phd public health programs

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INFORMATION FOR

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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.

Faculty Advisors

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

External Fellowships

Doctor of philosophy (phd) overview.

• Graduate Programs

PhD in Public Health

Our PhD in Public Health program provides students with the rigorous academic skills, practical experience, and multi-disciplinary studies that will enable them to meet the public health challenges of the 21st century. The University of Washington offers a PhD degree in the following areas:

• PhD in Biostatistics
• PhD in Biostatistics - Statistical Genetics Pathway
• PhD in Environmental Health Sciences
• PhD in Environmental and Occupational Hygiene
• PhD in Environmental Toxicology
• PhD in Epidemiology
• PhD in Global Health Metrics & Implementation Science
• PhD in Health Services
• PhD in Nutritional Sciences
• PhD in Pathobiology
• PhD in Public Health Genetics

The rigorous Doctor of Philosophy in Public Health program at GPH allows you to balance the theoretical with the practical; the innovation with the application. You’ll work side-by-side with and under the guidance of esteemed faculty from NYU’s global and interdisciplinary network on vanguard research and solutions to universal public health issues.

You’ll further tailor your studies by selecting one of four areas of study – Biostatistics, Epidemiology, Social & Behavioral Sciences, or Public Health Policy & Management – to gain the innovative approach and aptitude you need to prepare for a successful future in academia and/or research.

Explore our Doctoral Program

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Although the maximum allotted time you have to complete the degree is seven years, we expect most GPH doctoral students to complete their degree in four or five years. The sample timeline below assumes that you have completed the prerequisite courses  prior to entering into the doctoral program; if you have not, another year of coursework would be added to this timeline. 

• Epidemiology
• Social & Behavioral Sciences
• Public Health Policy & Management
• Biostatistics

The Epidemiology concentration will deepen your understanding and application of advanced data analytic techniques and research methodology, taking at least three courses in these disciplines. You’ll also identify a specialization area (e.g. chronic disease epidemiology, mental health epidemiology, etc.) and take a minimum of two courses in this specialization area.

Learn more about the courses you’ll take in the Epidemiology concentration.  

The Social and Behavioral concentration prepares individuals to use social science and behavioral theory and an array of methodological approaches to understand and address the social and behavioral determinants of health and illness on the population level. The curriculum provides students with rigorous training in foundational social and behavioral theory, quantitative and qualitative research methods and intervention and implementation science. Upon completion of the program, graduates will be equipped to conduct independent scholarly research in academic and research settings and translate that knowledge to solve pressing contemporary public health challenges.

Learn more about the courses you’ll take in the Social & Behavioral Sciences concentration.

The Public Health Policy and Management concentration prepares students to: (1) apply appropriate research methods to analyze health policy and management issues and questions, (2) synthesize evidence to guide policymaking and assess public policies and programs that promote population health and health equity, and (3) assess different theoretical perspectives in management and apply these ideas to the identification, analysis and understanding of critical themes and issues in health care and public health. The PHPM PhD concentration builds on doctoral-level methods, policy and management courses offered at Wagner and Stern, combined with PhD-level public health policy and management as well as health services and policy research courses offered at the School of Global Public Health.

Learn more about the courses you’ll take in the Public Health Policy & Management concentration.

The Biostatistics concentration prepares students for careers in which they will develop and apply statistical methods to advance research in public health and biomedical sciences. The program is designed to train students to be independent scholars in the theory, methodology, and application of biostatistics. The program includes classroom learning, training in consulting and scientific collaboration, and mentored independent research. Dissertation research will typically be motivated by important problems in public health that require novel statistical methods for design or analysis. Upon completion students will have gained a broad foundation in statistical computing, public health sciences, and learned to communicate effectively with biostatisticians and scientists from other disciplines.

Learn more about the courses you’ll take in the Biostatistics concentration.

View the PhD Program Handbook

Are you ready to start creating pioneering solutions to some of global health’s most demanding issues with venerated faculty from around the world apply to the phd in public health today.

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Departments

We integrate an innovative skills-based curriculum, research collaborations, and hands-on field experience to prepare students.

Learn more about our research centers, which focus on critical issues in public health.

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Meet the faculty of the Mailman School of Public Health. 

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Learn how to apply to the Mailman School of Public Health. 

Doctoral Programs

Doctor of public health.

While all Mailman School doctoral degree programs provide students with tremendous access to renowned researchers and thought leaders across the spectrum of public health, the Doctor of Public Health (DrPH) Program emphasizes the application of science to public health, leadership, and program development. 

See our available DrPH programs:

Biostatistics

Environmental Health Sciences

Epidemiology

POV: Sexual Pleasure Should Be Integrated into Scientific Research on Sexual Health

Welcome, in a Time of Change

Doctor of Philosophy (PhD) .

Take a leadership role in the advancement of public health..

Public health is all about outcomes. Anticipating them. Promoting them. Delivering them. That’s why we focus our doctoral programs on results. At Boston University School of Public Health (SPH), we use our $180+ million research portfolio to tackle the world’s most pressing public health challenges, from the effects of post-traumatic stress disorder on military veterans to HIV treatment adherence in sub-Saharan Africa.

When you join one of our doctoral programs, you will play a leading role in pioneering studies that illuminate and solve problems affecting the health of individuals and communities. And you’ll graduate with the comprehensive knowledge and the rigorous methodological skills to translate research into policy and practice—characteristics that set our alumni apart as leaders in their disciplines.

SPH offers four PhD programs. See the individual program pages for further information.

• Current Students

Health Policy PhD

Impact population health at a systems level.

Health policy is an interdisciplinary field that examines the organization and financing of health systems and services; the impact of health policies on population health; and the economic, social and behavioral determinants of health. It involves the investigation of all systems that affect population health, not just the medical care system. The purview of health policy is global.

The mission of our program is to prepare students for research careers in health policy and health services research; teaching; and public service in university, governmental and public policy settings. This program is distinguished by its interdisciplinary application of the social and behavioral science disciplines to real world health issues. Graduates are prepared to play lead scientific roles in addressing the many challenges facing health care and public health systems in the United States and countries around the world.

Students must successfully complete a health services research readings and methods seminar (two semesters), five specialty field courses, three quantitative research methods courses, and three additional graduate elective courses.

The program includes three specialty fields:

The Health Economics specialty field draws on economics, epidemiology and statistics to understand the causal relationship between different aspects of health and the health care sector. With an emphasis on quantifying relationships, health economics covers a broad range of study areas including health production, demand and supply of health services, health care financing, behavioral responses to institutional or policy incentives, policy evaluations and other efficiency, and equity issues surrounding health.

The Organizations & Management specialty field trains scholars in organizational behavior and political science in regards to health. Theories and methods in organizational sociology, political science and social psychology are central to the study of health organizations. Specialty field courses in macro-organizational theory, micro-organizational theory and organizational analysis of the health sector are required. This specialty field emphasizes the management of health care and public health organizations and systems, the implementation and dissemination of policies and practices within and across organizations, and the role of policy-making institutions as platforms for the creation and modification of health policies.

The Population Health Sciences specialty field trains students for research careers in the social, behavioral, and economic determinants of health and the study of interventions, policies, and practices that impact the health of populations and vulnerable communities. The specialty field emphasizes addressing the social and behavioral determinants of health through quantitative research informed by theoretical frameworks in economics, psychology, demography, and social epidemiology. Training in innovative methodologies for establishing causal relationships in quasi-experimental research is a cornerstone of the Population Health Sciences specialty field. Students will learn and integrate cutting-edge methods from key areas of strength at Berkeley: biostatistics, social science methods such as econometrics and formal demography, and the rapidly evolving set of data science innovations such as machine learning that are being advanced at Berkeley including in the Division of Computing, Data Science, and Society. The explosion of health sector data availability, along with Berkeley’s innovation hub positioning, make this an excellent track for students looking to become quantitative experts who can lead research across a wide variety of population health science and health policy questions.

Students have access to all of UC Berkeley’s disciplines and professional schools, in addition to UCSF faculty and research programs. This is a full-time program geared for careers in academia and research and students typically complete it in four to five years. Our program is administered by Berkeley Public Health and the doctoral degree is granted by UC Berkeley’s Graduate Division.

Graduates can achieve and demonstrate expertise in the following major academic outcomes:

• Develop domain expertise in core works in health policy and the selected specialty field.
• Understand central social science theoretical frameworks and debates shaping health policy.
• Demonstrate substantive knowledge of the specialty field sufficient to design and teach graduate-level courses in that field.
• Demonstrate the ability to conduct rigorous quantitative research.
• Plan and conduct independent research using advanced research methods.
• Demonstrate the mastery of academia and grant writing, conference presentation, IRB procedures and ethics in research.
• Engage in intellectual exchange among students and faculty across the university to enhance interdisciplinary research and training.

Qualifications

A master’s degree is not a requirement for this program, however, entering students should have completed introductory coursework in statistics, microeconomics, epidemiology and public health. Students without master’s-level coursework in these areas are required to take relevant courses at UC Berkeley or otherwise demonstrate mastery of these areas.

Graduates are well-prepared to assume academic careers in research and teaching. Many of our graduates move directly to positions in academia, government or research organizations. Other graduates receive postdoctoral fellowships to continue specific training in their area of interest and research.

To apply to the Health Policy PhD program, please complete the UC Berkeley Graduate Division admissions application . This program does not use the SOPHAS application.

Submissions of GRE scores are optional but strongly recommended for this program. Especially if you have no other evidence of quantitative, verbal, or analytical abilities in your application. If not submitting a score, competitive applicants will need to provide alternative evidence of strong quantitative capability and should speak to their analytical and quantitative preparation for the PhD program in their application based on past coursework (e.g. statistics, microeconomics, math) and/or professional experience.

Please submit a writing sample and provide a list of publications and/or presentations related to your academic or professional background (include the PubMed ID if applicable).

If your work is published as a website or part of it, please provide the URL. Your writing sample can be a written assignment, journal article, report, Op-Ed, commentary, conference abstract, or other publication. Please enter your most recent citation first.

This is a quantitatively-oriented health policy program. Prospective applicants primarily interested in qualitative methods are advised to explore related programs such as the UC Berkeley PhD in Social Welfare or Medical Anthropology, or the UCSF Sociology program. Prospective applicants instead primarily focused on computational methods should also consider related UC Berkeley PhD programs in Biostatistics or Computational Precision Health.

Core Faculty

The core PhD program faculty members of the School of Public Health, the Haas School of Business, School of Social Welfare, the Goldman School of Public Policy, and the Departments of Economics, Sociology, and Political Science.

Emeriti Faculty

Emeritus faculty of the Health Policy Faculty Group are Professors of the Graduate School and may serve on dissertation committees as Chair, inside members, or as an Academic Senate Representative. Their availability to students, however, may be limited compared to core faculty group members.

Health Policy Research Centers at UC Berkeley and UCSF

Health Policy PhD students have access to a wide range of resources at UC Berkeley and UCSF, including highly regarded research centers. Below are brief descriptions of a selected list of research centers most closely aligned with the Health Policy PhD program. These Centers include faculty from a wide variety of backgrounds and disciplines who bring expertise in health services research and provide settings for intensive training and mentorship opportunities for trainees.

• The  Berkeley Center for Health Technology (BCHT) , co-directed by Dr. James Robinson (Director) and Dr. Tim Brown (Associate Director), promotes the efficiency and effectiveness of healthcare through research and education on the development, insurance coverage, payment, and appropriate use of medical technologies. The focus of BCHT is on biopharmaceuticals, implantable medical devices, insurance benefit design, and payment methods. Research initiatives include leadership roundtables, case studies of leading organizations, and econometric analyses of public and private data sources. BCHT helps stakeholders design a healthcare system that combines innovation and entrepreneurship with economic efficiency and social fairness.
• The UC Berkeley  Nicholas C. Petris Center on Health Care Markets and Consumer Welfare , co-directed by Dr. Richard Scheffler (Director) and Dr. Brent Fulton (Associate Director), focuses on consumer protection, affordability and access to healthcare, especially for low and middle-income individuals. The Petris Center also focuses on and the role of information in consumer choice, and regulation and competition within healthcare markets.  The research center is named after former California State Senator Nicholas Petris, who advocated strongly on behalf of California consumers for affordable, accessible, and quality healthcare.
• The UC Berkeley  Center for Healthcare Organizational and Innovation Research (CHOIR) , co-directed by Dr. Hector Rodriguez (Director) and Dr. Amanda Brewster (Associate Director) aspires to help make the U.S. healthcare system among the most responsive in the world through practice-based research and dissemination of evidence. CHOIR emphasizes innovations in healthcare delivery and assessment of organizational performance to improve the technical quality of care delivered, patient experience and outcomes of care, population health, and cost. CHOIR works to maximize their “voice” and impact through webinars, roundtables, and discussions with private and public sector action and thought leaders.
• The Laboratory for Systems Medicine, directed by Dr. Ziad Obermeyer, applies methods from machine learning, biostatistics, and econometrics to the complex world of medical diagnoses, interventions, and outcomes. The center translates large observational datasets into new ways to understand and improve the life and death decisions that providers and patients make every day, in the US and across the world.
• The Center on the  Economics and Demography of Aging (CEDA) , directed by Professor William Dow, was founded in 1993 to promote interdisciplinary research on the economic and demographic aspects of aging.  In response to the growing demand from government agencies, Congress, and academic researchers for timely, accessible, and practical information as well as basic research. At the central core of CEDA is a group of outstanding formal and mathematical and statistical demographers who apply their skills to a variety of research areas, including biodemography, demographic modeling and forecasting, and intergenerational transfers including fiscal accounting. This central core is enriched by other themes, notably psychological and behavioral economics with applications to economic and health-related behaviors.
• The  UC-Berkeley Opportunity Lab (O-Lab) , co-directed by Professor Ben Handel and Professor Hilary Hoynes serves as the central research hub for Berkeley scholars conducting rigorous, data-driven research on social and economic inequality in the United States. Our network of faculty and graduate students work across disciplines and study a wide array of topics, from the role of childhood food security on long-term economic security to the disparate impacts of climate change on low-income communities.
• The UCSF  Center for Vulnerable Populations  at Zuckerberg San Francisco General Hospital carries out innovative research to prevent and treat chronic disease in populations for whom social conditions often conspire to both promote various chronic diseases and make their management more challenging. Beyond the local communities it serves, CVP is nationally and internationally known for its research in health communication and health policy to reduce health disparities, with special expertise in the social determinants of health, including literacy, food policy, poverty, and minority status, with a focus on the clinical conditions of pre-diabetes, diabetes, and cardiovascular disease.  CVP is at the frontline of practice-based research on chronic diseases for the diverse and disadvantaged populations of San Francisco and the Bay Area. UCSF faculty mentors Drs. Margot Kushel, Courtney Lyles, and Urmimala Sarkar are core CVP faculty.
• The  Healthforce Center  at UCSF was founded in 1992 to help healthcare leaders and  policymakers better understand the health workforce and develop successful strategies and policies. The Center’s dynamic leadership training programs have touched thousands of people across the entire healthcare ecosystem who continue to make significant and meaningful change in healthcare. UCSF Professor Janet Coffman and Professor Joanne Spetz are core faculty of the center.

Current Health Policy PhD Students

• Madeline Adee
• Alexander Adia
• Calvin Chiu
• Christine Lo
• Jorge A. Morales Alfaro
• Rachel Ross
• Jaclyn Schess
• Alex Schulte
• Eleanor Tsai
• Solis Winters
• 2023–2024 Job Market Candidates

Graduates of the UC Berkeley PhD Program in Health Policy (formerly “Health Services and Policy Analysis”) hold leading research and teaching positions at academic and research institutions both within the United States and internationally. Many of our alumni hold tenured or tenure-track positions at respected universities and colleges such as Stanford University, Johns Hopkins University, Cornell University, UCSF, and Dartmouth College. Our recent alumni have also successfully obtained post-doctoral appointments at the U.S. Department of Veterans Affairs, Palo Alto Medical Foundation Research Institute, Kaiser Permanente Division of Research, Yale University, and Stanford University.

The following is a partial listing of PhD program alumni, their dissertation titles, and their current employment.

Jonathan Agnew, PhD Cost and Utilization of Outpatient Prescription Drugs Among the Elderly: Implications for a Medicare Benefit Owner and President, Agnew and Associates Medical Writing Vancouver, BC

Sangeeta C. Ahluwalia, PhD Professionalism among Physicians: Factors Associated with Outpatient Palliative Care Referral in a Managed Care Organization Senior Policy Researcher & Associate Director, Behavioral and Policy Sciences RAND Corporation, Santa Monica, CA

Jim Bellows, PhD Use of Worker’s Compensation Medical Care: Health Insurance Matters Managing Director Kaiser Permanente Care Management Institute, Oakland CA

Aman Bhandari, PhD National Estimates and Predictors of Pharmacy Utilization and Out-of-Pocket Prescription Drug Expenditures in Underserved Populations Vice President, Data Strategy and Solutions, Vertex Pharmaceuticals, Boston, MA

Claire Boone, PhD Essays in Health and Behavioral Economics Postdoctoral Fellow University of Chicago

Timothy T. Brown, PhD Three Essays on the Labor Market for Nonphysician Clinicians Associate Professor of Health Policy and Management Associate Director of Research, Berkeley Center for Health Technology University of California Berkeley, School of Public Health, Berkeley CA

Sahai Burrowes, PhD Essays on the Political Impact of Development Assistance Allocation in Malawi Associate Professor of Public Health Touro University, Vallejo CA

Drew Cameron, PhD The effect of short-term subsidies on future demand for potable water in rural Bihar, India: A randomized controlled trial Assistant Professor of Public Health (Health Policy) Yale University School of Public Health

Lawrence Casalino, MD, PhD Medical Groups and Physician Organization; Physician-Hospital and Physician-Health Plan Relationships; Physician Organization and Quality Professor Emeritus of Population Health Sciences Weill Cornell Medical College

Aaron Caughey, MD, PhD Applications from Behavioral Economics to Decision Making in the Setting of Prenatal Diagnosis Professor and Chair, Department of Obstetrics and Gynecology Oregon Health Sciences University, Portland, OR

Paulette Cha, PhD Essays on Health Economics and Immigration Fellow Public Policy Institute of California

Susan Chapman, PhD The Experience of Returning to Work for Employed Women with Breast Cancer Professor, UCSF School of Nursing San Francisco, CA

Ann Chou, PhD Shared decision making: The selection process of treatment options and resulting quality of life implications for women with breast cancer Professor of Family and Preventive Medicine, Health Sciences Center University of Oklahoma

Elizabeth Ciemins, PhD The Effect of Mental Health Parity on Children’s Mental Health and Substance Abuse Service Utilization in Massachusetts Director of Research and Analytics American Medical Group Association Foundation, Alexandria, VA

Janet Coffman, PhD All Capitated Systems are not Alike: Effects of Organizational Structure, Culture, and Climate on Medicaid Recipients Use of Inpatient Psychiatric Care Professor of Health Policy Institute for Health Policy Studies, UC San Francisco

Carrie Colla, PhD Effects of the San Francisco Employer Health Spending Mandate Professor of Health Economics Dartmouth Medical School, Hanover NH

Leeann Comfort, PhD Applications and Extensions of Organization Theory: The Context of Accountable Care Organizations Scientist Administrator, Social Science Researcher Division of Healthcare Delivery and Systems Research Agency for Healthcare Research and Quality

David Contreras-Loya, PhD Managerial Practices and Altruism in Health Care Delivery Research Professor Escuela de Gobierno y Transformación Pública Tecnológico de Monterrey

Jan Cooper, PhD Money, Sex, and Power – An Analysis of Relationship Power in the Context of Conditional Cash Transfer Interventions to Reduce Risky Sex in Tanzania Researcher, Global Health and Policy Analysis Harvard T.H. Chan School of Public Health

Jae Corman, PhD Foreclosures and Health Senior Director of Analytics Folx Health

Alison Evans Cuellar, PhD Changing Markets and Hospital: Managed Care, Horizontal Integration and Vertical Alignment Professor of Health Administration and Policy Associate Dean of Research, College of Public Health George Mason University, Fairfax, VA

Julie Dang, PhD Two Shots to Cancer Prevention: Improving the Uptake of the Human Papillomavirus (HPV) Vaccine among Preadolescent Patients of a Primary Care Network Assistant Professor & Executive Director, Office of Community Outreach and Engagement UC Davis Comprehensive Cancer Center

Maria Dieci, PhD Patient vs. provider incentives for malaria care: A cluster randomized controlled trial in Kenyan pharmacies Assistant Professor of Health Policy and Management Emory University

Ebbin Dotson, PhD The Business Case for Leadership Diversity in Health Care Assistant Professor of Health Policy and Management University of Michigan Ann Arbor, MI

April Falconi, PhD Perimenopause as a Sensitive Period for Women’s Health and Aging: A Review of the Chronic Disease Literature and Two Empirical Tests of Significance Associate Director, Elevance Health

Kevin Feeney, PhD Essays on Cash Transfers and Health Economist, Amazon Los Angeles, CA

Sara Fernandes-Taylor, PhD Provider Communication, Self-Reported Health, and Post-Treatment Regret among Young Breast Cancer Survivors Scientist III Department of Surgery University of Wisconsin School of Medicine

Robin Flagg, PhD Governor Decision Making: Expansion of Medicaid Under the Affordable Care Act Continuing Lecturer, Division of Health Policy and Management University of California, Berkeley

Jennifer Frehn, PhD Understanding the Influences and Organization of Systems to Improve Community Health Post-doctoral Research Fellow, School of Public Health UCLA

Vicki Fung, PhD The Effects of Losing Brand-Name Drug Coverage: Changes in Use of Inhaled Steroids and Clinical Outcomes Among Medicare Beneficiaries with Asthma Associate Professor of Medicine, Mongan Institute for Health Policy Massachusetts General Hospital Department of Medicine, Harvard Medical School Boston, MA

Daniel Gentry, PhD Organizational Bureaucracy, Legitimacy, and “Thrival”: A Study of the Response by AIDS Service Organizations in Twenty California Counties to the Ryan White CARE Act of 1990 President & CEO, Association of University Programs in Health Administration

Gabrielle Goldstein, JD, PhD A Market for Ethics Counsel Nixon Peabody LLP San Francisco, CA

Julia Goodman, PhD Three Essays on Maternity Leave Policies, Utilization and Consequences Assistant Professor of Public Health OHSU & Portland State University School of Public Health

Lakshmi Gopalakrishnan, PhD Gender norms as a social determinant of health and well-being of married adolescent girls and young women in South Asia Postdoctoral Fellow UCSF

Ilana Graetz, PhD The Impact of EHR and Teamwork on Care Transitions and Patient Outcomes Associate Professor of Health Policy and Management Rollins School of Public Health Emory University, Atlanta, GA

Chaoran Guo, PhD Social Learning in Health Insurance Choices: Evidence from Employer-Sponsored Health Plans Senior Data Scientist, Netflix Los Gatos, CA

Emily Hague, PhD Antecedents and Outcomes Associated with Hospital Participation in a Clinically Integrated Network Health Policy Researcher Mathematica Policy Research, Oakland, CA

Courtnee Hamity, PhD Social Influence and Innovation Adoption in the Clinical Setting Senior Program Officer, Evaluation and Data Strategy Blue Shield of California Foundation, San Francisco, CA

Alein Haro-Ramos, PhD Racism, Illegality, and Population Health: Mechanisms, Interventions, & Community-Engaged Research UC President’s Postdoctoral Fellow Department of Health, Society, and Behavior University of California, Irvine

Zoë K. Harris, PhD Private Health Insurance Sponsored Wellness Programs:  Examining Participation in the Healthy Lifestyle Rewards Financial Incentives Program on Health Care Costs, Utilization, and Risk Behaviors Executive Director, Head of Customer Engagement Strategy & Operations Genetech

Nianyi Hong, PhD Essays on Patient and Firm Behavior in Health Economics Analyst, Congressional Budget Office Washington, DC

Thomas Huber, PhD The Role of Micro and Macro Level Organizational Coordination in Accountable Care Organizations Adjunct Professor, The Ohio State University

Dorothy Hung, PhD Behavioral Preventive Service Delivery, Productivity, and Staff Turnover in Primary Care Practices: The Role of Participation in Decision Making and the Chronic Care Model Research Scientist and Director, Center for Lean and Engagement Research, School of Public Health University of California, Berkeley

Vanessa Hurley, PhD Collaborative Learning among Health Care Practice and Systems to Improve Patient-Centered Care Assistant Professor of Health Systems Administration Georgetown University

Jenny Hyun, PhD Person-Centered Care Program Philosophy in Capitated Community Mental Health Centers in Colorado Director, Business Intelligence Vituity, Emeryville, CA

Jennifer K. Ibrahim, PhD State Medicaid Coverage for Tobacco Dependence Treatments: Implications for a Federal Mandate Dean and Professor, College of Public Health and School of Social Welfare Temple University, Philadelphia PA

Jae Kennedy, PhD Americans Needing Assistance with Activities of Daily Living: Current Estimates and Policy Implications Professor of Health Policy and Administration Elson S. Floyd College of Medicine Washington State University, Spokane WA

Jung Kim, PhD Examining factors associated with learning and performance in primary care Graduate Medical Education organizations Assistant Professor, Health Systems Science Kaiser Permanente Bernard J. Tyson School of Medicine

Margae Knox, PhD Health System Efforts to Address Health Related Social Needs: Implications for Public Health, Health Services Use, and Quality Outcomes Postdoctoral Delivery Science Fellow Division of Research, Kaiser Permanente

Heather Knauer, PhD Parenting and Child Development in Rural Mexico: Examination of a Large-Scale Parenting Program Adjunct Assistant Professor School of Social Work University of Michigan, Ann Arbor, MI

Ada Kwan, PhD Can We Improve Quality of Care in Private Health Sectors? Evidence from a Randomized Field Experiment in Kenya Postdoctoral Researcher, School of Medicine University of California, San Francisco

Susan Lehrman, PhD Hospitals’ Participation in the Nursing Home Market Professor and Dean Emeritus, Rohrer College of Business Rowan University, Glassboro, New Jersey

Jing Li, PhD Altruism and Efficiency Preferences of U.S Medical Students and their Expected Specialty Choice Assistant Professor of Health Economics School of Pharmacy, University of Washington

Rui Li, PhD Effect of Financial Incentives on Physician Productivity in Medical Groups Senior Economist, Division of Reproductive Health Centers for Disease Control and Prevention, Atlanta GA

Michael Lin, PhD Nursing Home Quality: Structure and Strategy Senior Scientist, Telligen Denver, CO

Jenny Liu, PhD Healthy Time, Home Production, and Labor Supply: The Effect of Health Shocks on Time Use within Chinese Households during Economic Transition Professor of Health Economics School of Nursing University of California, San Francisco

Christopher Lowenstein, PhD Essays on labor markets and health: Employment conditions and drug, suicide, and alcohol-related mortality among working-age adults in the United States Postdoctoral Fellow, Epidemiology Stanford University

Martin Marciniak, PhD Too Good to Be True? The Effect of Nicotine Replacement Therapy on an Individual’s Ability to Quit Smoking Vice President and Head, US Health Outcomes Chiesi USA, Inc.

Soledad Martinez, PhD Income, Health Insurance Type and the Quality of Primary Care Systems in Chile: Effects on Health Outcomes and Utilization of Services Assistant Professor School of Public Health at Universidad de Chile, Santiago Chile

Jill Marsteller, PhD The Relationship between Non-Racial Diversity in Team Composition and Performance and Creativity in a Chronic Illness Care Quality Improvement Intervention Professor, Health Policy and Management Bloomberg School of Public Health, John Hopkins University, Baltimore MD

Peter Martelli, PhD An Argument for Knowledge Variety in Evidence-Based Management Associate Professor of Healthcare Administration Sawyer Business School, Suffolk University, Boston, MA

Sean McClellan, PhD When does Adoption of Health Information Technology by Physician Practices Lead to Use by Physicians within the Practice? Health Policy Researcher Abt and Associates, Boston, MA

Rodney K. McCurdy, PhD Network Influence on Chronic Illness Care in Large Physician Organization:  A Study of the California Managed Care Network in 2001 and 2006 Professor and Program Director National University Detroit, MI

Kathryn McDonald, PhD Ambulatory Care Organizations: Improving Diagnosis Bloomberg Distinguished Professor Johns Hopkins University Schools of Medicine and Nursing

Sara McMenamin, PhD Organizational Support for Smoking Cessation Interventions in Physician Organizations Associate Professor, Herbert Wertheim School of Public Health & Human Longevity University of California, San Diego

Angela Merrill, PhD Subjective Expectations of Nursing Home Use, Medicaid, and Economic Behavior by Older Americans Principal Researcher Mathematica Policy Research, Cambridge MA

Chris Miller-Rosales, PhD Advancing Organizational Capabilities to Improve Patient Engagement in Health Care Associate, Analysis Group Menlo Park, CA

Eric Nauenberg, PhD Air Pollution and Hospitalization for Asthma in Los Angeles County: Economic and Policy Implications Associate Professor of Health Economics Ontario Ministry of Health and Long-term Care/Dept of Health Policy, Management and Evaluation, University of Toronto, Canada

Zachary Olson, PhD Can a Conditional Cash Transfer Reduce Teen Fertility? The Case of Brazil’s Bolsa Familia Senior Economist, Amazon Seattle, WA

Michael K. Ong, MD, PhD The Effects of Regulatory Change on the Safety of Pharmaceutical Innovations Professor in Residence, Division of GIM & HSR Associate Chief of Staff for Research Department of Medicine, UCLA and VA Greater Los Angeles Healthcare System, Los Angeles, CA

Laura Packel, PhD Who Changes How: Strategies and Motivation for Risk Reduction Behaviors in the Context of an Economic-based HIV Prevention Intervention in Tanzania Research Director, McCoy Research Group University of California, Berkeley, School of Public Health

Mary Paterson, PhD Financial Status of Retiree Caregivers: An Analysis of the Asset Structure of the Retiree Caregiver Professor Emeritus, School of Nursing The Catholic University of America, Washington DC

Krista Perreira, PhD Exits, Recidivism, and Caseload Growth: The Effect of Private Health Insurance Markets on the Demand for Medicaid Professor of Health Economics University of North Carolina at Chapel Hill, School of Medicine

Dana Petersen, PhD Social Capital, Social Support, and Quality of Life among Long-Term Breast Cancer Survivors Senior Researcher Mathematic Policy Research, Oakland CA

Aryn Phillips, PhD The Impact of Retail Availability on Health Behaviors: Policy Applications for the Prevention & Management of Chronic Conditions Assistant Professor of Health Policy and Management School of Public Health University of Maryland, College Park

Kathryn Phillips, PhD Public Policy and Screening: The Influence of State Policies on Utilization of Human Autoimmunodeficiency Virus (HIV) Screening Professor of Health Economics and Health Services Research UCSF School of Pharmacy, San Francisco CA

Jessica Poon, PhD Multilevel Pathways to Patient-Centered Care Postdoctoral Research Fellow, Division of Research Kaiser Permanente

Alexis Pozen, PhD Price Variation for Colonoscopy in a Commercially Insured Population Assistant Professor City University of New York School of Public Health New York NY

Brian Quinn, PhD The Effect of Community-Level Unemployment On Preventive Oral Health Care Utilization Associate Vice President, Research-Evaluation-Learning The Robert Wood Johnson Foundation, Princeton NJ

Nadia Safaeinili, PhD Evaluation of a statewide integrated medical and social service case management policy innovation: A multi-level assessment of equitable implementation for frontline staff and high-risk, high-need Medicaid patients Research Scientist, School of Medicine Stanford University

Robert Schell, PhD Understanding the Role of Socioeconomic, Health Behavioral, and Genetic Factors in Cardiovascular Disease Risk Associate, Analysis Group Menlo Park, CA

Julie Schmittdiel, PhD The Effect on Primary Health Care Orientation on Chronic Care Management Research Scientist and Associate Director of Health Care Delivery and Policy Division of Research Kaiser Permanente Northern California Oakland CA

John Schneider, PhD Regulation and Regulatory Reform in the U.S. Hospital Industry, 1980-1996 CEO and Founder Avalon Health Economics, Morristown NJ

Neil J. Sehgal, PhD Social Influences on Healthcare Outcomes in a Major Academic Medical Center Associate Professor of Health Systems and Population Health School of Public Health, University of Washington

Tetine Sentell, PhD Literacy, Health, and Health Services Use in a Nationally Representative Sample Chin Sik & Hyun Sook Chung Endowed Chair Department of Health Policy and Management Thompson School of Social Work & Public Health

Gordon Shen, PhD Global Mental Health Policy Diffusion, Institutionalization, and Innovation Assistant Professor of Management, Policy and Community Health The University of Texas Health Science Center at Houston (UTHealth) School of Public Health

Timothy Snail, PhD The Effects of Hospital Contracting for Physician Services on Hospital Performance Vice President, Charles River Associates Boston, MA

Sean Sullivan, PhD The Demand for Prescription Drugs in Elderly Americans Professor of Health Economics and Dean Emeritus School of Pharmacy, University of Washington

Aaron Tierney, PhD Virtual Diabetes and Hypertension Care in Community Health Centers: Use, Quality, and Patient Preferences Clinical Informatics Postdoctoral Fellow, Division of Research Kaiser Permanente

Yi-Wen Tsai, PhD Cigarette Taxation, National Health Insurance Professor, Institute of Health and Welfare Policy National Yang-Ming University, Taiwan

Lauren van der Walt, PhD Increasing Women’s Access to Information about Safe Abortion Methods through Local and Global Hotlines Executive Director, Optio Berkeley, CA

Megan Vanneman, PhD Consequences of Devolution: Effectiveness, Efficiency, and Equity in California’s County-based Public Mental Health Care System Assistant Professor of Medicine and Population Health Sciences University of Utah, Salt Lake City, UT

Todd Wagner, PhD The Economics of Consumer Health Information Director, Health Economics Resource Center Department of Veterans Affairs Professor of Surgery Stanford University

Zachary Wagner, PhD Community Health Workers to Increase Use of ORS and Zinc to Treat Child Diarrhea in Uganda: A Cluster Randomized Trial Associate Policy Researcher, RAND Corporation Santa Monica, CA

Neal Wallace, PhD A Production Function Approach to Mental Health Service Coordination in California’s Publicly Financed Mental Health System Professor of Health Systems Management and Policy OHSU-Portland State University School of Public Health

Jessica Watterson, PhD Influences on the Effectiveness of Health Information Technology Innovations in Primary Health Care Senior Research Fellow in Public Health Monash University Melbourne, Australia

Christopher M. Whaley, PhD The Effects of Consumer Information and Cost-Sharing on Healthcare Prices Policy Researcher RAND Corporation

Justin White, PhD A Team-Based Behavioral Economics Experiment on Smoking Cessation Associate Professor of Health Economics Department of Health Law, Policy & Management, School of Public Health Boston University

Frances Wu, PhD The Role of Health Information Technology in Early Accountable Care Organizations in the U.S. Research Associate, The Healthcare Improvement Studies Institute University of Cambridge, Cambridge, United Kingdom

Jill Yegian, PhD Politics, Economics, and Organizational Innovation in the Small Group Market for Health Insurance Principal, Yegian Health Insights, LLC Oakland, CA

Myoungsoon You, PhD Determinants of Risk Perception among Women with a Family History of Breast Cancer Professor Seoul National University, Korea

Jim Zazzali, PhD Executive Director, Head of Health Policy and Systems Research, and Modeling Genentech

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Doctoral Degree Programs in Public Health

Research, education, impact.

In doctoral degree programs at the University of Michigan School of Public Health, students hone their research and teaching skills as they develop the newest knowledge and discover solutions to public health issues across the field in collaboration with world-class faculty at a leading research university.

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Doctoral Degrees and Requirements

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Learn more about our application requirements and deadlines and start your application today. If you’re not ready to apply yet, but would like to receive more information about Michigan Public Health and the program(s) you’re interested in, join our prospective student interest list.

For more information about the doctoral admissions process, email our Recruitment and Admissions team at [email protected] or reach out to the department program coordinator to learn more."

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PhD in Public Health

The Departments of Population Health and Disease Prevention and Health Society and Behavior jointly offer a unique, research training doctorate degree, culminating with a PhD in Public Health with concentrations in biobehavioral mechanisms of health, disease prevention, or global health. Admitted students will have the opportunity to conduct research with top-tier faculty on the biopsychosocial determinants of health status of populations, and the translation of such knowledge to improve health and prevent disease and disability.

Graduates of the PhD program will be prepared for independent and collaborative research careers, and to teach at advanced levels of instruction. Students who complete the research training program will create new knowledge through a deep understanding of the theoretical underpinnings of public health challenges, research methods, and their application to contemporary and emerging trends in public health.

Students enrolled in the PhD in Public Health must choose a concentration in one of the following concentrations: Biobehavioral Mechanisms of Health, Disease Prevention, or Global Health.

In most cases, students will have a primary faculty mentor from the core faculty from either the Department of Health Society & Behavior or Department of Population Health and Disease Prevention. However, students are encouraged to work with a variety of core and affiliated faculty.

Concentrations

The focus of the PhD concentration in Biobehavioral Mechanisms of Health is to train excellence in research to discover the pathways and mechanisms linking social and psychological factors with biological processes and physical health. Biobehavioral research considers psychological, social and cultural, and biological processes that underlie health outcomes, with a strong emphasis on neuroimmune pathways, autonomic nervous system physiology, neuroscience, and human genomics. A focus on biobehavioral mechanisms of health incorporates the potential for contextual influences, psychological stress processes, and biological systems to influence health. It bears the potential to help solve our most pressing public health problems.

Learning Objectives:

• Demonstrate knowledge of the major theoretical and methodological underpinnings of advances in biobehavioral health research.
• Integrate theory and research methods to identify, assess, and alter biobehavioral pathways to health.
• Analyze interrelationships among social, psychological, and biological factors impacting health and illness.
• Formulate research hypotheses in the intersection of biobehavioral health mechanisms and public health.
• Compose research proposals and conduct original research resulting in discoveries that contribute to improved understanding of the role of biobehavioral mechanisms of health in specific populations, with the goals of applying the knowledge to public health.

Please note that the Biobehavioral Mechanisms of Health concentration is not yet accredited by the Council on Education for Public Health.

The focus of the PhD concentration in Disease Prevention is to train excellence in research to discover insights into how human behavior, social constraints, and other contextual factors influence strategies to prevent disease in populations that are vulnerable to risk factors. The program emphasizes the ecological model of disease prevention, with research hypotheses emerging through multi-layered analysis of determinants of health status, including individual, interpersonal, organizational, community, and overarching policy. Students generate the hypotheses for their research in the nexus of risk factors, health behavior, and vulnerable populations.

• Demonstrate knowledge of the major theoretical underpinnings of strategies for disease
• Explain the relationship between theory and research methods focused on understanding the association of risk, behavior, and vulnerability with respect to disease pathways.
• Analyze interrelationships among the determinants of illness and maladaptive health behaviors using theories of health
• Formulate research hypotheses in the intersection of health risk factors, health behavior, and health promotion and policies toward disease
• Compose research proposals and conduct original research resulting in discoveries that contribute to improved understanding of the role of behavior and health promotion strategies in mitigating the vulnerability to health risk factors in specific populations, with the goals of applying the knowledge to disease prevention.

The focus of the PhD concentration in Global Health is to train excellence in research through engagement in hypothesis-driven projects to investigate the global context of disease burden and the improvement of population health status. The program will attract candidates who seek to analyze problems at the intersection of risk, vulnerability, and disease. Activities may include investigation of strategies to make research results that have already produced benefits in one country or region effective in underprivileged regions. The program trains students in integrative expertise essential for global health research with hypotheses in the nexus of content (risk analysis), context (vulnerability assessments), and process (translation of knowledge to reduce the burden of disease).

• Demonstrate knowledge of the major theoretical underpinnings of advances in global health
• Explain the relationship between theory and research methods focused on understanding the association of risk, vulnerability, and outcome in global
• Compare and contrast the health status of different populations with respect to their burden of
• Formulate research hypotheses in the intersection of risk factors, vulnerable populations, and burden of
• Compose research proposals and conduct original research resulting in discoveries that contribute to improved understanding of risk factors and variations in disease burden in a population, and strategies to alleviate the burden at the global level.

Time to Degree

It is expected that students will need 5 years to complete the program.

Career Opportunities

The PhD in Public Health prepares graduates to initiate independent and collaborative research careers in academic institutions, to teach at advanced levels of instruction, and to lead research efforts at agencies dedicated to public health at all levels of organization. Graduates of the PhD in Public Health will gain employment at research universities, government agencies, or private sector organizations including research institutes, hospitals, and public health foundations. 

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Apply to the Ph.D. Program in Health Policy and Administration

How to apply.

To be admitted to the Ph.D. Program in Health Policy and Administration (HPA), you must apply through Penn State's standardized online application system. Visit the Graduate School website for information on how to apply to the J. Jeffrey and Anne Marie Fox Graduate School at Penn State .

The application portal for the HPA Ph.D. program opens on September 1 for students enrolling in the fall semester of the following year. For full consideration, your completed application and all supporting materials must be received on or before December 15 .

Application Materials

1. statement of purpose.

Items to consider when writing your Statement of Purpose to help the HPA Ph.D. program committee better understand your goals and how they align with the  learning outcomes of the Ph.D. program .

• Become familiar with HPA  Ph.D. program faculty  research and identify those faculty whose research areas align most with your interests. Consider reaching out to them and introducing yourself.
• Describe your background and the reasons for pursuing a research doctoral degree in health policy and administration, and include your future career goals.
• academic preparation, including any experience in undergraduate and graduate coursework and opportunities you pursued outside of the classroom that will enable you to succeed in our program.
• experience engaging in scholarly research and what you have learned from your research experience.
• experience working with and learning from individuals from various backgrounds and different perspectives

2. Current curriculum vitae or resume

3. three letters of reference.

• Ideally, your letters of reference should be written by someone engaged in research who is familiar with your research skills or research potential (e.g., a supervisor).

4. Transcripts

• One unofficial transcript or scanned copy of the official transcript (or a notarized translation in English if the original is in a different language) from each institution attended.

5. TOEFL/IELTS

• International students must meet all J. Jeffrey and Ann Marie Fox Graduate School requirements for international students . Students who received a baccalaureate or graduate degree from a country on the Graduate School’s list of predominantly English-speaking countries are exempt from TOEFL/IELTS requirements. View the full list of exempt countries. Note: Applicants submitting TOEFL/IELTS scores must request that scores be sent to Penn State electronically using school code 2660 Penn State University.

6. GRE scores (optional)

• We accept, but do not require, GRE scores. You may wish to submit GRE scores if you believe they will help us assess your ability to complete our program, which requires comfort with mathematical expressions, a solid foundation in quantitative empirical methods, and the ability to read and write analytically challenging content in English. Applicants who choose to submit GRE scores should have them sent to Graduate Enrollment Services (GES) at Penn State electronically using school code 2660 Penn State University.

More Information

For detailed information, including required coursework, the dissertation, and other milestones necessary to complete a Ph.D. in our program, please see our  Ph.D. program handbook . If you are interested in the  Dual Title program in Health Policy and Administration and Demography , please discuss that in your statement.

If you have any questions, please email our graduate program coordinator, Ashlee Foreman , or our professor-in-charge of doctoral studies, Dave Vanness .

Public Health - Master of Public Health (MPH) (Online)

B.C Matthews Hall (BMH) on Waterloo's Campus, across Columbia St W.

If you’re planning to pursue a management or leadership role in the field of public health, our Master of Public Health program could be the right fit for you!

This program provides a broad understanding of public health, highlighting evidence-informed practice in public health, socio-behavioural health, environmental health, and public health informatics, giving you the knowledge, tools and skills to attain your career goals. Learn to evaluate and assess the health status of communities, anticipate and act to prevent health problems, protect populations from health hazards and promote health and well-being. 

This program is predominantly online and can be completed part-time or full-time in two to four years, providing flexibility if you’re a working professional. In-person components include a week of courses on-campus at the beginning and end of the program, as well as a 12-week professional practicum where you’ll gain invaluable hands-on experience.

Program Overview

Department/School : School of Public Health Sciences Faculty : Faculty of Health Admit term(s) : Fall (September - December) Delivery mode : On-campus, Online Program type : Master's, Professional Length of program : 24 months (full-time), 48 months (part-time) Registration option(s) : Full-time, Part-time Study option(s) : Coursework

Application Deadlines

Application for the Fall (September) 2024 semester opens on August 1, 2023. Applications will be accepted until:

• February 1st, 2024

Key contacts

For program-specific inquiries :  [email protected]

Admission requirements

• Successful completion of a four-year Honours Bachelor's degree (or equivalent) with a minimum 75% average. The Bachelor's degree will normally be in a field relevant to public health.
• Students must submit a personal essay of no more than 500 words explaining the education and work experiences 1) that have brought them to the decision to apply to the MPH program; and 2) how the MPH will help them in their future career.
• Ideally, students will have prior work experience in a public health setting. Co-operative work terms and/or volunteer experience are acceptable.
• Students must have a suitable background in statistics to meet prerequisite standards for all graduate level courses, before beginning coursework. An undergraduate course in statistical methods completed within the past five years with a minimum grade of 75% is required. Exceptions to this requirement may be made on occasion by admission committees considering student background and demonstrated analytic abilities.
• Students will be recruited as recent graduates from 4-year Bachelor of Science (BSc) or Bachelor of Arts (BA) programs in Health Studies and related disciplines, or alternatively as mature students holding a 4-year degree in a related discipline with relevant work experience in population and public health. Students with advanced professional degrees in recognized health disciplines (e.g. MD, DVM) are also eligible for admission.

Degree requirements

• Review the degree requirements  on the Graduate Studies Academic Calendar, including the courses that you can anticipate taking as part of completing the degree

Application materials

• Resume/Curriculum vitae
• The SIF contains questions specific to your program, typically about why you want to enrol and your experience in that field. Review the  application documents web page  for more information about this requirement
• If a statement or letter is required by your program, review the  writing your personal statement resources  for helpful tips and tricks on completion
• Transcript(s)
• Two  references  are required either from two faculty members who taught the student as an undergraduate, or one from a faculty member and one from an employer with professional qualifications

TOEFL 100 (writing 26, speaking 26), IELTS 7.5 (writing 7.0, speaking 7.0)

The School of Public Health Sciences does not consider international applications whose English language proficiency scores fall below the minimum requirements

Tuition and fees

Visit the  graduate program tuition page  on the Finance website to determine the tuition and incidental fees per term for your program

Review living costs and housing

Review the   funding graduate school resources   for graduate students

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Global Health Promotion (Graduate Certificate)

Graduate certificate.

The Certificate in Global Health Promotion is an online program designed for students interested in careers in public health, community medicine, community nursing, global health and health equity. Learn to become a servant-leader and improve healthcare in communities around the world. 

The Certificate in Global Health Promotion advances health equity through culturally responsive community engagement. The certificate is ideal for anyone interested in a public health and/or global health career and those seeking to improve healthcare access and quality in international settings.

This 15-credit program is designed to meet the needs of busy professionals and can be completed online. 

Certificate Program Details

Gain the foundational skills and knowledge needed to understand and effectively address global health challenges.  

The Certificate in Global Health Promotion draws from key courses in the Master of Public Health. There are 15 credits in the certificate program, which aims to:

• Prepare public health professionals committed to health equity in the foundations of public health to serve at-risk, marginalized and vulnerable communities through practice in global health promotion
• Foster public health scholarship to promote health equity within priority communities that are at-risk, marginalized and vulnerable, while advancing public health knowledge and practice
• Promote culturally responsive community engagement through outreach, education and partnerships

Courses include:

• Community Health Assessment
• Ethical Issues in Public Health: A Global Perspective
• Introduction to Global Health
• Public Health Intervention
• Global Health Epidemiology

If you decide you want to further your education, credits from the Certificate in Global Health Promotion can be applied to the Master of Public Health . 

Admission Requirements

To be considered for admission to the Graduate Certificate in Global Health Promotion program, you will need to:

• Complete the Creighton application .
• Have a bachelor's degree from an accredited college or university with a minimum undergraduate GPA of 3.0. (Official transcripts required. Read more about sending transcripts .)
• Submit a written personal statement that describes the professional goals you hope to achieve (approx. 500 words).
• Submit letters of recommendation from faculty or workplace supervisors who can speak to your academic background and/or professional experiences.

Tuition and Financial Aid

Tuition rates are adjusted periodically. Visit our financial aid site for up-to-date details . To help make your graduate studies at Creighton University more affordable, we encourage you to  file the FAFSA  to apply for financial assistance. We also encourage you to apply for available graduate student scholarships and fellowships.

Still have questions? You can  email  or call a financial specialist at 402.280.2731 for help.

Dates and Deadlines

This certificate program offers start dates in January and May.  

• For a January start, apply by December 1.  
• For a May start, apply by April 15.  

If you have any questions about dates, deadlines, or application materials, please  contact an admissions advisor  for personalized assistance.

• Master of Public Health  
• Graduate Certificate in Bioethics  
• Graduate Certificate in Healthcare Management  
• Graduate Certificate in Clinical Ethics Consultation  
• Department of Clinical Research and Public Health 

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2 pitt graduate students were named public health ambassadors.

Jaia Gallegos and Prathiksha Sivakumar, both master’s candidates in the University of Pittsburgh School of Public Health, were selected for the Association of Schools and Programs of Public Health’s (ASPPH) 2024-25 This Is Public Health Ambassador Cohort.

The cohort amplifies and highlights inspiring stories and extraordinary experiences of the best students from ASPPH institutions. Gallegos, studying in the Department of Epidemiology, and Sivakumar, studying in the Department of Health Policy and Management, were nominated by the School of Public Health.

The exceptional graduate students will play a crucial role in fostering interest in public health education and career opportunities. As ambassadors, Gallegos and Sivakumar will elevate public health awareness by hosting virtual events, managing the program’s social media platforms, engaging with their cohort online and developing projects and presentations that bolster interest in public health education and careers.

— Nick France

Pitt’s winter commencement is now on Dec. 18

Apply for a program on developing community engaged scholarship projects, pitt-bradford has been a college of distinction for a decade.

Doctoral Degrees

Doctor of public health (drph) program.

A doctoral degree for those who want to translate knowledge into powerful results as the leader of a public health organization:

Doctor of Public Health

Doctor of Philosophy (PhD) programs

All PhD programs at Harvard University are administered by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS), and applications are processed through the Harvard Griffin GSAS online application system .

The following three PhD programs are based at the Harvard T.H. Chan School of Public Health, designed for students seeking specialized scientific and technical expertise to propel an academic or research career:

PhD in Biological Sciences in Public Health PhD in Biostatistics PhD in Population Health Sciences

Harvard PhD program in Health Policy The PhD in Health Policy is a collaborative program among six Harvard University schools, including the Harvard T.H. Chan School of Public Health.

Astrakhan State Medical University

About University

When it comes to achieving success in life, many children aspire to become professionals such as lawyers, police officers, engineers, or doctors. Some students even dream of studying abroad to pursue their goals. For those who wish to study medicine in a foreign country, the decision-making process can be both dangerous and stressful, as they have to consider many factors, including affordability, quality of education, and facilities. Fortunately, there is one university that stands out as a top choice for medical students: Astrakhan State Medical University in Russia.

Astrakhan State Medical University was founded on November 7, 1918, in the Astrakhan Oblast region of Russia. In its first year, the university welcomed more than 2,000 students. Today, it is known as a prestigious educational institution that offers high-quality medical education at reasonable costs. It is also one of Russia’s oldest universities, with a history that spans over a century.

Check Your Eligibility

Astrakhan State Medical University has 12 faculties and 60 departments, as well as postgraduate medical courses in 26 specialties. This means that students have a wide range of options to choose from, depending on their interests and career aspirations.

One of the university’s most notable features is its scientific library, which is the only one of its kind in the Astrakhan region. The library serves as a regional medical library and houses a vast collection of educational, methodological, and scientific medical literature, including dissertations, dissertation abstracts, scientific periodicals, fiction, and electronic databases. It can accommodate up to 200 readers in its reading room and is considered one of the most extensive libraries in the region. Its collection includes books from various sources, such as the Roman Catholic Church, the Astrakhan Doctors Society’s library, the Theological Seminary’s library, the Petoskey Society of Researchers’ library, and private donations.

When it comes to rankings, Astrakhan State Medical University is among the top universities in Russia for its MBBS course. It is ranked 271 in the country and 5830 in the world for its MBBS programme. This demonstrates the university’s commitment to providing quality education that meets global standards and prepares students for a successful career in the medical field.

For students who wish to study medicine abroad, Astrakhan State Medical University is an excellent choice. Its location in the beautiful city of Astrakhan, Russia, provides a unique cultural experience, with many opportunities to explore the city’s rich history and traditions. The university also offers modern facilities and state-of-the-art equipment, ensuring that students receive the best possible education and training.

Affiliations and Recognitions of Astrakhan State Medical University

Astrakhan State Medical University is a highly respected institution in the field of medical education. It has received recognition and affiliation from various international organizations and governing bodies. These affiliations serve as a testament to the quality of education provided by the university and help students to pursue their careers worldwide.

World Health Organization (WHO): The World Health Organization is a specialized agency of the United Nations that is responsible for promoting international public health. Astrakhan State Medical University has been recognized by WHO, which means that its medical programs meet the standards of the organization. This recognition also indicates that graduates of the university can work in any country that is a member of the WHO.

International Medical Education Directory (IMED): The International Medical Education Directory is a database of information about medical schools around the world. Astrakhan State Medical University is listed in the IMED, which means that its medical programs meet the standards of the directory. This recognition also allows graduates of the university to apply for the United States Medical Licensing Examination (USMLE) and pursue a medical career in the US.

US Education Department: The United States Education Department is responsible for providing federal funding to educational institutions in the US. Astrakhan State Medical University is recognized by the department, which means that it is eligible to participate in federal student aid programs. This recognition also indicates that the university meets the standards of the US Education Department.

General Council Medicine of Great Britain: The General Council of Medicine of Great Britain is responsible for regulating medical education and practice in the UK. Astrakhan State Medical University has been recognized by the council, which means that its medical programs meet the standards of the UK. This recognition also allows graduates of the university to apply for registration with the General Medical Council of the UK.

MCC Canada: The Medical Council of Canada is responsible for the evaluation and accreditation of medical programs in Canada. Astrakhan State Medical University has been recognized by the council, which means that its medical programs meet the standards of Canada. This recognition also allows graduates of the university to apply for the Medical Council of Canada Qualifying Examination (MCCQE) and pursue a medical career in Canada.

AMC Australia: The Australian Medical Council is responsible for the accreditation of medical programs in Australia. Astrakhan State Medical University has been recognized by the council, which means that its medical programs meet the standards of Australia. This recognition also allows graduates of the university to apply for registration with the Australian Medical Board and pursue a medical career in Australia.

NMC: The Nursing and Midwifery Council is responsible for regulating nursing and midwifery education and practice in the UK. Astrakhan State Medical University has been recognized by the council, which means that its nursing programs meet the standards of the UK. This recognition also allows graduates of the university to apply for registration with the Nursing and Midwifery Council of the UK.

MCNZ New Zealand: The Medical Council of New Zealand is responsible for the accreditation of medical programs in New Zealand. Astrakhan State Medical University has been recognized by the council, which means that its medical programs meet the standards of New Zealand. This recognition also allows graduates of the university to apply for registration with the Medical Council of New Zealand and pursue a medical career in New Zealand.

European Medical Councils: There are various medical councils and associations in Europe that regulate medical education and practice. Astrakhan State Medical University has been recognized by several European medical councils, which means that its medical programs meet the standards of these councils. This recognition allows graduates of the university to pursue a medical career in Europe.

Why Study MBBS in Astrakhan State Medical University for Indian Students?

Studying MBBS at Astrakhan State Medical University in Russia offers numerous advantages for students from all over the world. Here are some reasons why:

• Excellent Educational Facilities: Astrakhan State Medical University provides excellent educational facilities to its students, with well-equipped laboratories and research facilities. Students have access to the latest technology and equipment for their studies.
• Reasonable Tuition and Hostel Fees: Compared to other countries, the tuition and hostel fees at Astrakhan State Medical University are reasonable. Students can study without having to worry about high tuition fees or expensive accommodation costs.
• No Entrance Exam or Donation: One of the biggest advantages of studying MBBS at Astrakhan State Medical University is that there is no entrance exam or donation required for admission. Students can get admission based on their academic qualifications and without having to pay any additional fees.
• MCI and WHO-Recognized Medical Universities: The medical universities in Russia, including Astrakhan State Medical University, are recognized by the Medical Council of India (MCI) and the World Health Organization (WHO). This recognition is essential for students who want to practice medicine in India or abroad.
• Tranquil and Secure Learning Environment: Astrakhan State Medical University offers a peaceful and secure learning environment for students. The university is situated in a quiet location, away from the hustle and bustle of the city, allowing students to focus on their studies.
• Cultural Exchange: Russian universities facilitate the exchange of cultural values between students from different countries. This provides students with an opportunity to learn about different cultures and broaden their horizons.
• Accepts Students from Over 60 Countries: Russia accepts medical students from over 60 countries. This provides students with an opportunity to study with peers from different parts of the world.
• Oldest Medical University in Russia: Astrakhan State Medical University is the oldest medical university in Russia, established in 1918. The university has a long-standing reputation for providing high-quality medical education.
• Well-Equipped Hospital: The hospital at Astrakhan State Medical University is well-equipped, with tertiary care units. This provides students with an opportunity to gain practical experience in a real-life setting.
• Medium of Instruction is English: The medium of instruction at Astrakhan State Medical University is English. This makes it easier for international students to follow the lectures and coursework without having to learn a new language.
• No IELTS/TOEFL Screening Tests: Students who want to study MBBS at Astrakhan State Medical University do not have to take the IELTS or TOEFL screening tests. This makes it easier for students who do not have a strong command of English to get admission.
• International Events: Astrakhan State Medical University organizes international events for its students, providing them with valuable experience. These events help students to develop their skills and knowledge in their chosen field.

Astrakhan State Medical University Overview

• Astrakhan State Medical University was founded in 1918 and is a government institution.
• The university has received recognition and approval from the National Medical Commission (NMC) and the World Health Organization (WHO), which attests to its credibility and quality of education.
• The eligibility criteria for admission to the medical program at Astrakhan State Medical University is a minimum of 50% aggregate marks in Physics, Chemistry, and Biology in 10+2.
• The course duration for the medical program at the university is six years, which includes theoretical and practical training in various areas of medicine.
• Candidates applying for admission to the university are required to have qualifying marks in the National Eligibility cum Entrance Test (NEET).
• Unlike some other universities, Astrakhan State Medical University does not require international students to take the IELTS or TOEFL language proficiency tests. However, proficiency in English is necessary for effective communication and academic success.
• English is the medium of teaching at Astrakhan State Medical University. This makes it a convenient choice for international students who do not speak Russian or other local languages.
• Apart from the core medical program, the university also offers a range of specializations and research opportunities in various fields related to medicine.
• Astrakhan State Medical University has state-of-the-art infrastructure, modern laboratories, and a well-equipped library that facilitates learning and research.
• The university has highly qualified faculty members who are experts in their respective fields and provide quality education to the students.
• The university has collaborations with various national and international institutions, which provide opportunities for students to participate in exchange programs, research projects, and conferences.
• Astrakhan State Medical University has a vibrant campus life, with a range of sports and cultural activities, clubs, and societies. This provides a holistic learning experience to the students and helps them develop their personality and leadership skills.
• The university has a dedicated placement cell that assists students in securing job opportunities after graduation. The placement cell also organizes career counseling sessions, mock interviews, and workshops to prepare students for the job market.
• The cost of living and tuition fees at Astrakhan State Medical University is comparatively lower than many other countries. This makes it an affordable option for students who wish to pursue a career in medicine without breaking the bank.
• Astrakhan State Medical University is located in the city of Astrakhan, which is a vibrant and cosmopolitan city that offers a blend of modern amenities and cultural heritage. The city is known for its historical landmarks, natural beauty, and hospitality.
• The university has a safe and secure campus, with 24/7 security and medical facilities. This ensures the well-being and safety of the students during their stay on campus.

Advantages of Studying MBBS in Astrakhan State Medical University for Indian Students

Studying MBBS in Astrakhan State Medical University (ASMU) can be a beneficial and convenient option for aspiring medical students. This university, located in Astrakhan, Russia, offers various advantages to its students, making it a preferred choice among many.

• No donation fees: Unlike many other medical universities, ASMU does not require students to pay any donation fees to secure admission. This can be a significant financial relief for students who cannot afford to pay high fees.
• Recognition by WHO and NMC: The medical schools in ASMU are recognized by the World Health Organization (WHO) and the National Medical Commission (NMC) of India. This recognition ensures that the degrees obtained from ASMU are globally accepted and students can practice medicine in any part of the world.
• Low cost of living: The cost of living in Astrakhan is relatively low compared to other cities in Russia and other countries. Students can manage their expenses easily, and this can be helpful for those who are on a budget.
• High educational standards: ASMU is known for its high educational standards and academic excellence. The faculty members are highly qualified and experienced, and they provide quality education to the students.
• Comfortable hostel facilities: ASMU provides comfortable hostel facilities for its students, ensuring their well-being and safety. The hostels are equipped with all necessary amenities, making the stay comfortable for students.
• Academic and athletic facilities: ASMU has modern academic and athletic facilities, such as libraries, computer labs, sports grounds, and gyms. These facilities provide students with a wholesome learning experience and help them stay healthy and active.
• Well-equipped hospitals with tertiary care units: The university has well-equipped hospitals with tertiary care units, providing students with hands-on experience in dealing with complex medical cases. This exposure is crucial for students to become competent medical professionals.
• Simple admission procedure in a short period of time: The admission procedure in ASMU is relatively simple and can be completed in a short period of time. This can be beneficial for students who want to avoid lengthy and complicated admission procedures.
• Indian cuisine available in university canteens: The canteens in ASMU serve Indian cuisine, providing students with a taste of home. This can be a significant relief for Indian students who miss their traditional food.
• Recognition of medical degrees worldwide: The medical degrees obtained from ASMU are recognized worldwide, making it easy for students to pursue higher education or practice medicine in any part of the world.
• High patient-to-doctor ratio: The patient-to-doctor ratio in Russia is high, which means that students get ample opportunities to practice medicine and gain experience. This experience can be helpful in shaping their careers as medical professionals.
• High level of education at a low cost of tuition: The level of education provided by ASMU is high, and the cost of tuition is relatively low compared to other countries. This can be beneficial for students who want to receive quality education without paying exorbitant fees.
• Well-developed infrastructure: ASMU has well-developed infrastructure, such as modern labs and educational equipment, providing students with a conducive learning environment. This infrastructure is essential for students to acquire practical skills and knowledge.

Duration of MBBS in Astrakhan State Medical University

The MBBS program at Astrakhan State Medical University spans over 6 years, with a mandatory internship year included.

Fee Structure of MBBS in Astrakhan State Medical University

The fee structure for the MBBS program at Astrakhan State Medical University for the academic year 2023 – 2024 is presented below, with an estimated tuition fee of $4000 per year.

Global Ranking of Astrakhan State Medical University

The ranking of Astrakhan State Medical University is 285 in the country and 6405 globally.

Eligibility Criteria for Studying MBBS in Astrakhan State Medical University

Astrakhan State Medical University is a renowned medical institution in Russia that provides high-quality education to students who aspire to become doctors. To be eligible to study MBBS in this university, certain requirements must be met. These requirements include:

• Age Limit: The minimum age limit for admission to Astrakhan State Medical University is 17 years, and the maximum age limit is 25 years.
• Academic Qualification: Candidates must have obtained a minimum of 50% marks in Physics, Chemistry, and Biology in their 10+2 examination. However, for reserved category candidates, the minimum percentage required is also 50%.
• Entrance Test: For admission to Astrakhan State Medical University, it is mandatory for candidates to pass the National Eligibility and Entrance Test (NEET) with a high score. NEET is a national-level medical entrance examination conducted in India, and it is a prerequisite for admission to medical colleges in India and abroad.

Apart from the above eligibility criteria, there are some additional requirements that candidates must fulfill to secure admission to Astrakhan State Medical University. These include:

• Language proficiency: Candidates must be proficient in English or Russian language as the course is taught in both languages.
• Medical Fitness: Candidates must undergo a medical examination to ensure that they are medically fit to pursue the MBBS program.
• Visa and Immigration: International candidates must have a valid passport and visa to study in Russia.

Admission Procedure for MBBS in Astrakhan State Medical University

The process for getting admission to Astrakhan State Medical University is straightforward and requires following a few simple steps. These steps are outlined below:

Step 1: Application Form

The first step to applying for admission to Astrakhan State Medical University is to complete the application form. This form is available on the university’s website, and candidates must fill in all the required information accurately. They will also need to submit the necessary documents along with the application form. These documents typically include:

• A copy of the candidate’s passport
• High school transcripts or certificates
• Certificates from any previous universities attended (if applicable)
• Medical certificate
• HIV test results

Step 2: Admission Confirmation

After submitting the application form and the necessary documents, candidates will receive an admission letter from the university within seven working days. This letter will confirm that their application has been received and is being processed. Candidates must then wait for another 15 days to receive the original documents back from the university.

Step 3: Tuition Fees

Once the candidate has received the admission confirmation letter, they will need to pay the tuition fees for their program. The fees can be paid by depositing the required amount into the bank account of Astrakhan State Medical University. Candidates will also receive an approval letter from the ministry, an invitation letter from the university, and an accommodation letter.

Step 4: Visa Application

After receiving all the necessary documents, candidates must apply for a visa from the Russian embassy. The embassy will require some additional documents to be submitted along with the visa application form. These documents typically include:

• The original admission letter from the university
• An HIV test result
• Proof of payment of tuition fees

Once the embassy has processed the visa application, they will notify the candidate if it has been approved. Candidates must then make travel arrangements to Russia, where they will begin their studies at Astrakhan State Medical University.

Documents Required for Admission in Astrakhan State Medical University

Astrakhan State Medical University is one of the leading medical institutions in Russia that provides high-quality education to aspiring medical students. If you’re planning to apply for admission to the university, you need to fulfill specific document requirements. Below are the essential documents required for Astrakhan State Medical University admission.

• NEET Admit Card and Scorecard for the Tenth and Twelfth Grades Astrakhan State Medical University accepts the National Eligibility cum Entrance Test (NEET) scorecard for admission to MBBS courses. You need to provide the NEET admit card and scorecard for the tenth and twelfth grades to be eligible for admission.
• MCI Eligibility Certificate If you’re an Indian student planning to study medicine abroad, you need to obtain an eligibility certificate from the Medical Council of India (MCI). The certificate ensures that the student is eligible to study medicine in a foreign country. You need to provide an MCI eligibility certificate to apply for admission to Astrakhan State Medical University.
• Certificate of Transfer and Migration If you’re a student transferring from another university, you need to provide a certificate of transfer and migration. The certificate should state that you have completed the previous academic year successfully and are transferring to Astrakhan State Medical University.
• Form of Application To apply for admission to Astrakhan State Medical University, you need to fill out the application form. The application form should include your personal details, educational qualifications, and other relevant information.
• Declaration of Financial Assistance You need to provide a declaration of financial assistance to prove that you can afford to study at Astrakhan State Medical University. The declaration should state that you have the necessary funds to cover tuition fees, accommodation, and living expenses.
• Report on Medical Specifics You need to provide a report on medical specifics to prove that you’re physically fit to study medicine. The report should include details of your medical history, any illnesses or medical conditions, and other relevant information.
• Copies of Passports You need to provide copies of your passport to apply for admission to Astrakhan State Medical University. The passport should be valid for at least six months from the date of application.
• Recent Passport-Sized Photos You need to provide recent passport-sized photos to be eligible for admission to Astrakhan State Medical University. The photos should be clear, with a white background.

Syllabus of MBBS in Astrakhan State Medical University

Astrakhan State Medical University is a renowned institution in Russia that offers a comprehensive MBBS program to Indian students. Here are some key points about the syllabus of the program:

• The program is spread over twelve semesters, covering a broad range of subjects that include basic sciences, clinical practice, and specialized areas of healthcare.
• The first semester focuses on medical chemistry, fundamentals of psychology, histology, and bioorganic chemistry. These courses lay the foundation for understanding the human body and its functions.
• The second semester covers cytology, embryology, human anatomy, and elective courses. These courses build upon the knowledge gained in the previous semester and introduce students to the structure and development of the human body.
• The third semester includes histology, physiology, human anatomy, biochemistry, and microbiology. These courses provide a deeper understanding of the biochemical and physiological processes that occur in the human body.
• The fourth semester introduces emergency medicine, patient care, and embryology. These courses prepare students for the practical aspects of medical practice and introduce them to the ethical and legal issues involved.
• The fifth semester revisits medical chemistry, fundamentals of psychology, histology, and bioorganic chemistry. These courses reinforce the knowledge gained in the previous semesters and help students to develop a deeper understanding of these topics.
• The sixth semester focuses on cytology, embryology, human anatomy, and elective courses. This semester allows students to explore areas of interest outside of the core curriculum and develop a well-rounded perspective on healthcare.
• The seventh and eighth semesters include histology, microbiology, emergency medicine, patient care, embryology, and physiology. These courses provide students with a more advanced understanding of these topics and prepare them for further specialization in their careers.
• In the ninth semester, students are exposed to medical genetics, social medicine, obstetrics, and clinical immunology. These courses introduce students to specialized areas of healthcare and help them to develop the skills and knowledge required for these fields.
• The eleventh and twelfth semesters cover general practice and elective courses. These courses prepare students for the practical aspects of medical practice and provide them with the opportunity to specialize in areas of interest.
• Overall, the program is designed to provide students with a strong foundation in the basic sciences and clinical practice. The curriculum emphasizes anatomy, physiology, biochemistry, and microbiology in the early semesters, followed by specialized areas of healthcare.
• The elective courses in the program allow students to explore areas of interest outside of the core curriculum. This helps students to develop a well-rounded perspective on healthcare and prepares them for further specialization in their careers.

Hostel and Accommodation Facilities Available in Astrakhan State Medical University

Astrakhan State Medical University is a top-ranking medical university located in Astrakhan, Russia. With its excellent infrastructure, modern teaching methods, and highly experienced faculty, it has become a popular choice for students from around the world. One of the key features that make Astrakhan State Medical University stand out is its comfortable hostel system that provides accommodation for all students.

• Hostel Location: The hostels at Astrakhan State Medical University are located near the educational building, making it easy for students to access the classrooms and laboratories.
• Hostel Rooms: The hostel rooms are spacious and comfortable, with attached washrooms/bathrooms. The rooms are shared and divided into separate wings for boys and girls.
• Heating and Air Conditioning: The hostel system has centralized heating, ensuring that students stay warm during the colder months. Additionally, air conditioning is provided in all of the hostel rooms, ensuring that students are comfortable during the warmer months.
• Dining Hall: All students in the hostel have access to a dining hall where they can enjoy three meals a day. For Indian students, there is the added benefit of having Indian food available in the hostel.
• Security: The hostels are secure 24 hours a day, seven days a week. There are CCTV cameras installed throughout the hostel premises, ensuring that students are safe and secure at all times.
• Wifi: The hostel has high-speed wifi available 24 hours a day, seven days a week. This ensures that students can stay connected with their family and friends back home, as well as stay up-to-date with their studies.
• Essential Amenities: The hostel system provides essential amenities such as laundry facilities, a common kitchen system where students can prepare their own meals, and recreational facilities such as TV rooms.
• Nearby Facilities: The hostel area is located near cafes, clubs, and a university library, providing students with convenient access to these facilities.

Why Study MBBS in Russia for Indian Students?

There are numerous reasons why students choose to pursue an MBBS (Bachelor of Medicine and Bachelor of Surgery) in Russia.

• High ranking universities: According to the World Health Organization’s “Directory of World Medical Schools”, Russian medical universities are ranked 30th out of the top 100 medical universities in the world. This speaks volumes about the quality of education offered in these universities.
• Renowned alumni: Pass-outs from Russian medical universities have made their mark in the medical world and are currently working in some of the leading hospitals across the globe. This reflects the caliber of education provided by these universities and their ability to produce skilled professionals.
• Global recognition: All Russian medical universities are recognized by the World Health Organization and medical councils of leading countries such as the United States, the United Kingdom, the Middle East, Australia, India, and Canada. This means that students who graduate from these universities can practice medicine in these countries.
• Subsidized fee structure: The Russian government funds the majority of universities, resulting in a subsidized fee structure. This makes education accessible to students from all backgrounds, regardless of their financial situation.
• Course length: The duration of the MBBS program in Russia in English is six years. Students may also choose to pursue an MBBS in Russian Medium, which is a 7-year program with an additional year of Russian language training (preparatory faculty). This ensures that students are proficient in the local language, which can be beneficial if they plan to practice medicine in Russia or any other Russian-speaking country.

Benefits of Studying MBBS in Russia for Indian Students

Studying MBBS in Russia is an excellent opportunity for students who are looking for a quality education at an affordable cost.

• No Donation or Capitation Fee: One of the major benefits of studying MBBS in Russia is that students are not required to pay any donation or capitation fee for admission in any university in Russia. This is a huge relief for students who cannot afford to pay exorbitant fees.
• Low Tuition Fees: The tuition fees in Russian medical universities are very affordable as compared to other countries. The fees are reasonable, and students can complete their MBBS at a fraction of the cost that they would incur in other countries.
• Affordable Living Cost: The cost of living in Russia is relatively low, making it an ideal destination for international students who are looking for affordable accommodation and living expenses. The living expenses in Russia are much lower than that of other developed countries.
• No Entrance Test Required: Unlike other countries, there is no requirement of entrance tests like SAT, MCAT, or any other test for admission in Russian medical universities. Students can get admission based on their academic record.
• English Medium of Teaching: International students do not need to learn the local language to study in Russia. This is a huge advantage for students who are not proficient in Russian.
• World-Class Infrastructure: Russian medical universities have world-class infrastructure with modern equipment and facilities. The universities have state-of-the-art labs, research facilities, and teaching equipment. The universities are equipped with the latest technology, which provides a great learning experience for the students.
• Recognition of MBBS Degree: The MBBS degree obtained from Russian medical universities is recognized by UNESCO, WHO, MCI, European council and other international organizations. This recognition ensures that students who graduate from Russian medical universities can practice medicine in any part of the world.

What is Astrakhan State Medical University?

Astrakhan State Medical University is a medical school in the city of Astrakhan, Russia. It was established in 1918 and has since become one of the leading medical universities in Russia.

What are the programs offered by Astrakhan State Medical University?

Astrakhan State Medical University offers undergraduate, graduate and postgraduate medical programs. Some of the programs offered by the university include General Medicine, Dentistry, Pharmacy, Nursing, Preventive Medicine, and Pediatrics.

How long does it take to complete a program at Astrakhan State Medical University?

The duration of the programs offered at Astrakhan State Medical University varies depending on the level of study. Generally, undergraduate programs take six years, while postgraduate programs take three to five years to complete.

What is the language of instruction at Astrakhan State Medical University?

The language of instruction at Astrakhan State Medical University is Russian. However, the university offers preparatory courses in Russian language for international students.

What are the admission requirements for international students at Astrakhan State Medical University?

International students who wish to study at Astrakhan State Medical University must provide the following documents: a completed application form, secondary school certificate, medical certificate, and a passport. In addition, they must pass an entrance exam and an interview.

What is the tuition fee for international students at Astrakhan State Medical University?

The tuition fee for international students at Astrakhan State Medical University varies depending on the program of study. Generally, the tuition fee ranges from 3500 to 5000 USD per year.

Does Astrakhan State Medical University offer scholarships to international students?

Yes, Astrakhan State Medical University offers scholarships to international students. The university has a number of scholarship programs for international students, including the Russian Government Scholarship and the Astrakhan State Medical University Scholarship.

What is the accommodation like at Astrakhan State Medical University?

Astrakhan State Medical University provides accommodation for international students in its dormitories. The dormitories are equipped with modern facilities and provide a comfortable living environment for students.

What are the employment prospects for graduates of Astrakhan State Medical University?

Graduates of Astrakhan State Medical University have excellent employment prospects. They can work in hospitals, clinics, research institutions, and pharmaceutical companies. Many graduates also go on to pursue further studies in medicine or related fields.

Is Astrakhan State Medical University recognized by international bodies?

Yes, Astrakhan State Medical University is recognized by international bodies such as the World Health Organization (WHO) and the Medical Council of India (MCI). This means that graduates of the university can practice medicine in many countries around the world.

What is the quality of education at Astrakhan State Medical University?

Astrakhan State Medical University is known for its high-quality education in the field of medicine. The university has a team of experienced and qualified faculty members who provide students with a strong foundation in medical science.

What is the student life like at Astrakhan State Medical University?

The student life at Astrakhan State Medical University is vibrant and diverse. The university has a range of student organizations and clubs that cater to the interests of students. The university also organizes cultural events and sports activities for students.

What are the facilities like at Astrakhan State Medical University?

Astrakhan State Medical University has modern facilities that are designed to meet the needs of students. The university has well-equipped laboratories, a library, computer rooms, and a sports center.

What is the city of Astrakhan like?

Astrakhan is a historic city located on the banks of the Volga River. The city has a rich cultural heritage and is known for its beautiful architecture and landmarks. It is also a hub of trade and commerce, making it an ideal location for students who wish to explore business opportunities.

What are the language requirements for international students at Astrakhan State Medical University?

International students who wish to study at Astrakhan State Medical University are required to have a good command of the Russian language. The university offers preparatory courses in Russian language for international students.

What is the process for obtaining a student visa for Russia?

International students who wish to study at Astrakhan State Medical University must obtain a student visa for Russia. The process for obtaining a student visa involves submitting the necessary documents to the Russian embassy or consulate in the student’s home country.

What are the cultural differences that international students may encounter in Russia?

International students may encounter cultural differences in Russia, such as different customs and social norms. However, the university has a strong support system for international students to help them adjust to their new environment.

What is the process for transferring to Astrakhan State Medical University?

Students who wish to transfer to Astrakhan State Medical University must meet the admission requirements of the university. They must also provide transcripts from their previous school and pass an entrance exam.

Does Astrakhan State Medical University offer research opportunities for students?

Yes, Astrakhan State Medical University offers research opportunities for students. The university has a number of research centers and institutes that focus on different areas of medical science.

What is the alumni network of Astrakhan State Medical University like?

The alumni network of Astrakhan State Medical University is strong and diverse. Graduates of the university are employed in different sectors of the medical industry and are spread out across the globe. The university also organizes alumni events and reunions to help graduates stay connected.

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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)

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

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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.

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

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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.

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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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Kazakh as an Unwritten Language: The Case of Astrakhan Oblast

• September 28, 2023
• 12 minute read

An ethnically diverse region that abuts the Caspian Sea in southwestern Russia, Astrakhan Oblast is home to the country’s largest Kazakh community. Almost 150,000 people, or 18 percent of the oblast’s population, identify as ethnic Kazakhs. Although Astrakhan does border Kazakhstan, most of them are not recent immigrants from the neighboring country. Their families have been living in what is now Astrakhan since long before the current national borders were drawn.

Dor Shabashewitz

Dor Shabashewitz is a Russia-born Israeli journalist and political analyst with a background in anthropology and sociolinguistics. He worked as a junior researcher at the RAS Institute for Linguistic Studies and conducted extensive fieldwork in Astrakhan’s Kazakh and Nogai rural communities as a part of his Master’s studies at the European University at St. Petersburg. In 2021, the Russian Federal Security Service forced him to leave the country following politically motivated accusations of “extremism” and “separatism.” These days, he covers ethnic minority rights and regional politics in the Lower Volga and Central Asia for RFE/RL ’s Tatar-Bashkir Service.

* The article that follows provides a brief overview of the sociolinguistic situation among those Kazakhs living in the Russian part of the Volga River delta. It is based on field research conducted by the author during his master’s studies between 2019 and 2021.

In the Middle Ages, Astrakhan was part of the Golden Horde and, later, an independent khanate. In 1556, it was conquered by the Russians and eventually incorporated into the Russian Empire as a governorate. The first major wave of Kazakh migration to Astrakhan Governorate began between 1799 and 1801, when Bökey Khan, son of the Junior jüz leader Nuraly, led several thousand nomadic families from across the Ural River to a more fertile area in the Volga River delta. A steady influx of Kazakh settlers continued well into the mid-nineteenth century. The new Astrakhan Kazakh community led by Bökey enjoyed the status of a semi-independent vassal state for several decades before gradually ceding most of its autonomy under pressure from the Russian authorities.

The early Soviet years revived the idea of a Kazakh autonomous area in Astrakhan. In 1919, some of the Kazakh districts of Astrakhan Governorate were grouped together under the name Volga-Caspian Kirghizia and transferred to what later became the Kazakh SSR. Most of them stayed and became part of Kazakhstan upon its independence, but some of the transfers were reversed in the 1920s. Thus, the Volodarsky and Krasny Yar districts ended up in Russia’s Astrakhan Oblast despite 70 percent and 50 percent of their inhabitants, respectively, being ethnic Kazakhs.

Notwithstanding the omnipresent linguistic Russification of the Soviet era, Kazakh enjoyed certain formal privileges in the Kazakh SSR as a co-official language that was used in many schools, especially in rural areas. State-funded magazines, newspapers, books, and movies were produced in the language. Government support for the national language and its social prestige only increased after Kazakhstan became a sovereign country in 1991. This was not the case in Astrakhan Oblast—the region’s Kazakh community had no linguistic autonomy or representation under the Soviets, and this did not change when the USSR fell apart.

Vitality Factors

In what state, then, is the Kazakh language among Astrakhan’s Kazakhs after decades without formal recognition? In what domains is it still spoken? What do the Astrakhan Kazakhs think of their ethnic language, and what role does it play in their identity? These were the questions I hoped to answer when I set off on a fieldwork trip to my home region’s Volodarsky district as a master’s student in social anthropology back in 2019.

During my fieldwork, I visited numerous rural settlements of varying sizes, ethnic compositions, locations, histories, and economic conditions. It became evident that all of these factors played a significant role in the vitality of Kazakh in any given village, but the relative weight of each factor was rather unexpected. My analysis showed that the share of ethnic Kazakhs in a village did not correlate strongly with how much they used the language in their daily lives. I have been to monoethnic Kazakh villages that spoke almost exclusively Russian, as well as mixed ones where Kazakh was still maintained by some members of the younger generations.

Geography and the perceived history of a settlement turned out to be the two most defining factors. Inhabitants of villages that are close to Astrakhan City and have a stable public transport connection to the city tend to switch to Russian more quickly than residents of more remote ones. Career opportunities in rural areas are scarce, prompting villagers to look for jobs in the urban center. When logistically possible, many opt to continue living in their villages and commute to work several times a week instead of moving to the city. Despite its impressive ethnic diversity, Astrakhan City is overwhelmingly Russian-speaking. Kazakh rural commuters tend to integrate into this environment and “bring it home” after work, influencing the linguistic landscape of their communities.

“Perceived history” deserves an anthropological study of its own. Many of the Astrakhan Kazakhs I interviewed explained that their villages were originally founded by Russian peasants or created by the Soviets in a centralized way and populated by collective farm workers of diverse origins. Many settlements with such histories gradually became majority-Kazakh, but most locals believed they were “not really Kazakh villages” and thus considered Kazakh a rather inappropriate language to use in public spaces. In settlements such as Vinny, this mentality led to Kazakh becoming a family language only, with Russian as the sole means of communication in all other domains—even between Kazakhs.

This stands in stark contrast to the village of Altynzhar, which was founded by Kazakh settlers and has a long tradition of local pride. The renowned nineteenth-century Kazakh composer Qurmangazy is buried in Altynzhar; the village hosts a museum dedicated to his life and to the culture of the region’s Kazakh community more generally. Altynzhar was also home to the Kazakh poet and language activist Mäjilis Ötejanov. Due to its history and cultural significance, Altynzhar is often viewed as the informal capital of the Astrakhan Kazakhs. This status, combined with the lack of reliable public transportation, helps the local population to maintain their language and identity better than elsewhere.

Language Use

Despite the differences between individual settlements, home is by far the most common domain of use for the Kazakh language across Astrakhan Oblast. For most of my respondents, constant code-switching between Russian and Kazakh is the default register when they talk to their relatives. The ratio of elements from the two languages, however, varies widely. Kazakh may dominate or it may only be represented by several words—but, as my experience shows, it is never fully absent.

In Vinny, I interviewed a young Kazakh man who was born and raised in the village but went to an urban high school and later moved to a different part of Russia for university. These days, he lives and works in Astrakhan City. At the time I met him, he was visiting Vinny to see his parents, who still lived there permanently. During the interview, he said he spoke no Kazakh at all: “I do not speak Kazakh… Never wanted to learn it, thought it was useless. Grandma would talk to me in Kazakh, and I am like… I do not understand everything, but I can get the general idea.”

Just an hour later, I overheard him using numerous Kazakh words in a Russian-language conversation with his mother. Answering my ensuing question, the young man explained: “There are still some words that are easier for me to say in Kazakh. Like ‘scoop’ or ‘ladle’—I just say ojaw .” Later, I discovered other Kazakh words in the speech register he used at home. They were terms related to farming, as well as the names of certain traditional foods and houseware items.

This case is by no means unique—in fact, it is very typical. Lexical domains related to rural ways of life and things you find in a traditional household seem to be the least likely to be forgotten by young and predominantly Russian-speaking Astrakhan Kazakhs. This may be because they lack any similar rural experience gained in a non-Kazakh context.

Leaving the “Kazakh” village for the “Russian” city, one practically replaces one’s entire vocabulary—but with exceptions. The array of subjects discussed in urban settings is at least as wide as that in rural areas, but the two sets of lexical domains do not always coincide. Traditional ethnic cuisine, cattle farming, agriculture, and culturally specific rural household items are not things that city dwellers usually speak of, hence the words for them are not as easily replaced with Russian equivalents in the speech of first-generation urbanites. Sometimes, the Kazakh words remain the only ones they know. The lack of need or even opportunity to talk about these things in Russian makes this set of Kazakh vocabulary more resistant to attrition. It is only natural for urban Kazakhs to use these terms when they go to a rural area to visit their family. This may be viewed as a “light version” of cue-dependent language retrieval .

Equally, even among those Astrakhan Kazakhs who live in rural settlements and use Kazakh-Russian code-mixing as their default home register, one can point to specific domains that almost universally trigger the use of a much higher share of Russian-language elements. This includes all of the “complicated” domains, as the respondents call them. For example, a middle-aged man from the village of Novy Rychan said: “When fixing a TV set, we are most definitely talking in Russian.” In a different settlement, I witnessed four men talking in almost “pure” Kazakh—that is, using few Russian elements. Then one of them mentioned the COVID-19 pandemic, and this change of subject, combined with “complex” vocabulary related to healthcare and government policies, triggered an instant switch to almost equally “pure” Russian.

As is evident from these situations, Kazakh is often regarded and used as a rural and “simplistic” language, fitting for discussions of farming but not technology or anything modern. This set of associations speaks to its low social prestige—but may also be viewed positively by some. Many heritage speakers of Astrakhan Kazakh associate the language with a sense of home and strong family ties. “Kazakh is… It is something about your home, you know, where you feel most comfortable and secure. It is the mother language, after all. Whenever I hear it, I think of those evenings I spent in the village of Multanovo with my parents and grandma as a kid. I miss this feeling now that I live in the city,” said one of my respondents.

Two other important domains associated with Kazakh, which are intertwined with each other, are religion and ethnic celebrations. While overwhelmingly secular in daily life, most Astrakhan Kazakhs identify as Muslim. Many hardly ever go to mosques—in fact, there are large, exclusively Kazakh villages with no mosques at all. Moreover, the minority that does adhere to a strictly Islamic way of life is viewed as odd and even suspicious by the more secular majority.

Still, events such as weddings and funerals almost universally have an Islamic element to them. Interestingly enough, many of my respondents think of Islam as inseparable from the Kazakh language. “When the Quran is being recited, you are supposed to talk in Kazakh,” said a middle-aged man from Novy Rychan. Obviously, the recitation itself happens in Arabic, and one is supposed to listen to it rather than talk simultaneously. What this respondent meant was that the “religious” and “traditional” atmosphere of such events triggered increased use of Kazakh before and after the recitation and other rituals.

Kazakh as an Unwritten Language

While still widely spoken in some of the more remote villages, Astrakhan Kazakh remains a practically unwritten language. In the early Soviet years, Kazakh was used at numerous village schools as the primary language of instruction, but it was quickly downgraded to being taught as a subject only. By 1966, it had disappeared from the region’s school system entirely.

The perestroika era brought a surge in ethnic activism, with Kazakh language lessons being reintroduced in almost a hundred village schools in the late 1980s and 1990s. Unfortunately, this did not last long: Vladimir Putin’s rule brought another wave of linguistic Russification as part of his “unity through uniformity” policy. Kazakh was soon downgraded to an optional, once-a-week class. Today, fewer than 20 Astrakhan Oblast schools offer it in any form, even though over 140 of the region’s rural localities have a Kazakh majority or plurality.

This lack of Kazakh at school has resulted in entire generations having little exposure to written Kazakh and being functionally illiterate in it, even when perfectly literate in Russian. This can be seen from the way the names of many Astrakhan Kazakhs are written in their Russian IDs and passports. When giving their children legal names, many parents opt for naive phonetic approximations that do not match the way a name is normally spelled in Kazakhstan (eg., Kuvanshkirey rather than the more typical Qwanışkereý in Kazakh or Kuanyshkerey in Russian). Many of my respondents said they had trouble understanding and distinguishing the “weird letters” used in Standard Kazakh, referring to the additional and modified Cyrillic characters that are absent from the Russian alphabet.

Russian dominates all of the “formal” domains in Astrakhan Oblast, from education to technology and interactions with the government

Lack of language-specific literacy is not the only linguistic barrier between Kazakh-speakers in Astrakhan and those in Kazakhstan. As explained above, Russian dominates all of the “formal” domains in Astrakhan Oblast, from education to technology and interactions with the government. This means that most Astrakhan Kazakhs never discuss these topics in Kazakh and may be unfamiliar with the more “complex” vocabulary in that language, even when fully proficient in the registers related to home, family, traditions, and rural lifestyle.

“The Kazakh word for ‘proof’ is dälel , which I only know because I looked it up. My neighbor grew up speaking Kazakh, but she would not understand me if I used it when talking to her. She just uses the Russian word, dokazatelstvo ,” said a respondent from Multanovo. This is a perfect example of a term perceived as “complex” and thus unknown to many Astrakhan Kazakhs.

Most Astrakhan Kazakhs are well aware of the differences between their ethnic language and the Kazakh of Kazakhstan. A middle-aged, native Kazakh-speaking respondent from Novy Rychan talked about his trip to Atyrau, Kazakhstan, saying that he felt insecure about his Kazakh skills while there. He opted to talk to locals in Russian because he feared they would mock his “incorrect” Kazakh. This perception of Astrakhan Kazakh as “simplified” and “Russified” is fairly common among its speakers. While somewhat negative, it may also serve as a marker of the community’s identity, helping to distinguish between “us” (Astrakhan Kazakhs) and “them” (Kazakhstan Kazakhs).

Future of Kazakh in Astrakhan

The case of an Astrakhan Kazakh person looking up and memorizing a “complex” word associated with the Kazakh language of Kazakhstan illustrates a small but important tendency. A growing number of young, native Russian-speaking Astrakhan Kazakhs are deliberately immersing themselves in Kazakhstani media, explaining that they want to learn the “proper” way to speak their language and reconnect with their culture, which has been partially lost to colonization and assimilation.

While most young Astrakhan Kazakhs seem to have no interest in using their ethnic language in any form, this minority tendency offers hope that Kazakh will live on in Astrakhan Oblast. If the language policy does not change in the decades to come, the local dialect may eventually die out as a natural form of communication in rural communities, but Standard Kazakh is likely to be maintained by the conscious activist minority.

That being said, the continuity of the language policy is a big “if.” Russia’s government has been increasingly unstable since the beginning of the war in Ukraine. In many regions, ethnic minorities feel that they are unfairly overrepresented among those sent to fight in Ukraine, and this is especially true for Astrakhan Kazakhs. At the same time, the federal government is cracking down on indigenous activism more heavily than ever.

The growing dissent among minorities has led to the emergence of numerous secessionist organizations. An overview of pro-independence movements that view Astrakhan as a part of their hypothetical states can be found in my recent article for New Eastern Europe . It is hard to make predictions about the success of these movements, but in the event that they succeed, language policy and power dynamics between the region’s ethnic groups are more than likely to change.

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Dor Shabashewitz and Valery Maslov

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