phd topics in occupational health and safety

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Occupational Safety and Health, Ph.D.

May 13, 2024

Next Start Date

Courses Required

Cost Per Credit Hour

Total Credit Hours (18 Coursework, 24 Research Credits)

Online Courses

Learning Format

Become a subject matter expert.

The online Occupational Safety and Health Ph.D. program is designed for students/professionals who aspire to advance their knowledge, research potential, and overall expertise to be able to tackle research and development opportunities in academia, consulting, or high-level industry positions. The program equips students with the skills necessary to tackle complex occupational safety and health challenges by seamlessly integrating structured coursework with applied research. The flexible, self-paced online curriculum allows students to balance their professional commitments while pursuing their doctoral degrees. Optional on-campus sessions and the opportunity to visit the campus to conduct lab-related research enrich the learning experience and foster a deeper understanding of the subject matter. The program's industry-focused curriculum addresses the growing demand for doctoral-level expertise in high-risk sectors such as healthcare, fire safety, construction, and more.

With the Bureau of Labor Statistics reporting a 4 percent yearly increase in job opportunities in this field through 2024, graduates will be ready to address the needs of the public and private sectors. Specifically, the program graduates will help employers adhere to safety and health regulations, and design and implement programs to prevent disease, injury, or environmental damage.

Program Requirements

Curriculum in Doctor of Philosophy – Occupational Safety and Health A candidate for the Ph.D. degree with a major in occupational safety and health must comply with the rules and regulations as outlined in the WVU Graduate Catalog and the specific requirements of the Statler College and the Industrial and Management Systems Engineering Department.

The Doctor of Philosophy degree with a major in occupational safety and health is administered through the college’s interdisciplinary Ph.D. program. The research work for the doctoral dissertation must show a high degree of originality on the part of the student and must constitute an original contribution to the art and science of occupational safety and health.

All Ph.D. degree candidates are required to perform research and follow a planned program of study. The student’s research advisor, in conjunction with the student’s Advising and Examining Committee (AEC) will be responsible for determining the plan of study appropriate to the student’s needs. The underlying principle of the planned program is to provide the students with the necessary support to complete their degrees and prepare them for their career.

Required core courses for the Ph.D. program are determined by the student’s area of emphasis. The research work for the doctoral dissertation may entail a fundamental investigation or a broad and comprehensive investigation into an area of specialization.

Educational Objectives/Outcomes

Program Educational Objectives Drawing from the university's mission, the program mission, and the needs of our constituents, the following educational objectives were developed for the Doctor of Philosophy degree in Occupational Safety and Health:

• Anticipate and recognize hazards and environmental cases requiring the application of safety and health methods in occupational settings.
• Identify social and epidemiological trends in occupational safety and health issues at the national and international levels.
• Identify methods of management in application of effective control techniques.
• To demonstrate understanding of federal, state, and local regulatory agencies as they impact the practice of occupational safety and health.
• Conduct, disseminate, and publish original research in occupational safety and health.
• Be qualified to enter the profession as a professor, practitioner, or researcher in occupational safety and health.

Student Outcomes In order to meet the Program Educational Objectives, students of the Occupational Safety and Health Doctoral program must be able to meet the following educational outcomes at the time of their graduation. Students will have acquired the ability:

• To construct, manage, and evaluate a comprehensive safety and health program for large industry or government agencies.
• To participate in the safety and health regulatory process as an individual or part of a corporation or university.
• To critically evaluate research conducted by other individuals or corporations in occupational safety and health.
• To provide excellent teaching at the University or corporate levels.
• To participate in activities such as conferences or seminars for continued professional improvement.
• To actively participate as a leader in the professional organizations that serve the occupational safety and health fields.
• To demonstrate the highest possible ethical standards in the field of occupational safety and health.

Program Detail

The Occupational Safety and Health Ph.D. program is meticulously designed to offer a self-paced learning structure that caters to the varying needs of full-time students and/or working professionals. The program entails a total of 42 credit hours, encompassing 24 credits dedicated to research work and 18 credits attributed to coursework. Individuals with a bachelor’s degree (with significant work experience) or a master's degree in safety or related fields will be eligible for admission into the program.

Format: Online 8-week courses Next Start Date: Spring 2024

Ann is here to help.

Ann clayton, your personal online admissions coach.

"I am a graduate of Michigan State University, with a Master’s degree in Counseling Psychology. I have worked in an advising setting for over 15 years and am here to help answer any questions you may have about the enrollment process in our online programs. Our online programs are designed to allow everyone the opportunity to earn a degree, while balancing school, family and life, and I am happy to help you as you go through that journey."

Learn More About Ann Request Information

• Email: [email protected]
• Phone: (304) 293-0915
• Virtual Session: Schedule a virtual session with me

Occupational Safety and Health, Ph.D. Admission Requirements

The qualified students must hold B.S. and/or M.S. degrees in safety-related disciplines.

A direct track option from the Bachelor of Science (B.S.) to the Doctor of Philosophy (Ph.D.) degree for prospective qualified students with exceptional academic records and/or professional experience is available.

• Applicants must have earned a GPA of 3.0 or better (out of a possible 4.0) in their undergraduate and graduate coursework.
• Applicants with a cumulative grade point average of less than 3.00 may be considered for admission if they have professional or other relevant experience.
• A statement of purpose. Explain your motivation for pursuing a Ph.D. in Occupational Safety and Health and how your research interests align with the program's focus and faculty expertise. Discuss any personal, academic, or professional experiences that have shaped your interest in this field and the research area/topic you intend to pursue during the Ph.D. program.
• Two letters of recommendation
• Official transcripts of all previous college coursework
• International applicants must meet the WVU requirement of English language proficiency.

Faculty Spotlight

Dr. avishek choudhury.

"My aim is to empower students to become not just proficient learners, but critical thinkers with a robust problem-solving toolkit that extends well beyond the confines of the classroom."

Avishek Choudhury went into his field of study because it was in the pioneering landscape where systems engineering meets cognitive human factors in healthcare.

"I found myself at the thrilling intersection of technology, healthcare, and human behavior," he says.

His work involves unraveling the intricacies of healthcare environments, fostering systems that are not only efficient and reliable but also emphatically human-centered.

"We champion innovative solutions, setting a new benchmark in healthcare delivery," he says. "The solutions are user-friendly, enhancing the safety and wellbeing of both healthcare professionals and patients alike."

But his role is also about preparing the next generation of professionals.

"This is not just a profession, it is a commitment to revolutionizing healthcare."

In his classroom, he expects his students to immerse themselves in a deep well of knowledge, venturing far beyond the pursuit of grades.

He emphasizes conceptual understanding over rote memorization and nurtures a learning environment where curiosity is not just encouraged, but is a requisite.

Dr. Jeremy Gouzd

"All students learn a little differently than others. Being able to see that and provide the material in different ways until you see the ‘light bulb’ moment is crucial."

Jeremy Gouzd decided to go into his field of study because throughout his career he enjoyed engineering and the field of occupational safety.

"Along with those fields of study, I had a passion for teaching," he says.

He tries to get as much involvement with his students as possible, because he believes this is the best way to communicate the material that is being taught.

"Teaching online is different in that the paths you need to take to connect with the student are different," he says. "The information isn't conveyed in the same manner as the traditional style of teaching."

He engages in as much feedback with students as possible, through grading comments, discussions, announcements, and emails.

"I also record shorter versions of my lectures that students seem to be more apt to watch and which highlight and move through the material as the student would, week to week."

"I think that all students learn a little differently than others. Being able to see that and provide the material, information, and lectures in those different ways until you see the ‘light bulb’ moment is crucial."

Dr. Ashish Nimbarte

Dr. Ashish Nimbarte’s training and expertise is in the general areas of Ergonomics and Energy Efficiency. He joined the IMSE department at WVU in August 2009 and he was promoted to the rank of Associate Professor with tenure in 2015. Due to his strong interest in and commitment to graduate education, he was appointed as the Graduate Program Coordinator of the Industrial Engineering (IE) program in 2015. His research interest is motivated by the need to better characterize the factors that impede sustainability of industrial operations so that effective control strategies can be implemented.

Over the last few years, while maintaining his main research thrust in Ergonomics, Dr. Nimbarte has broadened his research expertise to the areas of energy efficiency, pollution prevention, lean implementations, and waste management to develop research projects that apply a holistic approach based on modern Industrial Engineering methods and principles. These projects involve close collaboration with regional manufacturing businesses and are aimed at productivity improvement through a synergistic integration of various production-related entities.

Dr. Nimbarte has served in several leadership positions within various professional societies. He was elected to serve as the member of the executive committee for the International Society for Occupational Ergonomics and Safety for seven years (2012-2019), becoming president of the society in 2018. He also acted as President of the Construction Division of the Institute of Industrial and Systems Engineers in 2017. Dr. Nimbarte additionally serve on the editorial boards of five international peer-reviewed scientific journals in the areas of Occupational Ergonomics and Safety.

Dr. JuHyeong Ryu

"To adapt to the changing landscape of education, I leverage advanced web-based tools in online classes, tailoring learning experiences to individual students' needs and progress."

JuHyeong Ryu entered the field of safety engineering and management because he was driven by a strong desire to enhance worker safety, health, and productivity.

"Combining my background in architectural and civil engineering, I have developed a multidisciplinary approach, focusing on sustainability and leveraging cutting-edge technologies like human motion sensing, artificial intelligence, biomechanical analysis, and automated work systems," he says.

"Despite the challenges, I'm proud to have made a meaningful contribution to improving occupational safety in various industries."

His teaching approach is centered on facilitating meaningful and engaging online learning experiences.

"I am proficient in delivering content effectively through digital platforms, ensuring that students remain actively involved in the online classroom."

"My experiences as a research advisor, particularly in the online PhD in Occupational Safety and Health program, have equipped me with valuable insights and strategies to enhance the online education environment."

"I place a strong emphasis on personalized feedback and engagement, ensuring that students have the resources they need to excel in their academic journey."

Tuition, Fees, and Financial Aid

WVU provides a comprehensive approach to helping you finance your education. Learn more by visiting the Student Financial Services website.

Students are encouraged to:

• File the Free Application for Federal Student Aid (FAFSA) form by the June 30, 2024 deadline to determine their eligibility for federal and state funds as well as scholarships. WVU’s FAFSA Code is 003827; and
• Check with your employer to see if they provide financial support for earning your graduate degree.

Occupational Safety and Health, Ph.D. total degree cost: Around $30,000 to $35,000 – Residents and Non-Residents

Tuition and fees are usually not the only educational expenses you may have while pursuing a degree. You may have other costs such as books, supplies and living expenses. Please see the Estimate Costs and Aid webpage for how to estimate and plan for other potential expenses.

The future for graduates with an Occupational Safety and Health, Ph.D.

Career paths:

• Healthcare Safety Manager: Graduates can ensure a safe environment in healthcare facilities by identifying, assessing, and mitigating risks, developing policies, and overseeing compliance to protect patients and staff from infections, injuries, or accidents.
• Infection Control Specialist: With specialized knowledge, graduates can develop and implement infection control programs, monitor compliance, and train healthcare staff in best practices to minimize the spread of infections within healthcare settings.

Construction

• Construction Safety Manager: With industry-specific knowledge, graduates can develop and implement safety programs for construction sites, ensuring worker safety, reducing accidents, and maintaining compliance with regulations.
• Site Safety Coordinator: Graduates can oversee safety operations on construction sites, monitor compliance with safety regulations, conduct safety training, and investigate incidents to prevent future occurrences.

Transportation

• Fleet Safety Manager: By applying advanced knowledge of safety management principles, graduates can develop and maintain comprehensive safety programs for vehicle fleets, minimizing accidents and ensuring compliance with transportation safety regulations.
• Rail Safety Specialist: Graduates can assess rail systems for safety hazards, develop and implement safety measures, and ensure compliance with industry regulations to maintain the safety and integrity of rail transportation systems.

Government and Public Sector

• Occupational Safety and Health Specialist (OSHA): With a strong foundation in safety legislation and compliance, graduates can work with government agencies such as OSHA, inspecting workplaces, enforcing safety regulations, and contributing to developing new safety policies.
• Environmental Health and Safety Specialist (EPA): Graduates can collaborate with the Environmental Protection Agency (EPA) to develop and enforce regulations, evaluate the environmental impact of industrial activities, and promote best practices for environmental health and safety.

View Courses and Curriculum for Occupational Safety and Health, Ph.D.

A minimum cumulative GPA of 3.0 is required in all courses

Research Requirements (24)

Coursework mandatory requirements (9).

These three (3) courses must be completed:

Coursework Requirements (9)

Select three (3) courses from the following based on degree path:

Any BIOM, BMEG, CE, CHE, CHEM, CPE, CS, EE, IENG, IH&S, MAE, MATH, MINE, PCOL, PNGE, PHYS, PUBH, SAFM, SENG, or STAT courses 500-795, as approved by the student's AEC

Examinations/Milestones

• Plan of Study
• Qualifying Exam
• Candidacy Exam
• Dissertation

Total Hours: 42

Frequently Asked Questions

What are the options to complete the research requirements.

The students will have three options to complete the research requirements:

• Web-based: This option will mainly involve web-based experimentation and data collection. The student can develop games and web or mobile applications to conduct research in UX/UI, Human behavior, or Decision making. Additionally, for Artificial Intelligence /Machine Learning/ Simulation/ Management focused research, tools are available to design studies/ experiments and collect the data virtually. This option will also involve non-experimental surveys, interview-based research, retrospective/secondary data analysis, and theory development.
• Hybrid experimental: The student will have the option to visit the WVU campus for a limited duration to conduct their experiment in our labs. Safety-related research that mandates controlled experiments will fall under this option.
• Industry-led: With this option, the student and their research advisor will identify an existing problem within the student's workplace (industry, national lab, etc.) and will develop a theoretical framework and applied solutions to address the problem. This option will also help the IMSE department build strong industry relationships.

How will you provide programmatic support services to online Ph.D. students?

We will conduct a virtual orientation session at the beginning of every semester. The students will work closely with the program coordinator to develop a preliminary plan of study by the end of the first semester and their Advising and Examining Committee (AEC) by the end of the second semester.

What are the various program completion milestones?

• Complete the coursework.
• Complete the qualifying exam requirements (typically completed by the end of the second semester or completion of coursework).
• Complete the candidacy exam requirements (completed after the qualifying exam, by the end of the second year, or once the research proposal is finalized).
• Complete the final exam (typically completed by the end of the third year or after the completion of research requirements)

What is involved in Qualifying Examination?

This examination is designed to assess the basic competency of students in the occupational safety and health field to determine whether or not they have sufficient knowledge to undertake independent research. There are two options available to take the qualifying exam: (1) coursework based; (2) research based.

What is involved in Candidacy Examination?

In order to be admitted to candidacy, the student must pass a candidacy exam, which is designed to evaluate the student’s overall ability to engage in high-level research. A student who has successfully completed all coursework, passed the qualifying examination, and successfully defended the research proposal is defined as one who is a candidate for the Ph.D. degree.

What is involved in Final Examination?

At the completion of the dissertation research, candidates must prepare a dissertation and pass the final oral examination (defense) administered by their AEC. In order to complete the Ph.D. requirements, a student must pass a final oral examination on the results embodied in the dissertation. This examination is open to the public and, in order to evaluate critically the student's competency, may include testing on material in related fields, as deemed necessary by the AEC. In addition, since the Ph.D. degree is primarily a research degree that embodies the results of an original research proposal and represents a significant contribution to scientific literature, the student must submit a manuscript on this research to the AEC.

Become a problem solver.

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Occasionally a student will encounter an issue with an online course that he or she doesn’t know how to resolve. Should this occur, please visit the link below.

Internal Student Complaint Process

WVU Online West Virginia University PO Box 6800 Morgantown, WV 26506-6800

Phone: (800) 253-2762 Email: [email protected]

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Ph.D. in Occupational Ergonomics and Safety (OES)

Work-related injuries, illnesses, and fatalities remain a substantial concern in the U.S. and globally. These adverse events and outcomes involve major human suffering and impose a significant economic burden to individuals, businesses, and nations. This concentration is designed to provide interdisciplinary training and exposure to the major methods, tools, and approaches needed to improve occupational safety and health in the U.S. and beyond. The concentration is also intended to provide the foundation for impactful dissertation research in the areas of occupational ergonomics and safety.

Note: this concentration is required of all students funded through the department’s NIOSH Training Grant.

Coursework Requirements

Core ise courses (required), concentration courses (required), preapproved electives.

BMES = Biomedical Engineering & Sciences; BMVS = Biomedical & Veterinary Sciences; CEE = Civil & Environmental Engineering; ESM = Engineering Science & Mechanics; HNFE = Human Nutrition, Food, & Exercise; STAT = Statistics; STS = Science & Technology in Society

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Doctor of Philosophy (PhD) in Occupational Health and Safety

• Request Information

Earn a doctorate degree in occupational health and safety, advance both scholarly research and your career

The rapid infusion of new technology, techniques, and materials into every workplace is creating new challenges for occupational health and safety professionals in every work environment. The pressures to identify hazardous conditions and prevent injury or harm to people in the workplace is greater now than at any time in the past. Many employers now view safe workplace practices as a key component of generating and maintaining a strong stream of revenue.

Capitol Technology University’s online PhD program in occupational health and safety is designed to provide industry professionals with an opportunity to conduct the in-depth research and investigation needed to develop solutions to meet a wide variety of industry needs. Through this research-based, online doctorate, you’ll engage quickly in research and publishing without the limitations inherent in traditional coursework models. While completing the program you’ll aid in the creation of new knowledge and ideas and become prepared for a variety of leadership roles in occupational health and safety, or for teaching roles in higher education.

As a doctoral student in occupational health and safety at Capitol Tech, you’ll enter the program with a research idea and a chair will be assigned to develop this into a full research proposal. After enrollment, you’ll work with your chair and research committee to develop further your research proposal. You’ll then work independently to produce a meaningful body of original research of publishable quality. In the process, you’ll also gain valuable insight into the legal, political, ethical, and social dimensions of your field of study.

This is a research based doctorate PhD degree where you will be assigned an academic supervisor almost immediately to guide you through your program and is based on mostly independent study through the entire program. It typically takes a minimum of two years but typically three years to complete if a student works closely with their assigned academic advisor. Under the guidance of your academic supervisor, you will conduct unique research in your chosen field before submitting a Thesis or being published in three academic journals agreed to by the academic supervisor.  If by publication route it will require original contribution to knowledge or understanding in the field you are investigating.

As your PhD progresses, you move through a series of progression points and review stages by your academic supervisor. This ensures that you are engaged in a process of research that will lead to the production of a high-quality Thesis and/or publications and that you are on track to complete this in the time available. Following submission of your PhD Thesis or accepted three academic journal articles, you have an oral presentation assessed by an external expert in your field.

Why Capitol?

Learn around your busy schedule

Program is 100% online, with no on-campus classes or residencies required, allowing you the flexibility needed to balance your studies and career.

Proven academic excellence

Study at a university that specializes in industry-focused education in technology fields, with a faculty that includes many industrial and academic experts.

Expert guidance in doctoral research

Capitol’s doctoral programs are supervised by faculty with extensive experience in chairing doctoral dissertations and mentoring students as they launch their academic careers. You’ll receive the guidance you need to successfully complete your doctoral research project and build credentials in the field. 

Key Faculty

Degree Details

This program may be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation/publication research. Students who are not prepared to defend after completion of the 60 credits will be required to enroll in RSC-899, a one-credit, eight-week continuation course. Students are required to be continuously enrolled/registered in the RSC-899 course until they successfully complete their dissertation defense/exegesis.

The PhD program offers 2-degree completion requirement options.

• Dissertation Option: the student will produce, present, and defend a doctoral dissertation after receiving the required approvals from the student’s Committee and the PhD Review Boards.
• Publication Option: the student will produce, present, and defend doctoral research that is published as articles (3 required) in peer reviewed journals identified by the university and the student’s Committee. Students must receive the required approvals from the student’s Committee and the PhD Review Board prior to publication.

Prior Achieved Credits May Be Accepted

PhD in Occupational Health and Safety- 60 Credits

Educational Objectives:

• Students will integrate and synthesize alternate, divergent, or contradictory perspectives or ideas fully within the field of Occupational Health and Safety.
• Students will present scholarly work on Occupational Health and Safety via appropriate communication channels.
• Students will demonstrate advanced knowledge and competencies in Occupational Health and Safety.
• Students will analyze existing theories to draw data-supported conclusions in Occupational Health and Safety.
• Students will execute a plan to complete a significant piece of scholarly research in Occupational Health and Safety.
• Students will evaluate the legal, social, economic, environmental, and ethical impact of actions within Occupational Health and Safety and demonstrate advanced knowledge and competency to integrate the results in the leadership decision-making process.

Learning Outcomes:

Upon graduation:

• Graduates will evaluate the legal, social, economic, environmental, and ethical impact of actions within Occupational Health and Safety and demonstrate advanced knowledge and competency to integrate the results in the leadership decision-making process.
• Graduates will demonstrate the highest mastery of traditional and technological techniques of communicating ideas effectively and persuasively.
• Graduates will evaluate complex problems, synthesize divergent/alternative/contradictory perspectives and ideas fully, and develop advanced solutions to Occupational Health and Safety challenges.
• Graduates will contribute to the body of knowledge in the study of Occupational Health and Safety.

Tuition & Fees

Tuition rates are subject to change.

The following rates are in effect for the 2024-2025 academic year, beginning in Fall 2024 and continuing through Summer 2025:

• The application fee is $100
• The per-credit charge for doctorate courses is $950. This is the same for in-state and out-of-state students.
• Retired military receive a $50 per credit hour tuition discount
• Active duty military receive a $100 per credit hour tuition discount for doctorate level coursework.
• Information technology fee $40 per credit hour.
• High School and Community College full-time faculty and full-time staff receive a 20% discount on tuition for doctoral programs.

Find additional information for 2024-2025 doctorate tuition and fees.

I chose Capitol Technology University because of the flexibility of online learning and thesis/research driven coursework.

-Amanda MacPherson PhD in Occupational Health and Safety

Need more info, or ready to apply?

Department of Occupational and Environmental Health

Phd in occupational and environmental health.

The PhD in Occupational and Environmental Health (OEH) is an advanced research degree that emphasizes depth of knowledge and original research skills. The PhD in OEH is designed to develop leaders in environmental and occupational health research and practice.

The PhD program is tailored to meet students’ research and professional interests. Students work with their faculty advisor to design a specialized curriculum of coursework and research projects in the following areas:

• Agricultural Safety and Health
• Environmental Health
• Environmental Toxicology
• Industrial Hygiene
• Occupational Injury Prevention

Request information about this degree program and funding opportunities .

You’ll graduate qualified for a career in a range of private, public and academic positions; consulting firms; state and federal occupational and environmental agencies; chemical, consumer products, pharmaceutical industries; and major universities.

Number of credit hours:  72

Average time to degree:  4-5 years

Prerequisites:

• Minimum cumulative grade-point average: 3.25
• A bachelor’s degree is required. Although enrollment directly into the PhD program is possible, completion of the MS program is highly recommended as a first step toward the PhD degree.
• Our students come from a variety of disciplines. Significant coursework in mathematics, science, environmental health or occupational health is highly recommended.

Funding opportunities:  100% of our PhD students receive financial support.

Comprehensive Examination and Dissertation:  You will complete a comprehensive examination demonstrating mastery of your field of study. You’ll also prepare a publishable dissertation describing your original research.

When and how to apply:  The application deadline is May 1. You should apply as soon as possible to secure your position and funding.  Learn how to apply  here.

How and where courses are delivered:  All courses are delivered in person at our Iowa City campus, with most taking place in our new public health building.

All of our PhD students receive financial support—100% tuition paid and a monthly stipend.

Students in the  Environmental Health  and  Environmental Toxicology  areas receive funding through graduate research and/or teaching assistantships. Learn more about these funding sources here .

Students in the following areas receive funding from the Heartland Center for Occupational Health & Safety through a grant from NIOSH (only available for U.S. citizens):

Learn more about these funding sources here .

Your Program of Study

Your faculty advisor will help you plan a highly personalized path through our PhD program that suits your unique needs, research interests, and professional goals.

Depending on the coursework for your master’s degree, you will likely spend your first two to three years completing required and elective coursework in your chosen area of interest.

After this coursework is completed, you’ll spend roughly the next two years pursuing your own original research, regularly consulting and collaborating with your advisor and colleagues in the department. This project will culminate in a high-quality dissertation suitable for publication.

You’ll graduate from the program an expert in the field of Occupational and Environmental Health, fully qualified to lead a program at a corporation, pursue postdoctoral research work, or serve as a tenure-track assistant professor at a university.

PhD completion timeline:

Year 1-2 – Take required and elective courses; plan for research and dissertation Year 2-3 – Complete required and elective coursework; initiate research projects Year 3-4 – Finalize research and data analysis; write dissertation

Degree Requirements

Required courses.

Take at least 9 semester hours of the following:

**Can be taken to fulfill this requirement if not taken as part of the 25 s.h. of required courses.

Elective Credits

A minimum of 18   additional credit hours must be acquired from attendance in non-research-related courses. These would include any courses offered in a classroom setting or the equivalent web-based course. Students and advisors should select courses most appropriate to the individual student’s professional goals.

Research Credits

The remaining credits needed to achieve the 72 required for this degree may be acquired by enrolling in OEH:7000 Thesis/Dissertation. Remaining credits may also be acquired by enrolling in OEH:7020 Independent Study in Occupational and Environmental Health or by any combination of OEH:7000, OEH:7020, and additional class-based courses.

Total Semester Hours Required for PhD Degree (Minimum): 72 s.h.

Degree description and learner competencies.

This program prepares graduate level students in professional and academic careers in environmental and occupational health. Graduates will be able to assume responsibility for the development and basic administration of environmental and occupational health programs, and will qualify for beginning faculty positions in academic environmental health departments. Although enrollment directly into the PhD program is possible, completion of the MS program is recommended as a first step toward the PhD degree. Undergraduate preparation must have included at least two semesters of chemistry, one semester of physics, mathematics and calculus. Coursework in biological science, microbiology and computer programming are highly desirable. The degree requires a minimum of 72 semester hours.

In addition to mastering the degree competencies for the MS in Occupational and Environmental Health, PhD students will be able to:

• Develop a proposal for grant funding
• Use appropriate analytic methods to interpret data relevant to the field of occupational and environmental health
• Develop a plan to communicate research findings to various audiences
• Design a research study in the field of occupational and environmental health
• Evaluate the strengths and limitations of peer-reviewed studies in the field of occupational and environmental health

Occupational Safety and Health, Ph.D.

Degree offered.

• Doctor of Philosophy, Occupational Safety and Health (Ph.D.)

Program Educational Objectives

Drawing from the university's mission, the program mission, and the needs of our constituents, the following educational objectives were developed for the Doctor of Philosophy degree in Occupational Safety and Health:

• Anticipate and recognize hazards and environmental cases requiring the application of safety and health methods in occupational settings.
• Identify social and epidemiological trends in occupational safety and health issues at the national and international levels.
• Identify methods of management in application of effective control techniques.
• To demonstrate understanding of federal, state, and local regulatory agencies as they impact the practice of occupational safety and health.
• Conduct, disseminate, and publish original research in occupational safety and health.
• Be qualified to enter the profession as a professor, practitioner, or researcher in occupational safety and health.

Student Outcomes

• To construct, manage, and evaluate a comprehensive safety and health program for large industry or government agencies.
• To participate in the safety and health regulatory process as an individual or part of a corporation or university.
• To critically evaluate research conducted by other individuals or corporations in occupational safety and health.
• To provide excellent teaching at the University or corporate levels.
• To participate in activities such as conferences or seminars for continued professional improvement.
• To actively participate as a leader in the professional organizations that serve the occupational safety and health fields.
• To demonstrate the highest possible ethical standards in the field of occupational safety and health.

Doctoral  Admissions

To be eligible for admission into the doctoral program, a candidate must fulfill the following requirements:

• A bachelors and masters degree from engineering, physics, chemistry, computer sciences, mathematics, or a similar technical or science program. The applicant must have completed at least two years of calculus or equivalent mathematics in their degree program.
• Earned a GPA of 3.0 or better (out of a possible 4.0) in their undergraduate and graduate coursework. Applicants with a cumulative GPA of less than 3.0/4.0 may be considered for admission if they have professional or other relevant experience.
• A statement of purpose.
• Two letters of recommendation 
• Official transcripts of all previous college course work
• While not required for admission, all applicants seeking fellowship and departmental funding must submit GRE scores.  
• International applicants must meet the WVU requirement of  English language proficiency .

Direct-Track Doctoral Admissions

The Department of Industrial and Management Systems Engineering offers a direct track option from the bachelor of science (B.S.) to the doctor of philosophy (Ph.D.) degree for prospective qualified students with exceptional academic record and/or professional experience. The qualified students must hold a B.S. degree in engineering, physics, chemistry, computer sciences, mathematics, or a similar technical or science program. In general, a degree in one of the related science programs is required with at least two years of calculus or equivalent mathematics. This is an accelerated track that provides outstanding candidates the option of earning a Ph.D. degree in less than five years after graduating from an undergraduate program by engaging early in their Ph.D. dissertation research. To qualify for the direct- track degree option, all applicants must have:

• Applicants must have earned a GPA of 3.0 or better (out of a possible 4.0) in their undergraduate
• A statement of purpose

Admission Requirements 2024-2025

The Admission Requirements above will be the same for the 2024-2025 Academic Year.

Major Code: 3071

Curriculum in Doctor of Philosophy – Occupational Safety and Health

A candidate for the Ph.D. degree with a major in occupational safety and health must comply with the rules and regulations as outlined in the WVU Graduate Catalog and the specific requirements of the Statler College and the Industrial and Management Systems Engineering Department.

Program Requirements

The doctor of philosophy degree with a major in occupational safety and health is administered through the college’s interdisciplinary Ph.D. program. The research work for the doctoral dissertation must show a high degree of originality on the part of the student and must constitute an original contribution to the art and science of occupational safety and health.

All Ph.D. degree candidates are required to perform research and follow a planned program of study. The student’s research advisor, in conjunction with the student’s Advising and Examining Committee (AEC) will be responsible for determining the plan of study appropriate to the student’s needs. The underlying principle of the planned program is to provide the students with the necessary support to complete their degree and prepare them for their career.

Required core courses for the Ph.D. program are determined by the student’s area of emphasis. The research work for the doctoral dissertation may entail a fundamental investigation or a broad and comprehensive investigation into an area of specialization.

Curriculum Requirements

Examinations, qualifying exam.

All students must take and pass a qualifying examination. Normally, the qualifying examination is given no later than one semester after completion of eighteen credit hours toward the doctoral degree. This examination is designed to assess the basic competency of students in the occupational safety and health field to determine whether or not they have sufficient knowledge to undertake independent research.

Candidacy Examination

In order to be admitted to candidacy, the student must pass a candidacy exam, which is designed to evaluate the student’s overall ability to engage in high-level research.

A student who has successfully completed all coursework, passed the qualifying examination, and successfully defended the research proposal is defined as one who is a candidate for the Ph.D. degree.

Final Examination

At the completion of the dissertation research, candidates must prepare a dissertation and pass the final oral examination (defense) administered by their AEC.

In order to complete the Ph.D. requirements, a student must pass a final oral examination on the results embodied in the dissertation. This examination is open to the public and, in order to evaluate critically the student's competency, may include testing on material in related fields, as deemed necessary by the AEC. In addition, since the Ph.D. degree is primarily a research degree that embodies the results of an original research proposal and represents a significant contribution to scientific literature, the student must submit a manuscript on this research to the AEC.

Major Learning Outcomes

Occupational safety and health.

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College of Public Health

Quick links, doctoral training, phd in public health with a concentration in environmental and occupational health.

Environmental and Occupational Health is the study of how human health and welfare are impacted by the natural and engineered environmental systems in which people live and work. The field has a technical focus, applying fundamental knowledge from chemistry, physics, biology, and mathematics, to the assessment, prevention, and control of population risks from chemical, physical and biological agents. However, environmental and occupational health scientists also must recognize and incorporate the fundamental role of social context in the appropriate selection, design and implementation of interventions to improve population health. Some topics of the field include air and water quality, waste handling, foodborne illness, environmental degradation, pest management, ecosystems, urbanization, climate and geochemistry, toxicity and toxins, exposure science, population dynamics and epidemiology, risk assessment, environmental justice, and environmental and occupational law.

The Doctor of Philosophy (PhD) in Public Health with a concentration in Environmental and Occupational Health provides students with advanced preparation in the scholarship of the field of environmental and occupational health. Students develop fundamental research skills in the quantitative and qualitative sciences as well as specialized expertise in a specific area of interest. They apply those skills to the in-depth study of a specialized environmental and occupational health research question. Our students typically have Master of Science degrees in public health sciences, the natural sciences, or engineering. Some students also have substantial experience in the environmental or occupational health fields prior to enrollment.

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Faculty members in the EOH concentration have a variety of backgrounds aligned with their subspecialty of EOH, including chemistry, biology, toxicology, pharmacology, occupational health, industrial hygiene, nursing, medicine, engineering, epidemiology, statistics, mathematics, and law. College faculty members who teach classes and mentor students in the doctoral program include:

• Thomas Bernard
• Donna Haiduven
• Raymond Harbison
• Ricardo Izurieta
• René Salazar
• Amy Stuart  (Concentration Lead)
• Jay Wolfson
• Experiential Learning Doctoral students complete a dissertation under the mentorship of a faculty member in the concentration. Through this mentoring experience, students develop advanced research skills and apply those skills to the in-depth study of a specialized environmental and occupational health research question. Students also learn to present their data and research in written and oral formats for scholarly dissemination.
• Careers Our PhD alumni typically pursue research careers in academia, government agencies, or private companies through postdoctoral and research staff positions. Many also assume leadership roles, with oversight responsibilities for environmental and occupational health, in government agencies, non-governmental organizations, or private industry.

To learn more, please contact a Pre-Admissions Advisor at (813) 974-6505 or [email protected] . 

Advisors for the Environmental and Occupational Health PhD are Jane Lundh ( [email protected] ) and Nyasha Bailey ( [email protected] ), with Program Director, Amy Stuart ( [email protected] ).

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School of Public Health

Phd concentration in environmental and occupational health sciences, phd program heading link copy link, a ph.d. in environmental and occupational health sciences focuses on advanced research and scholarship in areas such as toxicology, exposure science, risk assessment, and public health policy related to environmental and occupational health., students engage in interdisciplinary coursework, independent research, and collaborate with faculty on projects aimed at understanding and mitigating the health effects of environmental and workplace hazards. in addition to core coursework, students may pursue research topics like air and water pollutionh, occupational safety and injury prevention, the development of sustainable environmental practices, or the evaluation of interventions to reduce exposure to hazardous substances in various work settings., the program culminates in the completion of a doctoral dissertation, contributing novel insights to the field., next information sessions heading link copy link, what we're doing right now heading link copy link, degree contact heading link copy link, learn more. book a meeting with us today.

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PhD in Environmental Health, Occupational Health & Toxicology

Develop abilities to address scientific problems in the fields of environmental health, ecological health, occupational health and safety, and toxicology.

Why Study Environmental Health, Occupational Health & Toxicology?

Environmental exposures, including those associated with work, are the main cause of chronic disease. Such exposures far outweigh the genetic basis of disease. Thus, disease prevention from such components of the exposome is the basis for public health. While the dose makes the poison, identification and assessment of environmental toxicants is and will continue to be of importance to society.

The doctoral program in Environmental Health, Occupational Health & Toxicology is designed to prepare students for careers in academia, government, or industry. It provides students with the knowledge base, field and laboratory skills, and problem-solving abilities to become independent, innovative professionals using state-of-the-art approaches to address scientific problems in the fields of environmental health, occupational health and safety, and toxicology. Our PhD program offers two educational tracks to meet the research interests of our students:

• Environmental and Occupational Health

Why Study Environmental Health, Occupational Health & Toxicology at UNMC?

The Environmental, Agricultural and Occupational Health Department at UNMC specializes in three key areas of emphasis: Rural and Agricultural Health and Safety, Biopreparedness/Biodefense, and Health Impacts of Climate Change. Concentration tracks in Environmental and Occupational Health and Toxicology prepare students to address these focus areas. The program uses state-of-the-art research laboratories located in the Durham Research Center for respiratory exposure research.

The program has special capabilities and a fine track record with military officers in the MPH doctoral programs. Dr. Terry Stentz specializes in advising and mentoring military officer Environmental Health, Occupational Health & Toxicology graduate students. The program has an important advantage in having Offutt Air Force Base and STRATCOM close to UNMC, and a superb collaboration with Offutt AFB for military service-learning experiences and capstone projects. There are COPH faculty who are retired or former military veterans. In fact, the Dean of the College of Public Health, Dr. Ali S. Kahn, is a retired Rear Admiral, U.S. Public Health Service and Dr. Terry Stentz holds the rank of Captain, U.S. Navy (Retired).

Program Snapshot

Program highlights.

The Environmental Health, Occupational Health & Toxicology program at UNMC offers a great faculty-to-student ratio with many experienced educators and researchers.

Our occupational health track is unique in that students are able to earn additional certifications as a result of taking certain courses. For example, students earn their 30-hour OSHA card after taking the Elements of Industrial Safety course; or they are eligible to earn the Certified Occupational Hearing Conservationist credential after taking the Occupational Noise and Hearing Loss course. These value-added credentials are possible because faculty have additional training and a national reputation in the field.

Our faculty are closely affiliated with the federally-funded Central States Center for Agricultural Safety and Health. UNMC is one of 10 centers across the country that protects the health and safety of agricultural workers. Our students have ample opportunity to conduct research and perform outreach activities through the center.

Related Programs

Students interested in this program may wish to explore:

Environmental Health (EH)

The Department of Environmental Health pursues innovative research and offers interdisciplinary training, emphasizing the role of air, water, contaminants in food and consumer products, the built environment, and the workplace as critical determinants of public health. Faculty members study the pathogenesis and prevention of environmentally produced illnesses, injury, and disability, ergonomics and safety, climate change, occupational hygiene, environmental management, and sustainability, and are leaders in – and facilitators of – scientifically-based public health advances. Faculty research areas include a multi-disciplinary approach ranging from molecular and physiologic studies, to exposure assessment and control, to engineering, to epidemiology, to risk assessment, and even to policy evaluation.

The Department examines complex problems that require the contributions of many specialties. The faculty, research staff, and students reflect the multidisciplinary nature of the field and include chemists, engineers, epidemiologists, practitioners, occupational hygienists, urban planners, climatologists, applied mathematicians, physicians, nurses, physiologists, cell biologists, molecular biologists, and microbiologists.

Students can specialize in the following areas:

• Environmental Health Bioengineering or Mechanisms of Disease : this area focuses on the biophysical interactions of cells, tissues, and organisms with each other and with environmental exposures and agents, and how these physical processes determine biologic responses in tissue development, repair, and disease. Mechanisms of Disease focuses on understanding the molecular and cellular basis for disease, especially those related to environmental exposures and agents.
• Environmental Health Climate and Sustainability : Public Health and the health of our planet are inextricably linked and they can be mutually beneficial. However, our planet and public health are at risk. Climate change represents one of the most pressing issues of our time, affecting every nation and person. Sustainability is important to address and protect our planet. This program covers climate change, its effects on public health, and ways to mitigate the impacts through sustainability. Courses explore the effects of energy production and climate change on food, water, air, soil, food systems, e waste, environmental justice, and human health, through the lens of social justice and health equity. There will be an optional activity for direct community engagement and outreach.
• Environmental Health Epidemiology/Environmental Epidemiology : this area focuses on identifying and measuring the influence of physical, chemical, and biological environmental factors on human disease in communities to provide scientific evidence for sound environmental and health policies.
• Environmental Health Exposures/Exposure Assessment : this area emphasizes the chemical, physical, microbiological, and engineering aspects of environmental and occupational exposures and the identification and characterization of human and ecological exposures to environmental contaminants, and in modeling their fate and transport, to develop strategies to control environmental hazards, allergens, and pathogens
• Environmental Health Justice : this area of study will focus on the disparities in environmental exposure and associated health outcomes, considering macro- and micro-level factors that impact communities and strategies for solution-oriented approaches, including discussion of research translation, implementation science, environmental health literacy, and other key topic areas. Theoretical frameworks, analytic approaches, and practical applications will be addressed in the context of sociohistorical processes, stakeholders, and agency that can be learned from and engaged with to improve environmental health inequities.
• Environmental Health Molecular Epidemiology : this interdisciplinary area combines molecular and genetic laboratory assessments with epidemiology to clarify gene-environment interactions, as well as assessment of epigenetic, functional genomic, metabolomic, transcriptomic, and other “omic” technologies into environmental epidemiology study designs.
• Environmental Health Molecular Physiology : this area emphasizes understanding the functional outcomes of environmental and agents exposures on cells, tissues, and organs, especially as disease manifestations
• Environmental Health Occupational Health/Occupational Epidemiology : this area focuses on the anticipation, identification, evaluation, and quantification of diseases and injuries due to workplace exposures and to provide the scientific basis for occupational health and safety policies to control occupational hazards/assessing hazardous exposures in the workplace (chemical, physical, biological) in human population studies.
• Environmental Health Risk Sciences : this area emphasizes integrated education in risk and decision science in the context of environmental health – including exposure assessment, epidemiology, and toxicology – built on the principles of decision analysis and intended to support and advance decision-making under uncertainty.

Required Courses for all Environmental Health Students (Must be taken for an ordinal grade)

• EH 205 Human Physiology
• EH 504 Principles of Toxicology
• EH 510 Fundamentals of Human Environmental Exposure Assessment
• EH 520 Research Design in Environmental Health
• ID 215 Environmental and Occupational Epidemiology
• RDS 500 Risk Assessment
• HPM 548 Responsible Conduct of Research
• An additional intermediate/advanced course in biostatistics/quantitative methods chosen with the approval of your advisor (5 Chan credits/4 Griffin GSAS credits).

In addition, EH students are expected to take coursework

• that fulfill your Area of Specialization (major) requirements (at least 16 Griffin GSAS/20 Harvard Chan credits – ordinal grades only)
• that fulfills the course requirements of your two (2) minors (each minor requires at least 8 Griffin GSAS/10 Harvard Chan credits – ordinal grades only)
• that fulfills training grant requirements as relevant
• any additional coursework recommended by your advisor, Dissertation Advisory Committee (DAC), Associate Chair, Assistant Director of Faculty and Academic Affairs, or Academic Coordinator

The Environmental Health Handbook for PhD PHS Students is available by contacting Shaun Heller ( [email protected] ).

News from the School

From public servant to public health student

Exploring the intersection of health, mindfulness, and climate change

Conference aims to help experts foster health equity

Building solidarity to face global injustice

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Online Doctoral Degree Doctor of Occupational Safety and Health

Columbia Southern University's Doctor of Occupational Safety and Health (DOSH) program is designed to equip students with the knowledge, skills and expertise needed for success in senior DOSH leadership roles. Through a comprehensive curriculum that features investigative studies, data analysis training and project-based study options, students may gain a strong foundation of theoretical principles and technical skills to create innovative solutions for today’s most pressing OSH challenges. With an emphasis on safety management decision-making processes, complex problem-solving, ethical research practices, and theoretical frameworks applicable to today's occupational safety and health contexts, the doctorate in occupational health and safety program represents an exceptional opportunity for those who wish to make lasting contributions to the field.

Multiple factors, including prior experience, geography and degree field, affect career outcomes. CSU does not guarantee a job, promotion, salary increase, eligibility for a position, or other career growth.

Degree at a Glance

• Number of Credits  
• Maximum Transfer Credits  
• Tuition Per Credit *  
• Next Start Date  
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Program Summary

Program description, learning outcomes.

Upon completion of the program, students should be able to do the following:

Concentration

Concentration outcomes, ready to get started.

For more information regarding courses outside the recommended course of study, view the full course listing . ( * Indicates recommended course of study. )

Major Requirements

credit hours

12 credit hours

To fulfill the General Concentration for this degree, student may choose any 5000-6000 level course not used to satisfy program requirements. Student can review all available courses at our full course listing. Students are strongly encouraged to speak to their academic advisor prior to choosing general concentration course options.

General Education

The following courses indicated by * are recommended to satisfy General Education Requirements .

To fulfill open electives, students may choose any course not used to satisfy program requirements, taking into consideration the degree program upper-level requirements. Students can review all available courses at our  full course listing. Students are strongly encouraged to speak to their academic advisor prior to choosing open elective options.

Program Electives

Dissertation requirements.

To satisfy the requirements of the Doctor of Occupational Safety and Health, students must complete a minimum of 15 hours of dissertation/research hours. Doctor of Occupational Safety and Health students should communicate regularly with their dissertation chair regarding the completion of these hours.

Tuition Rates

Our goal is to provide the strongest online academic programs at an affordable rate. On average, our tuition is less than half the cost of our competitors.

* Rates are per credit hour. Most courses are three (3) credit hours. Tuition and fees are payable in U.S. funds. Tuition rates are subject to change. CSU’s tuition rate for associate, bachelor’s and master’s courses is $250 per credit hour for all active-duty military members using tuition assistance except those who are using a Learning Partner discount. The lower rate is offered to keep the tuition rate at the DoD cap of $250. † CSU Learning Partners receive a tuition discount that is applied to the full tuition rate.

Tuition reports include tuition and required fees per academic year for full time beginning students. Source: U.S. Department of Education College Affordability and Transparency Center, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Winter 2021-2022, Student Financial Aid component.

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Safety Sciences, PhD

Become a Leader in the Field of Safety Sciences

You’re a professional working in the sciences, and you’re looking to advance your skills without interrupting your career. The Safety Sciences PhD program at IUP will prepare you to become a leader in the field, developing safer workplaces and protecting employees, property, and the environment.

Through hybrid learning that combines part-time distance education with a summer workshop program, you can earn this applied research science degree without taking a break from work.

The 54-credit program, including the dissertation, can be completed in three to eight years, with 24 credits through distance education courses, 18 credits of summer workshop courses, and 12 credit hours of dissertation. See more about the  Classes and Requirements .

A Degree That Leads to a Future of Options

IUP’s Safety Sciences PhD program prepares you for a higher level of professional performance. You’ll learn how to anticipate, recognize, evaluate, control, and prevent safety, health, and environmental hazards in work environments. You’ll also be ready to teach safety sciences at academic institutions and conduct independent research.

You’ll be learning alongside a diverse group of fellow students—our PhD student population is composed of 20 percent minorities and 50 percent women. Some students enter the program to advance their careers. Some want to gain qualifications for academic instruction. Others pursue the degree to change the direction of their career or to plan for a second career after retirement.

How You’ll Learn

A new student group is admitted into the program every odd-numbered year and remains together as a cohort to complete the program. In the fall and spring, you’ll attend evening classes online, and in the summer, you'll gather on campus with your cohort for a two-week workshop.

Imagine Your Future

When you envision the pinnacle of your career, what do you see? Depending on where you are in your safety and environmental health career path, an IUP Safety Sciences PhD can open doors to managerial and director positions, and even C-suite roles in the public or private sector.

If your goal is to educate the next generation of safety science professionals, this degree will prepare you to enter academia as a full-time, tenure-track or part-time adjunct professor.

Graduates of the PhD in Safety Sciences program have gone on to excel in their careers in positions such as:

• Assistant professors
• Corporate managers
• Superintendents

A Credential for Problem-Solvers

To function and compete in today’s business dynamic, organizations are looking for professionals with a higher level of safety science knowledge, skills, and abilities. Most private sector companies are required to adhere to OSHA regulations that protect workers across the United States. Many companies have unique safety programs in place to reduce their company-specific hazards and risks to acceptable levels.

Additionally, workplaces are being developed with increasingly sophisticated and complex designs and functions, and the coronavirus pandemic has underscored the importance of workplace safety professionals who can control exposures in these environments.

A PhD credential in the field demonstrates that you have the expertise to rise to the challenge.

Career Opportunities in Safety Sciences

The safety sciences field employs approximately 132,400  individuals, with opportunities projected to increase through 2031, according to the US Bureau of Labor Statistics . The job outlook as a whole is positive, with an average annual occupational growth rate of 5 percent.

In a field with a wide variety of positions and skill sets, safety science professionals have the freedom to work almost anywhere in the world. You’ll use new technologies to make a difference in the health and welfare of workers.

New Challenges for More Advanced Professionals

New technologies, techniques, and materials are creating new health and safety challenges in the workplace. Organizations are under greater pressure to identify hazardous conditions and prevent workplace injury or harm. Additionally, reputation management and a desire to uphold good corporate citizenship are driving employment growth in safety sciences.

It’s your time: seasoned professionals like you will have room to advance as more than half of occupational safety and health professionals are approaching retirement age.

Safety sciences professionals who earn a doctoral degree are poised for a fulfilling and rewarding career.

Median Annual Salary

Safety professionals holding a PhD

Classes and Requirements

Upon graduation, you’ll be able to:

• Anticipate, recognize, evaluate, control, and prevent safety, health, and environmental hazards in the work environment.
• Conduct independent research.
• Teach safety sciences at academic institutions.

The program can be completed in three to eight years. A minimum of 54 semester hours of credits is required, including:

• 24 credits (eight courses) earned through distance education courses online (six credits each fall and spring term for two consecutive years).
• 18 credits (six courses) in six one-week summer workshop courses on the IUP campus (six credits over a two-week period in the summer semester for three consecutive years).
• 12 hours of dissertation supervision.

To earn your degree, you must satisfactorily complete a comprehensive written examination, an oral defense of your dissertation proposal, a dissertation , and an oral defense of your dissertation.

The total minimum time to complete the degree is approximately three years; the average time to complete the degree is approximately five years.

Full Academic Catalog Listing

The course catalog is the official reference for all our degree and course offerings. Check it out for a full listing of the classes available and requirements for this degree.

Student Demographics

The field of safety sciences is predominantly male at present; approximately 80 percent of jobs in the field are held by men. However, the demographic of the student population in IUP’s Safety Sciences PhD program reflects a changing picture.

More than 75 percent of the current program cohort includes women, minorities, and international students ranging in age from 26 to 60.

Almost all our students currently work in the safety, health, and environmental field, and approximately half work for employers that are paying for their education. Most students reported that they see themselves eventually moving into academia to teach full- or part-time. A very limited number of our students are currently working in academia.

Program Outcomes

In this program, you’ll develop sophisticated research, analytical, and problem-solving skills that will position you for safety science leadership careers in industry, government, and academia. As a graduate, you will be prepared to:

• Apply appropriate quantitative and qualitative research methods to solve safety, health, and environmental problems.
• Conduct independent research in the safety, health, and environmental field.
• Demonstrate advanced knowledge of safety, health, and environmental management techniques.
• Effectively develop, implement, and evaluate a safety education curriculum.

Strengths of the PhD in Safety Sciences Program

As a doctoral student in the safety sciences at IUP, you’ll enter a program that can take you to the top of your field, without interrupting your career. This is the only hybrid safety science program in the nation, allowing you to pursue your degree on a part-time basis.

Our PhD program is also one of few in the general field that is not affiliated with an engineering school, public health school, or business school. While our program includes courses in these disciplines, the curriculum is intentionally balanced to appeal to a broad student base and reflect the reality of safety science as a generalized field that spans almost every industry and workplace type.

A Practical Education with Purpose

IUP’s program attracts working professionals because it’s structured as an applied research science degree. Unlike programs that focus on theory, our PhD in Safety Sciences equips you with knowledge that is immediately applicable in the workplace.

Some students leverage their dissertations to resolve specific workplace problems, increasing their visibility and potential for career advancement and creating value for employers who may be funding their education.

During the on-campus, two-week summer experience, you’ll build lifelong friendships and professional bonds with professors and fellow students in your cohort. Many students bring years of field knowledge to campus, further enhancing the quality of the program.

Recent PhD Graduate Awards

We take great pride in our graduates who continue to distinguish themselves in the field of safety science. Recent graduates have gained outstanding field recognition with awards that include:

• American Society of Safety Professionals Professional Safety Article of the Year
• Industrial Hygiene Officer of the Year
• Rising Star of Safety, awarded by the National Safety Council
• Safety Professional of the Year, awarded by ASSP Region VI
• Uniformed Services University’s F. Edward Hebert School of Medicine Dean’s Impact Award

Program Graduate Survey Results

The Department of Safety Sciences at IUP is committed to continuous improvement of our education programs, with the goal of providing a learning experience that meets the expectations of students and aligns with current industry demands.

As part of that effort, our faculty solicit input to gain insight into students’ experience in the Safety Sciences PhD program. In the survey results, students noted the quality of program professors. They describe professors as:

• Accessible to students
• Adaptable to different learning styles
• Attentive to students’ concerns
• Committed to providing valuable feedback
• Dedicated to helping students learn and grow
• Motivated to help students succeed
• Passionate about teaching
• Supportive with dissertation assistance
• Top notch in their field, with private sector experience

Comments about the program and curriculum design include praise for:

• A beneficial combination of distance and live classroom learning
• Coursework that introduces complex issues and safety, health, and environmental (SHE) problem-solving methods
• Dissertations that use specific safety and environmental health examples
• Exposure to critical thinking, reasoning, and detailed analysis of problems and solutions
• Intensive academic writing requirements that are indispensable for scholarly research and writing
• Preparing students to become future educators, with an emphasis on pedagogy and teaching
• Program flexibility and professors who accommodate the schedules of working professionals
• Statistics and research courses that are appropriate for the safety sciences field
• A transformational dissertation process that motivates further interest in research
• A well-rounded and field-relevant curriculum that enhances and builds on students’ technical abilities

Selection and Type of PhD Dissertations

Choosing a topic for your dissertation must be a carefully considered process. This is a crucial component of your doctoral studies that takes months to complete, and it requires deep immersion into the subject matter.

Based on feedback from program graduates and current students, the selection of dissertation topics is founded on five primary considerations:

• A newly discovered topic of interest drawn from a PhD class or lesson
• Corporate interest, particularly if the student’s employer is funding tuition
• Faculty interest
• Personal interest
• Urgency, based on the availability to certain data or information to the student and limited time or resources to complete a dissertation

Most dissertations in the field of safety science are mixed method studies, a combination of quantitative and qualitative research. These dissertations are founded on survey results, physical experiments, and epidemiological studies. To date, graduates of IUP’s PhD in Safety Sciences program have most frequently conducted surveys for their dissertation, followed by physical experiments, and then epidemiological studies.

PhD Dissertation Titles

• Rodriguez-Franco, Oscar. 2021. “Contributing Factors to Serious Injuries and Fatalities in Electrical Occupations Due to Contact with Electricity.”
• Mullins-Jaime, Charmane. 2021. “Assessing the Effects of a Communication Intervention on Climate Change Action Motivation Using a Health and Safety Risk Management Framework.”
• Schoolcraft, Steven G. 2021. “Factors Influencing the Perceived Social Theories Associated with Motivating Safety Performance in a Global Organization.”
• Reed, Patricia A. 2021. “Evaluating the Effectiveness of Chemical Exposure Training in Improving Employee Risk Perception with a Case Study in a Bleach Processing Plant Filling Department.”
• Pugh, Cynthia T. 2020. “Characterization of Occupational Exposures to Engineered Nanomaterials in an Electronic Recycling Facility.”
• Hunter, Pamela A. 2020. “An Evaluation of the Efficacy of Workplace Violence Prevention Programs in Reducing Workplace Violence Injuries to Registered Nurses in Connecticut.”
• Diehl, Francene S. 2020. “An Evaluation of Social Marketing Delivery Modes Aimed at Teen Smartphone Use While Driving: An Application of the Theory of Planned Behavior.”
• Mulroy, John M. 2020. “An Investigation of Occupational Safety and Health Management Attributes on High-Hazard Small Enterprise Safety Outcomes for Use in Modifying OSHA Consultation's Safety and Health Assessment Worksheet (Revised Form 33).”
• Armstrong, George. 2020. “Assessing Manufacturing Employee Perceptions of Supervisor Occupational Health and Safety Competencies and Potential for Occupational Health and Safety Training Facilitation.”

Steps to Complete Your Dissertation in Safety Sciences

Completing your dissertation: standard process.

• Complete your program coursework.
• Formulate an idea for your dissertation topic or experimental approach.
• Form a dissertation committee with approval from the program coordinator.
• Discuss your topic with your dissertation committee members.
• Take the comprehensive/candidacy exam (similar to writing the first three chapters of your dissertation).
• Present an oral defense of your dissertation proposal.
• Complete and submit your research topic approval form (RTAF), generate institutional review board (IRB) documentation, and receive approval from the graduate school.
• After you receive a written receipt of research topic approval from the School of Graduate Studies and Research, begin writing your dissertation. You may not begin dissertation research activity—other than preliminary steps such as background research, an IRB or IACUC (research animal care and use) approved pilot study, or a three-chapter writing/review)—until you have received notice of approval from the School of Graduate Studies and Research.
• Conduct formal research.
• Write your dissertation.
• Present an oral defense of your dissertation.

Completing Your Dissertation: Alternate, Expedited Process

• Complete program courses any time before graduation.

Safety Leadership Hub

IUP’s Safety Leadership Hub is founded on five pillars: Research, Education, Training, Consultation, and Partnerships. Hosted by the Department of Safety Sciences, it represents the university’s holistic approach to being a regional leader in safety, health, and environmental sciences.

Through our vision to be the premier institution for education and research and the program of choice for industry partnerships in the global safety, health, and environmental profession, the IUP Safety Leadership Hub will serve as a portal to explore our education programs, current research, collaboration opportunities, consultation services, and training.

How Many Safety Professionals Hold Doctoral Degrees?

Each year, the Board of Certified Safety Professionals conducts a safety field salary survey in collaboration with the National Safety Council to learn what type of academic degrees safety professionals earn and the median compensation by degree.

The yearly report generated from data gathered in this survey includes an expansive variety of demographic information. Review the most recent full report (pdf).

Percent of Safety Professionals Who Hold Various Educational Degrees

• Associate’s degree: 6%
• Bachelor’s degree: 45%
• Doctoral degree: 2%
• High school diploma/GED: 3%
• Master’s degree: 32%
• Some college but not a degree: 9%
• Vocational/trade school diploma or certificate: 2%

Annual Median Safety Professional Compensation by Educational Degree

• Doctoral degree: $118.5K
• Master’s degree: $105K
• Bachelor’s degree: $93K

About Our Faculty

The  Safety Sciences faculty members  bring to the classroom their professional experience in industries such as insurance, consulting, manufacturing, healthcare, construction, government, and others.  All faculty are certified safety professionals and/or certified industrial hygienists, and many hold multiple certifications.

• Our professors are active in safety sciences research, publishing, and service to the profession.
• Their focus is on the student. All graduate students have an advisor who mentors them throughout their graduate program.
• Safety Sciences hosts an annual departmental career fair.  An average of 75 companies attend the career fair, and it's here that you can find co-ops, internships and full-time employment.

Student Opportunities

Iup chapter of american society of safety professionals.

The Department of Safety Sciences has had a student section of the American Society of Safety Professionals for more than 20 years and has won the Outstanding ASSP Student Section five times. All students are encouraged to participate, and about 100 students currently are involved.

Rho Sigma Kappa

The Alpha Chapter of Rho Sigma Kappa was inaugurated at IUP in 1993. This honor society recognizes exemplary performance in the safety sciences. Graduate student membership is based on nomination by program faculty and requires completion of at least 15 credits in the major and meeting minimum grade point averages, as well as other evidence of superior performance. Typically, only 5 to 10 percent of Safety Sciences students qualify for membership in Rho Sigma Kappa.

Safety Sciences Career Fair

Our career fair is widely recognized as one of the crown jewels of the Safety Sciences Department. With our outstanding national reputation, we attract some of the largest employers in many industries who are seeking to hire personnel with safety expertise. We host the Safety Sciences Career Fair in October each year at the Kovalchick Convention and Athletic Complex. All students are invited.

Dalla Lana School of Public Health

• PhD: Occupational and Environmental Health
• Our Programs
• Doctor of Philosophy (PhD)

The PhD field in Occupational and Environmental Health (OEH) program provides research-intensive doctoral-level training in occupational and environmental health topics with an emphasis on the role of the physical environment as a determinant of health

Be the first to know about information sessions and deadlines!

PhD Program Contact / Inquiries

Email: oeh.phd.dlsph(at)utoronto.ca

Degree Overview

Occupational and Environmental Health (OEH) is recognized as one of the major, integral fields of study in public health. Its focus is on the physical environment, both natural and built, as a determinant of health. The term “occupational and environmental health” recognizes the unique and overlapping aspects of the workplace and community environments as health determinants. Occupational health research and environmental health research are intertwined, and many research methodologies developed for occupational health have been successfully applied in environmental health and vice-versa.

Historically, the main research focus in occupational health was on exposures to material agents, such as chemicals, physical and biological materials that resulted in adverse effects on the health of workers. The reduction of exposures to many of these harmful substances in the workplace has been a success story that involved the application of research findings to policy and practice in the field. Partly as a result of this success, research in occupational health now addresses an even wider range of workplace hazards including shift-work, ergonomics, and psychological stress.

Environmental health research has grown rapidly in the last two decades. New research methods, increasing availability of high-quality exposure data sets, and access to large administrative data sets on health outcomes have resulted in new insights into the sometimes subtle but important effects that exposures to naturally-occurring and anthropogenic substances in the environment can have on mortality and the incidence of chronic disease at the population level (e.g., urban air pollution, microbial agents, indoor chemicals, etc.). The use of biomarkers and the concept of exposome as the environmental analogue to the genome provides fertile ground for cutting edge research in this area.

The PhD field in OEH provides research intensive doctoral level training in occupational and environmental health topics with the principal emphasis on the role of the physical environment as a determinant of health.

Admission Requirements

• Applicants are admitted under the General Regulations of the School of Graduate Studies and are generally expected to hold a master’s degree in a public health science-related discipline from a recognized university.
• Applicants should have demonstrated educational and/or professional experience that indicates a capacity to undertake research-oriented doctoral studies in an area appropriate to OEH and to the proposed area of study.
• Applicants must prepare a statement of research interest in they indicate how their coursework and research preparation is relevant to the proposed topic. For example, a student wishing to study the cardiopulmonary effects of air pollution would be expected to have research and course work background in the relevant underpinnings including exposure assessment, cardiovascular physiology and statistics.
• Click  here  for information regarding the application process.

Additional Admission Requirement for the PhD

PhD students must be supervised by a faculty member who has an appointment with PHS and Full Membership in the School of Graduate Studies (SGS). Successful applicants will have research interests congruent with those of one or more members of faculty, and may have identified a possible primary or co-supervisor, prior to admission. Admission may otherwise be conditional upon identifying a supervisor. Thus, applicants are strongly encouraged to seek out potential supervisors, and discuss with them the possibilities, prior to applying to the degree program. Applicants should note that identifying a potential supervisor does not guarantee admission.

Program Requirements

The  PhD Field in Occupational & Environmental Health (OEH) consists of 4 elements: 1) Course Work 2) Qualifying Exam 3) Research Proposal, and 4) Thesis. These elements are intended to give students depth and breadth in the theoretical, methodological and practical foundations of Occupational and Environmental Health. It is expected that full-time PhD students complete the program within 4-5 years of enrollment. The requirements are briefly summarized below.

Course Work – 3.5 FCE required courses consisting of the following:

• 1.5 FCE – CHL5005H Professional Skills for Doctoral Students in Public Health ; 0.5 FCE of either an OH or EH graduate course (or equivalent if taken previously); and CHL5920H OEH Doctoral Seminar Series ;
• 1.0 FCE – courses relevant to area of study including appropriate advanced research methodology including one in biostatistics, as relevant to the area of study;
• 1.0 FCE – courses expanding on the substantive area of study;
• Apart from CHL5005H and CHL5920H, all courses require the prior approval of the student’s committee and the PhD Field Program Director.

Example: a student wishing to study cardiopulmonary effects of air pollution might pursue the following set of courses: CHL5005H Professional Skills for Doctoral Students in Public Health; CHL5903H Environmental Health; CHL5920H OEH Doctoral Seminar Series; CHL5201H Biostatistics I; CHL5202H Biostatistics II (or, more advanced biostatistics courses, depending upon background); CHE2504H Environmental Pollution Prevention; CHM1401H Transport and Fate of Chemical Species in the Environment.

Each course will have specific, defined learning expectations and specific methods for assessing student performance. This may include: examinations, papers, oral presentations, participation in class discussion, etc. All students will be evaluated in accordance to the University of Toronto graduate grading practices and will be assessed at multiple points during the courses.

Qualifying Exam – consisting of the following elements:

• Preparation of a document providing a critical, in-depth literature review and analysis on the proposed topic;
• Presentation and oral exam on above, including its relevance to OEH and public health.

The qualifying examination will allow for an assessment of a student’s grasp of the substantive area of research, including the critical interpretation of relevant literature, and the formulation of concise and coherent scholarly writing and oral communication. The subsequent oral examination will allow for supplementary assessment in these areas, together with assessment of a student’s ability to grasp questions and to respond clearly and effectively. The examination will be administered by a three member committee, and the responses of the candidate will be subject to the time limitations of a two-hour examination. A maximum of two attempts to successfully complete the examination will be permitted.

Research Proposal – a detailed research proposal will include:

• A concise review of the literature, a set of proposed research questions and methodologies and justification of the research questions, objectives, hypotheses, design, data collection or data sources, proposed analysis strategies, timetable, approvals (ethics, animal use, biosafety), and potential problems or issues, concluding with references;
• Approval of the research plan – the student will present the research plan to their advisory committee and two additional faculty reviewers for discussion and ultimate approval;
• Research activities in support of the student’s thesis questions.
• A thesis will be prepared in a format agreed upon by the student’s committee, either in the format of a traditional thesis/monograph or as a cohesive assemblage of multiple manuscripts;
• Following provisional approval of the thesis by the committee, the student may undertake a preparatory, Departmental defense . This will include a public presentation in the School on the research, immediately followed by a closed committee meeting of the student, the thesis committee and two additional faculty members from the department, identified by the program to act as examiners. Typically this preparatory examination will take place at least 8 weeks prior to SGS Final Oral Examination (FOE).  At the committee’s discretion and with approval of the program director, the Departmental Defense may be waived. Students are encouraged to review the latest SGS guidelines for the FOE .

The written thesis and its oral defense will provide an ultimate, comprehensive opportunity to assess the student’s ability to engage in original research and scholarly discourse through the evaluation of a written thesis and the SGS Final Oral Examination by appropriately qualified scholars.

All PhD students and their supervisors are required to complete an annual progress review and an annual funding declaration. They should review and comply with the SGS Graduate Supervision Guidelines.

Alternatively, use our A–Z index

Attend an open day

PhD/MPhil Occupational & Environmental Health / Overview

Year of entry: 2024

• View full page

We require applicants to hold, or be about to obtain, an Upper Second class Honours degree, or the equivalent qualification gained outside the UK, in a related subject area for entry to a PhD programme. A Lower Second class Honours degree may be considered if applicants also hold a Master's degree with a Merit classification.

Full entry requirements

See full guidance on how to choose a project and submit an application on our websi te . You should then complete the online admissions application form to apply for this programme. Ensure you include all required supporting documents at the time of submission, or this may delay the processing of your application.

Application deadlines

You must submit your application for a postgraduate research programme before the relevant deadline to be considered. You will not be able to apply after these deadlines have passed.

• January entry: 15 October (of the year prior entry)
• April entry: 15 January (year of entry)
• September entry: 15 June (year of entry)

Programme options

Programme overview.

• Learn from some of Europe's leading researchers while undertaking your own project.
• Access some of the best research facilities in the world at both the University and in hospitals around Greater Manchester.
• Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme.
• Conduct research at a university ranked 6th in the UK (QS World University Rankings 2023).

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
• PhD (part-time) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250
• PhD (full-time distance learning) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
• PhD (part-time distance learning) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250

Further information for EU students can be found on our dedicated EU page.

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Regulated by the Office for Students

The University of Manchester is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the OfS website .

You can find regulations and policies relating to student life at The University of Manchester, including our Degree Regulations and Complaints Procedure, on our regulations website .

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Listed below are themes that identify areas most connected to the activities in the department. Under each are associated health topics as well as research projects, with some overlaps between thematic areas. Each page has links to faculty, courses, and research in that area.

Learn about our degrees

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• Agricultural safety & health
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• Marijuana Growing - Occupational Health & Safety
• Noise and hearing loss
• Parkinson's disease
• Safety and Health Empowerment for Women in Trades (SHEWT)
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• Environmental Justice
• Genetic susceptibility
• Global health
• Health Impact Assessment: Duwamish Cleanup Plan
• Household and hazardous waste
• Tuberculosis Case Finding

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Health and safety refers to the study of various aspects of maintaining health and securing the safety of the people. Health and safety are crucial duties of the state. Doctors keep people healthy and soldiers provide security. Research in this field is important for people's well-being. Thus, students must choose quality health and safety dissertation topics for their research modules.

 Review Complete List of Healthcare Dissertation Examples  

Premier Dissertations has developed an extended list of 45+ exciting research topics and examples in health and safety.

If you would like to choose any topic from the given list, simply drop us a WhatsApp or an Email .

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The Importance of Finding the Best Occupational Health and Safety Dissertation Topic

Choosing the right dissertation topic is crucial in occupational health and safety. It directly impacts the policies that protect workers in the workplace. Good topics can make a difference in the world by ensuring fair labor practices and limiting exploitation. 

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Associate Director for Science

James “Jimmy” Stephens, PhD, is the Associate Director for Science (ADS) for the Public Health Infrastructure Center at the Centers for Disease Control and Prevention.

Role at CDC

Dr. Stephens is responsible for working with science professionals networks across the center and CDC to ensure the quality and integrity of all scientific work. He led similar functions in CDC’s former Center for Surveillance, Epidemiology, and Laboratory Services.

Previous experience

Dr. Stephens joined CDC in 1992 as a research chemist at the National Institute for Occupational Safety and Health in Morgantown, West Virginia where he studied the physicochemical properties of respirable particles and fibers. He also developed new techniques for visualization of highly complex data sets. In 1999, he became a Senior Scientist in the National Institute for Occupational Safety and Health's Office of the Director in Atlanta, and in 2004 he was appointed as their Associate Director for Science.

In 2006, Dr. Stephens was named as the Acting Associate Director for Science for CDC within the Office of the Chief Science Officer, a role he assumed officially in 2007. In 2010, he became the Director of the Office of Science Quality within the newly formed Office of the Associate Director for Science. In these roles, he served as an advisor on CDC scientific issues and as the chair of the CDC Excellence in Science Committee. He also served as a scientific liaison between MMWR and the CDC Office of the Director, and he helped to develop new standards for guidelines development at CDC.

In 2013, Dr. Stephens was appointed as the Deputy Director of the National Center for Injury Prevention and Control. He then joined the National Center for Environmental Health/Agency for Toxic Substances and Disease Registry in January 2014, and served in multiple roles include Acting Deputy Director, Acting Director of the Division of Community Health Investigations, and Director of the Division of Toxicology and Human Health Sciences.

Dr. Stephens graduated from the University of Georgia with a Bachelor of Science degree in chemistry in 1984. He earned his PhD in chemistry from Rice University in Houston, Texas, studying under Nobel Laureate Robert F. Curl, Jr.

Public Health Infrastructure Center

CDC’s National Center for State, Tribal, Local, and Territorial Public Health Infrastructure and Workforce provides effective and efficient delivery of public health infrastructure and workforce development services.

UC College of Allied Health programs rise in latest US News and World Report rankings

Significant improvements across various disciplines highlighted in 2024 rankings update.

The University of Cincinnati's College of Allied Health has reason to celebrate as the latest graduate program rankings from the US News and World Report reveal remarkable advancements in several CAHS graduate programs.

The rankings, which are updated about every four years, highlight the college's commitment to excellence and innovation in health care education.

The rankings by U.S. News and World Report are highly regarded because they reflect peer assessments of academic quality, making them one of the most utilized evaluations of academic programs.

New rankings

• No. 30, Audiology graduate program
• No. 38, Speech, language pathology graduate program
• No. 57, Physical therapy graduate program
• No. 79, Occupational therapy graduate program
• No. 120, Social work graduate program

Among the standout achievements is the audiology graduate program, which surged to the 30th spot from its previous ranking of 44. This impressive leap underscores the program's innovative accelerated curriculum, unique experiential learning opportunities and its dedication to academic rigor.

The speech-language pathology graduate program, which remains one of the largest programs in the country, has also seen notable improvement, ascending to the 32nd spot from its previous ranking of 38. This upward trajectory highlights the program's ability to offer flexible program options while maintaining a commitment to excellence in speech and language therapy education. 

Similarly, the physical therapy graduate program has made significant strides, climbing to the 44th position from its previous ranking of 57. This advancement reflects the program's ability to offer a student-friendly eight-term curriculum and use an innovative holistic admissions process while maintaining an unwavering dedication to producing top-tier professionals in the physical therapy arena. 

Our priority is to provide exceptional education and experiential training that prepares our graduates to excel in their respective fields and make meaningful contributions to their profession and community.

Charity Accurso College of Allied Health Sciences dean

In a noteworthy development, the occupational therapy program, previously unranked due to its new status, has entered the rankings at an impressive 79th position. This achievement speaks volumes about the program's rapid growth and its emergence as a significant player in occupational therapy education.

Charity Accurso , PhD, dean of the College of Allied Health Sciences, expressed her pride in the achievements of the college's programs, stating, "These rankings are a testament to the dedication, passion and commitment to excellence of our faculty, staff and students. Our priority is to provide exceptional education and experiential training that prepares our graduates to excel in their respective fields and make meaningful contributions to their profession and community."

UC's College of Allied Health continues to solidify its position as a leader in health care education, with its programs garnering national recognition for their excellence and impact.

Passion meets preparation

We're training the next generation of health care team professionals. View the nationally ranked graduate programs offered in the College of Allied Health Sciences at the University of Cincinnati. 

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REVIEW article

Effectiveness of occupational safety and health interventions: a long way to go.

• Department of Management, Economics and Industrial Engineering, Politecnico di Milano, Milan, Italy

Background: Occupational Safety and Health (OSH) has become an area of increasing concern for organizations and institutions. As it evolves, it has gradually posed ongoing challenges, becoming more complex, for organizations. Consequently, more comprehensive studies are required to advance academic and institutional research. From this perspective, this study aims to gather research contributions on the effectiveness of existing interventions for OSH improvement and identify areas for further exploration.

Methods: According to the nature of scientific literature, the overall process of a literature review was investigated following an integrative approach, which involved searching for, selecting, and analyzing various literature in a creative and integrated manner, without a predefined structure.

Results: The analysis suggests that there is room for improvement in understanding the effectiveness of OSH interventions and more concrete guidance is still desirable. Based on the literature, some research areas for future developments in OSH interventions are identified. One potential area to explore further is fostering human-centered technological development and a more conscious network of stakeholders, with higher coordination, shared knowledge, and open communication.

Implications: Focusing on the proposed directions will support scholars and practitioners in pursuing continuous OSH improvement through more effective and well-grounded workplace interventions and encourage organizations to be proactive in daily OSH management.

1 Introduction: a practical issue

Considering the international statistics on occupational accidents and diseases, an alarming situation with an increasing trend is evident. Recently, the International Labor Organization (ILO) ( 1 ) estimated the annual global work deaths to be 2.78 million, ~7,600 per day ( 2 ). Work-related deaths in Asia account for two-thirds of the total global workplace fatalities, whereas those in Africa and Europe account for < 12% ( 3 ). ILO calculated approximately 340 million occupational accidents worldwide and 160 million victims of work-related diseases annually, with an increasing trend ( 4 ). The corresponding loss of workdays accounts for US $3.2 trillion, comparable to nearly 4% of the global GDP ( 3 ). Workplace health and safety management and promotion may positively impact workers and leadership and engagement at all levels are key issues in changing the workplace culture ( 5 ).

In this context, effective Occupational Safety and Health (OSH) interventions are a leading priority, particularly for organizations struggling to manage health and safety in the workplace ( 6 , 7 ). OSH is a discipline focusing on the prevention of work-related injuries and diseases and the promotion of the health, safety, and wellbeing of the workers at the workplace by improving their working conditions ( 8 ). Advancing research on OSH toward more theoretical and strategic perspectives and investigating how to constantly improve OSH management at the system level could enhance OSH interventions on the ground ( 9 ). There is, in this respect, a growing interest in OSH management performance among public institutions, which are allocating considerable resources toward improving workplace OSH conditions ( 10 – 12 ); however, it is essential, and more studies are still needed, to assess the effectiveness of these efforts ( 13 ).

In the last years, scholars have emphasized that assessing the effectiveness of interventions is crucial for maximizing their impact and working for their continuous improvement ( 13 ). Nonetheless, their effectiveness is still rarely monitored and often assumed without proper assessment since considered too difficult to measure as interventions often operate in nuanced contexts, relying on myriad qualitative factors that are difficult to track ( 14 – 16 ). Hence, a discussion has been introduced in the literature on the effectiveness of OSH interventions, however, a comprehensive view of the overall problem is still not plain and understanding the status quo and identifying potential improvement areas will make scholars and practitioners aware of the major issues and will support them in pursuing higher effectiveness in OSH interventions.

In this regard, through a review of the OSH literature, this study aimed to gather research contributions on the effectiveness of existing interventions, derive knowledge on how researchers are moving forward toward more effective interventions for OSH improvement and identify areas that merit deeper exploration.

According to the nature of scientific literature, the overall literature review process has been investigated following an integrative approach ( 17 ), which involves searching for, selecting, and analyzing various literature in a creative and integrated manner, without a predefined structure. This allows researchers to provide a comprehensive understanding of complex concepts while not aiming to include all published work on the topic, which would potentially turn into an endless process, but rather to consistently pursue the research objective by combining different perspectives and obtaining relevant findings. Accordingly, this study examined a specific branch of literature that investigated the effectiveness of interventions from different perspectives, and options for their improvement without intentionally including all extant literature on OSH interventions, which is beyond the scope of this study.

2 Methods: literature review process

To examine the current state of interventions for OSH improvement, this study reviewed OSH literature, following Snyder's ( 17 ) integrative approach. Different types of literature reviews exist; according to Snyder ( 17 ), they can be classified as purely systematic, semi-systematic, or integrative reviews. A “best option” does not exist, and the choice depends on the field and scope of the study. This study adopted an integrative approach ( 18 ). According to Torraco ( 18 ), an integrative literature review is a sophisticated form of research that requires a great deal of research skill and insight and is not less rigorous than other types of research. An integrative literature review is a form of research that searches for, selects, and analyzes documents in an integrated manner ( 18 ), which implies that there is no canonical structure to follow; it is shaped by the research itself.

Since exhaustiveness for literature selection is outside of the scope, or simply not possible, in integrative literature reviews, authors are expected to justify the selection of included literature and analyze and critique the literature by applying techniques that are not set in advance, since there is no well-established format to organize collected articles ( 18 ).

Integrative literature reviews are suggested to address both mature and newly emerging topics and strategies for searching and reviewing documents change according to the maturity of the addressed topic. The OSH field might be considered a mature topic, although the literature is less structured and quite dispersed, with high research potential. In this case, an integrative approach can grasp different facets of the OSH literature and more sufficiently answer the research objective.

Although an integrative literature review article can be organized in various ways, it is expected to follow a process that includes the literature search, selection, analysis, and critical synthesis. Regarding other review types, readers of an integrative literature review expect transparency concerning the review process, that is, how the findings of the study are obtained ( 18 ). Integrative literature reviews combine different search processes, which do not prevent researchers from performing systematic searches; instead, they provide the chance to perform more than one systematic search complemented by other sources derived from a snowballing process. Therefore, a single systematic search would not be exhaustive and might ignore relevant sources; hence, an integrative literature search provides added value.

2.1 The search process

During the search process, two main systematic searches were applied to investigate the OSH literature from theoretical and practical perspectives. This supported the subsequent snowball sampling process until the final eligible documents for review were identified. Out of the 132 pertinent documents, 84 were considered more significant, and explicitly included in the discussion. The search process phases are illustrated in Figure 1 .

Figure 1 . The search process.

The main search protocol in the Scopus database was developed to deepen the core themes of this study and identify possible seminal documents. It aimed to locate documents in the OSH field dealing with the actual effectiveness of interventions developed to improve OSH in the workplace. It was divided into three major blocks:

• The context: OSH.

• The area of application: interventions, and synonyms.

• The aim: performance, outcome, and synonyms.

The resulting query was TITLE-ABS-KEY ([“occupational” W/3 “health” W/3 “safety” OR “OSH” OR “OHS” AND “occupational” AND “health” AND “safety”] W/4 [“intervention * ” OR “initiative * ” OR “program * ” OR “instrument * ” OR “project * ” OR “measure * ” OR “practice * ”] AND [“performance * ” OR “effect * ” OR “effic * ” OR “indicator * ” OR “outcome * ” OR “output * ” OR “impact * ”]). A total of 1,042 documents were identified.

The choice of keywords and all potential synonyms was based on the Authors' previous knowledge of the topic and was complemented by reading the keywords applied in a recent EU-OSHA report for the European project SESAME ( 19 ). This project was developed in collaboration with nine EU Member States and identified effective programs at the operational and policy level that could lead to improvements in OSH in Micro and Small Enterprises (MSEs), by defining “what works, for whom, and in what circumstances” ( 20 ). The operator W/4 (within 4) was used instead of AND because the selected documents should only refer to OSH interventions (or synonyms) and not to general ones developed in the OSH field. However, it was not possible to precisely quantify the maximum distance between the words “intervention” and “performance”, and the operator AND was applied.

By reading documents, it seemed that studies with a system view of OSH matters showed higher effectiveness in OSH interventions; therefore, another complementary search protocol was performed in the Scopus database to examine a specific cluster of documents. The resulting query was TITLE-ABS-KEY ([“occupational” W/3 “health” W/3 “safety”] OR [“OSH”] OR [“OHS”] AND [“occupational” AND “health” AND “safety”] W/3 [“network * ” OR “system * ” OR “framework * ”]). A total of 1,208 documents were identified.

Once the first batch of documents was identified, other documents were selected following both backward and forward approaches by examining the cited studies of the selected documents ( Figure 1 ). Both authors employed these approaches to integrate additional documents into the analysis. Consensus was achieved through a comparison of newly included documents by both authors, and any discrepancies were reviewed together to determine their inclusion or exclusion.

This process was guided by co-citation analysis conducted using the VOSviewer software, which is open-source software used to visualize and analyze networks that display connections between different elements, visualizing clusters of similar elements, i.e., relationships between authors, concepts, or topics within a corpus of texts. In particular, co-citation analysis identifies connections between documents, authors, or journals based on their co-citation patterns. This analysis facilitated the tracing of seminal studies and connections between different areas of study. However, despite its advantages, co-citation analysis relies on cited articles and citations take time to accumulate, making it challenging to relate new publications directly to existing literature. For this reason, a forward approach, which involves identifying recent documents citing seminal studies identified through co-citation analysis, was considered crucial to also include new relevant publications.

The search and selection processes were considered reasonably exhaustive when documents almost converged, that is when selected studies showed a significant number of commonly cited sources.

2.2 Data analysis

Among the relevant studies for analysis, a document reduction was performed by reading the abstracts, titles, and keywords and eliminating those that were outside of the scope. The final batch of documents to be included was determined by reading the full studies of the selected abstracts. Both authors meticulously reviewed the documents, collaborating to identify the final set of studies for inclusion. Specifically, one author primarily undertook the task of reviewing documents from the two systematic searches and the snowballing sampling process, while the other mostly supervised the whole process, defining the set of documents for analysis.

To ensure a quality data analysis process, documents were analyzed and coded into a data form that included the normal identification data and the core literature review data, which was selected by reading the studies. This approach facilitated the process of comparing primary sources because, owing to the built data extraction form, documents were reduced to a single-page format with similar data extracted for each of them, which is critical for the review process ( 21 ). As in the previous stages, both authors engaged in document analysis, with one primarily responsible for inputting data into the extraction form, while the other oversaw and refined the information by reviewing the full texts of the selected studies.

Once the documents were coded into the data extraction form, a constant data comparison approach was implemented to identify the main patterns and lines of research by iteratively comparing the studies and collaborative discussing them between the two authors undertaking the task ( 21 , 22 ). The results of this process are presented in the results section, where the literature review findings are grouped by topic.

3 Results: effectiveness discussion in the OSH literature

The literature review examined current research streams focusing on understanding successful interventions that can improve workplace OSH management. For these reasons, the selected documents address effectiveness from different perspectives by including both theoretical analyses of interventions' effectiveness and practical studies from real-world applications.

Through a comprehensive analysis of these documents, the review identified a highly debated topic embedded in the discussion of OSH interventions—the OSH Management Systems (OSHMSs)—to which a sub-section is dedicated. It is worth noting that in the OSH field, a prominent part of OSH interventions relies on OSHMSs, which are designed to foster improvement in OSH management at the organizational level. This connection emphasizes the significance of delving into OSHMSs when discussing OSH interventions, making them a natural area of investigation within the discussion of OSH interventions.

Before reviewing the literature, definitions of OSH interventions and OSHMSs are stated below.

• OSH interventions are actions taken to prevent injuries and diseases in the work environment by improving employees' safety, health, and wellbeing.

• OSHMSs do not share a consensus on what they are ( 14 ). The OSHMSs are either mandatory or voluntary ( 14 , 23 ). Mandatory OSHMSs are developed from government legislation, and their use is enforced through inspections, fines, etc., as specified by the EU Directive 89/391/EEC ( 24 ). Voluntary OSHMSs are established to guide action at the national and enterprise levels, although they are not intended to replace national regulations. ILO ( 25 ) defined a voluntary OSHMS as: “A set of interrelated or interacting elements to establish OSH policy and objectives, and to achieve those objectives.” Frick et al. ( 26 ) defined a voluntary OSHMS as a comprehensive framework for policy development, risk assessment, risk management, and evaluation of effectiveness within an organization. In addition, every employer should establish a voluntary OSHMS in their workplace to better manage occupational accidents and diseases and continuously improve OSH performance ( 25 ). OSHMSs usually arise through private enterprises, employer groups, the government and its agencies, insurance carriers, professional organizations, and standards associations. The introduction of international standards, such as the ISO 45001:2018 ( 27 ), moves in this direction by providing frameworks for OSHMSs to manage risks and opportunities.

The following sections cover the effectiveness of OSH interventions (Section 3.1) and OSHMSs (Section 3.2), and Table 1 summarizes the essential findings.

Table 1 . Findings on the effectiveness of OSH interventions and OSHMSs.

3.1 Effectiveness of OSH interventions

A significant segment of the OSH literature focuses on the evaluation of OSH interventions to detect how they have (or should have) effectively contributed to improving OSH work conditions and a few examples are reported below. Micheli et al. ( 28 ) conducted research aiming to understand the mechanisms determining the success or failure of OSH interventions, considering both barriers and drivers along with contextual factors. Utilizing a multiple case study approach, 58 techno-organizational interventions were evaluated to assess the key factors influencing the interventions' outcomes. In another study, Olsen et al. ( 29 ) showed how the application of realist analysis and program theory to a specific New Zealand intervention could be generally used as a framework for evaluating, developing, and improving other national interventions. Fridrich et al. ( 15 ), as another example, introduced a Context, Process, and Outcome (CPO) evaluation model designed to assess complex organizational health interventions (OHIs), which was tested in an OHI at a Swiss hospital.

General interventions, potentially applicable to several working environments, have often been described in the literature ( 6 , 14 , 15 , 28 , 30 – 39 ). Other studies, attempting to develop more effective interventions, have targeted specific working contexts, such as Small and Medium-sized Enterprises (SMEs), which are normally more vulnerable than larger organizations and require ad hoc measures ( 6 , 7 , 40 , 41 ). Other studies have examined precise typologies of interventions, such as musculoskeletal disorders ( 42 ) and training ( 43 , 44 ).

Several scholars have expressed concerns about the limited guidance provided for building up effective interventions ( 13 , 28 , 36 , 38 ). In this regard, several systematic literature reviews on OSH interventions have aimed to detect possible categories of interventions with higher effectiveness ( 7 , 14 , 30 , 35 , 44 , 45 ). However, most of these reviews concluded that there were little to no quantitative results to assess the effectiveness of interventions. Owing to the considerable variability in the environment, interventions often exhibited a high degree of heterogeneity, making systematic comparisons challenging in literature reviews ( 14 , 44 , 45 ).

Predicting the true impact of interventions can be challenging ( 15 ) as their success is likely to depend on various factors such as their nature, specific workplace characteristics, and the broader external environment ( 14 ). Typically, these interventions are assessed under controlled ideal conditions, leading to outcomes that may not always meet expectations ( 28 , 46 ). As such, further research is needed to enhance the effectiveness of these interventions, an aspect that sometimes does not receive the attention it deserves ( 35 , 47 – 49 ). In this vein, scholars have questioned the appropriate methodology for evaluating interventions, and some have highlighted challenges linked to the diverse results (due to the high heterogeneity of the results) seen in quantitative evaluations. Some systematic literature reviews have implicitly emphasized the need to understand the mechanisms (what has or has not worked) that positively or negatively affect interventions ( 9 , 14 , 30 , 33 ). Recent studies have been exploring alternative methods to evaluate and compare interventions, moving away from the commonly used Randomized Control Trials (RCTs). Instead, there is a growing interest in methodologies grounded in program theory ( 20 ). This allows the analysis of interventions through a more qualitative approach by considering the chains of events that affect their development and effectiveness. Thus, similar interventions can lead to divergent results because several contextual factors and mechanisms can affect the outcome, leading to success or failure. As Zwetsloot et al. ( 6 ) pointed out: “Whether OSH implementation will be successful depends on mechanisms, the characteristics of organizations, and their context.” In this vein, recent scholarly studies, such as Hale ( 50 ), Pryor et al. ( 51 ), and Uhrenholdt Madsen et al. ( 52 ), have focused on the roles of various OSH stakeholders. Zwetsloot et al. ( 6 ) and Hasle et al. ( 53 ) have explored the orchestration of these diverse stakeholders aiming to identify potential improvement areas beyond the confines of individual organizations. Key stakeholders, including representatives from trade unions and employer associations, play a pivotal role in shaping interventions that are well-grounded in real settings ( 54 ).

Furthermore, several scholars have proposed models based on program theory both for designing ( 16 , 28 , 55 , 56 ) and evaluating ( 6 , 15 , 16 , 28 , 29 , 39 , 57 ) OSH interventions. Notably, Fridrich et al. ( 15 ) introduced a perspective that views the “context not only as a static and confounding factor that hinders or facilitates the implementation process but also as a transformable and essential part of the intervention.” Outcome evaluation is thus seen as a continuous process rather than a particular, time-limited intervention phase. This provides a dynamic view of program theory, enabling the monitoring of intervention effects over time, which is rarely performed. However, little evidence of the sustained positive impacts of such interventions over the long term has been provided in the literature ( 13 ).

Therefore, further research is required, and the OSHMSs presented below, from various angles, hold promise for enhancing workplace OSH management and potentially amplifying the positive effects of OSH interventions.

3.2 Effectiveness of OSHMSs

Through the review of OSHMS's literature, macro-research areas were identified ( Figure 2 ), and the findings are presented following the classification below.

• OSHMS impact, i.e., the estimated impact on organizations.

• OSHMS factors are elements that can facilitate (drivers) or hinder (barriers) OSHMSs' development.

• OSHMS regulations, i.e., the role played by laws and regulations.

• OSHMS indicators, i.e., how the effectiveness of OSHMs should be assessed and measured.

Figure 2 . The relationship between macro-research areas on OSHMSs.

Each of these categories highlights significant areas that previous scholars have identified and begun to address in recent years, contributing to a better understanding of OSHMSs and their effects on workplace OSH management. The results from the literature are presented below, highlighting both challenges and promising opportunities related to OSHMSs.

3.2.1 OSHMS impact

Regarding OSHMS impact, a significant amount of literature referred to voluntary OSHMSs, especially international standards—i.e., OHSAS 18001:2007 ( 58 ), ISO 45001:2018 ( 27 )—by assessing the estimated impact of those strategies on organizations. Two principal lines of thought exist regarding the impact of OSHMS standards.

• A positive effect, i.e., higher OSH performance ( 59 – 70 ).

• A neutral effect since a certification does not guarantee better OSH performance ( 71 – 80 ).

Scholars have highlighted the positive impacts of OSHMSs on organizations, particularly emphasizing two major aspects: OSH performance like work-related and fatal accident rates ( 63 , 66 , 67 ) and financial performance such as sales growth, enhanced labor productivity, and reduced accident-related expenses ( 59 , 60 , 68 ). While none stated that OSHMSs negatively affect an organization's OSH performance, it is recognized that simply obtaining a voluntary OSHMS certification does not necessarily imply better organizational OSH performance, since it needs to be sustained by the organization's culture and management ( 71 ). Furthermore, OSHMSs might sometimes address generic concerns rather than the specific needs of an organization ( 72 , 80 ).

OSHMS audits are generally well-perceived and have the potential to be transformative tools, but, in some cases, become “a ritual rather than a means of improving workplace health and safety” ( 73 ). Notably, certified OSHMS adopters generally provide a higher level of OSH management than non-adopters. However, there are instances where the actual efforts toward OSH within certified organizations may seem less pronounced, suggesting that certification alone does not ensure a high level of OSH management for all adopters ( 70 ). Yet, the direct correlation between such certifications and enhanced OSH performance is not always linear ( 26 ). Building on this, Frick ( 81 ) outlined three integral components that define a robust OSHMS: procedures for risk assessment (what should be done), empowering stakeholders to implement procedures (how to do it), and management control (doing the right thing).

3.2.2 OSHMS factors

The effective implementation of OSHMSs relies on several factors that can facilitate or hinder their development. A comprehensive review by da Silva and Amaral ( 82 ) has provided a consistent number of OSHMS factors, those contributing to the success of OSHMSs and other potential obstacles in their implementation. This analysis was further enriched by incorporating insights from other scholarly studies to integrate and confirm the initially identified factors. Table 2 offers a consolidated overview, summarizing all the drivers and barriers associated with OSHMS implementation.

Table 2 . Drivers and barriers to OSHMS implementation.

The commitment of an organization and its approach to OSH management play a crucial role in facilitating or hindering OSHMS' development. Management commitment and good leadership ( 66 , 82 , 84 – 87 , 90 , 91 ) on one side and workers' awareness ( 83 ) and active participation ( 82 , 84 – 87 ) on the other are core drivers encouraging the establishment of OSHMSs. Positive OSH management strategies, such as transparent communication, robust risk assessments, and proactive supervision, act as drivers, while their neglect or mismanagement can be deterrents ( 82 ). Furthermore, the alignment of OSHMS efforts with other internal—like fostering a more inclusive organizational structure ( 93 )—and external—like collaborating with trade unions ( 85 )—processes is always welcome, and organizations can leverage them. Concerning external factors, Rocha ( 93 ) brought a fresh perspective by examining how national institutional settings influence OSHMS dynamics and recognizing that beyond an organization's internal capacities, the broader national context also plays a crucial role in shaping OSHMS outcomes. Consequently, organizations in different countries should deal differently with OSHMS requirements.

3.2.3 OSHMS regulations

Another stream of the literature focuses on the interplay of OSHMSs' effectiveness and regulations. While laws and regulations can sometimes be perceived as obstacles to the development of OSHMSs, their true value on OSH performance can be perceived when effectively managed and implemented ( 95 ). For instance, Hale and Swuste ( 96 ) called regulations “invisible barriers,” and Hollnagel ( 97 ) considered legislation as an “invisible barrier system.” There is a tendency for policymakers to have optimistic views about how mandatory OSHMSs operate ( 95 ). Hale et al. ( 98 ) viewed self-regulation—the application of voluntary norms and codes of good practice—as a way to reduce the perceived regulatory pressures on OSHMSs.

3.2.4 OSHMS indicators

To foster confidence in OSHMSs and motivate organizations to adopt them, it is essential to establish clear evaluation criteria and Key Performance Indicators (KPIs) ( 64 , 99 ). Three studies have been selected that identified optimal KPIs for OSHMSs ( 64 , 82 , 100 ). Podgórski ( 100 ), for instance, applied the Analytic Hierarchy Process (AHP) to select 20 KPIs out of a larger set of candidate indicators (109), categorized under areas such as Policy, Organizing, Planning and Implementation, Evaluation, and Action for Improvement.

4 Discussion: status quo and implications

The results of the literature review indicated that scholars wondered about the effectiveness of interventions, including OSHMSs, developed for OSH improvement.

4.1 About OSH interventions

Considering OSH interventions, practitioners have begun to describe several field interventions from an operational perspective. However, drawing broad conclusions from the literature has seldom been possible due to the unique dynamics at play. Several systematic literature reviews have analyzed interventions in an attempt to identify common threads and strategies to achieve higher effectiveness, but the diverse and varied environments often rendered them too distinct for direct comparison. Different theoretical lenses among researchers may indeed prevent the comparison of similar interventions. A critical realism perspective offers a promising approach to examining OSH interventions. The realist analysis, consistent with the above epistemological perspective, is rooted in understanding the underlying causal chains of events and their effects—essentially, discerning what works, for whom, under what conditions, and how ( 20 ). This aligns with the literature, where scholars have underlined the value of studying the mechanisms—what has or has not worked—of the interventions ( 14 , 30 , 33 ).

Given the above considerations, it is worth analyzing interventions not as black boxes but considering the different factors affecting them ( 28 ). Contextual factors play a paramount role in all phases of the design, implementation, and evaluation of interventions ( 15 ). Giving attention to these factors can enhance the probability of achieving desired outcomes. Quantitative assessments may not always be the most suitable or feasible for OSH interventions, as quantifiable data are rarely tracked and often difficult to retrieve. It is important to understand that qualitative methods can be equally insightful and, in certain settings, may be more appropriate.

The design, implementation, and evaluation phases should be equally considered, while processes with greater short-term benefits are still often prioritized, inhibiting the crucial final evaluation phase. Indeed, interventions should be evaluated in advance, and the study of ad hoc indicators would enable long-term monitoring of the impact of interventions ( 13 ). In addition, monitoring induces the development of more effective interventions that rely on grounded knowledge ( 29 ). Therefore, it is crucial to ensure continuity between interventions to gain mutual benefits and contribute value at the system level. Moreover, from a perspective of fostering human-centered technological development, there is a pressing need to transition from interventions that prioritize economic maximization to interventions that seek to reconcile the human, social, and environmental implications with economic-financial considerations.

The newly released ISO 45001:2018 ( 27 ) takes this direction by moving from a focus on individual system components toward a better understanding of the entire socio-technical system—i.e., multidirectional interactions and information flow across the system, networks of stakeholders and their interdependency, and the effects of internal and external factors and constraints ( 101 ).

4.2 About OSHMS impact

The second macro-area of the literature review included the implementation of OSHMSs in practice for OSH improvement, and similar considerations to OSH interventions applied to their effectiveness. Their development is comparable to that of field interventions and is generally more structured, long-lasting, and potentially more powerful when implemented in organizations. In Section 3.2, four macro-areas of research were detected for OSHMSs—their impact, influential factors, regulatory aspects, and performance indicators—and insights for effective OSHMSs were gathered.

Effective OSHMSs should ensure safe and healthy workplaces by continuously improving the OSH performance of organizations ( 25 ). The literature analysis highlighted that there is considerable research on OSH to study OSHMSs, their relationship with the surrounding environment, and the affecting factors. Although several studies explored ways to enhance the performance of OSHMSs and their potential is recognized, there remains a gap in understanding their tangible effectiveness at the organizational level. This presents an opportunity for both scholars and practitioners to delve deeper into this area of research.

4.3 About OSHMS regulations

The literature suggests that having certification is valuable, but it alone does not guarantee optimal effectiveness within a specific context. Certification is an important tool for organizations to ensure better performance; however, positive organizational culture and management are required ( 71 ).

“Regulatory burden” is a common periphrasis in the literature, which is clear proof that regulations are often perceived as potential barriers or “invisible barriers” ( 96 ) to OSH improvement. However, collaboration between organizations and policymakers can pave the way for more tailored and effective solutions. As national authorities increasingly recognize the importance of this collaboration, it presents an opportunity for both policymakers and organizations. Policymakers can secure interventions to prevent them from becoming backburners, and organizations can be incentivized to join such interventions by developing something that would fit well with their specificities.

4.4 About OSHMS factors

Other studies on OSHMSs have highlighted the key factors that promote their development and those that might pose challenges. As outlined in Table 2 , there are internal factors related to the organization's structure and external factors influenced by the outer environment. Some characteristics have been identified both as potential barriers and drivers. Identified factors are often classified by their characteristics as barriers or drivers and by considering whether their presence or absence facilitates or inhibits the development of OSHMSs. For example, a strong management commitment is vital for successful OSHMS implementation, while its unavailability is considered a barrier. Based on Kano et al.'s theory ( 102 ), these factors can be divided into three major categories: must-haves, performers, and delighters. Factors simply evaluated as barriers can be considered must-have requirements that would hinder the development of OSHMSs or interventions in general, such as a lack of time and resources ( 82 , 88 , 89 ). Most of these factors are regarded as performers because their existence can change the actual deployment of OSHMSs. For example, good leadership can support collaboration between individuals and, therefore, the OSHMSs' work, whereas bad leadership can inhibit their implementation. Lastly, delighters represent the factors that represent true value added. As highlighted by Frick ( 85 ), the involvement of trade unions offers invaluable insights and is a key driver for employers to leverage their field knowledge to build new competencies at the organizational level. Key stakeholders, including representatives from trade unions and employer associations, play a pivotal role in shaping interventions that are well-grounded in real settings.

4.5 About OSHMS indicators

In a similar vein, a few studies have looked at KPIs to measure the effectiveness of OSHMSs. As for OSH interventions, ad hoc indicators offer a means for longitudinally assessing OSHMS impact, enabling continuous monitoring of OSHMS effectiveness and also promoting the development of more robust systems. Indeed, by leveraging insights from prior OSHMS implementations, organizations can refine their practices, adhere to industry best standards, and mitigate the risk of unsuccessful initiatives.

4.6 Implications

As shown in the literature, higher coordination between OSH stakeholders improves the effectiveness of OSHMSs by increasing their adoption levels and, in general, OSH interventions ( 54 , 93 ). The EU-OSHA's ESENER report ( 103 ) emphasizes this element, noting that the “presence (and involvement) of employee representation is a factor in ensuring that such OSH policies and action plans are put into practice.” A conscious network of stakeholders is indeed vital to OSH improvement, which would enable any implemented intervention to be sustainable and effective in the long run ( 54 ). In addition, the broader environment, encompassing various contextual factors, plays a pivotal role in shaping national OSH management. National laws determine the key differences between nations concerning stakeholder involvement, functions, and more. As noted by Rocha ( 93 ), institutional effects strongly affect the OSH network of stakeholders and often remain relatively stable in the short term. Consequently, organizations across different nations should deal with these requirements differently, thus requiring tailored approaches.

Table 3 summarizes the above discussion by revealing the status quo of the effectiveness of OSH interventions and suggesting future research directions.

Table 3 . Status quo of OSH interventions' effectiveness and research directions.

5 Limitations

This study has a few limitations that stem from the integrative process of the literature review, which, beyond the benefits detailed in Section 2, entails some inherent limitations. Although reliability has been secured by providing details on the entire process of the literature review, from the search to the analysis and categorization of data, the replicability of the results is not as strong as for systematic literature reviews, where the process is fully falsifiable. The use of search protocols increases the replicability of the process by providing an initial batch of documents to be evaluated and identifying initial literature clusters.

The Authors believe that the applied literature review process enabled the results to reach a satisfactory level of comprehensiveness and exhaustiveness, which was otherwise unattainable through a systematic approach. The integrative literature review does not claim to be exhaustive in terms of the included documents, as it might have potentially turned into an endless process, but rather, consistently pursues the objective of the research by combining different perspectives, obtaining relevant results, and keeping the number of documents affordable ( 17 , 18 ).

In support of this, several studies in the OSH literature, such as Dyreborg et al. ( 9 ), Fridrich et al. ( 15 ), and Hasle et al. ( 55 ), have shown that systematic literature reviews may be unsuccessful in finding robust results due to high heterogeneity and lack of available standardized data. Research on health and safety has great potential because human-based science focuses on several thematic areas that address OSH issues from a multitude of aspects. However, this increases the amount of potentially retrievable information and the number of pertinent documents. Another direct consequence is the low awareness of keywords, which often have several synonyms, and their meanings might differ. For example, construction activities implemented in the workplace are predominantly called “projects,” whereas in the manufacturing industry, “intervention” is the most common term. In addition, because the literature has shown low topic categorization, there are no available frameworks for data classification. Therefore, this study suggested a straightforward structure to read the results by defining a fil rouge between OSH interventions and OSHMSs and their evaluation of effectiveness, which was constructed by iteratively comparing documents according to a data comparison approach ( 22 ).

Similar to most exploratory studies, the results cannot be considered exhaustive; instead, they enable the identification of patterns that might be beneficial to future research because they are still underdeveloped and have high potential. Consequently, other literature analyses are suggested to further explore and validate the findings of this study.

6 Conclusions

Through an integrative review of OSH literature, this study examined extant research contributions to the effectiveness of OSH interventions, including OSHMSs, by revealing their status quo and identifying room for improvement.

Studying appropriate ways to develop interventions is currently a matter of discussion. Since its inception, many steps have been taken; however, there is still a long road ahead. The literature includes several analyses of interventions implemented in the workplace and specifically, the OSHMSs for OSH improvement. Their implementation in organizations might be comparable to that of field OSH interventions, and they are generally more structured, long-lasting, and potentially more powerful. Their potential is high, as shown by theoretical research, yet there remains a rich vein of exploration regarding their real-world deployment within workplaces.

Based on the literature, some research streams for future developments in OSH interventions were identified and summarized in Table 3 . In particular, coordination among OSH stakeholders, knowledge awareness, and information sharing are only a few drivers that can improve the effectiveness of field OSH interventions. A conscious network of stakeholders would support the development of interventions and work toward continuous improvement ( 54 ). A recent EU-OSHA report ( 104 ) shares the same view by stating that orchestrated/coordinated actions may be more effective than unilateral ones in leveraging better OSH, but strong leadership is required. Further research in this direction is highly recommended and, except for a few studies, such as Hasle et al. ( 53 ) and Zwetsloot et al. ( 6 ), it is an unexplored path with high potential.

The Authors hope that future research will pursue the proposed directions that, from different perspectives, would support OSH improvement through interventions that leverage more structured processes and encourage organizations to be proactive in daily OSH management.

Author contributions

GV: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Supervision, Validation, Writing – original draft, Writing – review & editing, Project administration. GM: Conceptualization, Methodology, Validation, Writing – original draft, Writing – review & editing, Investigation, Project administration.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research is part of the HumanTech Project, which is financed by the Italian Ministry of University and Research (MUR) for the 2023–2027 period as part of the ministerial initiative “Departments of Excellence” (L. 232/2016). The initiative rewards departments that stand out for the quality of the research produced and funds specific development projects.

Acknowledgments

This research presents some of the results of the projects CONDIVIDO (BRIC ID 01/2019) and PMP 5.0 (BRIC ID 01/2022), designed and developed by Politecnico di Milano, Università del Salento and the Department of Occupational and Environmental Medicine, Epidemiology and Hygiene of INAIL (the Italian National Institute for Insurance against Accidents at Work) and granted by INAIL itself.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: literature review, integrative review, interventions, effectiveness, occupational health, occupational safety, management, research agenda

Citation: Vitrano G and Micheli GJL (2024) Effectiveness of Occupational Safety and Health interventions: a long way to go. Front. Public Health 12:1292692. doi: 10.3389/fpubh.2024.1292692

Received: 12 September 2023; Accepted: 15 April 2024; Published: 09 May 2024.

Reviewed by:

Copyright © 2024 Vitrano and Micheli. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Gaia Vitrano, gaia.vitrano@polimi.it

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