public health phd job market

Professional Destinations: Career Paths with a PhD in Public Health  

Blog Summary

Unlock doors to diverse career paths with a PhD in Public Health! This advanced degree equips you with specialized expertise in tackling global health challenges. From epidemiology to health policy analysis, explore rewarding opportunities in academia, government, and beyond. Pursue your passion for public health with online PhD programs offering flexibility and convenience. Embark on a journey of impact and transformation, shaping healthier communities worldwide.  

Introduction   

The significance of public health has never been more evident in today’s world. With the emergence of global health crises and ongoing public health challenges, there’s a growing recognition of the need for skilled professionals in this field. A PhD in Public Health is a beacon of expertise in tackling these issues head-on. It equips individuals with advanced knowledge, research skills, and a deep understanding of public health principles.  

This advanced degree opens doors to many rewarding career paths, ranging from epidemiology and health policy analysis to environmental health and global health initiatives.  

Whether passionate about preventing diseases, shaping healthcare policies, or advocating for healthier communities, a PhD in Public Health empowers you to make a meaningful impact. Explore the possibilities as we delve into the exciting journey of unlocking doors with a PhD.  

The Value of a PhD in Public Health   

Unlocking advanced skills and expertise   .

A PhD in Public Health offers a comprehensive journey into the intricacies of the field, equipping candidates with a robust skill set and specialized expertise. Through rigorous coursework, research, and practical experience, students delve into epidemiology, biostatistics, health policy, environmental health, and more. This depth of knowledge enables graduates to tackle complex public health challenges with analytical precision and innovative solutions.  

Meeting the Increasing Demand   

As global health issues become more complex and pressing, the demand for professionals with advanced degrees in public health continues to rise. Employers increasingly seek out individuals with the expertise to navigate diverse health systems, develop evidence-based interventions, and lead initiatives for population health improvement.  

Empowering Career Growth   

Statistics from the US Bureau of Labor Statistics (BLS) underscore the promising career prospects for those holding a PhD in Public Health. With a projected growth of 18% from 2019 to 2029 in roles such as medical and health services managers, pursuing an online PhD in Public Health opens doors to diverse job opportunities and leadership positions within academia, government agencies, non-profit organizations, and the private sector.  

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Demand for Public Health Graduates Remains High Through the COVID-19 Pandemic

COVID‐19 has altered the labor market for millions of people, including public health graduates, yet an analysis of job postings for master’s-level public health graduates showed that job postings remained at the same levels as before the pandemic, according to a new study by researchers at Columbia University Mailman School of Public Health. The findings are published in the International Journal of Health Planning and Management .

“Due to the crucial role of disease prevention in responding to and recovering from the COVID‐19 pandemic, assessing the public health workforce remains critically important,” said Heather Krasna , MS, EdM, Assistant Dean of Career Services at Columbia Mailman School, and lead author of the study. “Fortunately, the job market for master’s-level public health graduates has not been as negatively impacted by the COVID‐19 pandemic as compared with the broader job market.” Overall, job postings nationally dropped by up to 30 percent in the U. S. due to the pandemic.

An analysis of more than 38,533 job postings for master’s level public health grads found that there were 92 different occupations that sought to hire public health graduates or that existed within the public health workforce.

To pinpoint changing employer demands associated with COVID‐19, the researchers analyzed 24,516 postings from March 2019 to October 2019 — pre-COVID — and compared them with 24,845 postings from March 2020 to October 2020 in the COVID era. The study utilized a job postings database, maintained by Burning Glass Technologies.

“Through an analysis of job postings in two timeframes, before COVID‐19 and during the COVID‐19 pandemic, we can assess whether demand for public health graduates has changed during the COVID‐19 pandemic,” said Krasna. “While there is no doubt that the labor market for millions of people changed with COVID-19, including public health graduates, it is notable that there were several hundred more job postings for public health graduates in the COVID-era, compared to pre-COVID jobs.”

Pharmaceutical companies and insurance firms increased their numbers of job postings for public health graduates, while nonprofits and academia have seen job postings drop during COVID-19.  Since the pandemic, up to 28 percent of job postings for public health graduates were in fields outside of the job definitions which have traditionally been listed as part of the public health workforce.

According to Krasna and colleagues, with this latest analysis, workforce planners and academic institutions can help identify possible workforce gaps, ensure that curriculum addresses the current needs of organizations hiring public health graduates, and provide insights to academia for curricula innovation.

The data also show a shortfall of positions for approximately 19 percent of master’s level public health graduates entering into government after graduation. This mismatch—in which not enough public health graduates are entering government to fill critical public health workforce shortages—may have serious repercussions for the ability of the governmental public health agencies to respond to public health crises including COVID‐19.

The jobs with the fastest increases in hiring during the COVID‐19 era focus on statistics and epidemiology, program management, computer‐related positions, community health workers, and individuals managing clinical trials or research programs. An increased need for chief executives highlights the need for leadership training to meet the COVID‐19 pandemic's management challenges or replace retiring public health executives. Universities preparing public health graduates can utilize this analysis to discern real‐time job market requirements of employers, noted Krasna.

Co-authors are Katarzyna Czabanowska, Maastricht University;  Angela Beck, University of Michigan School of Public Health; Linda Cushman, Columbia Mailman School of Public Health; and Jonathon Leider, University of Minnesota School of Public Health.

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Doctor of Philosophy

The primary mission of the PhD program is to provide scholars with the disciplinary background and skills required to contribute to the development of our understanding of better ways of measuring, maintaining, and improving the public’s health. Examples of research conducted by PhD students includes but is not limited to: cancer epidemiology, clinical trials, cardiovascular disease, molecular epidemiology, vector-borne diseases, parasitology, mental health epidemiology and HIV/AIDS. Students are encouraged to work with faculty throughout the university since much of the work done in EPH is interdisciplinary.

How to Apply

Applications are submitted through the Graduate School of Arts and Sciences .

Select program: "Public Health" and your Concentration: Biostatistics (PhD or MS), Chronic Disease Epidemiology (PhD or MS), Environmental Health Sciences (PhD), Epidemiology of Microbial Diseases (PhD) or Epidemiology Infectious Disease (MS), Health Informatics (MS) Health Policy and Management (PhD) or Social and Behavioral Sciences (PhD).

The GRE and TOEFL code for Yale GSAS is: 3987. A writing sample is not required.

The deadline is December 15th.

PhD Program

All PhD students are guaranteed five years of 12-month stipend and tuition support in the form of YSPH fellowships, teaching fellowships, traineeships and research assistantships. In addition to support for tuition and living costs, students receive a health award to covers the full cost of single-student Yale Health Plan Hospitalization/Specialty Coverage.

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PhD applicants are not required to secure a faculty mentor prior to applying to the program.

We expect applicants to provide information in their personal statement about the research they hope to conduct if admitted and to state the faculty in our department whose research aligns with their interests.

Diversity Research Awards

The PhD program in Public Health enhances commitment its PhD students who identify as underrepresented minority students, first-generation college graduates and students from economically disadvantaged backgrounds by offering research awards to the top candidates admitted to the program. Each year a minimum of two PhD admitted students will be offered $2,000 each for research funds in addition to their financial aid package. Recipients have up to 2 years to spend these funds, which can be used for books, computers, software, conference travel, research travel or research supplies.

This funding is offered upon acceptance into the program. The criteria for the award is:

• Previous involvement in diversity-related initiatives in their community and/or volunteer activities helping underserved populations.
• Research interest in serving an underserved population

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• Research scientists and leaders of philanthropic foundations such as the American Cancer Society and American Heart Association
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• Epidemiologists for local and federal agencies as well as international governmental institutions, or Directors of nongovernmental agencies and consulting organizations.

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Jobs In Public Health Policy: 8 Roles To Consider

Updated: Jul 3, 2023, 2:26pm

A job in public health policy allows you to effect changes that improve communities’ and individuals’ health and well-being. Health policy professionals work with regulations affecting health and healthcare at the local, state and national levels, with responsibilities ranging from community outreach to national legislation.

Working in health policy offers many benefits, including the opportunity for lifelong learning, substantial earning power and steady job security. For many health policy professionals, however, the best part of the job is advocating for the health of their communities.

If you want to start a health policy career, there are many paths to explore in the public and private sectors. Below, we overview several health policy and public health degrees , plus eight rewarding public health policy careers for you to consider.

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What Is Health Policy?

Health policy involves various levels of laws affecting health and well-being. This field aims to promote good health and prevent diseases through informed, evidence-based policies, such as smoke-free rules. Health policy can also determine how people access and receive medical care.

Health policy objectives may vary among organizations, but typical goals include:

• Ensuring equitable and easy access to quality healthcare
• Setting standards for one-on-one interactions between medical personnel and patients
• Establishing the scope of duties for different roles–including physicians, nurses and administrators in medical settings
• Supporting public health through prevention and intervention

Doctors, nurses and other medical personnel are vital in shaping and implementing healthcare policy, but they don’t decide what those policies are. Professionals must have an in-depth understanding of public health, disease control, health equity and health financing to enact public health policies.

Degrees in Health Policy

Bachelor’s in health policy.

A bachelor of science is the first step to building your career in health policy. This program prepares undergraduates to operate in entry-level health policy positions. It also lays the groundwork for graduate studies in public health administration.

Many undergraduate health policy programs employ a multidisciplinary approach, offering courses in the health sciences, business administration and liberal arts. Earning a bachelor’s degree in health policy takes about four years of full-time study.

Master of Public Health in Health Policy

A master of public health (MPH) with a concentration in health policy prepares you to serve in public sector positions. With this public health degree , you can work with health agencies at the federal, state or local levels to develop beneficial policies promoting health and well-being.

MPH students usually take courses like foundations of public health, determinants of health, biostatistics, public health interventions, health globalization and health systems. It typically takes two years of full-time study to complete an MPH program, but some institutions offer accelerated options for online and on-site learners.

Master of Public Administration in Health Policy

A master of public administration (MPA) with a concentration in health policy combines the core competencies of public administration and healthcare administration. This program teaches students how elements of public affairs, such as housing, education and transportation, can influence public health. An MPA in health policy also offers a deep understanding of health insurance regulation, the determinants of health and international healthcare systems.

Like most master’s degree programs, an MPA takes about two years for full-time students to complete. Part-time learners, however, may take up to three years.

Master’s in Health Policy

In this program, enrollees learn how to conduct research on health policies, interpret existing policy research to stakeholders and make clinical decisions to support patients’ well-being.

Health policy master’s students learn to improve overall patient outcomes within specific medical settings.

MS in health policy graduates eventually become healthcare advocates, hospital administrators, health policy analysts and public health researchers. Earning this degree qualifies you to work in administrative healthcare roles within governmental agencies, NGOs and hospitals.

It takes about two years and 45 to 60 credits to complete a master’s in health policy.

Ph.D. in Health Policy

A doctorate in health policy is the apex of academic qualifications for a health policy professional. This program builds on your master’s education, allowing you to specialize in an area of health policy that aligns with your interests.

Concentrations offered may vary among programs, but common offerings include healthcare services, mental health, global health and public health.

With a Ph.D. in health policy, you can work for universities, nonprofit organizations, research institutes, government agencies and corporations. Earning a Ph.D. in health policy often takes four to five years: two years of coursework and two to three years dedicated to a doctoral dissertation in your specialty.

8 Careers in Health Policy

If you’re interested in pursuing a job in health policy, check out the health policy and public health careers below. This section’s salary data comes from Payscale or the U.S. Bureau of Labor Statistics unless otherwise noted.

Behavioral Health Director

Average Annual Salary: Around $88,900 Minimum Education: Master’s degree in health policy or behavioral health Job Overview: Behavioral health directors oversee mental health services and personnel to ensure patients with mental illnesses receive quality healthcare. These professionals develop and implement programs to define the standards of care for people with mental health conditions.

Health Policy Analyst

Average Annual Salary: Around $66,500 Minimum Education: Master’s in public health or health policy Job Overview: Health policy analysts measure the impacts of existing healthcare policies that guide their medical institution, research and recommend ways to improve substandard healthcare delivery.

Health Policy Research Assistant

Average Annual Salary: Around $46,600 Minimum Education: Bachelor’s degree in health policy or public administration Job Overview: Health policy research assistants work alongside policy analysts to conduct, summarize and interpret research on healthcare delivery and access.

Average Annual Salary: Around $85,600 Minimum Education: Bachelor’s degree in public health , public administration, health policy or a related field Job Overview: Lobbyists involved in health policy confer with and persuade government officials to influence health policies on behalf of individuals or organizations. These professionals could represent private hospitals or nonprofits in policy forums.

Medical and Health Services Manager

Median Annual Salary: $104,830 Minimum Education: Bachelor’s degree in public health policy or health administration Job Overview: Medical and health services managers coordinate daily operations within medical facilities and supervise medical personnel to ensure the efficiency of healthcare services. These professionals are also called healthcare administrators or healthcare executives.

Public Affairs Specialist

Average Annual Salary: Around $66,800 Minimum Education: Bachelor’s degree in public administration , public health or public relations Job Overview: Public affairs specialists help healthcare administrators gather public support and influence public opinion on specific health policies. They use the media to inform the public about new health policies and how they may benefit society.

Research and Development Manager

Average Annual Salary: Around $102,600 Minimum Education: Master’s degree in public health policy or public administration Job Overview: Research and development managers provide data-backed research advice to health policymakers. They also decide the best strategies and develop roadmaps for health policies to succeed.

Wellness Coordinator

Average Annual Salary: Around $50,100 Minimum Education: Bachelor’s degree in public health or health education Job Overview: Wellness coordinators educate their communities on ideal lifestyle choices and controlling the spread of infections. They organize public health outreaches and collaborate with health policy analysts to achieve better healthcare for the public.

Frequently Asked Questions (FAQs) About Jobs in Health Policy

Is health policy a good career.

Health policy is a great career for people passionate about improving health, wellness and quality of life on a large scale. This field offers you a position to effect positive changes that can save lives in the long run, and many health policy professionals earn above-average wages.

What does it mean to work in health policy?

People who work in health policy may influence outreach initiatives and regulations that promote health and prevent diseases among populations of all sizes.

What do health policy analysts do?

Health policy analysts collect and evaluate data to measure the efficacy of existing health policies. They also conduct research to devise ways to amend healthcare policies for better patient outcomes.

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In five years of writing for various audiences, Uche has learned to simplify career-focused content for ambitious learners regardless of their qualifications. Her work is published in notable platforms such as Hackernoon and Hashnode.

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Preparing Future Faculty and Professionals for Public Health Careers

S. A. Koblinsky led development of the PFFP program, conceptualized and drafted the article, and codesigned and interpreted the evaluations. K. M. Hrapczynski designed the most recent evaluation, interpreted and presented the data, and made critical revisions to the drafts. J. E. Clark contributed to the article design and analyses and edited final drafts.

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions.

The University of Maryland’s School of Public Health developed a “Preparing Future Faculty and Professionals” program to enrich the graduate education and professional development of its doctoral students.

We describe the program’s key elements, including foundational seminars to enhance students’ knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

Growing national interest in health care, health promotion, and disease prevention has contributed to rapid growth in schools and programs of public health. These trends are driving demand for new Doctor of Philosophy (PhD) faculty and researchers. Studies have suggested that there is a shortage of doctoral graduates needed to support new academic programs and to replace the aging public health faculty. 1–3 Doctorally trained professionals are likewise needed to maintain a strong public health infrastructure. 1–4

An important goal of doctoral education is to prepare graduates for the challenges of academic and professional careers. Yet research from multiple disciplines, including public health, has indicated that many PhD graduates feel ill equipped for the demands of academic and other postgraduate positions. 3,5–7 For example, a recent study of approximately 100 doctoral alumni of Maternal and Child Health Bureau–funded training programs by the Association of Teachers of Maternal and Child Health 3 (ATMCH) found that 55% of graduates worked in academic institutions, with 40% holding faculty positions. When asked about their career preparation, regardless of place of employment, 60% strongly agreed that they had adequate training for research, but only about one third felt similarly well prepared to seek external funding or to teach in academic settings.

Another pioneering study of more than 4000 doctoral students concluded that a mismatch often occurs between students’ professional goals, training, and actual careers. 8 The National Science Foundation has reported that more than 40% of PhDs in the health disciplines work in nonacademic positions in which the knowledge and skills obtained in graduate school are often not valued or not practiced to the same degree as in academe. 9 Such research illustrates the need for innovative programs to better prepare doctoral students for their future roles as researchers, educators, practitioners, or administrators in both academic and nonacademic settings. Graduates will benefit from systematic guidance and experiences that help them to learn about different careers and acquire critical skills for positions that focus on their individual interests. 10,11

PREPARING FUTURE FACULTY AND PROFESSIONALS

In 2003, the Department of Family Science in the University of Maryland’s School of Public Health launched a “Preparing Future Faculty” (PFF) program to enrich the professional development of its doctoral students. 12 The department offers PhD programs in both maternal and child health and family science. The department modeled its program after the successful national PFF initiative of the Council of Graduate Schools and the Association of American Colleges and Universities 13 ( http://www.preparing-faculty.org ). PFF introduces students who are pursuing academic positions to major issues in college teaching, research, service, and faculty life at different institutions. PFF institutions partner with non–research-intensive colleges and universities, often organizing campus visits to the latter institutions to acquaint students with their different missions, student bodies, and faculty expectations. Other core elements of PFF programs are seminars on teaching and professional topics, faculty–student mentoring, and preparation for the job search.

After an early evaluation of the department’s PFF program in 2005, the program was expanded to include PhD students who sought nonacademic careers. This decision stemmed from the discovery that many doctoral students were seeking leadership positions in government and nonprofit agencies and that these alumni were also involved in research, grant writing, policy analysis, and formal or informal teaching. The program was then renamed “Preparing Future Faculty and Professionals” (PFFP).

PFFP was initially a noncredit program guided by a steering committee that included the department chair, graduate director, and 2 doctoral student leaders. Over the years, some changes have been made in faculty leadership, but doctoral students have always played a key role in identifying seminar topics and selecting institutions and agencies for PFFP site visits. In 2012, the department converted PFFP to a 1-credit, semester-long seminar that students can take as many as 6 times during their doctoral studies. All first- and second-year students enroll in the program. Third- and fourth-year students can take the seminar for credit or attend sessions and site visits that interest them. Awarding credit for the program recognizes student participation and ensures that PFFP is part of the student’s permanent academic record. Given PFFP’s success, department chairs are currently discussing ways to convert it to a school-wide program open to doctoral students in all public health departments.

PROGRAM GOALS AND KEY ELEMENTS

One important role of doctoral education is to socialize students for their future careers. 5 This socialization process involves acquiring the knowledge, skills, and values necessary for a successful transition into a profession. 5,14 Learning occurs not only in the classroom but also through mentoring relationships, informal interactions with faculty and professionals, peer relationships, and independent instructional, scholarship, and service activities. 15 Such experiences help students to understand the broader aspects of identity, including being a professional, a member of a discipline, and a balanced person. 5

In adopting this general framework, PFFP’s goals are to (1) equip doctoral students with knowledge and skills that will facilitate their success and work–life satisfaction in academic and nonacademic positions; (2) increase students’ awareness of career options, career pathways, and strategies for a successful job search; and (3) provide students with mentored experiences that will enable them to apply their knowledge and skills as increasingly independent teachers, researchers, and practitioners.

Consistent with these goals, PFFP offers 3 general types of activities ( see the box on page e3 ). Foundational seminars address teaching, research, service, and work–life balance in academic and nonacademic positions. Career exploration and job search activities include career mapping, worksite visits, career panels, and job application and interviewing. The final group of activities provides students with independent, mentored experiences, enabling them to apply their knowledge and skills with guidance from faculty and external mentors.

Components of the Preparing Future Faculty and Professionals Program and Examples of Seminars and Activities: University of Maryland, College Park

FOUNDATIONAL SEMINARS

Doctoral students from multiple disciplines have reported feeling inadequately prepared for future careers that may require teaching, research, and service. 5,7 Numerous colleges and universities expect new hires to be “teaching ready,” able to use the latest instructional technologies and manage classroom interaction in settings that are not as resource rich as research universities. 10,16 Many public health professionals working outside academia are also actively involved in teaching. 3 Doctoral graduates who accept positions in most academic institutions, as well as those who work in government and nonprofit positions, conduct research and may be required to seek external support for their projects. 3,10 Service is a third responsibility of tenure-track and tenured faculty and many professionals in nonacademic positions. 10 Today’s doctoral students are seeking knowledge and skills to manage these professional responsibilities while also pursuing strategies to ensure satisfying personal and family lives. 7

Teaching requires substantial time and energy of most new faculty. 10,16 PFFP addresses these challenges through seminars that introduce students to course basics, including creating a syllabus, developing learning outcomes, managing classroom environments, and assessing student learning. Students become familiar with curricular and pedagogical innovations, including use of social media, problem-focused learning, and online and blended classrooms. Seminars also prepare students to be culturally competent educators, capable of creating an inclusive environment for multicultural learners in both academic and nonacademic environments. For example, PFFP has invited university extension faculty to educate students about nonformal teaching methods that are effective in community settings. PFFP also informs students about the university’s Teaching and Learning Transformation Center programs that acquaint faculty and doctoral instructors with teaching innovations and provide consultation in development of teaching portfolios.

PFFP seminars aim to increase students’ research productivity by enhancing the research skills acquired in their academic programs. Seminars help students to prepare effective research presentations and posters for professional meetings. Other research sessions address topics such as community-based participatory research, publishing in refereed journals, and health policy analysis. Faculty members introduce students to grant-writing skills, including strategies for locating and applying for dissertation grants. Students learn best practices for writing successful proposals for campus seed grants, foundation grants, and government grants. For example, a seminar on National Institutes of Health grants covers types of grant programs, application strategies, and the peer-review process.

Studies have indicated that faculty spend approximately 13% to 16% of their time engaged in service activities. 17,18 However, doctoral graduates in non–tenure-track research or faculty positions may receive minimal or no rewards for their service. 10 Preparation for service is largely ignored in graduate education, and doctoral students have limited understanding of how employers evaluate service contributions. 10,19 Thus, PFFP seminars acquaint students with campus and professional service expectations at different types of academic institutions. Discussions address the typical workloads and valuing of different committees, including unique demands that may affect faculty of color (e.g., extensive student mentoring, multiple committee assignments) and strategies for handling service requests as an assistant professor. Speakers from outside academia also describe their involvement in service activities, such as reviewing journal articles, participating on task forces, and organizing symposia at professional meetings.

Work–Life Issues

An increasing number of doctoral students are questioning their ability to combine academic positions with family life. 7,20 A study of more than 8000 doctoral students across the University of California system found that more than half of women and one third of men were very concerned about the family friendliness of their career paths, causing some to shift career goals away from research universities to careers in government and business and industry. 20 PFFP seminars address work–life issues by sharing strategies for combining academic responsibilities with a balanced personal and family life. Doctoral alumni and speakers working outside academia likewise share their stories and lessons learned in combining work and family roles. Work–life seminars address research examining the impacts of children on career progress, policies that support work–life balance, and strategies for requesting family leave and identifying child and family care resources.

CAREER EXPLORATION AND JOB SEARCH

The growing need for public health professionals, the graying of public health faculty, and the increasing expectations of public health practitioners underscore the need to prepare doctoral graduates for their future careers. 4,21 Yet studies involving both graduate students and graduate deans reveal a lack of career path transparency, with students needing knowledge of career options and strategies to help them secure desired positions. 22 In a national study of graduate students across disciplines, students reported receiving insufficient, unhelpful, and often inaccurate information about possible careers. 11 Moreover, graduate students consulted with peers for career advice more often than any other source, including faculty or academic advisors. Doctoral students may need special assistance to prepare for jobs outside academe because many faculty advisors know little about the requirements of these positions. 7,10

Career Mapping

Addressing these issues, PFFP devotes its first seminar annually to a required career mapping assignment. This exercise requires students to identify career and personal goals, current skills, professional networks, and desired workplace and job location. After analyzing the match between their goals and existing skills and resources, students develop plans to address gaps in their professional development. Seminars and career panels of alumni in academic and nonacademic positions address effective networking, informational interviews with prospective employers, internship identification, and other opportunities to gain experience in areas of career interest.

Site Visits

To enhance knowledge of academic positions outside research universities, PFFP arranges field trips to nearby colleges and universities with different missions, student bodies, and faculty expectations. Students have visited comprehensive universities, liberal arts colleges, community colleges, and historically Black colleges and universities. Meetings with faculty members, chairs, and administrators explore teaching, research, and service expectations; tenure and reward systems; institutional resources; and student characteristics at these institutions.

Given that 50% of the department’s PhD graduates land their first position outside academia, it has been equally important to introduce students to the responsibilities of nonacademic careers in the government, nonprofit, and private sectors. PFFP students have visited the Maternal and Child Health Bureau, offices of the Assistant Secretary of Health and Assistant Secretary for Planning and Evaluation, county health departments, research and policy institutes, and public health consulting firms, among others. Agency professionals, including departmental alumni, acquaint students with their work and the requirements of various positions, as well as their own career journeys.

To enhance doctoral students’ competitiveness in the job market, a series of PFFP seminars focus on how to prepare a vita or résumé, compose a compelling cover letter, and prepare for a job interview. Students participate in mock interviews with peers and faculty, and many rehearse job talks before actual campus or agency interviews. Seminars further provide guidance on how to negotiate a first contract and start-up package.

INDEPENDENT AND MENTORED EXPERIENCES

Most students seeking academic careers leave their doctoral programs with little independent teaching experience, despite the fact that hiring institutions increasingly desire this preparation. 5,7 Our department has sought to build PhD students’ teaching readiness through a sequence of increasingly more complex and challenging teaching assignments. Students attend PFFP seminars on teaching during their first 2 years in the doctoral program and make site visits to different academic institutions. Many students serve as teaching assistants during this period, enabling them to identify a class they would be interested in teaching. After a semester of observing and assisting with this course, students who want to teach are assigned a faculty teaching mentor to oversee their work as independent instructors in the third or fourth year of their programs. Mentors help students prepare their syllabi and exams, observe 2 or 3 classes, and arrange periodic meetings to evaluate student progress.

Doctoral students also complete a mentored research experience by the end of the second year of their program. Unlike most elements of PFFP, this experience is a required 3-credit course, mentored by a faculty member of the student’s choosing and culminating with submission of a research article to a refereed journal. The PFFP program encourages students to present their work and to obtain additional research experiences. Graduate research assistants often take the lead on smaller studies within larger faculty grant projects. Others complete research internships at the National Institutes of Health, Maternal and Child Health Bureau, Children’s National Medical Center, county health departments, and other public health agencies. This work provides opportunities for students to practice new skills, including analyzing national data sets, writing policy briefs, and assisting with program evaluations. Students further benefit from the guidance of external mentors who are working outside academia. The department funds all doctoral students to present their scholarship at 1 national conference annually, viewing this activity as essential in developing future faculty and professionals. A timeline illustrating a student’s progression through PFFP activities is presented in the box on page e4 .

Doctoral Student Progression Through the Preparing Future Faculty and Professionals Program: University of Maryland, College Park

Note. PFFP = Preparing Future Faculty and Professionals.

TIME AND RESOURCE COMMITMENTS

Our experience over the 10-year life of PFFP has revealed that the program is most successful when led by a senior faculty member who can engage colleagues in leading PFFP seminars in their areas of expertise. The faculty leader has been responsible for organizing seminars and panels, recruiting speakers, grading assignments (e.g., career map and updates, vita and cover letter exercises), identifying resources on PFFP topics, and arranging site visits. At least 1 doctoral candidate has volunteered to assist with PFFP to obtain leadership experience in most years of the project. As noted, conversion of the program from a series of bimonthly, no-credit seminars to a 1-credit course proved advantageous, enabling students to demonstrate their participation to prospective employers (via transcripts). The department has supported PFFP by providing funds to support a senior faculty member’s time to lead the program (part of his or her assigned teaching load), small seminar expenses (e.g., copying), and occasional rental of campus vans for site visits. Faculty mentoring of student teaching and research is considered a departmental teaching and advising responsibility; however, faculty members are asked to mentor no more than 1 independent PhD instructor annually.

PFFP is evaluated through student teaching evaluations and anonymous student, alumni, and faculty surveys addressing PFFP program outcomes. Data on doctoral alumni employment have also been collected every 5 years.

Qualitative Findings: Benefits and Challenges

Program evaluations (2005, 2011, 2014) and teaching evaluations have revealed 4 overall strengths identified by students and faculty:

• PFFP fosters a strong sense of academic community, enhancing faculty–student interaction, faculty guidance, peer support, and degree completion. Students report benefiting from opportunities for candid discussion of topics such as creating inclusive classrooms, publishing research, evaluating local public health programs, and interviewing for academic and nonacademic positions.
• Multiple mentoring relationships enable students to develop skills in teaching, research, and management of work–life challenges from faculty other than their dissertation chairs or course instructors and from professionals working outside academe. Students have noted that these experiences help them develop networking, communication, and leadership skills that are transferable across employment domains.
• Learning about positions in diverse academic institutions and the government, nonprofit, and private sectors boosts knowledge about job requirements and expectations of diverse careers and provides valuable contacts for future job seeking.
• Preparation for future employment, including structured, independent teaching and research experiences, increases students’ confidence and ability to tackle the job market and frequently helps them to improve their salaries, benefits, and start-up packages.

We have also identified several challenges or weaknesses in implementing PFFP. Early in the program, students advocated for more coverage of careers outside academia to increase their knowledge of public health career options. During the 3 middle years of the program, a failure to actively involve senior faculty and doctoral student leaders in PFFP contributed to diminished attendance at the seminars and fewer site visits. Reestablishing senior faculty leadership and offering PFFP for credit rekindled student engagement. Finally, both qualitative and quantitative data have indicated that PFFP students want and need more training in grant writing and job search skills.

Quantitative Evaluations

An initial evaluation of PFFP involving 19 students assessed the value of PFFP activities in preparing students for academic and nonacademic careers. 12 On a 4-point scale ranging from not at all helpful to very helpful, students rated every activity between 3 ( helpful ) and 4 ( very helpful ). Highest ratings (> 3.5) were awarded to career mapping, teaching mentors, informal student–faculty discussions about teaching, research mentors, campus and professional service opportunities, site visits to academic institutions and government and nonprofit agencies, and job interviewing skills and practice.

More recent surveys have focused on the department’s 53 doctoral graduates and PFFP participants over the past 10 years ( Table 1 ). Most alumni have been female and in their childbearing and child-rearing years, as in the ATMCH study. 3 Notably, the department has a 96% doctoral completion rate, far higher than that of the larger university (63%). Time to degree has averaged 4.3 years, with most graduates completing at least 1 year of independent teaching, as well as independent research and internship experiences. All alumni except 1 are employed in public health or family science careers, with the vast majority working full time. Approximately half (53%) of our alumni began their careers in academia, with slightly more of this group employed in tenure-track or tenured positions (50%) than doctoral alumni in the ATMCH study (42%). 3

TABLE 1—

Characteristics of University of Maryland School of Public Health Doctoral Student Alumni in Maternal and Child Health and Family Science: 2004–2014 (n = 53)

Note. PhD = Doctor of Philosophy. Percentages may not total to 100% due to rounding.

Another 2014 survey asked doctoral alumni to report on the extent to which they felt prepared for their first postgraduate positions. Three quarters of graduates responded to the survey, which included 4 items similar to those in the ATMCH study 3 ( Figure 1 ). Notably, 90% of our alumni felt well prepared to teach in academia, a larger percentage than those who agreed or strongly agreed that they were prepared for teaching in the ATMCH study 3 (70%), likely reflecting PFFP’s focus on teaching and independent instructor experiences. As in the ATMCH study, our alumni felt well trained as researchers (95%), with the majority (88%) confident about their ability to present and publish research. Almost all alumni (98%) felt prepared to conduct policy analyses, and more than three quarters (78%) left the program feeling ready to conduct program evaluations. However, only 60% felt prepared to write grant proposals, fewer than the 70% of the alumni in the ATMCH study who agreed or strongly agreed that they were prepared to seek outside support for research. 3 Three quarters of our alumni felt ready to handle service responsibilities at institutional and professional levels. In addition, 67% of respondents felt prepared to conduct a successful job search for their desired job, but 33% reported a need for more information about how to find and land their ideal position.

Perceived career preparedness and satisfaction of Maternal and Child Health and Family Science doctoral alumni (n = 40): University of Maryland, College Park, 2014.

Our survey also focused on doctoral alumni’s career satisfaction. Nine of 10 respondents reported satisfaction with their career progress, as well as with their ability to balance work and family life. These findings are consistent with prior research demonstrating the benefits of PFF programs. 5,23 Overall, most PFFP students felt equipped to tackle the responsibilities of their positions in both academic and nonacademic workplaces. Program evaluation further enabled the department to strengthen its focus on grant writing, job search, and service activities in the department’s credit-bearing PFFP course.

We must note that program evaluation data were limited to students who self-selected to participate in the surveys. Moreover, findings clearly reflect outcomes of the department’s academic programs as well as PFFP . Although these factors limit the ability to generalize findings, they may encourage other schools and departments to examine students’ preparation for various careers and to consider ways to enhance their professional education. Our findings support ATMCH recommendations that the Health Resources and Services Administration and Maternal and Child Health Bureau fund additional training and socialization experiences for doctoral students who are interested in academe and high-level public health practice. 3

CONCLUSIONS

Doctoral education is a critical period in the preparation of future faculty members and professionals in public health. The PFFP program provides students with knowledge, skills, and mentored experiences to facilitate their research, teaching, and practice in academic and nonacademic positions. Students learn about the rewards and challenges of different career paths, including strategies for balancing work and personal lives. Investment in innovative programs such as PFFP may empower doctoral students to achieve their goals and enhance their ability to train the future public health workforce.

Acknowledgments

The authors thank faculty and doctoral students in University of Maryland’s Department of Family Science for their long-term support of the PFFP program.

Human Participant Protection

Per discussion with the University of Maryland institutional review board, approval was not required because surveys were conducted in department and school reviews of program alumni.

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Tips and Support for Navigating the Public Health Job Market During a Pandemic

Umaima Abbasi, BA '20

May 7, 2020

Public health has taught us to remain resilient in the face of adversity. Time and again, this field adapts to evolving health environments. Similarly, navigating the public health job market amid the COVID-19 pandemic can enhance an individual’s adaptability as a candidate and professional.

Navigating the job market for the first time with a bachelor's degree is intimidating. Navigating the public health job market with a bachelor’s degree during a global pandemic is now a reality for many of us. The intimidation factor is multilayered:

• My skills are needed now more than ever
• The economy is struggling

As a graduating senior with the desire to enter the public health workforce, a lot is at stake during this unprecedented time. The fear of an unknown future persists. The undergraduate program at Michigan Public Health taught many of us the transferrable skills needed to land that “perfect” job. Now, graduating seniors must demonstrate to employers how they can be assets to the company during a significant public health crisis.

During this tumultuous time, as we try our best to adapt to the new normal and create routines around our work, it is important to find a job search process that works for you. Everyone’s process will be different, and that is okay. I detail here two approaches keep me grounded in this potentially stressful transition:

• My approach to job searches
• How to stay motivated

Tips for Job Searching

Maintaining relationships is always important, but now it is time to enhance our job search by relying on the people we have kept closest to in our networks—supervisors, mentors, guest lecturers, and professors. Reaching out to trusted individuals and simply asking them if they have capacity to assist us in furthering our professional goals is a good starting point and an invaluable step.

Then, spruce up your personal LinkedIn, Indeed, Handshake, and other professional networking profiles. This will go a long way in discovering jobs that align with your qualifications. Not only are these websites accessible for employers looking for your skills. They also aid in expanding your professional network. Before starring available positions, investigate the company at hand to see if it would be a good fit for you, whatever criteria you have established to make that decision. Studying the culture, mission, and values of a workplace and asking yourself if it resonates with your public health philosophy is an important part of the process. 

I have found it useful to utilize Public Health Connect through our School of Public Health in reaching out to alumni in roles that we hope to be in, or companies we hope to work for post-graduation. Similarly, LinkedIn also has features that can filter a search down to the specifics. Even amongst a pandemic, these conversations have been nothing short of liberating. The receptiveness of individuals willing to connect with young undergraduates entering the job market is rarely discussed, but it sure does exist. 

Just last week, I had a call with a project manager in New York City. I wanted to know more about their role and an open opportunity in their office. It began with me sharing: “I tend to talk a lot when it comes to my passion and past experiences in public health. Please feel free to chime in at any time—I want to make this as transparent as possible.” This completely shifted the formal connotation behind an informational interview to one that is basically just an informal conversation about why public health is my jam.

Staying Motivated and Optimistic

During any job search, there will be days when we come across several exciting opportunities. And there will be days when we cannot find a single suitable opportunity. That is okay. On those slow days, step away from the process to cultivate new searching and networking ideas and just to recharge your energy and focus. You are trying to enter a job market at a very difficult time for employers around the world. The fact that you have the energy to show up for yourself and that you remain dedicated to the future of public health is itself a mark of your resilience. Taking breaks during a job search is also important so you can be the best version of yourself as a public health leader.

A Word of Thanks

I want to share a quick shoutout to our Michigan Public Health faculty and other mentors. Graduates, keep in mind that these mentors are our biggest fans. They too are experiencing an unexpected environment of teaching and are working every day to adapt. Maintaining a relationship with them is important, be it a biweekly email to update them on your search process or an occasional phone call to share good news or recent struggles.

To my fierce cohort now entering the heroic field of public health together—I am thinking of you. Let us take this moment to build community, energy, and networks in continuing to fight the public health fight. Public health has taught us to remain resilient in the face of adversity, and I hope we all can carry this with us on whatever paths we will travel.

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A Comprehensive Guide to Master’s Degrees in Public Health

• Kate Gibson

Related topics

• Public Health

In today’s rapidly evolving healthcare landscape, the importance of advanced degrees in public health cannot be overstated. In the aftermath of a global pandemic, many public health professionals are seeking new ways to effectively prepare for the increasingly complex challenges our current healthcare system faces. 

As a result, many are turning to advanced education to better understand how to drive innovations and improve global health outcomes. However, choosing the right degree is essential for aligning your education with your career goals. There are several non-clinical degree programs that can help you become a more informed healthcare professional. 

Here’s an overview of master’s degrees in public health and which one is right for you. 

Why Earn a Master’s Degree in Public Health

Investing in a master’s degree in public health is a significant commitment—both financially and personally. However, the benefits of advanced education in this field are substantial and can lead to a rewarding and impactful career. 

A master’s degree in public health equips professionals with the knowledge and skills necessary to tackle some of the most pressing health issues facing communities today. It provides a comprehensive understanding of public health principles, from epidemiology and biostatistics to health policy and environmental health, ensuring graduates are well-prepared to address complex health challenges.

An advanced degree can also open up a wide range of career opportunities. With the healthcare sector continuously evolving, there’s a growing demand for highly trained public health professionals who can lead initiatives, drive policy changes, and implement innovative health solutions. 

For example, according to the U.S. Bureau of Labor Statistics, employment for health educators and community health workers is projected to grow 14 percent from 2022 to 2032 —much faster than the average for all occupations. This demand highlights the value of advanced education in securing impactful roles within the industry.

“These advanced degree programs aim to prepare individuals to become future leaders and innovators in this space,” Maniar says.

As a result, many institutions offer public health master’s degrees to shape the future of this field. Prospective public health professionals can earn degrees such as:

• Master of Public Health (MPH)
• Master of Science in Public Health (MSPH)
• Master of Public Health Policy (MPHP)
• Master of Public Administration (MPA)

Despite their varying focuses, these degrees frequently lead to similar professional opportunities, helping you achieve your career goals. 

“There are several degrees available to a public health professional, but many times these credentials are very similar with slightly different names,” Maniar notes. “And in addition, as healthcare, healthcare administration, and public health grow in scope, there’s more overlap between these degrees, ensuring more versatility and transferability among them.”

Despite this overlap, many still wonder which degree is right for them. If that’s the case, here’s a closer look at the various master’s degrees you can get in public health and how to determine which one is right for you.

Overview of Master’s Degrees in Public Health

Master of public health.

The Master of Public Health (MPH) degree is a comprehensive and versatile program designed to equip students with the knowledge and skills necessary to address a wide range of public health issues.

The MPH curriculum typically includes courses in:

• Epidemiology
• Biostatistics
• Environmental health
• Health policy

In addition, MPH programs emphasize addressing social determinants of health. Students are trained to understand the complex factors that influence health outcomes and to develop strategies to reduce health disparities.

“Public health professionals need to understand that as we prepare for the future of public health, we cannot let go of those foundational competencies, those foundational areas of knowledge and expertise that are really the bedrock of good public health practice,” Maniar says.

As a result, MPH graduates make a significant impact on various public health sectors. 

For example, MPH graduates have been pivotal in addressing the opioid epidemic in the United States. They conduct research to identify the root causes of opioid misuse, design intervention programs to support affected communities, and implement policies to regulate the prescription of opioids.

This is just one example of how versatile an MPH program is, ensuring graduates are well-prepared to tackle diverse public health challenges, drive meaningful change, and promote healthier communities worldwide.

Master of Science in Public Health

The Master of Science in Public Health (MSPH) degree is designed for individuals who want to focus on the research and scientific aspects of public health. It provides a rigorous foundation in public health methodologies, preparing graduates to contribute to public health knowledge through research, data analysis, and advanced study.

The MSPH curriculum typically includes courses in:

• Health services research

This comprehensive coursework equips students with the skills necessary to design, conduct, and analyze public health research, ensuring they’re well-prepared to contribute to the scientific community.

This focus on research and academic training teaches students how to apply quantitative and qualitative research methods to public health problems, interpret and present research findings, and develop evidence-based solutions.

“Research is the backbone of public health advancements,” Maniar adds. “An MSPH degree equips professionals with the tools to uncover critical insights and drive health innovations.”

Consider public health professionals’ role in environmental health research. MSPH graduates investigate the health effects of environmental exposures, such as air pollution and hazardous chemicals, and develop interventions to mitigate these risks. 

These tactics can make a huge impact on respiratory health and help advocate for policies to reduce emissions and protect vulnerable populations.

Master of Public Health Policy

The Master of Public Health Policy (MPHP) degree is designed to equip students with the expertise needed to influence and shape health policy at local, national, and global levels. It combines a thorough understanding of the intricacies of health policy and prepares graduates to create and implement policies that improve public health outcomes.

The MPHP curriculum typically includes courses in:

• Health policy analysis
• Health economics

This comprehensive coursework provides students with the skills to evaluate existing policies, design new health policies, and understand the legal and ethical considerations involved in public health decision-making.

As a result, students learn to critically assess the impact of health policies on various populations, advocate for effective policy changes, and understand the political and economic contexts in which these policies are made. 

“The ability to navigate and influence health policy is crucial for driving systemic changes that can lead to significant improvements in public health,” Maniar says.

For instance, during the COVID-19 pandemic, public health policy professionals played a critical role in formulating and implementing policies to mitigate the spread of the virus. They advised government officials on social distancing measures, mask mandates, and vaccination strategies. 

Their expertise in health policy analysis and strategic planning has been crucial in developing evidence-based responses to health crises like these.

Master of Public Administration

The Master of Public Administration (MPA) degree is designed for individuals seeking to develop leadership and management skills in the public and nonprofit sectors. It provides a comprehensive foundation in public administration principles, preparing graduates to effectively manage public programs, implement policy, and lead organizations in serving the public interest.

The MPA curriculum typically includes courses in:

• Public policy analysis
• Financial management
• Human resources

This comprehensive coursework equips students with the skills necessary to design, manage, and evaluate public programs, ensuring they are well-prepared to contribute to effective governance and administration.

These competencies can be particularly useful for public health professionals who want to lead large-scale health initiatives, develop policies that address community health needs, and implement programs that improve health outcomes and reduce disparities in various populations.

Public health administration is another area where MPA graduates have made a difference. 

They’ve managed public health departments, overseen vaccination campaigns, and coordinated public health initiatives. For example, public administrators have led efforts to improve vaccination rates by managing logistics, ensuring equitable distribution, and engaging with communities to increase trust and participation.

Take the First Step Toward a Career in Public Health

Choosing the right advanced degree in public health is a critical step in shaping your career and making a meaningful impact on community health. With a variety of programs available, each offers unique opportunities to address public health challenges in different ways.

“It’s important to think about how you want to use the degree to achieve your career goals,” Maniar concludes. “All of these programs offer unique opportunities, but understanding the focus and outcomes of each can help you make the best decision for your future.”

Northeastern University offers a robust MPH program that emphasizes experiential learning and real-world application. Whether you’re passionate about combating epidemics, improving mental health services, or advocating for health equity, Northeastern’s MPH program provides the tools and experiences necessary to drive meaningful change.

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10 Things to Do in Sochi If You Love Nature

Host to 2014 Winter Olympics , Sochi is now mostly known for the snowy slopes of Krasnaya Polyana and Rosa Khutor Alpine resort. However, the “Russian Riviera” is much more than a glorified ski-resort. With its picturesque waterfalls and pristine lakes, alpine meadows and spruce-fir forests, snow-capped mountains and dreamy river valleys, Sochi is an ultimate nature lover’s dream.

Aul tkhagapsh.

Founded in the middle of the 19th century, this village only consists of two streets and two lanes. Circled by a picturesque chestnut forest, Aul Tkhagapsh is surrounded by many visually-arresting natural landmarks – a mysterious rock formation called “the canyon of a hundred crying eyes”, beautiful waterfalls with organically formed stone basins and the Tiger cave, which is called so because of the whimsical clay dripstones. Despite its tiny size, the village itself has a lot to offer. You can see the only wooden mosque on the coast, learn about the customs and traditions of the Adyghe people, try on traditional clothes and taste authentic food and local wines.

Aul Tkhagapsh, Krasnodar Krai, Russia

If you love picturesque ancient ruins put the Loo Temple on your must-see list. Drowning in the lush greenery of the Sochi National Park, Loo Temple is the remains of a 10th-century Byzantine temple, that’s been ruined and reconstructed multiple times. The temple was used as a place of worship and a fortification over the years.

Loo Temple, Bolshoy Sochi, Krasnodar Krai,Russia

Aibga Ridge

This spectacular mountain ridge stretches for 23 kilometers and has the Rosa Khutor Alpine Resort nestled at its feet. The ridge comprises of 10 peaks, with the four tallest being the best known: Aigba peak I (2391 m), peak II (2450,5 m), peak III (2462,7 m) and Black Pyramid (2375,3 m). Save a day or two to explore the ridge, full of rapid rivers, alpine meadows and waterfalls.

Aibga Ridge, Krasnodar Krai, Russia

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Achepsinskie Waterfalls

To admire the spectacular views that Achepsinskie Waterfalls offer, you’ll have to endure a pretty tiring trekking route through the Achishkho Mountain to the Achipse River. But those striking panoramas are totally worth the sweat and while the trekking may be tough going, it has a very decent infrastructure.

Achipse River, Krasnodar Krai, Russia

Khmelevskie Lakes

Located almost 2000 meters above sea level, Khmelevskie Lakes is an alpine lake system, named after the Russian botanist Vikenty Khmelevsky. Spread around emerald-green alpine meadows and surrounded by lush green forests, there are four rather sizable overgrown lakes and a few smaller ones.

Khmelevskie Lake, Krasnodar Krai, Russia

Lake Kardyvach

Arguably the most popular tourist spot near Sochi, Lake Kardyvach is simply breathtaking. Situated 44 kilometers from the Krasnaya Polyana resort at the altitude of 1838 meters, the lake stays frozen for seven to eight months a year and even in summer the water temperature is never hotter than 12℃. The water in the lake changes its color depending on the time of year: in spring it turns green and in autumn it becomes dark blue, and no matter what season, it’s unbelievably clear. Lake Kardyvach, Krasnodar Krai, Russia

Akhshtyrskaya Cave

A unique monument of prehistoric architecture, Akhshtyrskaya Cave is set on the right side of Akhshtyrskaya Gorge, about 120m above the Mzymta River and 185m above sea level. The cave begins with a 20m corridor and then gets divided into two halls, 10m and 8m wide. The cave has been heavily explored by archaeologists, who discovered traces of Neanderthal culture dating back to 40,000 BC.

Akhshtyrskaya Cave, Bolshoy Sochi, Krasnodar Krai,Russia

Shakhe River

Sochi’s second most significant river, Shakhe begins high in the mountains and flows down to the Black Sea . 59 kilometers long, the river has some amazing natural attractions in its valley: Dzhegosh Gorge, 33 waterfalls, stone lake basins, ancient oak trees, rare plant life and so much more.

Shakhe River, Krasnodar Krai,Russia

Agura Waterfalls and Orlinyye Rocks

This is one of the most exciting hiking routes in the area. Taking you through spruce fir forest, to three cascading waterfalls and the sheer cliffs of the Orlinyye Rocks with head-spinning views. Agura Waterfalls, Bolshoy Sochi, Krasnodar Krai,Russia

Words can’t do justice to the virgin beauty of the Khuko Lake and scientists are still puzzling over the absence of any life in it. Set between Adygea and Krasnodar Krai, the lake offers incredible views of the mountains Fisht, Oshten and Pshekha-Su.

Khaki Lake, Krasnodar Krai,Russia

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A cross-divisional department spanning

Doctor of Philosophy (PhD) in Environmental Health

Offered by: Department of Environmental Health and Engineering

Onsite | Full-Time | 5 years

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About the PhD in Environmental Health Program

The Doctor of Philosophy (PhD) degree program is a full-time degree program that offers a unique interdisciplinary learning experience where the course of study is individually tailored based on the student’s interest in understanding and finding solutions to pressing problems in environmental health and engineering.

The goal of PhD training in EHE is to prepare graduates to engage in scholarship and professional practice that creates new knowledge, use research to transform practice and improve the health of the environment and the public, and effectively communicate research findings to the public. The program requires didactic coursework followed by an average of four to five years of research towards a doctoral dissertation (also referred to as a thesis on official forms and committees).

Training is offered through a core curriculum that is required of all PhD students in the Department with the addition of track/program-specific requirements and focused courses in specialized areas.

Students are expected to tailor their curricula, working with their advisers to create a comprehensive plan of study and research. PhD thesis must be based on original research, worthy of publication, and approved by the Department and a committee of thesis (dissertation) readers. PhD students must also be engaged in primary data collection as a component of their dissertation research or embedded in other research during their training here.

Our programs are offered in the  Whiting School of Engineering , on the Homewood campus (WSE) and the  Bloomberg School of Public Health  (BSPH) East Baltimore campus. Students in all of our programs have the unique opportunity to take classes on both the Homewood and East Baltimore campuses in order to complete their degree requirements.

Students in the PhD in Environmental Health  program select from one of four tracks:

Track in Exposure Sciences and Environmental Epidemiology (ESEE)

Track in Environmental Sustainability, Resilience, and Health (ESRH)

Track in Health Security (HS)

Track in Toxicology, Physiology, and Molecular Mechanisms (TPMM)

PhD in Environmental Health Program Highlights

Fully funded.

The minimum guaranteed 2025-2026 academic year stipend is $50,000, with a 4% increase the following year. Tuition, fees, and medical benefits are provided.

Multidisciplinary

Opportunities to work across departments in the Schools of Public Health, Engineering, and more

Write and Publish

Help with academic writing and grant proposals embedded into coursework, with opportunities to learn from published faculty and peers

Teaching Training

Teaching assistantships, training, and support for learning to teach, and opportunities for paid TA positions as well

What Can You Do With a Graduate Degree In Environmental Health?

Visit the Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Assistant Professor
• Senior Consultant
• Data Scientist
• Environmental Toxicologist
• Epidemiologist
• Postdoctoral Fellow

Curriculum for the PhD in Environmental Health

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue .

Admissions Requirements

For the general admissions requirements see our How to Apply page.

Standardized Test Scores

Standardized test scores are  not required and not reviewed  for this program. If you have taken a standardized test such as the GRE, GMAT, or MCAT and want to submit your scores, please note that they will not be used as a metric during the application review.  Applications will be reviewed holistically based on all required application components.

Vivien Thomas PhD Scholars

The  Vivien Thomas Scholars Initiative (VTSI)  is an endowed fellowship program at Johns Hopkins for PhD students in STEM fields. It provides full tuition, stipend, and benefits while also providing targeted mentoring, networking, community, and professional development opportunities. Students who have attended a historically Black college and university (HBCU) or other minority serving institution (MSI) for undergraduate study are eligible to apply. To be considered for the VTSI, you will need to submit a SOPHAS application, VTSI supplementary materials, and all supporting documents (letters, transcripts, and test scores) by December 1, 2024. VTSI applicants are eligible for an application fee waiver , but the fee waiver must be requested by November 15, 2024 and prior to submission of the SOPHAS application.

Faculty Advisers

The following faculty may be willing to advise PhD students. If you identify a faculty member that you want to work with who is not on this list, we encourage you to ask them about their availability.

Peter DeCarlo

Peter studies the chemical composition of gas particles in the air to improve our understanding of climate, air quality, and health impacts of pollutants.

Paul Ferraro

Paul ­ is a Bloomberg Distinguished Professor with joint appointments in the Department of Environmental Health and Engineering and the Carey Business School. He is known for his research on behavioral economics and the design and estimation of impacts of environmental programs.

Ciaran Harman

Ciaran, an associate professor of landscape hydrology and Russell Croft Faculty Scholar, studies how the structure of landscapes controls the movement of water from rainfall to streams, and how that structure evolves over time.

Thomas Hartung

Thomas Hartung, MD, PhD, steers the revolution in toxicology to move away from 50+ year-old animal tests to organoid cultures and the use of artificial intelligence.

Scot Miller

Scot Miller combines satellite data and statistics to understand greenhouse gas emissions across the globe.

Roni A. Neff

Roni Neff, PhD '06, ScM, researches ways to cut food waste and address climate change through more resilient, equitable, and healthy food systems.

Carsten Prasse

Carsten's research focuses on the occurrence and fate of organic contaminants in the urban water cycle and their impact on environmental and human health.

Tuition and Funding

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the  CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU   starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help. [email protected]

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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

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The Master of Information and Cybersecurity (MICS) is an online degree preparing cybersecurity leaders for complex cybersecurity challenges.

Our Ph.D. in Information Science is a research program for next-generation scholars of the information age.

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The School of Information's courses bridge the disciplines of information and computer science, design, social sciences, management, law, and policy. We welcome interest in our graduate-level Information classes from current UC Berkeley graduate and undergraduate students and community members.  More information about signing up for classes.

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Research by faculty members and doctoral students keeps the I School on the vanguard of contemporary information needs and solutions.

The I School is also home to several active centers and labs, including the Center for Long-Term Cybersecurity (CLTC) , the Center for Technology, Society & Policy , and the BioSENSE Lab .

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I School graduate students and alumni have expertise in data science, user experience design & research, product management, engineering, information policy, cybersecurity, and more — learn more about hiring I School students and alumni .

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Master of Information and Cybersecurity

Master’s in cybersecurity online from uc berkeley.

The Master of Information and Cybersecurity (MICS) online program prepares students with the cybersecurity skills needed to assume leadership positions and drive innovation in the field.

Through a holistic approach to cybersecurity, students develop a thorough understanding of information security technologies as well as the economic, legal, behavioral, and ethical impacts of cybersecurity. Students graduate as competitive candidates in the job market with connections to UC Berkeley alumni and professionals in the San Francisco Bay Area.

Request more info

A Leadership-Focused Curriculum 

The interdisciplinary MICS curriculum provides students with hands-on practical experience with secure systems and applications, and the ability to lead, manage, and contribute to building cybersecurity solutions.

Students master core technical skills and become fluent in the business, political, and legal context of cybersecurity. They can expect to graduate with a comprehensive understanding of the following:

• Secure coding
• Government and national security
• Network and web security
• Usable privacy and security
• Cryptography
• Operating system security
• Security in context: legal, behavioral, and ethical issues
• Privacy engineering

The online MICS program is 9 courses (27 units) and can be completed in 20 months. Students complete foundation courses, electives, and a capstone project. They also attend one in-person immersion in the San Francisco Bay Area. The curriculum includes the following courses:

• Beyond the Code: Cybersecurity in Context
• Network Security
• Software Security

Cryptography for Cyber and Network Security

Operating system security.

• Managing Cyber Risk
• Government, National Security, and the Fifth Domain
• Usable Privacy and Security

Privacy Engineering

Learn more about about upcoming webinars, deadlines, and more, why a master’s in cybersecurity from uc berkeley.

Cybersecurity permeates almost all aspects of the human experience. Individuals, organizations, and societies are protected from cyber threats constantly without even realizing they occur. This is thanks to professionals who understand the complex relationship between human behaviors and advanced technology in securing information.

UC Berkeley is where the brightest minds from across the globe come together to explore, ask questions, and improve the world. Our MICS program does more than create experts in information security: it shapes leaders who understand the implications of cybersecurity across all industries and want to drive the future of innovation in cybersecurity.

Developed by faculty from the School of Information and the College of Engineering, the interdisciplinary MICS curriculum focuses on the intersection of technical, social, political, economic, legal, national security, and ethical components of cybersecurity. Students graduate with versatile knowledge needed to lead cybersecurity in private, public, or philanthropic sectors and with connections to the nearby technology hub Silicon Valley.

What Can You Do with a Master’s in Cybersecurity?

Cybersecurity’s growth is turning it into a massive market with an increased demand for skilled cybersecurity labor. Due to constant evolution and escalation of threats, cybersecurity has become one of the most important and exciting career fields of the 21st century.

The United States Bureau of Labor Statistics (BLS) projects employment of information security analysts to grow 35% from 2021 to 2031, equating to an average of 19,500 new positions each year.¹

The cybersecurity industry is met with the challenge of not only filling the growing demand and talent shortage but with finding highly skilled professionals who can be trusted to effectively protect information systems. This creates an opportunity for graduates of the MICS program to enter the in-demand market as competitive cybersecurity experts.

Career Opportunities in Cybersecurity

No organization that operates online can ignore cybersecurity. With cyber threats growing and constantly changing, businesses, governments, and nonprofit organizations are making significant investments in cyber defense and hiring increasingly large numbers of cybersecurity professionals.

MICS graduates are poised to enter this market in leadership roles with the requisite multifunctional skill sets and a strong network provided by the program.

Cybersecurity Salaries

Salaries for cybersecurity professionals range from $85,000 to $151,547 per year.¹

Featured Courses

Students learn about the mathematical and practical foundations of cryptography and the many different cryptosystems.

Students compare approaches to security taken among several modern operating systems and learn techniques for establishing trust across a set of interoperating systems.

Students survey privacy mechanisms applicable to systems engineering, with a particular focus on the inference threat arising due to advancements in artificial intelligence and machine learning.

Admissions Requirements for the Master’s in Cybersecurity Online Degree

When evaluating applicants, we consider both qualitative and quantitative factors to determine if they can meet the demands of the rigorous MICS program. These include:

• Academic coursework and performance
• Professional experience
• Communication skills
• Statement of purpose
• Letters of recommendation

¹ Cybersecurity Career Pathway, CyberSeek , 2023

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A Paradise In The Caucasus: 10 Fun Things To Do In Sochi, Russia

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The land of the Tsars has a city that is sheltered by the beauty of the Caucasus Mountains and the breeze of the Black Sea. As the home of the 2014 Winter Olympics, Sochi was prepared to welcome athletes and crowds of the Games. Today, it has adapted that infrastructure to reinvent itself as a luxury destination for travelers who enjoy the snow.

However, this city was originally the summer destination for Russian emperors and had earned a reputation as an exclusive beach resort. All these elements are brought together to simply put Sochi as what is it: the perfect destination for travelers who want a city with its own history and traditions, one of a kind natural area and accommodation and cuisine that fits their needs, all year round.

Take a look at the 10 things that you can do for a fantastic stay in Sochi and get ready to feel that you are part of the Russian elite.

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3. Dendrarium Botanical Gardens (Sochi Arboretum)

A trip around the forests of the world in one place. What once was a private garden is now a 12 hectare (30 acre) park with more than 1,800 exotic and rare plants. The Dendrarium Botanical Gardens, also known as the Sochi Arboretum, is considered one of the most diverse botanical gardens in the country, with species from all around the globe organized into sections that represent different continents.

With beautiful fountains and sculptures, it is a great way to take some fresh air and get amazing views of the sea and the Caucasus Mountains. You can access the top garden’s hill by cable car or walking.

Dendrarium Botanical Gardens (Sochi Arboretum) Address : Kurortny Avenue 74, Sochi, 354002 Website : Dendrarium Botanical Gardens (Sochi Arboretum) (in Russian)

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4. stalin's dacha.

Editor's Note: There's no photo available at the time of writing

Located 30 minutes from Sochi’s center, Stalin’s Dacha was the summer residence built in 1937 for the leader of the Soviet Union. Visitors get the chance to explore this house in the woods and get deep into the mind of Stalin. Details like the lack of carpets so that the he could hear footsteps if someone was trying to approach him, an exterior painted in green to camouflage against attacks and an indoor swimming pool help learn about his character. The tours are made in Russian, so it is advisable to check in advance if the guides who speak English are present.

Stalin's Dacha Address : Kurortny prospekt 120/1, Khostinsky District, Sochi, Russia Website : Stalin’s Dacha

5. Krasnaya Polyana Mountain Cluster

Before the 2014 Winter Olympic Games, Sochi was mostly known as a summer holiday destination. However, today it also welcomes travelers in the winter season who enjoy what is often referred to as the ‘Russian Switzerland’, one of the most popular and beautiful mountain clusters in the country: Krasnaya Polyana.

The modern and brand new facilities built for the games include stylish resorts, great ski and snowboard slopes suitable for all levels, hiking trails, great restaurants and traditional Russian saunas. This complex is reachable by the railroad line built to connect the resort to the airport and by bus as well. It is a fantastic place to practice winter sports, but also to enjoy the mountain and the incredible views.

Krasnaya Polyana Mountain Cluster Address : Krasnodar Krai, Sochi, Russia Website : Krasnaya Polyana Mountain Cluster

7. Dagomys Tea Plantation

If you want to taste something unique, you can visit the Dagomys Tea Plantation. Sochi is famous for being the only place that produces tea in Russia and, thanks to particular weather conditions, they have the northernmost plantations in the world. You can participate in a guided tour that explains the history of tea in the region inside an izba, a traditional log house. In there, you will also enjoy a traditional 19th-century style Russian tea party while listing to a folklore group.

If you want to take some of those flavors home with you, you can purchase the local black and green varieties, renowned for their delicate flavors, at the plantation shop. Operation hours vary during the year and the facilities are closed Monday, Tuesday, Wednesday and Thursday in winter.

Dagomys Tea Plantation Address : Krasnodar, Sochi, pos. Uch-Dere Street. Zaporizhia, 302, Sochi, Russia Website : Dagomys Tea Plantation (in Russian)

8. Olimpiyskiy Park

Built for the Winter Olympics of 2014, Olimpiyskiy Park is right on the shore of the Black Sea in Adler, south of Sochi. It houses amenities used for the Games and has been adapted for the general public with services like food and ice cream stalls. Among the facilities that you can see inside the complex it is the Fisht Olympic Stadium, which has a 40,000-capacity and served as a venue for the opening and closing ceremonies of the games; it was reopened as a football stadium in 2016.

You can rent a bike at the front gate to explore it or hire a rickshaw tour to explore it, since it is very big. One of the most popular attractions at the park is The Waters of the Olympic Park fountain, which showcases a show with water, lights and music every day at 7 pm.

Olimpiyskiy Park Address : Olimpiyskiy prospekt, Adler, Russia Website : Olimpiyskiy Park (in Russian)

10. Riviera Park

Designed as a resting area for the Tsar’s in 1898, Riviera Park is now the most popular alternative for locals and tourists for a day out. It has beautiful landscaped trees and flower gardens that join sculptures to provide a great scenery for walking and relaxing. Also, the park features an amusement area with carnival rides and games for fun, an arts and crafts market to purchase souvenirs and lovely cafes with delicious products, among other facilities. One of the visitor’s favorite are the tennis courts of Y. Kafelnikov Tennis School, where it is rumored that champion Maria Sharapova started playing.

Riviera Park Address : 1 Yegorova ul., Sochi, Krasnodarskiy, Russia Website : Riviera Park (in Russian)

The best of both worlds

Whether you visit Sochi because you want to relax and enjoy the fantastic beaches of the Black Sea or you want to go to the exclusive resorts of the Caucasus Mountains, you can be sure that you will have a great journey. See you there!

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When she is not backpacking round the globe, Emilia Lugo works as a Digital Content Specialist in Buenos Aires, Argentina. She considers herself a museum geek and loves destinations that can take... Read more

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• Release calendar
• Methodology

Labour market overview, UK: August 2024

Estimates of employment, unemployment, economic inactivity and other employment-related statistics for the UK.

This is the latest release. View previous releases

Contact: Email Labour Market team

Release date: 13 August 2024

Next release: 10 September 2024

Table of contents

• Other pages in this release
• Main points
• Latest indicators at a glance
• Data on labour market
• Data sources and quality
• Related links
• Cite this statistical bulletin

Print this Statistical bulletin

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1. Other pages in this release

Average weekly earnings in Great Britain

Earnings and employment from Pay As You Earn Real Time Information, UK

Employment in the UK

Labour market in the regions of the UK

Vacancies and jobs in the UK

2. Main points

Trends and considerations around comparisons.

This month's labour market figures show that the number of vacancies is continuing to fall, although these are still 11.0% higher than in January to March 2020. The unemployment rate is slightly below that of a year ago, while there was a modest increase in both the total number of people in employment and the number of payrolled employees in the latest quarter. Our Annual growth rate comparisons dataset , which includes comparisons of HM Revenue and Customs Pay As You Earn (PAYE) Real Time Information (RTI), and Labour Force Survey (LFS) estimates, sets out the annual growth rates for these measures in recent periods and suggests a more subdued picture, with the number of employed people lower than a year ago while growth in payrolled employees has slowed over the year.

There has been a slight slowing in the annual growth in regular earnings in the three months to June 2024 to 5.4%, although this remains relatively strong. Total earnings growth has dropped sharply over the same period because of last year's NHS one-off bonus payments.

Latest data

Estimates for payrolled employees in the UK increased by 14,000 (0.0%) between May and June 2024, and rose by 227,000 (0.8%) between June 2023 and June 2024.

The early estimate of payrolled employees for July 2024 increased by 24,000 (0.1%) on the month and increased by 252,000 (0.8%) on the year, to 30.4 million. The July 2024 estimate should be treated as a provisional estimate and is likely to be revised when more data are received next month.

Increased volatility of LFS estimates, resulting from smaller achieved sample sizes, means that estimates of quarterly change should be treated with additional caution. We recommend using them as part of our suite of labour market indicators, alongside Workforce Jobs, Claimant Count data, and PAYE RTI estimates.

The UK employment rate (for people aged 16 to 64 years) was estimated at 74.5% in April to June 2024, below estimates of a year ago, but increased in the latest quarter.

The UK unemployment rate (for people aged 16 years and over) was estimated at 4.2% in April to June 2024, below estimates of a year ago, and decreased in the latest quarter.

The UK economic inactivity rate (for people aged 16 to 64 years) was estimated at 22.2% in April to June 2024, above estimates of a year ago, but largely unchanged in the latest quarter.

The UK Claimant Count for July 2024 increased on the month and on the year, to 1.801 million. Commencing in May 2024, the Department for Work and Pensions are rolling out an increase in the administrative earnings threshold for full work search conditionality. This change is likely to affect around 180,000 claimants over a period of around 6 months, increasing the Claimant Count over that time.

The estimated number of vacancies in the UK decreased in May to July 2024 by 26,000 on the quarter to 884,000. Vacancies decreased on the quarter for the 25th consecutive period but are still above pre-coronavirus (COVID-19) pandemic levels.

Annual growth in employees’ average regular earnings (excluding bonuses) in Great Britain was 5.4% in April to June 2024, and annual growth in total earnings (including bonuses) was 4.5%. This total annual growth rate is affected by comparing with a period including June 2023 when the NHS one-off bonuses were paid. 

Annual growth in real terms (adjusted for inflation using the Consumer Prices Index including owner occupiers' housing costs (CPIH)) for regular pay was 2.4% in April to June 2024, and for total pay was 1.6%.

There were an estimated 100,000 working days lost because of labour disputes across the UK in June 2024. The majority of the strikes were in the health and social work sector.

This bulletin includes data from business and social surveys, as well as data from administrative sources. It includes a combination of accredited official statistics and official statistics in development and, therefore, we advise the consideration of this when using. Read more in Section 6: Data sources and quality .

3. Latest indicators at a glance

4. data on labour market.

Summary of labour market statistics Dataset A01 | Released 13 August 2024 Labour market statistics summary data table, including earnings, employment, unemployment, redundancies and vacancies, Great Britain and UK, published monthly.

Earnings and employment from Pay As You Earn Real Time Information, seasonally adjusted Dataset | Released 13 August 2024 Earnings and employment statistics from Pay As You Earn (PAYE) Real Time Information (RTI), seasonally adjusted. These are official statistics in development.

A guide to labour market data Methodology | Updated 21 April 2023 Summary of labour market datasets, providing estimates of employment, unemployment, average weekly earnings, and the number of vacancies. Tables are listed alphabetically and by topic.

View all related data on our related data page .

Alternatively, Nomis provides free access to the most detailed and up-to-date UK labour market statistics.

5. Glossary

Average weekly earnings.

Average weekly earnings measure money paid by employers to employees in Great Britain before tax and other deductions from pay. The estimates are not just a measure of pay rises, because they also reflect, for example, changes in the overall structure of the workforce.

More high-paid jobs in the economy would have an upward effect on the earnings growth rate.

Economic inactivity

People not in the labour force are not in employment but do not meet the internationally accepted definition of unemployment. This is because they have not been seeking work within the last four weeks or they are unable to start work in the next two weeks. The economic inactivity rate is the proportion of people aged between 16 and 64 years who are not in the labour force. The Labour Force Survey estimates are official statistics in development .

Employment measures the number of people in paid work or who had a job that they were temporarily away from (for example, because they were on holiday or off sick). This differs from the number of jobs because some people have more than one job. The employment rate is the proportion of people aged between 16 and 64 years who are in employment. The Labour Force Survey estimates are official statistics in development .

Unemployment

Unemployment measures people without a job who have been actively seeking work within the last four weeks and are available to start work within the next two weeks. The unemployment rate is not the proportion of the total population who are unemployed. It is the proportion of the economically active population (people in work and those seeking and available to work) who are unemployed. The Labour Force Survey estimates are official statistics in development .

Claimant Count

The Claimant Count is an official statistic in development that measures the number of people who are receiving a benefit principally for the reason of being unemployed. Currently, the Claimant Count consists of those receiving Jobseekers' Allowance and Universal Credit claimants in the "searching for work" conditionality group.

Vacancies are defined as positions for which employers are actively seeking recruits from outside their business or organisation. The estimates are based on the Vacancy Survey. This is a survey of businesses designed to provide estimates of the stock of vacancies across the economy, excluding agriculture, forestry, and fishing (a small sector for which the collection of estimates would not be practical).

Pay As You Earn Real Time Information

These data come from HM Revenue and Customs' (HMRC's) Pay As You Earn (PAYE) Real Time Information (RTI) system. They cover the whole population, rather than a sample of people or companies, and they will allow for more detailed estimates of the population. The PAYE RTI statistics are official statistics in development (previously called experimental statistics) because the methodologies used to produce the statistics are still in their development phase.

In June 2023, the Office for Statistics Regulation (OSR) published an assessment report of HM Revenue and Customs (HMRC) and Office for National Statistics (ONS) statistics on earnings and employment from Pay as You Earn Real Time Information (PAYE RTI). HMRC and the ONS welcome OSR's assessment report and have developed an action plan focusing on the six requirements .

A more detailed glossary is available in our Guide to labour market statistics methodology .

6. Data sources and quality

The estimates presented in this bulletin contain uncertainty. For more information, see our Uncertainty and how we measure it methodology .

Information on revisions is available in our Labour market statistics revisions policy .

Information on the strengths and limitations of this bulletin is available in our Labour market overview, UK: April 2021 bulletin .

Further information is available in our Guide to labour market statistics methodology .

Official statistics

On 7 June 2024, the Office for Statistics Regulation (OSR) introduced the new accredited official statistics badge, to denote official statistics that have been independently reviewed by the OSR. Accredited official statistics comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics .

This UK labour market bulletin includes a combination of accredited official statistics and official statistics in development (until September 2023, these were called "experimental statistics"). Read more about the change in the  Guide to official statistics in development .

The following labour market outputs are accredited official statistics :

Average weekly earnings (reviewed by the OSR in December 2014)

Labour disputes (rapid review completed by the OSR in February 2023)

Office for National Statistics (ONS) vacancy statistics (reviewed by the OSR in April 2022)

Workforce Jobs (reviewed by the OSR in April 2022)

The following labour market outputs are official statistics in development :

Pay As You Earn (PAYE) Real Time Information (RTI) estimates

Labour Force Survey estimates

ONS Claimant Count

Labour Force Survey

We have been facing the challenge of falling response rates for household surveys, as have other comparable countries. This issue became more acute in the Labour Force Survey (LFS) data collected for August 2023. The LFS estimates due to be published in October 2023 were suspended because of quality concerns. We developed a comprehensive plan to address these concerns and reintroduce LFS, as described in our Labour Force Survey: planned improvements and its reintroduction estimates methodology .

As stated on 5 February 2024 in our Impact of reweighting on Labour Force Survey key indicators: 2024 article , from 13 February we have reinstated reweighted LFS estimates into our monthly publication. These LFS estimates are official statistics in development .

Reweighting does not address the volatility we have seen in recent periods and which we expect to see to some extent in the future, so we would advise caution when interpreting short-term changes in headline rates and recommend using them as part of our suite of labour market indicators, alongside Workforce Jobs, Claimant Count data and Pay As You Earn (PAYE) Real Time Information (RTI) estimates.

As stated in our article published 18 July 2024, we are planning a further reweighting exercise , based on the population projections published in January 2024. We plan to introduce the reweighted LFS series into our Labour market publication by the end of 2024.

Further information on response rates and other quality-related issues for the LFS can be found in our quarterly Labour Force Survey performance and quality monitoring reports .

Our Comparison of labour market data sources methodology compares data sources and discusses some of the main differences.

Labour market transformation

We have published a Labour market transformation article providing an update on the transformation of labour market statistics.

We welcome your feedback on this latest update and our plans. Please email us at [email protected] to tell us what you think.

Coronavirus

For more information on how labour market data sources were affected by the coronavirus (COVID-19) pandemic, see our Coronavirus and the effects on UK labour market statistics article .

Making our published spreadsheets accessible

Following the Government Statistical Service (GSS) guidance on releasing statistics in spreadsheets , we will be amending our published tables over the coming months to improve usability, accessibility and machine readability of our published statistics. To help users change to the new formats, we will be publishing sample versions of a selection of our tables and, where practical, initially publish the tables in both the new and current formats. If you have any questions or comments, please email us at [email protected] .

7. Related links

Economic activity and social change in the UK, real-time indicators: 8 August 2024 Bulletin | Released 8 August 2024 Early data on the UK economy and society. These faster indicators are created using rapid response surveys, novel data sources and innovative methods. These are official statistics in development.

Business insights and impact on the UK economy: 1 August 2024 Bulletin | Released 1 August 2024 The impact of challenges facing the economy and other events on UK businesses. Based on responses from the voluntary fortnightly business survey (BICS) to deliver real-time information to help assess issues affecting UK businesses and economy, including financial performance, workforce, trade and business resilience.

Labour market transformation - update on progress and plans: July 2024 Article | Released 18 July 2024 Labour market transformation overview, building on previous engagement on the transformed Labour Force Survey.

Impact of reweighting on Labour Force Survey key indicators: 2024 Article | Released 5 February 2024 Indicative estimates of the Labour Force Survey (LFS) reweighting methodology on key indicators for the UK and countries of the UK, between July to September 2022 and September to November 2023.

Quarterly economic commentary: January to March 2024 Article | Released 28 June 2024 Economic commentary for the latest quarterly national accounts, prices and labour market indicators.

Rising ill-health and economic inactivity because of long-term sickness, UK: 2019 to 2023 Article | Released 26 July 2023 Experimental statistics estimating the different health conditions of the working-age population and those economically inactive because of long-term sickness.

8. Cite this statistical bulletin

Office for National Statistics (ONS), released 13 August 2024, ONS website, statistical bulletin,  Labour market overview, UK: August 2024

Contact details for this Statistical bulletin