nyu phd technology management

Human-Centered Technology, Innovation & Design (PhD)

Program description.

Innovations in technologies redefine and reshape people's lives, changing social and cultural practices, norms and values, institutional processes, and economies and infrastructures. Working to develop new applications for existing and emerging human-centered technologies informed through rigorous, interdisciplinary research and managing socio-technical transitions is a fast-growing and highly important area of research across a number of fields and disciplines. The mission of the Tandon School of Engineering's Human-Centered Technology, Innovation & Design Ph.D. program is to educate and train scholars who will produce pioneering research and scholarship at the vanguard of technological practice and theory.

This program fosters student research through its focus on high-quality supervision and training by faculty members with significant research strengths in a diverse range of technology-related fields, including: digital media and creative practice, design and human-computer interaction, science and technology studies, urban and environmental studies, sociotechnical complex systems, and technology management and innovation. Students in the program typically follow an individualized path based in one of four main areas of focus:

• Human-Computer Interaction (HCI)
• Design Research & Practice
• Management Science
• Computational Social Science

The Human-Centered Technology, Innovation & Design program is a unique interdisciplinary Ph.D. program, offering a rigorous and flexible course of study that unites the strengths of the Departments of Technology Management and Innovation and Technology Culture & Society at the NYU Tandon School of Engineering. It is ideal for students who are primarily interested in pursuing teaching and/or research-based careers at higher education institutions. Universities with undergraduate and graduate programs that emphasize the integration of design and technology development with the critical study of society and technology or the management sciences are a primary source of career opportunities for our graduates. Similarly, government agencies, not-for-profit research organization, think tanks, corporate research centers, and research-based design and consulting firms also seek our graduates. 

Admission to graduate programs in the Tandon School of Engineering requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

The  NYU Tandon Graduate Admissions website  has additional information on school-wide admission.

Some programs may require additional components for admissions.

See the program's  How to Apply  for department-specific admission requirements and instructions.

Requirements

Admission to the Doctor of Philosophy in Human-Centered Technology, Innovation & Design program is based on an in-depth evaluation of the applicant’s academic record, professional experience, research potential, interest in doctoral study, and overall intellectual and professional qualifications. The GRE is optional, while proof of english language proficiency is required for international students.

Comprehensive Examinations

Research training and interaction with faculty, advising and evaluating, prerequisites, program requirements.

Students will have the opportunity to hone their specialization through selecting courses relevant to their research interests.

• Can be in any subfield(s)
• Courses may be taken at Tandon or any school of NYU, except the School of Professional Studies. Courses taken outside of Tandon must be graded and not taken as pass/fail.

These courses provide strong research background required for doctoral studies. These four research seminars should be completed before taking the comprehensive exam.

Students will build their research experience through independent study courses where they will conduct research under a faculty member. Students must complete at least 15 credits of this course before registering for their dissertation, and enroll with at least two different TCS faculty.

The dissertation is evaluated in two parts: Proposal Defense and Final Defense. For details, contact the PhD HTID Program academic director.

Students must successfully pass two comprehensive examinations before starting the dissertation:

• Part One: This examination includes material covered in the methodology courses. It can be taken after completing 30 graduate credits.
• Part Two: This examination includes material from the thematic elective and associated thematic research courses, doctoral seminars and research methods courses. It can be taken after completing required course work.

Students can take both examinations together. Results are provided within one month of the examination. Students have only two chances to pass each examination, and we recommend they start during the end of their 2 nd year.

Students are expected to work actively with one or more faculty each year, and focus on completing research. Students are strongly encouraged to present research in progress once a year and work towards publishable papers, usually with a faculty as co-author.

Every student participates in formal research seminars with departmental faculty and visitors.

The HTID doctoral program faculty director advises all first-year doctoral students. During their first year students have many opportunities to get to know the research interests of all departmental faculty. By the beginning of the second year, students have selected an intermediary adviser who will guide them through the comprehensive exam process and up to the thesis stage. By the middle of the third year students will have selected a thesis adviser. Each year every student submits a statement of intellectual progress to their adviser.

All faculty meet to review the progress of all students in a day-long meeting each year. At this time, the student’s intellectual progress is reviewed and plans for the following year are considered. The results of this review include a formal letter to the student assessing the previous year’s work and offering guidance for the following year’s work.

All Ph.D. HTID students need a fundamental knowledge of probability and statistics. Students without such a background must take MG-GY 5050 PROBABILITY AND MANAGERIAL STATISTICS . Students without any background in professional writing and communications must take JW-GY 6003 Introduction to Technical Communication or JW-GY 6313 .

Students who have a master’s degree or who are transferring from other institutions (or other departments within Tandon) are admitted based on the same qualification standards that apply to new students. For each required M.S. or Ph.D. level course, if students have taken a similar course, they may transfer credits for the course. However, students still have to take and pass both qualifying exams. A minimum of 30 credits, including all dissertation credit, must be taken at Tandon. No dissertation credits from other institutions can be transferred.

All students must take the required coursework as assigned and follow the stipulated curriculum. The course work must be finished within the first three years and the dissertation thesis within the next three years, so all students complete the doctorate within six years.

Sample Plan of Study

RE-GY 9990 PHD QUALIFYING EXAM is the prerequisite for MG-GY 999X PHD DISSERTATION IN TECHNOLOGY MANAGEMENT and is taken in the Summer of the second year.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Be exposed to advanced design skills modulated by understanding of the ways in which society and technology deeply influence design and development.
• Develop advanced qualitative and quantitative research skills in the social sciences, as a basis for designing, making, and evaluating new technologies in the service of society.
• Gain in-depth knowledge in a focused thematic area related to designing and making in domains including Human-Computer Interaction, disability, media, and governance based on grassroots input, as well as a deep intersectional understanding of the interplay between technology, race, class, gender, and ability.

NYU Policies

Tandon policies.

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found on the  Tandon academic policy page . 

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Management and Technology

The SPS graduate programs in Management and Technology provide you with the competitive advantage in various industries. These programs prepare you to lead and manage information technology initiatives and projects in local and global organizations.

STEM Designation

The STEM (Science, Technology, Engineering, Math) designation is assigned to programs that have quantitative/technical focus and enable students to participate in a longer optional practical training post-graduation.

Practitioner Faculty

Access to faculty who are industry experts, knowledgeable professionals, and thought leaders who engage with learners from multiple backgrounds and skill levels.

Applied Curriculum

Applied fields of study that emphasize hands-on and experiential learning in technology-related disciplines.

Our programs are designed to prepare leaders in the functional areas of management and technology.

Program Structure

Graduate degrees, ms in project management.

The curriculum is designed to help students obtain technical skills and knowledge, become leaders in project management, and develop strategic and business management expertise. 100% online, on-site, or hybrid degree options available.

MS in Management and Systems

This degree is based on a unique curriculum that provides you with experiential learning opportunities to develop strong management and leadership skills and gain a comprehensive knowledge of current information technologies. 100% online, on-site, or hybrid degree options available.

Professional Development and Certificates

The Management and Technology (M&T) department provides professional development certificates and open enrollment courses in project management, agile management, data visualization, programming, user interface/user experience, and web development. These standalone, professional development courses provide students with the opportunity to build upon their current professional insights, to enhance personal enrichment, and to acquire skills for a second career.

The five certificates in Agile Project Management , Data Visualization , Full Stack Web Development , Software Development with Python , and Project Management Fundamental Tools and Techniques combine courses into a comprehensive, cohesive tool kit for the working professional.

Hear What Our Students Have To Say

Activities & initiatives, projects today...solutions tomorrow.

The Project Management degree provides you with an opportunity to cultivate your professional skills in an interdisciplinary program that incorporates active learning with coverage of all facets of project management practice and knowledge domains.

Technology and Systems to Lead Global Businesses

The Management and Systems degree prepares you to manage the application of technology to increase the efficiency and effectiveness of organizations. You learn the latest technological solutions, industry trends and best practices to lead organization initiatives.

Division of Programs in Business Celebrates M.S. in Project Management Accreditation

The Management and Technology Department at the NYU School of Professional Studies is designed to prepare graduates to advance in one of two highly sought-after career paths: project management and information technology management. The Master of Science in Project Management and Management and Systems prepare students to be competitive members of the workforce across business functions, industries, and borders. These programs have the STEM designation due to their emphasis on quantitative and technical aspects involved in the management of projects and information technology initiatives. 

Featured Faculty

Mariya breyter.

Project Management & Information Technology

Jimmy K Pang

Division of Applied Undergraduate Studies

NYU School of Professional Studies and INTELLIBUS To Offer AI Masterclass for Board Members & C-Level Executives in Fall 2023

Dpb student spotlight: ms in management and systems’ mehar gudh, couple from india pursues their passions within different nyu sps graduate degree programs, alumni conversation with sabina ewing '11, dean ihrig hosts fireside chat with management expert and author rachel pacheco, nyu shanghai’s laurie underwood shares china ceo insights with division of programs in business, request for more information, thank you for your inquiry..

We look forward to connecting with you shortly.

Take the First Step

Are You Ready to Begin Your Education and Career in Management & Technology?

As Design Thinking is ubiquitous throughout the technology landscape regardless of industry, company structure, location and size, the TMD minor’s course offerings provide a contemporary, useful and applicable set of technology management tools and inculcates a design-thinking mindset. The TMD minor provides a multi-disciplinary complement, not only for STEM, but for many other disciplines taught at NYU.

TMD prepares students for the professional dual ladder model of “engineering and management” - ascending career positions through the dual rungs of technological prowess+skills, and managerial expertise. As such, TMD “graduates” will be prepared to climb the career ladders facing them and be poised for successes in diverse professional environments. With companies’ increasing demand for creative, innovative and collaborative employees, students taking the TMD minor will have the opportunity to develop key skills for their future career: collaboration skills, project experience and a portfolio of innovative techniques. Career prospects range across industries such as technology, finance, healthcare, public service and others.

The TMD Minor is open to all NYU students including students in the Tandon SOE BTM* major.

Structure of the Technology, Management and Design (TMD) Minor:

Tmd required core course (4 credits):.

• MG-UY 2704 Design Thinking for Creative Problem Solving 4 Credits

TMD Elective Courses: Choose any 3 from the 4 credit courses below (12 credits total):

• MG-UY 3714 Design Strategies 4 Credits
• MG-UY 3724 Human-centered Product Design 4 Credits
• MG-UY 3734 Service Design Innovation 4 Credits
• MG-UY 4404 Entrepreneurship 4 Credits **
• MG-UY 4114 Special Topics in Management (4 Cr) 4 Credits (with a topic specifically announced and designated under the TMD minor, with a pre-req of MG-UY 2704)
• More TMD related MG-UY courses are planned.

TMD Restrictions:

Students may not double count courses between the Tandon SOE Cross School Management Minor*** and this Tandon SOE Minor in Technology, Management and Design and required courses in the Tandon SOE BTM* major.

* BTM refers to the Tandon SOE TMI Department’s BSc in Business and Technology Management    major.

** MG-UY 4404 Entrepreneurship is a degree requirement for BTM* students and therefore is an anti-requisite and cannot be applied towards the TMD Minor.  MG-UY 4404 is open to all declared TMD minor students.

*** BTM* students are not eligible to participate in the Tandon SOE Management Minor   .

**** BTM majors may only count TMD courses towards BTM Free Electives or in addition to BTM Degree requirements.

Contact Information:

Departmental Adviser: Bohdan Hoshovsky

[email protected]

PhD | Management

The Ph.D. in Management

Stern’s Ph.D. program in management prepares students to understand how organizations need to compete in challenging and volatile business environments and how managers must manage in complex and changing workplaces. The training is broad based and interdisciplinary, drawing on the fields of economics, psychology, and sociology. Areas of focus within the management doctoral program at Stern include strategy, the study of the competitive dynamics of firm performance; organizational behavior, the study of the behavior of individual employees and managers within organizations; and organization theory, the study of organizational structures and processes.

Explore Management

Discover our other fields of study.

Women in Technology

WIT Speaker Series: Renee Zaugg Renee Zaugg is the Managing Owner of RisERZ Consulting. Renee is a strategic leader with 40 years of experience working in technology leadership roles for Fortune 100 companies. She is passionate about intentional leadership and creating higher purpose cultures. Watch Renee’s keynote speech and enjoy her nuggets of wisdom. Renee’s speech was be followed by in-person networking, lunch, and a job expo. (Automated video captions may contain errors.)

Our Purpose

Founded in 2017 by Natalie Hidalgo, Women in Technology (WIT) inspires and empowers women in technology professions at NYU to reach their fullest potential through skill building, information sharing and a robust and nurturing support network.

WIT seeks to fulfill its purpose and stay true to its mission as a professional support network for tech women professionals by:

• Creating in-person community building opportunities and online events that attract and advance women who are in or wish to pursue an tech-related profession
• Hosting events that showcase women leaders in tech
• Fostering open dialogue about the unique challenges and issues women in technical fields face in today’s workplace
• Presenting information about opportunities for professional development that offer diverse pathways for growth, including workshops and training sessions
• Providing volunteering opportunities with University partners in and outside the NYU community

Upcoming Events

Wit trailblazers.

WIT features trailblazers within the NYU community who have made significant contributions to the technology field. Read about our latest NYU community member profile: Minerva Tantoco.

Minerva Tantoco

In tribute to Dr. Frances Bauer WIT is launching the Bauer Outreach Program to raise awareness and garner interest for STEM in elementary schools, primarily in underserved NYC communities.

Dr. Frances Bauer was a pioneer, mathematician, researcher, and scientist in the fields of numerical analysis, scientific computing, computational fluid dynamics, and nonlinear partial differential equations. She had a distinguished career that included working at NYU for more than 60 years, both in Courant and NYU IT. She is truly a trailblazer for women in the fields of science and technology.

Dr. Frances Bauer, 1923 - 2022

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Published April 10, 2024

Reflecting on My 4 Years as an International Student at NYU

Anjana Rajesh

Class of 2024

As my last semester at NYU comes close to an end, it feels surreal that these four years have gone by so fast. It feels like it was just yesterday that I was hitting “submit” on my application. I was a nervous but excited seventeen-year-old, and four years later I am a nervous but excited twenty-one-year-old almost done with school at her dream university. It all feels surreal, and I want to take some time to reflect on my four years here.

As an international student, picking a college so far from home was a daunting task. I had to make sure that it checked all my boxes like academics, social life, and everything else in between. Make sure to consider all your dealbreakers before you say yes to your school. You want to go somewhere that can truly feel like home.

I always say that I decided on NYU when I was thirteen, because purple is my favorite color. At that age, it meant it was the school for me. While NYU definitely was the school for me, our distinctive color was not the only factor in my decision. Other factors came into play as well. However, the three reasons I decided on NYU were the academic program, the research opportunities, and the student body.

Academics and All That Jazz!

Academics played a big role in my decision. In high school I  liked studying a variety of subjects. I wanted the opportunity to do that in college while still majoring in STEM.

Luckily I did both during my time here! By majoring in Business and Technology Management I got to take STEM classes. And through the Core Curriculum, I studied a lot of interesting subjects. One of my favorite classes was Dinosaurs: Reviving an Extinct Species. It’s basically if Jurassic Park were a class, which is really cool.

F-R-I-E-N-D-S

Another important consideration is the type of community you want in your college experience. This was really important to me. Through NYU, I found some of my best friends for life, which has been truly wonderful.

Being at a school in New York City does mean you might have to go out of your comfort zone to find your community. Still, there are a ton of resources that make this a lot easier to accomplish. Joining clubs and organizations on campus is a great way to find friends. I have met some of my really close friends by being an Admissions Ambassador as well as being part of my hall council.

Liv, who I met through this job, has become one of my best friends here. I even went home for Thanksgiving with her, which was really fun. My roommates Cat and Ant have become my home away from home, especially after living together for almost three years.

All said, you never know how or when you might meet your community. Through my friend group here I have gotten to experience a lot of new things. I’ve also grown so much, and this personal growth is an important part of the college experience. 

Worried About Being Homesick?

Homesickness is such a big challenge when you move far away from home. Keep in mind, though, it is a natural feeling. You’ve left behind everything you have ever known to start fresh in a new place. My first semester on campus was a big transition for me. Homesickness was a natural part of that. I was embracing New York City as my new home but still longed for a bowl of my mom’s rasam.

Joining cultural organizations on campus helped me connect with other students who were in similar situations to mine. The Hindu Students Union is one organization that I frequent, and it definitely helps when I just want to experience a bit of home. Temple visits, Holi gatherings and Diwali festivities add a tiny bit of home to my everyday life. Sometimes I take my friends along with me to these events. It’s a nice way for me to share some of my culture with them.

If there is one piece of advice I could give to my seventeen-year-old self it would be to not be scared to push your limits. College is a big change, and moving to another country is another big change. Especially as an international student, doing these things at a young age does require a bit of resilience. However, once you have found your home at college, this will quickly become the best and fastest four years of your life. It is really bittersweet that my time here is coming to an end, but I would not trade the time I have had here at NYU for anything else in the world.

I am currently a senior in the Class of 2024 at the Tandon School of Engineering studying Business and Technology Management concentrating in Strategy, and I also have a minor in Bioethics. I am originally from India but I grew up in Dubai, so I’ve kind of been all over the place. When I’m not working for Admissions Ambassadors or studying you can find me at the closest boba shop or bookstore. And I spend the rest of my free time being an avid Taylor Swift fan.

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What is Happening to U.S. Higher Education?

By Olivia Robertson

Recent technological advancements and new players have shaken up various industries, like entertainment and transportation. Now, these same changes are affecting higher education in America. New research out of Vanderbilt Business uses Layton’s marketing systems theory to understand the disruptions of the academic system. 

“ United States Education Structure is Under Stress: Exploring the Destabilization of Academia’s System Settings ” emphasizes that while education leaders don’t directly control these changes, their decisions can impact the outcomes and structure of the U.S. higher education system. Co-authored by Jen Riley , Morgan M. Bryant , Kate Nicewicz-Scott , Amy Watson , and Tiffanie Turner-Henderson , the study aims to analyze how the U.S. higher education system deals with these disruptions. The authors discuss 3 primary power shifts influencing how education is marketed and provide a reference for academic leaders to make decisions and take action in response to these changes.

“Our work critically examines these shifts by intertwining historical perspectives with the demands of today’s evolving landscape, emphasizing the need for transformative change within higher education,” says Riley. 

What is Layton’s theory of marketing systems?

Layton’s theory of marketing systems is a framework that looks at how changes in power, technology, or societal values act as catalysts, sparking a series of events in a system. This system involves the exchange of goods, services, or ideas. Once a catalyst occurs, opportunities and threats arise, and people or institutions respond based on self-interest, mutuality, and morality. The outcome is a transformation of the marketing system, affecting offerings and how it contributes to the community’s well-being. Layton emphasizes adapting to these changes to remain relevant and influential.

The authors discuss how the American Industrial Revolution was the “technological shock” that led to the transformation of higher education into what it is today. At the turn of the 20th century, many prominent American universities were established, focusing on applying science to industry needs. Now, higher education faces another revolution marked by technological, economic, and cultural changes. These shifts question the value of the exchange between society and U.S. higher education, leading to power shifts in various aspects. This tension pushes for a change in the types of educational offerings, causing traditional institutions and degrees to lose perceived and actual value. 

“To remain relevant, higher education must evolve and adjust program offerings to fit current market needs,” says Riley. “Failure to evolve may lead to declining relevance and influence as society seeks greater value elsewhere.”

What are the governance and political influences on higher education in the United States?

Recent scandals like the ‘ Varsity Blues ‘ and partisan politics have eroded trust in college leadership with increased political influence over universities. This influence is exemplified by instances like former Senator Ben Sasse becoming president of the University of Florida amid protests. Political appointments in university boards have risen, and students’ contributions to university budgets have doubled in the past 40 years. Yet, despite reduced allocations, states maintain significant influence. Recent legislative actions target tenure , DEI initiatives , and expenditures. Supreme Court rulings have favored conservative positions, impacting affirmative action and race-conscious admissions, prompting calls to end similar programs at institutions.

Does accreditation matter in the U.S. higher education system?

Accreditation signals quality and legitimacy, particularly the AACSB designation for business schools. Maintaining this accreditation focuses heavily on faculty research, creating a disconnect with student-centric objectives. While being a great researcher doesn’t necessarily correlate with practical teaching, there is value in the research-teaching nexus, especially in experiential learning. However, institutional emphasis on research poses challenges. Public distrust in scientists has increased , impacting the perceived value of inflated tuition funding scientific research, and critics argue that research doesn’t necessarily benefit student learning, especially when faculty are juggling teaching priorities for paying students with expectations for research productivity. 

“The current structure creates a tension between resource allocation and student success,” the authors write. “Considering the looming threat of a decline in prospective students due to a shrinking population, it is crucial to prioritize student outcomes and retention.”

How does macromarketing impact the desire for higher education in the United States?

Prior research indicates one macromarketing (big-picture, economic, and societal) effect of a successful higher education marketing system is the evidence of community quality improvement. However, Americans have lost confidence in the economic benefit of higher education, questioning its payoff, affordability, and access . Recent studies indicate a declining enthusiasm for college among Gen Z, with 50% believing a college degree is unnecessary. With the national birth rate decline since the 1960s posing challenges, there aren’t enough young workers to replace retiring Baby Boomers, threatening the historically counter-cyclical nature of the economy and demand for education. And, despite a growing need for skilled workers, many Americans feel that colleges and universities are not adequately preparing graduates for the workforce.

How has competition, especially technological, affected U.S. higher education?

Google, a key player in digital marketing , introduced Career Certificates as an affordable alternative to traditional degrees, making education more widely accessible. Google partnered with universities, shifting classroom responsibilities to external entities. By collaborating with universities, Google is a curriculum provider that bridges the gap between professors’ expertise and current industry practices. This partnership shifts traditional classroom responsibilities from professors to external, for-profit entities. Google’s approach, outlined in the company’s marketing materials, encourages faculty to provide “wraparound support” to a curriculum they did not participate in creating or delivering. Similar models are adopted by other companies like Ziplines Education, formerly GreenFig , which partners with prestigious institutions to support or replace traditional education.

Guild Education , a for-profit company, brokers employer-sponsored education benefits, directing millions of adult learners to selected programs. Industry leaders like Bloomberg and Salesforce offer branded certificates, emphasizing skills over degrees. Guild Education’s influence as a power player in education is significant, directing millions of credit hours. Despite its limited partnership with less than 1% of 4-year degree-granting institutions, it manages tens of millions of credit hours, establishing itself as a significant educational power player. Its focus on employer-sponsored adult learners positions Guild Education as a disruptive force. In turn, many companies, including Google, no longer require degrees for all hiring, focusing on skills and experience, further emphasizing the significance of Guild Education and similar opportunities.

The shift toward skills-based hiring and technology implementation in education is reshaping the value and demands of higher education. In addition to the presentation of one’s skills via certificate becoming more prominent and desirable, the pandemic accelerated the shift to online learning, emphasizing the need for educators to adapt to modern tools and experiential teaching methods. Additionally, COVID-19, leading to the switch to online learning, strengthened theories that traditional classroom learning environments were no longer sufficient, leading universities to show how they can provide value to in-person students, especially given the high price tag of higher education. 

Conclusion: How do Layton’s model and industry shifts affect higher education?

The described changes place a significant responsibility on academia to make informed and strategic choices to stay relevant. Layton’s model emphasizes the need for adaptation, showcasing the unidirectional nature of the system setting arrow. Implementing simulations and modern technology may divide instructors, requiring a critical examination of traditional market system structures. Proposing innovative models that optimize self-interest, mutuality, and morality could make traditional institutions more adaptable. The suggestion of collaboration between professors and industry leaders could bridge the knowledge gap and decrease university overhead. 

“ This manuscript underscores the urgency for academia to evolve and address current challenges in a meaningful way,” says Riley.

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International Cooperation

Directions of International Working Relationships:

4. Participation of professors, teachers, and students of the university in overseas training.

5. Co-operation with overseas companies and the incorporation of modern technology and equipment in the education process.

6. Distance learning programmes.

7. Work with overseas students

8. Who are we interested in working with in the future?

• Economics and management
• Land management
• History and law
• Architecture and landscape
• Ecology and economics

30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in Moscow ranked based on their research performance in Mechanical Engineering. A graph of 269K citations received by 45.8K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

5. N.R.U. Moscow Power Engineering Institute

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.