggressiveness, or asking whether entrepreneurs are born or made. As can be seen above, there are a plethora of fascinating topics that centre around being an entrepreneur and running a firm.

Using these topic ideas in a broad sense will help you build a title that complements your content for your unique topic. They are just intended to be used as a guideline and should not be used in their entirety. As they say, experience is the best teacher, so use these samples to practice moulding your words into engaging and effective titles.

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To discover entrepreneurship dissertation topics:

• Study emerging business trends.
• Investigate startup challenges.
• Analyse success factors.
• Examine niche markets.
• Explore innovation and technology.
• Opt for topics resonating with your passion and expertise.

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Dissertations / Theses on the topic 'Entrepreneurship education'

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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.

Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.

Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.

Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.

Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.

Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.

Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

Ismail, Mohd Zahari. "Developing entrepreneurship education : empirical findings from Malaysian polytechnics." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:2682.

Setzepfand, Lena, Ida Kristina Kühn, and Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.

Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.

Avenant, Leonie. "Entrepreneurship leadership and creativity." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51743.

LEGAS, Habtamu Adane. "An Empirical Analysis of the Workings of Entrepreneurship, and the Role of Entrepreneurship Education on Intention towards Entrepreneurship: Insights from Africa." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/62254.

Felsher, Rivka Aliza. "Policy entrepreneurship| A descriptive portrait of higher education leaders." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095899.

As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.

The study employed a descriptive, revelatory, single-case study research design (Yin, 1994) interpreted from the postpositivist paradigm (Creswell, 2007). The major source of data, drawn from 23 interviews with policy entrepreneurs from across the United States, was triangulated with document reviews and a multi-level coding strategy. Then the data were framed by the research questions and juxtaposed against nine propositions extracted from the extant literature to derive the study findings.

The policy entrepreneurs in this study are creative political leaders with a passion for improving educational opportunity. They are adaptable, pragmatic on details of policy shaping, and use the means available to them to influence. Policy entrepreneurs don’t work in isolation; rather, they are network dependent. They value collaboration and seek to develop relationships and create opportunities to advocate for policy innovations that benefit students before institutions or organizations, taking calculated risks with interminable patience, and making sacrifices for their cause. They have learned to listen, compromise, reach across the aisle, strategize, and recognize windows of opportunity. They work hard to build credibility and trust. Workplace mentorships and peer relationships are a major source of their learning and development.

Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

Hannan, Mark Joseph. "Evaluating the impact of entrepreneurship education :an exploratory study." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491948.

Halbfas, Brigitte. "Entrepreneurship education an Hochschulen : eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dokv̲ar=1&doke̲xt=htm.

Halbfas, Brigitte. "Entrepreneurship education an Hochschulen eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dok_var=1&dok_ext=htm.

Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.

Jónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.

Bernardo, Nathalia Rana Rosa. "A public intitution of higher education and technology entrepreneurship education: a case study." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=803.

Snow, Michelle Hansen. "Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.

Kramer, Karen Lee Van Brunt. "A qualitative study of an educational entrepreneurship program /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.

Maier, Acosta Ana Margarita. "A multiculturalist and sociotransformative approach to entrepreneurship education in Honduras." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149983.

Maier Acosta, Ana Margarita, Ph.D., Purdue University, May 2016. A Multiculturalist and Sociotransformative Approach to Entrepreneurship Education in Honduras. Major Professor: JoAnn Phillion. This research seeks to take advantage of the converging points among multicultural education, sociotransformative constructivism and entrepreneurship education to propose new ways of teaching entrepreneurship through a multicultural approach in Honduras, based on the potential that entrepreneurship education has to impact society. Action research, because of its potential to connect theory and practice was used as the methodology for this project. This study had the purpose of exploring the efficacy and effects of incorporating multicultural education into entrepreneurship education through a sociotransformative constructivist theoretical framework at the graduate school in the leading private university at Honduras, UNITEC. Entrepreneurship´s contextual nature, its desire to foster individualism and its potential to impact society provided the perfect platform for multicultural education through the incorporation of sociotransformative constructivism in the curriculum to act as an awareness raising device for both students and the teacher. A review of multicultural literature and business education literature, specifically entrepreneurship education literature, reveals adisconnect between the two fields. Even though in some literature the integration of multicultural education is implicit; it is not explicitly stated. The field of Entrepreneurship in Honduras had never been studied before through the lens of such a theory and this as a starting point from which future research should be done.

Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Jones, Sally Ann. "The gendering of entrepreneurship in higher education : a Bourdieuian approach." Thesis, Leeds Beckett University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544144.

Veach, June Painter. "Preparation for entrepreneurship in Home Economics education : a national perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216894.

Logie, Steven James. "Exploring entrepreneurship and organizational culture in a higher education context." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/8848.

Goss, Donna L. "Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.

Kelly, Ryan P. "An Exploration of Stem, Entrepreneurship, and Impact on Girls in an Independent Day School." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277920.

The 21st century has seen a pervasive theme in STEM continue from the 20 th century: women do not pursue and persist in STEM careers at anywhere near the rate of men. Furthermore, STEM education has fallen short in preparing its students to enter the workforce as entrepreneurial knowledge workers prepared to innovate. As STEM and entrepreneurship receive unprecedented attention in scholarly circles, the first purpose of this mixed methods study at an independent day school was to examine the impact of a predominately female STEEM (i.e., science, technology, engineering, entrepreneurship and mathematics) teaching staff on girls’ perceptions of STEEM. The second purpose of this study was to examine the impact of adding entrepreneurship to a STEM curriculum. The ultimate goals of this study were to inform local policy and practice.

Through teacher interviews, student focus groups, and a student survey, this study investigated the impact of female teachers and a recently established entrepreneurship-infused curriculum. The theory of action guiding this school is that female STEEM teachers and the inclusion of entrepreneurship skills and projects can improve girls’ perceptions of the STEM classroom, helping them to view STEM as less gender-oriented (i.e., male-oriented), and thereby make these classes feel more welcoming to girls. This is aimed at increasing their adoption of STEM majors in college and STEM careers after they graduate.

This study has four major findings. First, the predominantly female STEEM faculty appeared to build girls’ confidence in their STEEM classes. Second, the STEEM teachers use active learning and critical thinking to engage the girls in their classes. Third, the introduction of entrepreneurship appears to have helped increase girls’ interest in STEM. Last, even while discussing their efforts to increase girls’ engagement with STEM, many teachers celebrate gender blindness.

These findings raised a number issues that should be important educators and (especially) school leaders. These include the importance of high standards for girls in STEEM classes, the value of including real world experiences in STEEM lessons, the success of expanding STEM with a less traditionally academic area and the challenges that gender blindness can perpetuate for educators and their students.

Mann, Gerald R. Jr. "Intrapreneurship in Public Education| An Exploration of the Antecedents and Dimensions." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978042.

K-12 public schools are under immense pressure to meet the demands of several competing priorities. These priorities include, but extend beyond, educating students, providing social services, meeting benchmarks for the state and federal mandates, engaging with their community, and dealing with parents, being instructional leaders, and supervising staff members. Identifying the needs of the district, schools, and students is a daunting task for every school district and an imperative task for leaders.

This study explored whether intrapreneurship, entrepreneurship within an existing organization, could be a framework to help school districts meet these daunting demands. This quantitative study focused on an urban/suburban school district and examined the antecedents and dimensions of intrapreneurship in public K-12 education. Its main proposition was that environmental and organizational characteristics would relate positively to intrapreneurship and that together these two characteristics would also relate positively to intrapreneurship. Additionally, there were 11 sub-propositions, which examined whether the characteristics embedded within the antecedents of environment and organization also had positive relationships with intrapreneurship. Quantitative data gathering occurred through an electronic survey. The data analysis used descriptive and inferential statistic procedures.

The findings from this case study, although not generalizable to every school district, indicate that intrapreneurship is possible in public K-12 education. The findings were statistically significant, and the antecedents of environment and organization had positive relationships to intrapreneurship. Furthermore, nine of the 11 sub-propositions also had positive relationships to intrapreneurship. Lastly, favorability to change, organizational support, and industry growth were all main drivers of the antecedents in relation to intrapreneurship. This study adds to the literature on intrapreneurship in public K-12 education and offers insights for future research.

White, Jason C. "The State of Entrepreneurship Across The Ohio Arts Sector: Generating nascent data for informing arts entrepreneurship education and practice." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461237938.

Chan, Yuk-che. "A case study of the significance of studying entrepreneurship education in an institute for secondary five graduates." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320060.

Black, Vicky K. "Graduates perceived effectiveness of an Ohio vocational school entrepreneurship education program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14879292307428.

Al-Zubeidi, Mohammad. "Higher Education and Entrepreneurship: The Relation between College Educational Background and Small Business Success in Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4795/.

Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.

Baraton, Pierrick. "Microfinance and entrepreneurship in Madagascar." Thesis, Université Clermont Auvergne‎ (2017-2020), 2017. http://www.theses.fr/2017CLFAD006/document.

Haji, Din Mohd Salleh. "The development of entrepreneurship and enterprise in higher education in Malaysia." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1522/.

Fleming, Patricia. "Developing graduate entrepreneurs : an analysis of entrepreneurship education programmes in Ireland." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1467/.

Greimel-Fuhrmann, Bettina, and (Hrsg ). Richard Fortmüller. "Facetten der Entrepreneurship Education. Festschrift für Josef Aff anlässlich seiner Emeritierung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/5988/1/Festschrift_Aff_gesamt_gut_zum_druck.pdf.

Tai, Hing Paul. "A framework to implement social entrepreneurship activities in higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15923.

Reid, Michele McFadden. "The Boundaries of Social Entrepreneurship in Higher Education: A New Framework." Diss., North Dakota State University, 2016. https://hdl.handle.net/10365/28013.

Hekman, Björn. "Entrepreneurship education in Europa Förderung von Gründungskompetenz in der beruflichen Erstausbildung." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/984927301/04.

Ismail, Annafatmawaty B. "We are different : a case study of entrepreneurship education in Malaysia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.

Kilasi, Perpetua Kalimasi. "The role of higher education in promoting entrepreneurship education : the case of public universities in Tanzania." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40229.

Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.

QC 20130107

Wolf, Yvonne L. "The cyclical nature of moral entrepreneurship." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0330101-083327/unrestricted/wolfy.pdf.

Disi, David Alan. "Education for Sustainable Development| Business School Preparation of Student Social Entrepreneurs." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976701.

The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.

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• Dissertation Areas and Joint PhD Programs
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Our PhD Program in Microeconomics is widely recognized for our faculty, whose insights have changed the course of modern-day economic research.

The Chicago School of Economics. It all started here at the University of Chicago.

Fields of specialization in the Microeconomics Stevens Doctoral Program include price theory, market design, industrial organization, labor economics, public economics, health economics, and financial economics. While the research community at Chicago Booth is multidisciplinary and collaborative, the majority of Stevens Doctoral Program students produce scholarship in microeconomics. Doctoral students can take advantage of a wide range of course offerings in the Kenneth C. Griffin Department of Economics at the University of Chicago and at Chicago Booth.

Our Distinguished Economics Faculty

Chicago Booth faculty have been responsible for many of the pioneering economic concepts that inform today’s global businesses and policymaking. And they’ll be your teachers, mentors, and research collaborators. For our macroeconomics faculty, visit the Booth faculty directory  and select “Macro/International Business” under “Academic Area.”

Milena Almagro

Assistant Professor of Economics, Liew Family Junior Faculty Fellow, George G. Rinder Faculty Fellow

Marianne Bertrand

Chris P. Dialynas Distinguished Service Professor of Economics

Eric Budish

Paul G. McDermott Professor of Economics and Entrepreneurship and Centel Foundation/Robert P. Reuss Faculty Scholar

Christopher Campos

Assistant Professor of Economics

Rebecca Dizon-Ross

Associate Professor of Economics and Charles E. Merrill Faculty Scholar

Alexander P. Frankel

Professor of Economics

Robert H. Gertner

Joel F. Gemunder Professor of Strategy and Finance; John Edwardson Faculty Director Rustandy Center for Social Sector Innovation

Austan D. Goolsbee

Robert P. Gwinn Professor of Economics

Richard Hornbeck

V. Duane Rath Professor of Economics and Neubauer Family Faculty Fellow

Anders Humlum

Assistant Professor of Economics and Fujimori/Mou Faculty Scholar

Emir Kamenica

Richard O. Ryan Professor of Economics

Jacob Leshno

Associate Professor of Economics and Robert H. Topel Faculty Scholar

Andrew McClellan

Jack Mountjoy

Assistant Professor of Economics and Robert H. Topel Faculty Scholar

Sendhil Mullainathan

Roman Family University Professor of Computation and Behavioral Science

Matthew Notowidigdo

David McDaniel Keller Professor of Economics and Business and Public Policy Fellow

Canice Prendergast

W. Allen Wallis Distinguished Service Professor of Economics

Daniel Rappoport

Elisa Rubbo

Assistant Professor of Economics and Liew Family Junior Faculty Fellow

David W. Johnson Professor of Economics

Chad Syverson

George C. Tiao Distinguished Service Professor of Economics

Richard H. Thaler

Charles R. Walgreen Distinguished Service Professor of Behavioral Science and Economics

Thomas Wollmann

Associate Professor of Economics and William Ladany Faculty Scholar

Alumni Success

Alumni have written dissertations in industrial organization, labor economics, microeconomics, and other related areas. Upon graduation, they go onto Career Outcomes in academics, government, and industry.

Nick Tsivanidis, PhD '18

Assistant Professor in the Real Estate Group Haas School of Business, University of California, Berkeley Nick researches topics related to urbanization in developing countries. His current interests center on policy issues around transport and housing, with projects in India, Nigeria, Colombia and Brazil. His dissertation area is in economics.

A Network of Support

Doctoral students at Booth have access to the resources of several high-powered research centers that offer funding for student work, host workshops and conferences, and foster a strong research community.

Becker Friedman Institute for Economics Bringing together researchers from the entire Chicago economics community, the Becker Friedman Institute fosters novel insights on the world’s most difficult economic problems.

George J. Stigler Center for the Study of the Economy and the State Dedicated to examining issues at the intersection of politics and the economy, the Stigler Center supports research by Doctoral students and others who are interested in the political, economic, and cultural obstacles to better working markets.

Rustandy Center for Social Sector Innovation Committed to making the world more equitable and sustainable, the Rustandy Center works to solve complex social and environmental problems. The center’s student support includes fellowships, research funding, and networking opportunities.

Fama-Miller Center for Research in Finance Tasked with pushing the boundaries of research in finance, the Fama-Miller Center provides institutional structure and support for researchers in the field.

Center for Research in Security Prices CRSP maintains one of the world’s largest and most comprehensive stock market databases. Since 1963, it has been a valued resource for businesses, government, and scholars.

The Kent A. Clark Center for Global Markets Enhancing the understanding of business and financial market globalization, the Clark Center for Global Markets positions Chicago Booth as a thought leader in the understanding of ever-changing markets and improves financial and economic decision-making around the world.

Scholarly Publications

Chicago Booth is home to some of the most prestigious academic journals in economics.

The Journal of Labor Economics presents international research on the relationship between labor and the economy.

The Journal of Law and Economics has published some of the most influential and widely cited articles on a broad range of economic topics.

The Journal of Political Economy , one of the oldest economics journals in the world, focuses on the relationship between government and the economy.

Spotlight on Research

Our faculty and PhD students continually produce high-level research. The Chicago Booth Review frequently highlights their contributions in economics.

To Keep Students Focused, Try Paying Their Parents

A study of subsidized training programs and incentives. Research from Hamna Ahmed (Lahore School of Economics), Zunia Tirmazee (Lahore), Rebecca Wu (UChicago PhD), and Emma Zhang (Chicago Booth PhD), suggest that including parents in decision-making may be most effective.

How Demolishing Public Housing Increased Inequity

A study by Chicago Booth's Milena Almagro, Eric Chyn (University of Texas), and Bryan A. Stuart (Federal Reserve Bank of Philadelphia) investigate what happened to Chicago's public housing system and find that demolishing public housing increased inequality.

Why Medical Tourism Could Be Good Policy

Rather than investing in putting more medical facilities in remote areas, it could be more effective to pay for patients to visit healthcare facilities, according to research by Chicago Booth's Johnathan Dingel, Joshua D. Gottlieb (UChicago Harris School), Maya Lozinski (Harris PhD) and Booth PhD, Pauline Mourot.

NBER Dissertation Fellowship in Consumer Financial Management

The National Bureau of Economics (NBER) awarded PhD Student, Benedict Guttman-Kenney, a dissertation fellowship to support his research in the economics of credit information.

Inside the Booth PhD Experience

Nick Tsivanidis, PhD ’18, talks about the culture of interdisciplinary study he found at Booth.

Video Transcript

Nick Tsivanidis, ’18: 00:03 My PhD thesis was about how commute costs shape economic organization in cities. Billions of people over the next 50, 100 years, they're going to be moving into mostly developing cities. Governments are going to spend huge amounts of money on providing new infrastructure to try and accommodate them. My project had both macro and applied micro elements. One of the benefits of Booth is that you have access to people from a wide range of areas who are very happy to encourage you to work on interdisciplinary topics.

Nick Tsivanidis, ’18: 00:38 I've always been interested in development and in particular how cities and countries can use evidence-based policy to try and improve welfare of their citizens. I've decided that pursuing a PhD would allow me to research and help translate that research into policy. What attracted me to the PhD program here at the University of Chicago Booth School of Business was this culture of interdisciplinary study. People at Chicago certainly aren't scared or will shy away from trying to think at the intersection of different areas. This is where a lot of very fruitful and productive new research actually takes place, which is at the border of frontiers. That really attracted me to come here.

Current Economics Students

From the effects of government regulation on economies to the impact of urban transit infrastructures, our PhD students examine a wide range of economic issues. When they graduate, they go on to positions at some of the top universities and companies in the world.

Current Students

Olivia Bordeu

Franco Calle

William Cockriel

Emily Crawford Arshia Hashemi

Paulo Henrique de Alcantara Ramos

Camille Hillion

Benedict Guttman-Kenney

Tyler Jacobson

Nidhaanjit Jain

Pauline Mourot

Lucy Msall Jeffrey Ohl

Fern Ramoutar

Pengyu Ren Gabriele Romano

Lillian Rusk

Christoph Schlom

Karthik Srinivasan

Jorge Tello Garza

Emily (Emma) Zhang

Program Expectations and Requirements

The Stevens Doctoral Program at Chicago Booth is a full-time program. Students generally complete the majority of coursework and examination requirements within the first two years of studies and begin work on their dissertation during the third year. For details, see General Examination Requirements by Area in the Stevens Program Guidebook below.

Download the 2023-2024 Guidebook!

How to tackle the PhD dissertation

Finding time to write can be a challenge for graduate students who often juggle multiple roles and responsibilities. Mabel Ho provides some tips to make the process less daunting

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Writing helps you share your work with the wider community. Your scholarship is important and you are making a valuable contribution to the field. While it might be intimidating to face a blank screen, remember, your first draft is not your final draft! The difficult part is getting something on the page to begin with. 

As the adage goes, a good dissertation is a done dissertation, and the goal is for you to find balance in your writing and establish the steps you can take to make the process smoother. Here are some practical strategies for tackling the PhD dissertation.

Write daily

This is a time to have honest conversations with yourself about your writing and work habits. Do you tackle the most challenging work in the morning? Or do you usually start with emails? Knowing your work routine will help you set parameters for the writing process, which includes various elements, from brainstorming ideas to setting outlines and editing. Once you are aware of your energy and focus levels, you’ll be ready to dedicate those times to writing.

While it might be tempting to block a substantial chunk of time to write and assume anything shorter is not useful, that is not the case. Writing daily, whether it’s a paragraph or several pages, keeps you in conversation with your writing practice. If you schedule two hours to write, remember to take a break during that time and reset. You can try:

• The Pomodoro Technique: a time management technique that breaks down your work into intervals
• Taking breaks: go outside for a walk or have a snack so you can come back to your writing rejuvenated
• Focus apps: it is easy to get distracted by devices and lose direction. Here are some app suggestions: Focus Bear (no free version); Forest (free version available); Cold Turkey website blocker (free version available) and Serene (no free version). 

This is a valuable opportunity to hone your time management and task prioritisation skills. Find out what works for you and put systems in place to support your practice. 

• Resources on academic writing for higher education professionals
• Stretch your work further by ‘triple writing’
• What is your academic writing temperament?

Create a community

While writing can be an isolating endeavour, there are ways to start forming a community (in-person or virtual) to help you set goals and stay accountable. There might be someone in your cohort who is also at the writing stage with whom you can set up a weekly check-in. Alternatively, explore your university’s resources and centres because there may be units and departments on campus that offer helpful opportunities, such as a writing week or retreat. Taking advantage of these opportunities helps combat isolation, foster accountability and grow networks. They can even lead to collaborations further down the line.

• Check in with your advisers and mentors. Reach out to your networks to find out about other people’s writing processes and additional resources.
• Don’t be afraid to share your work. Writing requires constant revisions and edits and finding people who you trust with feedback will help you grow as a writer. Plus, you can also read their work and help them with their editing process.
• Your community does not have to be just about writing!  If you enjoy going on hikes or trying new coffee shops, make that part of your weekly habit.  Sharing your work in different environments will help clarify your thoughts and ideas.

Address the why

The PhD dissertation writing process is often lengthy and it is sometimes easy to forget why you started. In these moments, it can be helpful to think back to what got you excited about your research and scholarship in the first place. Remember it is not just the work but also the people who propelled you forward. One idea is to start writing your “acknowledgements” section. Here are questions to get you started:

• Do you want to dedicate your work to someone? 
• What ideas sparked your interest in this journey? 
• Who cheered you on? 

This practice can help build momentum, as well as serve as a good reminder to carve out time to spend with your community. 

You got this!

Writing is a process. Give yourself grace, as you might not feel motivated all the time. Be consistent in your approach and reward yourself along the way. There is no single strategy when it comes to writing or maintaining motivation, so experiment and find out what works for you. 

Suggested readings

• Thriving as a Graduate Writer by Rachel Cayley (2023)
• Destination Dissertation by Sonja K. Foss and William Waters (2015)
• The PhD Writing Handbook by Desmond Thomas (2016).

Mabel Ho is director of professional development and student engagement at Dalhousie University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,  sign up for the Campus newsletter .

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PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

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Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

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Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

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Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

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Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

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Graduate profiles

Meet the class of 2024, harvard college.

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Isabella Madrigal

Isabella’s senior thesis screenplay, a genre-bending family drama full of magical realism, centers the issues of missing and murdered Indigenous women and girls, and two-spirit people.

Read more about Isabella

Dora Woodruff

Dora will next pursue a Ph.D. at MIT in algebraic combinatorics, a branch of mathematics that applies methods found in abstract algebra to discrete counting problems.

Aaron Shirley

Aaron dove into the world of medieval medicine with his thesis, “Holiness to Wholeness: Restoring Medieval Surgery to its Religious Cultural Context.”

Harvard Business School

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Davida Bynum

As a dual-degree candidate studying business and government, Davida is exploring the best ways to serve the public and private sectors.

Eduardo Avalos

With a focus on social entrepreneurship, Eduardo is hoping to create more equitable opportunities for those with fewer resources and less access.

Claudia Hill

By combining a degree in biomedical engineering with an M.B.A., Claudia plans to change millions of lives by creating life-saving drugs that can be distributed equitably.

Harvard Divinity School

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The growth I’ve experienced at HDS, both personal and academic, has been beyond anything I expected.” Samirah Jaigirdar Master of Theological Studies Learn more about Samirah’s studies

Jude Terna Ayua

Jude says his time at HDS changed his perspective about other faith traditions. After graduation, he will work as a private attorney and also run his non-profit, Keep Hope Alive Nigeria.

Christopher Siuzdak

While studying at HDS, Christopher’s favorite class was “Trends in World Christianity, 1900-2050,” which explored shifts in Christian confessions around the globe from a historical and social scientific perspective.

Harvard Extension School

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Tomas Hernandez

Extension School graduate Tomas was able to complete his Master of Liberal Arts in Finance degree while working a full-time job, being a dad to three children, and pursuing his love of karate.

Vivien Kocsis

For her Master of Liberal Arts in Data Science capstone project, Vivien had a very specific sponsor in mind: NASA.

Brian Mazmanian

Of his journey at Harvard Extension School, Brian said, “I can honestly say that I’ve loved every minute of it.”

Harvard Graduate School of Design

Meet more graduates

For the first time, I truly felt like I was doing work that was very in touch with what GSD wants people to do, which is working with communities.” Priyanka Pillai Master in Design Engineering A joint Graduate School of Design and John A. Paulson School of Engineering and Applied Sciences program Learn more about Priyanka’s work

Harvard Graduate School of Education

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Kavya Krishna

Kavya was recently named among Forbes’ “30 Under 30” for her dedication to empowering girls with the digital literacy skills necessary to excel in a technology-driven society.

Alria and Vyankatesh Kharage

Alria and Vyankatesh met as undergraduates, fell in love, and began building a life together when their shared passion for education brought them to Harvard.

Moriah has turned her own struggles with sobriety and recovery into an opportunity to help others seeking higher education opportunities.

Harvard John A. Paulson School of Engineering and Applied Sciences

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Ben Schroeder

During his internship at SpaceX, Ben talked to experts to help him finalize his design for a robotic hand to help astronauts perform tasks remotely without the fatigue imposed by a suit glove.

Maria Emilia Mazzolenis

While pursuing a master’s degree in data science, Maria always kept her focus on the responsibility and impact that technology can have on society.

Lachlain McGranahan

Whether on the Charles River as a skipper on the Harvard Crimson sailing team or on the ocean helping to decipher sperm whale communications, Lachlain was never too far from his love for water and engineering.

Harvard Griffin Graduate School of Arts and Sciences

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Thomas found a way to identify otherwise unrecorded 20th-century hurricanes, laying the foundation for a new field of historical environmental seismology.

Dylan Renaud

Dylan’s Harvard Horizons project combines research in the emerging field of nanoscale photonics—how light interacts with very small objects—with practical computing applications to create novel devices that move information via light.

Juhee Kang, who studied history and East Asian languages and civilizations, explored how psychological testing and mass data collection evolved in 20th-century Japan, where they became central across society.

Harvard Kennedy School

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Ananya Chhaochharia

While pursuing a Master in Public Policy, Ananya learned how to turn a political campaign into an art form.

Adebayo Alonge

After founding a platform that provides safe pharmaceuticals in Kenya, Nigeria, and Uganda, Adebayo decided to pursue a mid-career master’s degree to help him understand how to expand to even more countries.

For her capstone research project, Maya sought to understand and find solutions for the inequality in Boston’s core city services, which aren’t equitably distributed across its diverse neighborhoods and communities.

Harvard Law School

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Nicholas Gonzalez

Nicholas was instantly smitten with the law when he took part in mock trial and moot court competitions in high school. The performative part of arguing a case felt both familiar and alluring.  

Phoebe Kotlikoff

After becoming one of the first female U.S. Navy submariners, Phoebe was inspired by the integration of submarine service and the repeal of “Don’t Ask, Don’t Tell” to attend law school.

Harvard Medical School

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I often tell students two things: ‘You can do it,’ and ‘but not alone.’” David Velasquez Doctor of Medicine Learn what inspired David to earn a third Harvard degree

Deborah Plana

Personal experience with cancer in her family cemented Deborah’s determination to pursue a career that combines her passions for analysis and improving patient care.

Mitchell Winkie

There are only a handful of residency positions in dermatology for the U.S. military each year. There was only one spot in the Navy open to graduating medical students, and Mitchell was selected to fill it.

It was an online search for “science internships, Boston” that set Irene on a 10-year path to Harvard where she would ultimately complete a Ph.D. in biological and biomedical sciences.

Harvard School of Dental Medicine

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Sheridan Danquah

Growing up, Sheridan didn’t encounter a dentist until after moving from Ghana to the U.S. when he was 10. The experience made a profound impression on him and influenced him to enter the field.

Explore how Sheridan found his purpose

Jessica Latimer

Jessica turned a passion for doodling into a side job creating scientific illustrations that have landed in well-known medical and dental journals across the country.

Read about Jessica’s unique skill set

Harvard T.H. Chan School of Public Health

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I heard of people who had given birth during their incarceration, and I was really shocked.” Bethany Kotlar, who studied the impact of maternal incarceration during pregnancy and after birth on child development Learn more about Bethany’s research

Irfan Chaudhuri

Watching his grandmother battle Alzheimer’s disease inspired Irfan to explore the role public health could play in Alzheimer’s prevention.

After navigating the roadblocks involved in gender-affirming care, Ivan founded the startup Trans Health HQ to decrease barriers for clinicians and patients.

James Frater

As a child with asthma, James saw the dangers that come from inadequate health care. That’s why he decided to gain the skills to understand health systems and improve health equity across the globe.

2024 State Farm Insurance Review

Monday, April 1, 2024

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Interim GSB Dean Named as Search Process Begins

Professor Peter DeMarzo will serve as interim dean beginning August 1, when Dean Jonathan Levin becomes Stanford’s president.

May 16, 2024

Finance professor Peter DeMarzo, right, will serve as interim dean when current dean Jonathan Levin, left, takes over as Stanford president. | Julia Yu

Peter DeMarzo, the John G. McDonald Professor of Finance and former senior associate dean of the school, will serve as interim dean effective Aug. 1. “Peter will provide important continuity for the school during this transition, and we are grateful to him for being willing to accept this responsibility,” Stanford Provost Jenny Martinez said.

For media inquiries, visit the Newsroom .

Explore More

Changemakers: teaching young people a recipe for success in the restaurant industry.

Stanford GSB Professor Neil Malhotra Named Carnegie Fellow

Stanford GSB Researchers Discuss the Ideas They’re Most Excited About

April 04, 2024 Stanford Alum, Business School Dean Jonathan Levin Named Stanford President Jonathan Levin has been appointed the 13th president of Stanford University.

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RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

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