africa research university phd programs

PhD | Doctor of Philosophy

Programme overview, plot 2982 bukavu road, thorn park, lusaka 10101, zambia, email (faculty) +260 (0) 211 230 812 +260 779 234 984, [email protected], chartered institute of risk and ssecurity management [cirsm] zimbabwe representative institution and associate of africa research university [aru] and university of africa [uoa ]:, contacts for cirsm: 5 cardigan road, belvedere harare. tel: +263 242 752 707 whatsapp: +263 773 033 006 : emails: [email protected], [email protected].

Working hours

Quick Links

Zambia Qualifications Authority

Higher Education Authority

All Rights Reserved | Keystone Education

Graduate Programs

Africana studies.

The Ph.D. program in Africana Studies provides a firm base for graduate students to create new and innovative knowledge within the discipline as well as develop cutting-edge scholarship that contributes to the broader academy and public life.

The Department of Africana Studies at Brown University is the intellectual center for faculty and students interested in the critical study of the artistic, cultural, historical, literary and theoretical expressions of the peoples and cultures of Africa and the African Diaspora. The department has one of the leading faculties in the discipline. Members of the faculty have received many prestigious honors and awards such as the Gish Award, the Andrew Carnegie Fellowship, the Guggenheim Fellowship and the MacArthur Fellowship, in addition to successfully competing for fellowships and grants from the Ford Foundation, the Fulbright Program, the Woodrow Wilson Foundation, the National Endowment for the Arts and the National Science Foundation.

The Ph.D. program in Africana Studies provides a firm base for graduate students to create new and innovative knowledge within the discipline as well as develop cutting-edge scholarship that contributes to the broader academy and public life. Graduate students in the program receive rigorous training in the discipline of Africana Studies and the theories and methods of interdisciplinary work, with an acute focus on race, class, gender, and sexuality, while being critically conversant with the methods and theories of other academic disciplines. The goal of the program is to prepare students to become skilled and informed scholars and educators poised to make significant contributions to academic and nonacademic communities and initiate cultural and social policies with humanitarian objectives informed by critical thinking and global perspectives on social and human development.

The department is the home of the C.L.R. James Journal, the official journal of the Caribbean Philosophy Association, and Rites and Reason Theatre, a forum for arts and ideas that brings together artists and scholars to collaborate on modes of expression in communicating new thoughts and ideas about the world and human existence. Africana Studies graduate students work closely with faculty in a number of Brown University departments including American Studies, Anthropology, Comparative Literature, English, History, and Modern Culture and Media and are able to participate in the exchange scholar program that enables Brown graduate students to take courses in the graduate schools of other participating institutions, including the University of California at Berkeley, the University of Chicago, Columbia University, Cornell University, Harvard University, MIT, Princeton University, Stanford University, and Yale University.

Application Information

Application requirements, gre subject:.

Not Required

GRE General:

Writing sample:.

Required (20–25 pages)

Dates/Deadlines

Application deadline, completion requirements.

The Africana Studies graduate program is organized around three areas of emphasis: 1) History, Politics, and Theory focuses on the institutional, theoretical, and material expressions of Africana culture, experience, and thought; 2) Literary, Expressive and Performance Cultures focuses on the critical study of visual culture, performance, and the literary arts that critique the contributions and (self) representations of people of African descent in global and contested societies; 3) Feminism, Gender, and Sexuality focuses on the cultural, ideological, political, and theoretical implications of feminist consciousness, practices, and theories; constructions of gender; and critical understandings and analyses of sexuality throughout the Africana world. Within these three areas, Africana Studies graduate students are able to explore the breadth and depth of the discipline while developing capacity and competence in distinct areas of scholarship.

The Ph.D. in Africana Studies requires the successful completion of no fewer than 12 courses, of which six must be in the student's chosen area of research emphasis and four in another secondary area of emphasis. Students entering the program with a master's degree may petition the graduate program for advanced standing after one year of residency in the program. All doctoral students must take: AFRI 2001: Seminar in Theories, Politics, and Histories; AFRI 2002: Seminar in Literary, Expressive, and Performance Cultures; AFRI 2003: Seminar in Feminism, Gender, and Sexuality; AFRI 2101: Methods in Africana Studies; and AFRI 2102: Professionalization Seminar. Students must demonstrate competency in one of the following languages: French, German, Portuguese, Spanish, or another language relevant to their area of scholarly interest. As teaching is a vital part of graduate training, students are also required to serve as teaching assistants for at least two semesters. In addition, all doctoral students must successfully complete a qualifying examination in their chosen field of emphasis and additional examinations in secondary field of research and teaching competence, an oral examination of the dissertation proposal, and an oral defense of the dissertation.

Alumni Careers

Contact and Location

Department of africana studies, mailing address.

• Program Faculty
• Program Handbook
• Graduate School Handbook

Call for Applications: CARTA PhD Fellowships 2025

The Consortium for Advanced Research Training in Africa (CARTA) invites applications for its prestigious PhD Fellowships for the year 2025. CARTA is a collaborative initiative involving eight African universities, four African research institutes, and eight non-African partners. Our mission is to bolster the capacity of African institutions to conduct globally competitive research, with a particular focus on addressing health and development challenges in the region.

CARTA PhD Fellowship

As part of its innovations, CARTA offers a collaborative doctoral training program in public and population health. This program has been developed in response to the great challenges faced by Africa’s institutions of higher education in addressing the training and retention of the next generation of academics in the region. Specifically, CARTA seeks to fund candidates who will be future leaders in their institutions. That is, young, capable, and committed individuals who, in time, will ensure that their universities will be the institutions of choice for future generations of academics and university administrators wishing to make a positive impact on public and population health in Africa.

The multi-disciplinary CARTA PhD fellowship is open to staff members of participating institutions who are interested in conducting their PhD research on topics relevant to the broad fields of public and population health. We welcome applications from any discipline, such as public health, demography, anthropology, communication, and economics, among others, as long as the research question aims to contribute to public and population health issues in Africa. CARTA is committed to gender equity in access to the training programs and governance structure and implements a series of interventions to support the progress of women in academia (see CARTA’s gender position ). Women are therefore particularly encouraged to apply. 

Successful applicants will attend CARTA’s innovative series of Joint Advanced Seminars (JASES) for cohorts of doctoral students admitted and registered in the participating African universities. Both the development and delivery of these courses are jointly led by regional and international experts. The seminars include didactic sessions, discussions, demonstrations, and practice labs. These activities collectively serve to: 

• Expose students to key theories and concepts, seminal readings, and research methods of disciplines relevant to public and population health; 
• Train students in critical research skills; and 
• Build and maintain a network of researchers for scientific collaborations, professional support, and mutually beneficial exchange of scientific resources.

JASes are offered once annually for four years to each cohort and build skills and conceptual depth from year to year. Each JAS runs for 3 to 4 weeks. Specific topics covered in each JAS include the following: 

• JAS-1 (March 2025) builds critical thinking, technical skills, and other core research competencies, and introduces  students to the essential concepts and seminal articles of the disciplines brought together under CARTA 
• JAS-2   (November 2025)  focuses on data management and analysis. Fellows learn to use software packages for qualitative and quantitative data management and analyses. Practice sessions use real research data and current software packages for hands-on training 
• JAS-3   (August 2027)  focuses on data presentation, the doctoral dissertation, and scientific writing and communication skills to facilitate results dissemination and policy engagement 
• JAS-4   (March 2028)  addresses professional development including skills necessary to manage and teach large class sizes, raise and manage research funds, grant writing, and research management.

In 2025, the CARTA program plans to offer up to 15 PhD fellowships and two additional fellowships reserved for staff members of the Somali National University (SNU), Somalia, who will be mentored by one of the CARTA partners, Makerere University, Uganda. The fellowships, which are tenable at the CARTA African universities, include the following benefits:

• The cost of the fellow’s participation in the advanced seminars; 
• A modest monthly stipend; moderate support for research activities; 
• A laptop loaded with relevant software;
• Funds to attend one international conference; and 
• Support to participate in training programs of choice. 

Note : The CARTA fellowships run for a maximum of four years. Fellowships will only cover tuition fees, medical insurance, and travel support for fellows registered at a partner institution different from their own.

Respective African partner institutions need to commit to continue paying fellows’ salaries (or equivalent) as faculty members and to modify their workloads for the fellows, to enable them to fully participate in CARTA-organized activities pertaining to their PhD program and also to concentrate on their PhD studies. The partner institutions will also need to commit to waive the fellows’ fees if they are registered at the institution where they are employed. Fellows are encouraged to seek supplemental funding to cover additional costs of their doctoral program.

Eligible African Institutions

• Makerere University, Uganda
• Moi University, Kenya
• Obafemi Awolowo University, Nigeria
• University of Ibadan, Nigeria
• Kamuzu University of Health Sciences, Malawi and Associates (through Kamuzu)
• University of Nairobi, Kenya
• University of Rwanda, Rwanda
• University of the Witwatersrand, South Africa (Wits can only nominate staff members who are citizens of an African LMIC outside of South Africa)
• Somali National University, Somalia (through collaboration with Makerere University)
• African Population and Health Research Center, Kenya
• Agincourt Health and Population Unit, South Africa
• Ifakara Health Institute, Tanzania

Eligibility

• A Master’s degree in a relevant field.
• Prior admission into a PhD program is not required for application but awards are contingent on such admission being obtained at one of the participating African universities.
• Applicants for this program  must be full-time teaching or research staff at one of the participating African institutions  and should be committed to contributing towards building capacity at their institutions.
• Applicant’s PhD research proposal must be related to public and population health.
• Fellowships are only open to individuals who have not yet registered for a PhD or are in the very early stages (first year) of the PhD program and are yet to define their research proposal. Fellows seeking support to complete a PhD or secure an additional PhD are not eligible to apply.
• Applicants must commit to participation in all four annual residential Joint Advanced Seminars (JASes), and to engage in inter-seminar activities designed to keep fellows actively engaged and in continual communication with peers and mentors.
• Male applicants must be under the age of 40 years and female applicants under the age 45 years.

Application Procedure

• Contact the CARTA focal person at your institution to discuss your interest and obtain application materials. Application forms may also be downloaded below .
• At this point, applicants are expected to submit their application forms and reference letters by April 15, 2024, to the Focal Persons at partner institutions WITH A COPY TO THE SECRETARIAT ( [email protected] ) . You can access the application here.  
• CARTA partner institutions will nominate candidates who will be invited for the full application process. The institutional selection will take place between April 15 and May 15, 2024 . Institutions must submit a completed University CARTA PhD Fellowships Applications Screening Form by May 15, 2024 .
• Only those who are nominated by their institutions will be invited to submit a full application between June 1 and July 15, 2024 . 

a. The full application includes:

• A full research proposal
• Letter of support from their institution committing to modify the workloads for the fellows, to enable them to fully participate in CARTA-organized activities pertaining to their PhD program and to waive the fellows’ fees if they are registered at the institution where they are employed. 
• Critical review of a scientific article
• Numeracy task 
• Critical thinking task 
• Understanding plagiarism course 
• Basic Health Research Ethics course 

b. Applications will be accepted ONLY through the official portal. Nominated candidates need to make sure to receive an official ID to log in and submit within the time stipulated by the system. No late or incomplete application will be considered under any circumstance.

5. Final fellowship decision, which is independent of the university nomination, will be communicated by the CARTA Secretariat by  November 1, 2024 .

Important Dates

• April 15, 2024: Deadline for submission of initial application materials
• June 1 – July 15, 2024: Full application submission period
• November 1, 2024: Announcement of final fellowship decisions
• March 1, 2025: Commencement of fellowship and in-person JAS1 (3 – 4 weeks)

For more information, contact us at [email protected]

• Our Funders
• Our Partners
• Board of Management
• Secretariat
• Fellows Publications
• Newsletters and Factsheets
• Publications about CARTA
• Reports about CARTA

P.O. Box 10787 – 00100 Nairobi, Kenya [email protected] +254 (20) 400 1000, 266 2244, 266 2255

Connect With Us

• School of Arts & Sciences
• College of Arts & Sciences
• Graduate Division
• College of Liberal and Professional Studies

• PhD Program
• Department of Africana Studies
• Graduate Program

The past twenty years have witnessed two dominant but opposing approaches to the study of the interconnections between Africa and the African Diaspora. Both seek to provide alternatives to traditional models of Africana Studies. The Afrocentric model has tended to focus on historical Africa, particularly the great civilizations of the African past. It has given little attention to the Diaspora, except to those aspects of black culture that reflect a continuum or retention of elements of certain African (specifically West African) cultures. The second model may best be described as a Black Atlantic approach; it has given little attention to the African continent, but has focused on persons of African descent throughout the Western world. This approach is especially concerned with identity formation, hybridity, syncretism, and creolization. Our pedagogical focus neither romanticizes nor ignores historical and contemporary Africa. It seeks to break current conceptualizations of the African Diaspora that only consider West Africa, Europe, North America, the Caribbean, and Brazil. While these areas will continue to be important, we hope to expand an understanding of Diaspora that includes all of Spanish speaking Latin America, East Africa, Asia, and the South Pacific as well.

This program insists that African peoples, as they have moved into different geopolitical circumstances, have developed and maintained a plurality of political strategies which cut across (but are also influenced by) a variety of religious, national, and cultural boundaries. By working to complicate and particularize what we know as "African identity," we hope to re-imagine the ways that African and African descendant peoples have worked to establish and maintain a coherent set of cultural and symbolic practices.

Our approach is in conversation with disciplines in the humanities and social sciences, but differs from them in the conceptualization of an interdisciplinary methodology. In other words, while we encourage in-depth knowledge of and training in traditional disciplines, one of the major intellectual goals of the program is the development of an interdisciplinary method and vocabulary for the study of the interconnections between Africa and peoples of African descent around the globe.

• Harvard University
• Provost's Office
• Vice Provost for International Affairs
• One Harvard, One World
• Worldwide Week at Harvard
• Administrative Support
• The World at Harvard
• Harvard in the World
• Join Us at Harvard

Harvard Worldwide

Ph.d. in african studies from the department of african and african american studies.

The Department of African and African American Studies offers graduate programs in the fields of African American studies and of African Studies. The aim of the African studies program is to offer rigorous interdisciplinary training in the humanities and the social sciences, with a focus in a disciplinary field, leading to the PhD in African Studies. The program admits four or five students a year into a five- to six-year program.

Office of the Vice Provost for International Affairs

Richard A. and Susan F. Smith Campus Center

1350 Massachusetts Avenue

Cambridge, Massachusetts 01238 USA

• Accessibility  

• Utility Menu

• Postdoctoral Research Fellowship Program

As one of the world’s leading academic institutions, Harvard University is committed to supporting top-quality Postdoctoral Fellows who will contribute to the University's mission of excellence in teaching and research, and who are interested in advancing new ideas and promoting enduring knowledge. Harvard offers access to intellectual and cultural resources that are as unique as they are unrivaled.

The Center for African Studies Postdoctoral Research Fellowship Program is aimed at providing opportunities for postdoctoral candidates to conduct independent research, publish, and increase knowledge in their fields of study that will be beneficial to the African continent and to prepare them to be successful in their chosen career paths. An applicant should have received their PhD (preference will be given to those who completed PhD in the last five years) and hold an academic appointment at a university or research institution in Africa. This includes those with a commitment of appointment at the time of application. The fellowship will support the development of a research project at selected Harvard University schools, departments, or laboratories in the field of their choice.

The program offers 18-month postdoctoral fellowships with 12 months spent at the scholars’ home institution and six months spent in stipend-supported residency at Harvard University.

APPLICATIONS FOR THE 2024-2026 COHORT WILL OPEN FRIDAY, MARCH 1, 2024. APPLICATION DEADLINE: APRIL 30, 2024.

Eligibility

The program is established for Africa-based researchers who intend to continue/return to work in African academia. Fellows will be selected based on academic talent in their fields and will have an opportunity to work on their pedagogical and research skills to further their professional development. Fellows will have completed their respective doctoral programs at institutions from anywhere around the world (preference will be given to those who completed the PhD in the last five years). PhD holders who currently hold a paid academic appointment, which will be active through the duration of the fellowship period, with any of the following institutions are eligible to apply.

• Applicants must have received a PhD or equivalent doctoral-level research degree (preference will be given to those who completed PhD in the last five years) in any discipline and must hold a paid academic appointment at any African university or research institution.
• Applicants who have not yet formally received their degree must present evidence of having completed the academic requirements before commencing the Fellowship.
• Applicants must identify a Harvard faculty mentor to support research and scholarly work; additionally, they should identify a second mentor at their home institution.
• Both mentors are required to submit letters of recommendation during the application process.
• Applicants should have English language proficiency.
• Applicants must have support from their home institutions to pursue an 18-month fellowship appointment, six months of which will be spent in a stipend-supported residency in Cambridge, Massachusetts. Throughout the fellowship period, fellows will have access to their mentor at both institutions as well as Harvard's library resources and seminar/conference opportunities.
• Applicants should have an academic appointment in an African university/research institution or include a letter from the institution that such an appointment is forthcoming during the fellowship period.

Position Responsibilities

Under the terms of appointment, fellows will be required to assume the following responsibilities:

• Assume primary responsibility for the development of their research and career, in consultation with their faculty mentors and other collaborators.
• Play an active role in seeking career and research advice, both from the faculty mentors and from other faculty members as appropriate.
• Submit a report describing all work carried out at Harvard University and home institution during the research period. The report must be submitted two weeks prior to the end of their fellowship.
• Make mention in any publication, presentation, or interview of their status as a CAS fellow and acknowledge CAS support for work published or carried out as a result of their fellowship.
• Notify CAS of any grant, scholarship, or funding obtained from any public or private organization for the same or a different research project.
• Fellows should ensure funds are utilized for purposes as defined in the fellowship. Any expenditure outside of the stipulated use will not be accepted.
• Fellows should notify CAS of any periods of travel or absence during their fellowship.
• Presentation of research at CAS fellow’s colloquium at the end of fellowship.

Selection Criteria

A faculty review committee under direction of the CAS Oppenheimer Faculty Director will use the following criteria to identify final award recipients:

• Fellows with strong PhD achievement and actively conducting research and teaching in one of the listed institutions.
• Strength and quality of research proposal, project uniqueness, clear purpose, and detailed plan for execution of proposal.
• Applicants’ ability to succeed in a research-based academic track.
• Demonstration of initiative, social consciousness, leadership, and a sense of responsibility as well as personal motivations and experiences.
• Contribute to and advance new knowledge to the field of study.
• Mentors' recommendation and commitment to fellows’ advancement in the area of research.

Online Application

Interested candidates who meet the eligibility criteria will need to submit an online proposal through the Harvard University Funding Portal   by April 30, 2024, at 11:59pm ET . The application submission site will open March 1.

How to Apply:

Complete the online application in the Harvard University Funding Portal and upload required documents as prompted. Application link:   https://bit.ly/4bXOO0c

The Harvard CAS Postdoctoral Research Fellowship application is hosted by Qualtrics and resides in a secure, encrypted environment that requires applicants to register to access the application. The registration is a one-time event with the application link sent to your inbox. Be advised that your application should be done on your regularly used computer to be able to save and return to your application. We strongly recommend that you use current generation browsers whenever possible. Google Chrome, Firefox, and Safari are the preferred browsers for this application. You may preview the application here .

Please Note: A complete application consists of fields submitted through the Harvard University Funding Portal and all requested attachments uploaded as PDFs into the application system. In addition, a confidential letter of recommendation is requested from the postdoc’s supervisor at their home institution who is familiar with your academic work as well as by a faculty mentor at Harvard University. Note that it is the responsibility of the applicant to ensure that the confidential letters are submitted by the deadline due date.

The detailed components of the complete application are shown in the application form. An application will not be considered complete without these confidential letters from the mentors.

Application details:

• GENERAL INFORMATION: Candidates will be asked to enter biographical information and contact details. Candidates will be asked to enter academic/leadership/professional honors and detail any work or study completed in the last five years.
• EDUCATION HISTORY: Candidates will be asked to enter their education history, including name and location of institution, dates of attendance and degree, and field of study.
• WORK HISTORY: Candidates will be asked to enter their work history, including name and location of institution, position, and responsibilities.
• RESEARCH PROPOSAL: A single-spaced research proposal of no more than 2,000 words (font size 10 to 12 point) on the project to be pursued during the fellowship period. Proposals should include an 18-month timeline with up to six months in-residence at Harvard and the remaining time in-residence at the applicant’s home institution. The research proposal shall include i. Research Project Title, ii. Specific Aims, iii. Research Plan (a. Significance b. Innovation/Value c. Approach/Methods), iv. Mentorship Plan (Frequency of mentor meetings, goals, etc.), and v. References (References will not count towards word limit). Include your full name on the top of each page and your signature at the end.
• PROJECT PLAN: Project plans should begin from September 1 of the year in which the proposal is submitted, and the six-month residency must be proposed for any consecutive six-month period between September 1 and the 18-months following. Candidates should consult with their mentors at Harvard and their home institutions to identify the ideal time for the residency portion. The time frame for the AY24/25 fellowship is September 1, 2024 - February 28, 2026.
• CV: A CV specifying education and experience including list of publications, conference presentations, awards, and fellowships.
• PERSONAL STATEMENT: The personal statement (500-700 words) should be typed in a standard font, font size 10 to 12 point, and double-spaced. Include your full name on the top of each page and your signature at the end. The personal statement should give the committee a sense of your background with the following questions in mind. Who are you? What motivates you, and why do you want to study a particular issue or topic? What kind of contributions do you want to make, and why? What are your goals? What path will you take to achieve them? This is the opportunity to introduce yourself to the selection committee for consideration.
• LETTERS OF RECOMMENDATION: Applications must include two letters of recommendation that speak to the applicant’s intellectual and professional preparation for the fellowship. One recommendation should be from the faculty mentor at the applicant’s home institution and a second letter of recommendation should come from the Harvard faculty mentor. Two letters of recommendation must be submitted by recommenders through Qualtrics. You will be required to enter the names, affiliations, and contact details of your referees. After you submit your application, referees will receive an e-mail to the address provided to submit their letters of recommendation. Please confirm with your recommenders that they have received this communication. Alternatively, recommenders can e-mail the letters directly to [email protected]
• BUDGET: Fellows will be provided with a budget of up to $10,000 for research during the 18-month fellowship. Stipend during residency and travel to and from Cambridge for the residency portion will be covered separately. A budget stipulating detailed expenses during the fellowship period should accompany your application.

What is the application deadline? Applications are due on April 30, 2024. Complete applications, including letters of recommendation, must be received by the application deadline.

How can I identify a Harvard faculty mentor? We recommend that candidates start with our list of CAS Faculty Affiliates to identify a potential research mentor. Prospective fellows may reach out to faculty by e-mail to inquire about their availability to serve as a faculty mentor. We advise including a copy of your research proposal and CV with your request as well as a summary of how you see your research project aligning with the work of the Harvard faculty mentor. Candidates may also visit websites for specific Harvard University departments or schools to find faculty members in their research field.  Unfortunately, due to a high volume of inquiries, we are unable to provide individualized assistance in identifying a Harvard faculty mentor.

Is my university or institution eligible? All universities in Africa are eligible to participate in the fellowship program beginning this year. If you are unsure as to whether you research institution qualifies, please contact Rosaline Salifu at: [email protected]

How are applicants selected? How many fellowships will be awarded? After the application deadline, all applications are given administrative review to verify the applications are complete. Incomplete applications will not move forward for review. Applications are then shared with a faculty review committee comprised of members of the CAS Faculty Executive Committee, who will shortlist up to five candidates. Faculty will make their selections based on the academic merits and feasibility of the candidate’s research proposal, the candidate’s perceived ability to excel in academic career, and the strength of the faculty mentors’ recommendations. Shortlisted candidates will be offered a one-hour interview with the CAS Oppenheimer Faculty Director, Executive Director, and at least one member of the faculty review committee. Up to three fellowships will be awarded each year.

What is the timeline for the fellowship? When should the residency begin? Fellowships should begin on September 1 in the year of the application deadline (applications submitted in 2022 should propose a start date of September 1, 2022). The residency may occur within any consecutive six-month period following the September 1 start date and should be agreed upon by your faculty mentors at Harvard and at your home institution. Note for planning purposes that the Fall term at Harvard takes place from early September through early December and the Spring term from late January through early May.

Are fellowship funds paid by Harvard University directly or through the home institutions of the fellows? Harvard University will pay fellows a stipend during their residency. From this stipend, fellows are expected to pay for housing, health insurance, food, transportation, books and supplies and other expenses. Payments will be made in fellows name ONLY for the six months in residence in Cambridge.

Are Research Funds paid directly to the Fellow or to the University?

Research funds are managed by the home institutions of fellows. Upon receipt of the fellowship, a Research Agreement that governs the scope of work, expenditure and a payment plan, as well as fund disbursements will be sent to the fellow’s institution for approval. Fellows can then draw on the funds for the sole purposes of their research work and purchases during their fellowship. Funds cannot be reassigned, and only costs directly related to the fellow’s research expenses will be reimbursed.

Do I need to receive ethical clearance from my institution or Harvard University to begin my field work?

You will need both. Ethical clearance should be sought for all your research work in which human or animal subjects are involved prior to commencement of your study in the field. You will need to be familiar with the Institutional Review Board (IRB) requirements and approval processes as it relates to your work from your school as well as Harvard University.

Current Postdocs

Daniel Zhigila

Daniel A. Zhigila is a Lecturer in the Department of Botany, Faculty of Science, Gombe State University, Nigeria. He obtained his PhD in Biological...

• Harvard South Africa Fellowship Program
• CAS-HYI Fellowship
• Visiting Scholar Program

• International Peace and Security

Higher Education and Research in Africa

• Andrew Carnegie Fellows
• Great Immigrants
• Carnegie Medal of Philanthropy
• Reporting Requirements
• Modification Requests
• Communications FAQs
• Grants Database
• Philanthropic Resources
• Grantmaking Highlights
• Past Presidents
• The Gospel of Wealth
• Other Carnegie Organizations
• Andrew Carnegie’s Story
• Governance and Policies
• Media Center

To strengthen Africa’s higher education sector by improving the training, retention, and research productivity of academics in select countries in sub-Saharan Africa.

The Corporation invested $134.43 million from 2010–2019 to help the continent develop and retain the next generation of African academics, build connections between members of the African academic diaspora and African universities, and facilitate higher education policy and research.

Carnegie Corporation of New York has been a major American philanthropic supporter of higher education in Africa for over two decades. Our grantmaking seeks to deepen and expand the continent’s advanced academic communities, networks, and universities, and promote policies that inform the growing higher education sector.

As African governments increasingly recognize the benefits of knowledge-based economies, research-active academics, whose training is relevant to the African context and who work in universities equipped to retain them, become essential. With a steady increase in both the number of universities and student enrollment, keeping pace with the growing need for academic staff is a daunting challenge. More skilled and knowledgeable university lecturers must be trained, and a number of universities must move from being largely undergraduate teaching institutions toward building robust research programs as training grounds for future lecturers. This transition requires new thinking about the provision of researcher development and retention on the continent. 

With the aim of nurturing a vibrant corps of African academics working within dynamic and supportive university environments, our grantmaking focuses on: 

• Early-career African academics with emphasis on their advancement and retention through support for universities and university networks that show potential for becoming strong regional centers of doctoral education and research 
• African academic diaspora with emphasis on bridging African universities and the diaspora communities in ways that benefit research and training at African universities and create lasting, mutually beneficial relationships 
• Higher education policies and practice with emphasis on generating and disseminating data-driven research and publications on Africa’s higher education sector and promoting policy dialogues on national priorities relevant to the sector 

Africana Studies and Research Center

Africana studies and research center news.

Summer Experience Grant applications now open

The grants provide funding for students in unpaid or low-paying summer experiences to offset the cost of taking on those positions.

Passion for civil rights continues after Cornell: Alec Giufurta ‘21

Alec Giufurtan '21, discusses his work related to journalism and civil rights, and his current life as a law student.

Student spotlight: Amber Bal

Amber Bal, a doctoral candidate in romance studies, studies the urban-rural divide in 20th and 21st century French and Francophone literature.

Grants available to fund rural humanities projects

Funding is available for faculty and students with projects related to rural humanities.

MLK lecture: Encourage democracy, fight suppression

Kimberlé Crenshaw ’81, a legal scholar, reflected on the ways Dr. Martin Luther King Jr.’s influence shaped her personal, academic and professional journey.

How much do you know about Africana Studies on the Hill?

During Black History Month, test your knowledge of Cornell’s ground-breaking program with 10 trivia questions!

Scholar to speak on intersectional justice at annual MLK lecture

This year’s Martin Luther King, Jr. Commemorative Lecture on Feb. 19 will focus on the importance of understanding and addressing systems of oppression and their impact on multiple identities, including race and gender.

Breaking silence: Speak up to honor MLK Jr., historian says

A Cornell historian says one of the most important aspects of Martin Luther King Jr.’s legacy was his insistence on speaking up against social and economic injustice.

A broad preparation

Undergraduate Program

The Africana studies undergraduate major and minor prepare students for a broad range of academic and professional careers in both the public and private sectors. Africana studies has a history of shaping students' intellectual discipline, creativity, and social and political awareness.  

The undergraduate program

An unique perspective

Graduate Program

An interdisciplinary global study of race and Blackness makes Africana studies at Cornell a significant resource for graduate students who want to engage in the interdisciplinary study of Black people in Africa, the African diaspora and around the globe.

The graduate program

Upcoming Africana Events

Maroon ecologies and the jazz commons: fugitive musicianship in 19th century afro-louisiana, trans studies now "we're here, we're queer, trans, and feminist in the academy", revolutionary implications of a century of jazz, american studies spring colloquium - moya bailey, transforming “misogynoir in medicine” - hybrid event, fgss faculty work luncheon w/ ambre dromgoole, reading by colin channer, useful links for students.

A unique resource

The Africana Studies & Research Center

The Africana Studies & Research Center extends the teaching and learning opportunities that we provide in both our undergraduate and graduate classrooms well beyond to service learning projects and community initiatives, from local to transnational contexts.

Exploration on the Underground Railroad

The Underground Railroad Hub

The projects featured here provide information about  documented underground railroad activities  in our region, tell us about the  small Black communities that settled here  to escape slavery after New York state outlawed it in 1827, and inform us about those  ordinary people who braved assisting freedom seekers  at great personal risk to themselves and their families.

The Hub  

• www.mandela.ac.za

Change the world

Development Studies

• Meet Our H.O.D
• School Home Page
• Qualifications Offered
• Postgraduate Diploma in Development Finance
• PG Dip Maritime Studies
• MA by Research
• MPhil Development Finance
• MPhil in Maritime Studies
• MA by Coursework
• PhD in Development Finance

PhD in Development Studies

• Research Themes
• Bachelor of Arts in Development Studies
• Development Studies Events

DOCTOR OF PHILOSOPHY (PHD) (BY RESEARCH) DEVELOPMENT STUDIES: FULL-TIME/PART-TIME

QUALIFICATION CODE: 41525

NQF LEVEL 10; TOTAL NQF CREDITS FOR THE QUALIFICATION:

MODULE CODE: EDSV600 

The General Rules for Doctors' degrees shall apply. Refer also the relevant pages of the General Prospectus.

Admission requirements

• A cognate master’s degree by research only, passed with at least 60% or an equivalent grade that reflects a relevant standard of knowledge in a particular field as well as research competence
• A cognate master’s degree by course work and research, with the treatise or mini-dissertation passed with at least 60% or an equivalent grade. In addition, a pass of at least 60% or an equivalent grade should have been attained for each of the course work modules.
• Candidates who have completed their master’s degree by course work and treatise or mini-dissertation may be required to do and pass an approved research methodology module, at the appropriate level, with at least a 60% or an equivalent grade, should such a module not have been included in their learning programme.
• Candidates who have not met all of the criteria as outlined above, may apply for provisional registration for the degree of Doctor of Philosophy (PhD) and will be required to register for and pass, with at least 60% or an equivalent grade, a module or modules as recommended by the HOD for approval by the RTI Committee of the relevant School within the Faculty;

Conditions that apply

• Timeous application is required to allow for a thorough adjudication of applications.
• Applicants, as part of their application, need to present a preliminary proposal outlining the focus and nature of the intended research and their full CV.
• Upon application, candidates, who have not previously studied at Nelson Mandela University, will be required to submit an official, verified transcript of their academic record that, where applicable, includes the syllabus of each module passed in their preceding degree programme together with a copy of the research project, mini-dissertation or treatise.
• The acceptance of an application is subject to the availability of the implied supervisory capacity, both in terms of time and expertise.

International students who have completed previous qualifications in a language other than English must submit proof of English language proficiency reflecting minimum adequate scores as follows:

v  IELTS:6.5 minimum overall score with minimums of 6 in each                     section;

v  TOEFL:

• Paper-based (PBT) – 580 minimum overall score with minimums of 53 in listening, 52  in reading and 59  in structure/written;
• Computer-based (CBT): 237 minimum overall score with minimums of 19 in listening, 19 in reading and 25 in structure/written;
• Internet-based (IBT): 92 minimum overall score with minimums of 18 in listening, 17 in reading, 22 in writing and 22 in speaking.

The programme of study shall extend over a minimum period of two years and a maximum period of six years (General Rule G4.2 applies).

The research thesis is a substantial research piece of at least 100,000 words in the body of the dissertation, based on primary research conducted by the student with promoter provided. The research must make a significant contribution to the development studies discourse.

Learning Outcomes

Identify, design and conduct research in a relevant Development Studies area resulting in a research thesis. The knowledge you create should have relevance beyond a single case and contribute to a wider discourse, theory or debate in the field of Development Studies.  One peer-reviewed journal article. 

Core Content

• Identifying Research Problem/s
• Research Proposal approved by RTI
• Research Design and Methodology
• This knowledge must be generated through rigorous scientific methods
• Research thesis 

Formal Examination of the Thesis by promoter/s and a minimum of two external examiners and one interal examiner (not the supervisor). 

External 

Pre-Requisites for this Module

No pre-requisite module required however the student must have proven prior research experience.

Co-Requisites for This Module

https://www.mandela.ac.za/Apply/

Please refer to the Application Procedure page and the link below for application details

http://www.mandela.ac.za/Apply/Admission/How-do-I-apply

Work@Mandela

FindIt@Mandela

Commercial Services@Mandela

Tel: +27 (0) 41 504 1111

Fax: +27 (0) 41 504 2574 / 2731

Email: [email protected]

PO Box 77000, Nelson Mandela University

Gqeberha, 6031, South Africa

Connect@Mandela

• A - Z Index
• Privacy statement

Privacy statement    Mail & Portals    --> BEE & Tax Certificate    PAIA    ISPA    FAQ    Sitemap    A - Z Index    --> WCMS

Degrees and Program

UC Berkeley Academic Offerings in African Studies 

Coursework and degrees focused on African Studies are available at Berkeley through many disciplinary departments.

Each semester, the Center compiles a  list of African related courses  taught on the Berkeley campus. Graduate students may also take  courses  for credit at Stanford University by participating in the  Stanford-Berkeley Exchange Program .

These degree program are of particular interest at the bachelors level.

• The Global Studies Program  in which students can choose Africa as their geographic region within the  major  or  minor .  The Global Studies major incorporates the former Development Studies and  Peace and Conflict Studies  majors.
• The Blum Center minor in  Global Poverty and Practice .
• The  major  and  minor  in the  Department of African American Studies .

Students pursuing an M.A. or a Ph.D. can, in most departments, declare Africa as a geographic area of study. In addition, there are five graduate programs of specific interest.

• The  African Diaspora Studies Ph.D. Program  in the Department of African American Studies. Contact the Department at (510) 642-7084 or  [email protected] .
• The  Global Studies Masters , a one-year degree program. Contact  Dreux Montgomery .
• The School of Public Health offers a Masters program in  Global Health and Environment . Contact the Environmental Health Sciences (510) 643-5160 or  [email protected] .
• Partnered with  GlobalMD , UC Berkeley offers a Masters program in  Development Practice . For information on admissions and academics, visit the  Contact Page .
• Students in Development Engineering, either the 3-semester Master's Program or the Designated Emphasis for Doctoral Students , may choose to focus their work in African countries.

Students wishing admission to UC Berkeley must be admitted to a degree granting department, school, or program. For graduate school information, contact the U. C. Berkeley  Graduate Division . For Undergraduate admissions, contact the  U.C. Berkeley Office of Undergraduate Admissions . General admission information is available on the  main Berkeley home page . Foreign students may find further assistance at  Berkeley International Office.

Students wishing to study at UC Berkeley must be admitted to a degree granting department, school, or program. For graduate school information, contact the UC Berkeley  Graduate Division . For undergraduate admissions, contact the  UC Berkeley Office of Undergraduate Admissions . General admission information is available on the  main Berkeley home page . Foreign students may find further assistance at  Berkeley International Office .

Options for Non-UC Berkeley students

It is possible for students from other UC campuses, California State Universities, California community colleges and select other higher education institutions to enroll in Berkeley courses under certain circumstances. There are also established exchange programs with select institutions. Concurrent enrollment is also an option. For more information see: https://registrar.berkeley.edu/registration/visitor-and-exchange-programs .

A Member of the Greater Community can take a regular UC Berkeley Course.  

Through  UC Extension , it is possible for a member of the community to take a regular UC Berkeley course under concurrent enrollment. To be accepted in a concurrent course you must meet all prerequisites for the course you choose and obtain the consent of the instructor, the head of the campus department, and, in some cases, the dean of the department's school or college.  You must meet all course requirements, which may mean showing transcripts from previous studies. You must enroll for credit.  Records of your study are maintained by Extensions's Registrar.  Foreign students will need an I-20 Visa and will need to show a TOEFL score.  Contact UC Extension at (510) 642-4111 and ask for concurrent enrollment materials. For more information on Concurrent Enrollment, visit this site:  https://extension.berkeley.edu/static/studentservices/concurrent/

Google PhD fellowship program

Google PhD Fellowships directly support graduate students as they pursue their PhD, as well as connect them to a Google Research Mentor.

Nurturing and maintaining strong relations with the academic community is a top priority at Google. The Google PhD Fellowship Program was created to recognize outstanding graduate students doing exceptional and innovative research in areas relevant to computer science and related fields. Fellowships support promising PhD candidates of all backgrounds who seek to influence the future of technology. Google’s mission is to foster inclusive research communities and encourage people of diverse backgrounds to apply. We currently offer fellowships in Africa, Australia, Canada, East Asia, Europe, India, Latin America, New Zealand, Southeast Asia and the United States.

Quick links

• Copy link ×

Program details

Application status, how to apply, research areas of focus, review criteria, award recipients.

Applications are now open.

Submit by 11:59:59pm UTC-12 (AoE) May 8, 2024. Notification of decisions will be announced via email in July 2024.

• Launch March 27, 2024
• Deadline May 8, 2024
• Winner selected by July 31, 2024

The details of each Fellowship vary by region. Please see our FAQ for eligibility requirements and application instructions.

PhD students must be nominated by their university. Applications should be submitted by an official representative of the university during the application window. Please see the FAQ for more information.

Australia and New Zealand

Canada and the United States

PhD students in Japan, Korea and Taiwan must be nominated by their university. After the university's nomination is completed, either an official representative of the university or the nominated students can submit applications during the application window. Please see the FAQ for more information.

India and Southeast Asia

PhD students apply directly during the application window. Please see the FAQ for more information.

Latin America

The 2024 application cycle is postponed. Please check back in 2025 for details on future application cycles.

Google PhD Fellowship students are a select group recognized by Google researchers and their institutions as some of the most promising young academics in the world. The Fellowships are awarded to students who represent the future of research in the fields listed below. Note that region-specific research areas will be listed in application forms during the application window.

Algorithms and Theory

Distributed Systems and Parallel Computing

Health and Bioscience

Human-Computer Interaction and Visualization

Machine Intelligence

Machine Perception

Natural Language Processing

Quantum Computing

Security, Privacy and Abuse Prevention

Software Engineering

Software Systems

Speech Processing

Applications are evaluated on the strength of the research proposal, research impact, student academic achievements, and leadership potential. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

In Canada and the United States, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

What does the Google PhD Fellowship include?

Students receive named Fellowships which include a monetary award. The funds are given directly to the university to be distributed to cover the student’s expenses and stipend as appropriate. In addition, the student will be matched with a Google Research Mentor. There is no employee relationship between the student and Google as a result of receiving the fellowship. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If students wish to apply for a job at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

• Up to 3 year Fellowship
• US $12K to cover stipend and other research related activities, travel expenses including overseas travel
• Google Research Mentor
• 1 year Fellowship
• AUD $15K to cover stipend and other research related activities, travel expenses including overseas travel
• Up to 2 year Fellowship (effective from 2024 for new recipients)
• Full tuition and fees (enrollment fees, health insurance, books) plus a stipend to be used for living expenses, travel and personal equipment
• US $10K to cover stipend and other research related activities, travel expenses including overseas travel
• Yearly bursary towards stipend / salary, health care, social benefits, tuition and fees, conference travel and personal computing equipment. The bursary varies by country.

Early-stage PhD students

• Up to 4 year Fellowship
• US $50K to cover stipend and other research related activities, travel expenses including overseas travel

Late-stage PhD students

• US $10K to recognise research contributions, cover stipend and other research related activities, travel expenses including overseas travel
• US $15K per year to cover stipend and other research related activities, travel expenses including overseas travel

Southeast Asia

• US $10K per year for up to 3 years (or up to graduation, whichever is earlier) to cover stipend and other research related activities, travel expenses including overseas travel

Is my university eligible for the PhD Fellowship Program?

Africa, Australia/New Zealand , Canada, East Asia, Europe and the United States : universities must be an accredited research institution that awards research degrees to PhD students in computer science (or an adjacent field).

India, Latin America and Southeast Asia : applications are open to universities/institutes in India, Latin America (excluding Cuba), and in eligible Southeast Asian countries/regions (Brunei, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam).

Restrictions : All award payments and recipients will be reviewed for compliance with relevant US and international laws, regulations and policies. Google reserves the right to withhold funding that may violate laws, regulations or our policies.

What are the eligibility requirements for students?

All regions

• Students must remain enrolled full-time in the PhD program for the duration of the Fellowship or forfeit the award.
• Google employees, and their spouses, children, and members of their household are not eligible.
• Students that are already supported by a comparable industry award are not eligible. Government or non-profit organization funding is exempt.
• Past awardees from the PhD Fellowship program are not eligible to apply again.
• Grant of the Fellowship does not mean admission to a PhD program. The awardee must separately apply and be accepted to a PhD program in computer science (or an adjacent field) at an eligible institution.
• Grant of the Fellowship will be subject to the rules and guidelines applicable in the institution where the awardee registers for the PhD program.

Nominated students in Africa, Australia and New Zealand, Canada and the United States, East Asia and Europe.

Universities should only nominate students that meet the following requirements:

• Africa: Incoming PhD students are eligible to apply, but the Fellowship award shall be contingent on the awardee registering for a full-time PhD program in computer science (or an adjacent field) within the academic award year of the Fellowship award, or the award shall be forfeited.
• Australia and New Zealand : early-stage students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).
• Canada and the United States : students who have completed graduate coursework in their PhD by the academic award year when the Fellowship begins.
• East Asia: students who have completed most of graduate coursework in their PhD by the academic award year when the Fellowship begins. Students should have sufficient time for research projects after receiving a fellowship.
• Europe: Students enrolled at any stage of their PhD are eligible to apply.

Direct applicant students in India, Latin America and Southeast Asia

• Latin America : incoming or early stage-students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).

What should be included in an application? What language should the application be in?

All application materials should be submitted in English.

For each student nomination, the university will be asked to submit the following material in a single, flat (not portfolio) PDF file:

• Student CV with links to website and publications (if available)
• Short (1-page) resume/CV of the student's primary PhD program advisor
• Available transcripts (mark sheets) starting from first year/semester of Bachelor's degree to date
• Research proposal (maximum 3 pages, excluding references)
• 2-3 letters of recommendation from those familiar with the nominee''s work (at least one from the thesis advisor for current PhD students)
• Student essay response (350-word limit) to: What impact would receiving this Fellowship have on your education? Describe any circumstances affecting your need for a Fellowship and what educational goals this Fellowship will enable you to accomplish.
• Transcripts of current and previous academic records
• 1-2 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)

Canada, East Asia, the United States

• Cover sheet signed by the Department Chair confirming the student passes eligibility requirements. (See FAQ "What are the eligibility requirements for students?")
• Short (1-page) CV of the student's primary advisor
• 2-3 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)
• Research / dissertation proposal (maximum 3 pages, excluding references)
• Student essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Student essay response (350-word limit) to: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?)

Students will need the following documents in a single, flat (not portfolio) PDF file in order to complete an application (in English only):

• Student applicant’s resume with links to website and publications (if available)
• Short (one-page) resume/CV of the student applicant's primary PhD program advisor
• 2-3 letters of recommendation from those familiar with the applicant's work (at least one from the thesis advisor for current PhD students)
• Applicant's essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Applicant's essay response (350-word limit) to: What are your long-term goals for your pathway in computing research, and how would receiving the Google PhD Fellowship help you progress toward those goals in the short-term?

How do I apply for the PhD Fellowship Program? Who should submit the applications? Can students apply directly for a Fellowship?

Check the eligibility and application requirements in your region before applying. Submission forms are available on this page when the application period begins.

India, Latin America and Southeast Asia: students may apply directly during the application period.

Africa, Australia, Canada, East Asia, Europe, New Zealand, and the United States : students cannot apply directly to the program; they must be nominated by an eligible university during the application period.

How many students may each university nominate?

India, Latin America and Southeast Asia : applications are open directly to students with no limit to the number of students that can apply from a university.

Australia and New Zealand : universities may nominate up to two eligible students.

Canada and the United States : Universities may nominate up to four eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage additional nominees who self-identify as a woman, Black / African descent, Hispanic / Latino / Latinx, Indigenous, and/or a person with a disability.

Africa, East Asia and Europe : Universities may nominate up to three eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage the additional nominee who self-identifies as a woman.

*Applications are evaluated on merit. Please see FAQ for details on how applications are evaluated.

How are applications evaluated?

In Canada and the United State, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

A nominee's status as a member of a historically marginalized group is not considered in the selection of award recipients.

Research should align with Google AI Principles .

Incomplete proposals will not be considered.

How are Google PhD Fellowships given?

Any monetary awards will be paid directly to the Fellow's university for distribution. No overhead should be assessed against them.

What are the intellectual property implications of a Google PhD Fellowship?

Fellowship recipients are not subject to intellectual property restrictions unless they complete an internship at Google. If that is the case, they are subject to the same intellectual property restrictions as any other Google intern.

Will the Fellowship recipients become employees of Google?

No, Fellowship recipients do not become employees of Google due to receiving the award. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If they are interested in working at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

Can Fellowship recipients also be considered for other Google scholarships?

Yes, Fellowship recipients are eligible for these scholarships .

After award notification, when do the Google PhD Fellowships begin?

After Google PhD Fellowship recipients are notified, the Fellowship is effective starting the following school year.

What is the program application time period?

Applications for the 2024 program will open in March 2024 and close in May 2024 for all regions. Refer to the main Google PhD Fellowship Program page for each region’s application details.

A global awards announcement will be made in September on the Google Research Blog publicly announcing all award recipients.

How can I ask additional questions?

Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website. If your question has not been answered by a FAQ, email:

Africa: [email protected]

Australia and New Zealand: [email protected]

Canada and the United States: [email protected]

East Asia: [email protected]

Europe: [email protected]

India: [email protected]

Latin America: [email protected]

Southeast Asia: [email protected]

See past PhD Fellowship recipients.

Discover our collection of tools and resources

Browse our library of open source projects, public datasets, APIs and more to find the tools you need to tackle your next challenge or fuel your next breakthrough.

• Executive Education
• Leadership & Management Development
• Management Skills
• Sustainability
• Industry Specific
• Academic Programmes
• MBA Full Time
• MBA Modular
• Executive MBA
• PhD in Business Administration
• PGDIP in Management Practice
• CEMS Master of International Management
• MPhil in Inclusive Innovation
• MCom in Development Finance
• PGDip in Development Finance
• Scholarships
• Assessments
• Customised Programmes
• Customisation Design Process
• Customised Programmes Solutions
• Our Corporate Clients
• Customised Study Tours
• Full-time Faculty
• Emeritus Faculty
• Adjunct Faculty
• Research Themes
• Research Ethics
• Publications
• Specialised Centres
• Allan Gray Centre for Values-Based Leadership
• Bertha Centre for Innovation & Entrepreneurship
• Development Finance Centre
• Solution Space
• GSB Library
• GSB Initiatives
• Case Writing Centre
• Power Futures Lab
• Affiliations & Projects
• Centre for Coaching
• Lean Institute Africa
• About the GSB
• Our History
• Our Credentials
• Campus and Locations
• Work for us
• School Leadership
• Management Committee
• Heads of Departments
• The Student Experience
• Career Leadership Centre
• Student Societies
• The Alumni Experience
• Alumni Events
• Alumni Reunion Weekend
• Alumni News
• International Relations
• Student Exchange
• GSB Partner Schools

Ideas Exchange

• Emerging Market Business
• Entrepreneurship & Innovation
• Leadership & Ethics
• Learning & Development
• Management Fundamentals
• Year in Review Publication
• Newsletter Subscription

DOCTOR OF PHILOSOPHY SPECIALISING IN BUSINESS ADMINISTRATION

Make an original contribution to research, join a vital research community.

PhD students at the UCT GSB are a vital part of our research community and research strategy.

The University of Cape Town is Africa’s leading research institution and the PhD programme at the GSB is an essential component of this.

PhD candidates are expected to:

• Develop a formal research proposal  within the first six months of registration
• Set  commitments and a timeline  outlined in a Memorandum of Understanding (MOU) with their supervisor which needs to be signed every year
• Take a  proactive approach  to identifying learning needs and implementing suitable responses
• Actively participate in the  GSB Research Calendar
• As appropriate,  actively participate in the academic life  of the GSB through lecturing, research seminars and / or co-supervision of MBA research reports

* Application & Course fees are provisional for 2025, and are subject to annual UCT council approval

uct gsb PHD overview

Learn more about the annual term dates for the UCT GSB PhD.

Learn more about which attributes and qualifications are required for the UCT GSB PhD.

A step-by-step guide on how to apply for the UCT GSB PhD

The UCT GSB is committed to broadening access to postgraduate education through funding and scholarship opportunities. Explore funding options available to PhD candidates.

ORIGINATE NEW IDEAS

Join our research community to originate new ideas and develop innovative solutions to today’s pressing challenges

In line with the GSB’s research mission of "engaged inquiry in a complex world," PhD students are expected to make an original contribution to research.

Research at the UCT GSB is focused around three major themes: emerging markets finance, investment and trade; social innovation and sustainability; and values-based leadership.

FREQUENTLY ASKED QUESTIONS

How long does a phd take.

The typical duration of a PhD project is between three and four years, if the student is dedicating the bulk of her or his time to the project.

A candidate must be registered for at least two consecutive years, although registration for a year at another university may be accepted as part of that period. 

Although no maximum period of time is prescribed for completing a thesis, the university stipulates a "reasonable time", which is generally taken to be five years. If a candidate is not making satisfactory progress, the Commerce Faculty's Higher Degrees Committee may issue a warning, and, if necessary, may refuse re-registration.

How many hours per week are required?

Though we do allow part-time PhD students into the programme we recommend that students are able to dedicate at least 20 hours a week to the project. Experience shows that it is otherwise difficult to create and maintain the necessary momentum. Supervisors can at their discretion require students to adhere to certain time commitments.

How do I find a supervisor?

Your nominated PhD supervisor must be a full-time academic at the GSB and must be actively publishing in scholarly literature in the field in question. GSB faculty can discuss applicants' research ideas and preliminary proposal at their discretion, but we advise applicants not to contact potential supervisors without some preliminary research ideas.

Please note, it is not always possible to find a supervisor who is both suitable and available, and an applicant cannot be registered if there is no available supervisor for the proposed research at the GSB.

For a full list of GSB faculty and their research interests, check the  GSB website.

Read the guidelines for  PhD candidates and supervisors here . 

How do I present my research proposal?

Once registered in the PhD programme, you will have approximately six months to develop a full research proposal. This proposal will need to be presented formally to a committee consisting of at least three faculty members, including the supervisor. The key purpose of this presentation will be to a) assess that the student has been making adequate progress and b) provide some helpful feedback so that the student can improve her/his proposal prior to entering the field.

This process consists of the following:

• Each PhD student commits to a particular slot in the dedicated student presentation PRC sessions in the GSB Research Calendar. If possible, each two-hour slot will include proposal presentations that are broadly in a related theme. There will be three presentations in each slot. This commitment to a particular slot ought to happen as soon as possible. 
• Each proposal is assigned to an appraisal committee including at least three faculty members: the supervisor, the GSB Research Director (or her/his nominee), plus at least one additional faculty member with a pertinent background. The committee will be agreed upon by the GSB Research Director and the supervisor.
• Each student submits to the appraisal committee (via the Research Director) a digital copy of the proposal at least one week prior to the presentation.
• Each student has 20 minutes to present her or his proposal, followed by 20 minutes discussion.

The appraisal committee will provide formal feedback to the student in writing. The final appraisal could be summarised in one of the three categories, akin to those provided for in PhD final assessments, i.e. a) good as is; b) requires some changes; c) wholly unsatisfactory. If the verdict is "a" the proposal and the committee's recommendation are sent directly to the Higher Degrees Committee in the Commerce Faculty. If the result is "b" the student will need to make specific revisions to the satisfaction of the supervisor, after which it will be sent to the Higher Degrees Committee. Inadequate proposals that receive a "c" verdict will be considered on a case-by-case basis, but the likely outcome is that the student will not be allowed to re-register in the next year for a PhD.

Click here for more information.

Will the PhD help me expand my network?

The GSB has an extensive network both locally and globally, and we frequently facilitate introductions for our students. 

During your research, you will have access to industry experts and key local and global specialists - from deep-content experts to market professionals working in the community. Their insight and feedback will help you to improve your solutions.

You will also have the opportunity to connect with like-minded professionals across different industries and build your network.

Once you graduate from the UCT GSB you will join our alumni network which is a dynamic forum that comprises more than 23 000 past GSB students in 68 countries worldwide. Many of the GSB’s alumni hold key positions in top companies or have started their own successful businesses. Alumni play a vital role in supporting and encouraging more recent graduates to follow in their footsteps and GSB students who find employment after graduation - particularly internationally - frequently do so through alumni contacts.

MEET THE GSB PHD PROGRAMME DIRECTOR

JOSEPHINE MUSANGO

Josephine K Musango is a skilled resource economics and system dynamics professional and a transdisciplinary researcher. Josephine’s research interest entails using a systems approach in managing change and policy-related challenges in the energy transition, the green economy and urban African energy issues. She has worked with professionals in other academic disciplines, governments at multiple levels, industry and the community. She also teaches system dynamics and sustainable development.

UPCOMING EVENTS

Stay up-to-date with the latest events from Africa’s top business school.

Becoming a businessperson is not a straightforward journey for all

Building business skills to improve livelihoods is increasingly being recognised as a mechanism to lift communities out of extreme poverty. But in many survivalist communities, the principles of business can clash with the existing values of the community.

Start your application journey here

We’d like to know more about you. Please fill out the form below, to enquire about doing the PhD or to begin the pre-application process.

Collaborative PhD Programme

Collaborative PhD Programme (CPP) in Economics for sub-Saharan Africa, along with targeted support for PhD thesis research. The CPP has 8 degree-awarding universities, 4 of which are host degree-awarding and the remaining 4 are non-host degree awarding.

The Collaborative PhD Programme in Economics (CPP), which was launched in 2002, comprises 9 public universities from 7 sub-Saharan African countries. This follows the recent admission of the University of Abomey-Calavi in Benin into CPP as a Non-Host Degree awarding university. The CPP is a product of collaboration across the African continent. It combines coursework and thesis, which is punctuated by periodic thesis research workshops that bring all the students from the participating universities together, to enhance quality of thesis produced by the students.

For purposes of implementing the programme, the continent is subdivided into four regions, Southern Africa, Eastern Africa, Anglophone West Africa and Francophone Africa. The universities are classified into two main categories: the Host-Degree Awarding universities that have been assigned the responsibility of teaching courses in core fields; and the Non-Host Degree Awarding universities that admit and send students to regional host universities to take core courses and thereafter to the Joint Facility for Electives (JFE) to take elective courses, organize the supervision and production of student PhD theses, and award the degrees to successful students.

CPP Academic Activities

The Collaborative PhD Programme is a four-year post-MA doctoral programme by coursework, examination and thesis. The programme has four components:

• Teaching of Core Courses Component

In the first year of studies, CPP students are offered courses in three core fields ( Microeconomics , Macroeconomics and Quantitative Methods ) at the CPP host-degree awarding universities (host-DAUs). 

• CPP – Joint Facility for Electives

Upon successfully completing core courses at the host-DAUs, all students are jointly enrolled in their second year of studies for intensive teaching of elective courses by an internationally competitively sourced team of experts for a period of 16 weeks (July to October), at a common facility administered by the AERC – the Joint Facility for Electives (JFE). Each course is divided into two semesters of eight weeks each taught by two different lecturers per subject. Each semester is a complete course with a final examination held at the end of the session. Students select two fields of specializations from among the following approved ten elective courses in addition to a mandatory Research Methods and Computer Applications course:

Approved CPP Core and Elective Courses

The CPP JFE is delivered virtually through live or synchronous lectures via the Zoom platform and AERC’s Learning Management System (LMS), complemented by the AERC eLibrary and MyLoft where textbooks, reference journal articles and lecture materials/notes are easily accessible, and lecture recordings are made available for asynchronous access to lessons by students. The implementation of a virtual rather than a residential CPP JFE has not only broadened reach but also enhanced inclusivity to additional students and network universities other than the traditional CPP DAUs, given that the modality exerts a relatively lower demand on financial and other resources, including physical space and related infrastructural requirements, which are no longer a critical factor.

• Comprehensive Examinations 

Upon successfully completing coursework, CPP students are required to sit and pass comprehensive examinations in four fields, namely, Microeconomics , Macroeconomics , and two elective fields they selected during the JFE. These examinations are set by teams of experts in the relevant fields under the supervision of the Secretariat and administered at each of the degree-awarding universities of the participating PhD students, with the final examination results being discussed and approved by the PhD Academic Board.  

In third and fourth year of studies, students prepare PhD thesis for defense at their respective degree-awarding university. To further strengthen quality and ensure better integration of research and training, CPP students are competitively invited to present during their third and fourth year of study their proposals and best chapters/papers of their thesis with potential for publication in high-end journals or refereed journals at the AERC’s flagship Biannual Research workshops held annually in May/June and December. This way, the CPP students benefit from the peer review mechanism and from the large pool of international resource people, but more importantly, it is an opportunity to shape them into research and policy analysts. 

AERC awards PhD thesis research grants to the students upon successfully presenting and receiving positive reviews of their proposals from thematic group resource persons at the biannual research workshop. 

The fourth and final year of the Collaborative PhD Programme is devoted to final thesis write-up and defense at the degree-awarding university, in accordance with established respective degree-awarding universities rules and procedures.

For purposes of implementing the programme, the continent is subdivided into four regions, Southern Africa, Eastern Africa, Anglophone West Africa, and Francophone Africa, each having two universities categorized as either a host or a non-host CPP degree awarding university.

Host Degree-Awarding Universities

Each of the four regions have a host degree-awarding university assigned the responsibility of teaching courses in core fields in the first year of studies to students admitted in the regional host and non-host DAUs.

• University of Cape Town, South Africa
• University of Dar es Salaam, Tanzania
• University of Ibadan, Nigeria
• University of Yaoundé II, Cameroon
• Felix Houphouet-Boigny, Côte d’Ivoire

Non-Host Degree-Awarding Universities

Each of the four Non-host DAUs admit students based on agreed criteria and send them to the regional host-DAUs to take core courses.

Students from all the 8 CPP DAUs are jointly taught elective courses at the Joint Facility for Electives (JFE) in their second year of study before finally proceeding to write their PhD thesis and graduate at their respective degree-awarding universities.

• University of Witwatersrand, South Africa
• University of Nairobi, Kenya
• University of Benin, Nigeria
• University of Abomey-Calavi, Benin

Non-CPP Universities

Other universities on the continent not in the CPP network are referred to as non-CPP DAUs. Other Non-CPP universities offering a doctoral programme with a coursework component are eligible to request AERC’s approval to allow their students to participate virtually in the CPP JFE. The students, must however, abide to all the rules and regulations governing the CPP JFE participation: enrolling for a minimum of two elective courses and a mandatory Research and Computer Applications course; regular class attendance, sitting all JFE examinations as well as the comprehensive examinations.

PhD students from non-CPP universities are also eligible to apply for PhD thesis research grants.

It should also be noted that all universities (including the non-CPP universities) have other avenues of participating in CPP activities like:

• The participatory teaching of core courses at the host universities.
• The participatory teaching of the elective courses at the JFE.
• The training of staff development candidates on the programme under AERC and other sponsorship.
• The participatory supervision of PhD theses, through PhD workshops and sourcing of supervisors from even the non-DAUs.

All announcements for the Collaborative PhD Programme scholarships are posted in January each year on this website.

Qualifications and Requirements

To qualify, candidates must

• Have applied and been admitted to any one of the CPP degree-awarding universities.
• Have attained at Bachelor’s Degree level at least a Second Class Honours (Upper Division) or equivalent in Economics or related field from an accredited university.
• Have a Masters Degree (with coursework and thesis component) in Economics, Agricultural Economics or related fields from a recognized University. The coursework should have covered microeconomics, macroeconomics and quantitative methods.
• Female and applicants from post-conflict and fragile states are encouraged to apply.
• Possession of at least 1 relevant publication in a refereed journal will be an added advantage.
• Evidence of engagement in economic management, research and/or training in the public sector will be an added advantage.

Applications for admission should be sent directly to the degree-awarding universities whose website links and addresses are provided below. It is recommended that candidates apply for admission early enough to meet the scholarship application deadline.

Contacts of CPP Admitting Universities

Upon receipt of an admission letter from the specific university, candidates applying for AERC scholarship should submit the following to the Director of Training, African Economic Research Consortium, visit   https://training.aercafrica.org/admissionnew  

• Application for scholarship
• A copy of the admission letter
• Curriculum vitae
• Certified copies of academic certificates and transcripts

The CPP scholarship application deadline is indicated within the announcement and is not later than 31 st August.

Candidates should note that all admitting universities submit a list of all admitted candidates to AERC. Where candidates have applied for admission and they have not received their admission letters by the date of the deadline for PhD fellowship application, AERC will use the list from the universities to inform those admitted into CPP to submit copies of their curriculum vitae, certified copies of their academic certificates and transcripts.

Collaborative PhD Programme (CPP)

PhD Thesis Research Grants

The AERC offers the following two types of PhD thesis research grants:

1. PhD Thesis Research Grants for AERC Sponsored CPP Students

The AERC CPP sponsored students, upon successfully completing their coursework, develop PhD thesis research proposals under assigned supervisors at their respective degree-awarding universities. CPP students are invited in their third year of studies, through their respective heads of departments/schools, to submit to the AERC their PhD proposals for presentation in the concurrent thematic groups at the biannual research workshop held annually in May/June and November/December. 

Invitation to present a PhD proposal at the biannual research workshops is not automatic but rather competitive subject to certain quality thresholds based on an independent review of the proposals by thematic resource persons.

PhD proposals that are successfully presented at the biannual research workshop and positively evaluated by thematic groups resource persons are awarded a PhD thesis research grant.

The following constitute the procedure for application and award of PhD thesis research grants:

• PhD thesis research proposal must have been subjected to the internal review processes of the department/school and approved by its Board of Postgraduate Studies or some such internal mechanism. 
• The PhD research proposal will be submitted to AERC together with the approval from the Board of Postgraduate Studies and/or a signed forwarding letter from the head of department/school to that effect.
• The PhD research proposal sent to the AERC will then be subjected to a brief internal review by the AERC Secretariat to check whether it contains the basic research information. 
• The PhD research proposal will thereafter be sent to thematic group chair to assign a Resource Person to review and provide a short report on its quality or suitability and advising what changes (if any) need to be made before it is suitable for presentation at the biannual research workshop. 
• The student with guidance from her/his supervisor(s) will be required to adequately address the written comments received from the AERC Resource Person before she/he can be invited to present her/his PhD proposal at the biannual research workshop. 
• Subject to a positive outcome from stage (v) above, the student accompanied by his/her thesis supervisor will be invited to present his/her PhD proposal at the concurrent session of the biannual research workshop. 
• If the proposal is rejected for presentation, the Secretariat will provide a written report that will detail the reasons for such rejection and which shall also be shared with the specific student through his/her head of department. The rejected proposal will not be eligible for award of PhD thesis research grant.
• Upon presenting PhD research proposals at the concurrent sessions of the biannual research workshops, students accompanied by their supervisors will be invited to the technical sessions to explain how they intend to address the comments received during the proposal presentation. This is a typical step under the Thematic Research.
• The thematic group chairs will present their recommendations on the eligibility of the proposals to be awarded PhD thesis research grants to the Programme Sub-Committee, which will be presented for consideration and final approval by the Programme Committee.  
• The comments and recommendations received during the concurrent and technical sessions will be sent through the heads of departments/schools to the students and their supervisors to address as they proceed to field work stage of dissertation.  
• Letters of award of PhD thesis research grants will be offered to students who have adequately addressed comments received during the concurrent session of the biannual. The awarded grants will no longer be standardized but varied in terms of value or amount to encourage innovativeness and quality enhancements. Special attention will be given to research in frontier and emerging areas.
• Disbursement of PhD thesis research grant will be in three installments subject to achieving stipulated milestones.

2. PhD Thesis Research Grants for Non-AERC Sponsored African Nationals

The AERC also offers semi-annually PhD thesis research grants to non-AERC sponsored African nationals enrolled in a doctoral degree programme in Economics at a recognized university within or outside the African continent, to facilitate thesis research on issues pertinent to economic policy in sub-Saharan Africa.

To be eligible for consideration, applicants must have registered in a doctoral degree programme in Economics at a recognized university, completed all course requirements for the degree and be in the research and/or writing phase of the dissertation. In addition, applicants should not have received any other funding to support the dissertation activities outlined in the PhD proposal/budget. Priority is given to candidates pursuing a career in economic management, research and/or teaching at a public institution in sub-Saharan Africa.

Requests should be supported by the following documentation:

• Evidence of registration in a recognized PhD programme in Economics.
• A copy of approved research proposal, complete with clearly defined objectives, substantial literature review, a well‐outlined analytical framework as well as pertinent research methodology. The limitations and policy relevance of the study should also be addressed.
• A letter of reference from the thesis supervisor.
• A description of the plan of work for the thesis research including details of fieldwork and write-up.
• A detailed budget.
• Evidence of any additional financial support that may be necessary to complete the programme.
• A curriculum vitae.

Processing of Application for PhD Thesis Research Award

Upon the receipt of the proposal and the supporting documentation, it is sent to two external reviewers, who comment on the adequacy of the proposal. If the reviewers suggest corrections to be made and give positive feedback, the comments are sent to the students to incorporate and then resubmit the revised proposal for a final review. Once the proposal is cleared by at least two reviewers, it is presented together with the comments from the external reviewers to the Programme Sub-Committee during the Biannual Research Workshops (held in June and December), who go through the recommendations of the reviewers and make recommendation to the Programme Advisory Committee of AERC to approve for funding. It is after this that research grants can be awarded.

Application Deadlines

The PhD thesis research awards applications have two deadlines per year: January 31 for the June award and July 31 for the December award.

Applications should be submitted to:

The Director of Training

African Economic Research Consortium (AERC)

3 rd Floor, MEBANK Towers, Jakaya Kikwete Road

P.O. Box 62882-00200 Nairobi, Kenya

Email: [email protected]  

• Report Vulnerbility
• Whistleblowing
• Privacy Terms

© 2024 All Rights Reserved

• The ARUA Concept
• ARUA Strategic Plan
• Member Universities

Centres of Excellence

• Partnerships
• Clusters of Excellence

Publications

• Conferences

ARUA Universities Research Profiles

Université Mohammed VI Polytechnique

University of Nigeria, Nsukka

Eduardo Mondlane University (Associate Member)

Kwame Nkrumah University of Science & Technology

Université de kinshasa (associate member).

University of Cape Coast

University of Mauritius (Associate Member)

Total Doctoral Graduates

2018 – 2021

Total Post-Doctoral Research Fellows

Total Faculty Members with PhDs

$ 4 671 000

Total Research Funding

Total Patents Registered

University of the Witwatersrand

2015 – 2021

$ 529 694 000

University of Stellenbosch

$ 442 996 000.

Rhodes University

$ 106 502 000.

University of Pretoria

$ 348 097 000.

University of KwaZulu-Natal

$ 402 199 000, university of cape town, $ 575 053 000.

University of Dar es Salaam

$ 96 979 000.

Makerere University

$ 697 756 000.

Université Cheikh Anta Diop

$ 4 293 000.

University of Rwanda

$ 106 530 000.

University of Ghana

$ 161 857 000.

Addis Ababa University

$ 180 855 000.

Obafemi Awolowo University lle-Ife

University of Ibadan

$ 15 180 000.

University of Lagos

$ 27 604 000.

University of Nairobi

$ 147 360 000.

ARUA Strategic Plan 2022-2027

ARUA is pursuing several large multi-university projects in both the natural sciences and the social sciences/humanities, all of which are key to addressing some of the complex economic, social and developmental challenges confronting the continent.

Enhanced Research

ARUA believes that a structured response will be key to eliminating bottlenecks in the management of projects and ensuring that, working collaboratively, member universities will experience significant improvements in the research management.

Institutional Capability for Research Management

Enhanced Graduate Support & Training

Institutionalised Research Advocacy

Latest arua news.

University of Glasgow Recognizes Prof. Ernest Aryeetey with Prestigious Honorary Degree

The University of Glasgow has announced honorary degrees to be conferred on distinguished individuals in recognition of their achievement in the fields of politics, arts, science and humanities. Among the recipients, is Prof. Ernest Aryeetey, Secretary-General of the African Research Universities Alliance.

New Africa-Europe Clusters of Research Excellence launched

Press Release: Universities and research organisations across Africa and Europe call for a new framework for cooperation 

ARUA at a Glance: Second Edition 2015-2021

How can we help?

Doctor of philosophy (phd) - education.

Unicaf University (ZM)

The programme will enable students to become efficiently equipped with all the necessary skills and knowledge in order to advance in international educational organisations in public and private sectors and achieve positive results when operating in executive positions.

The Rationale of the programme can be summarized as follows:

At a general level of higher education policy:

• There is a general need for more PhD graduates in Zambia and sub-Saharan Africa and thus a need for more PhD programmes (British Council and DAAD, 2018).
• This PhD programme responds to the stated needs of the ‘Educating Our Future’ policy (Ministry of Education, 2008) for:
• More research to be undertaken within the higher education sector in Zambia.
• Alternative modes of higher education delivery, such as online education, to enhance access and equity in higher education in Zambia.
• Greater access to, and use and access of ICT in higher education in Zambia.

At the level of programmatic content and structure:

• The structured online approach through both taught courses and structured supervision of the dissertation provides a unique self-directed learning experience for the student that differentiates this programme from other programmes offered and promotes a practical application of the learning generated through the programme.
• There is a strong emphasis within the programme on enabling candidates to use the power of research to drive systemic change in their organisations and to realize their leadership potential.

At the level of the candidate students who can access the programme:

• The online nature of the programme facilitates the ability of people in full-time employment to access the programme, while remaining accessible to individuals who wish to be full time students.
• The programme emphasizes sharing of professional experiences with instructors and peers and is particularly relevant to mid-term career and senior professionals.

At the level of Unicaf University competence and expertise:

• Education is an area of expertise that exists within the broader context of Unicaf University expertise in education, social sciences and technology.
• There is the competence and interest to provide candidate students with high quality tutorials and supervision, resulting in a high-quality experience and a high-quality award for our students.

 Aims of the Programme

The aims of the programme are the following:

• Develop a sound understanding of the relevant conceptual and theoretical underpinnings of the student’s chosen area of research within the wider range of education.
• Promote a detailed understanding of applicable techniques for research.
• Create and interpret knowledge through original research.
• Enhance student’s performance as a reflective practitioner and their professional practice.

Objectives of the Programme

The objectives of the programme are to provide a comprehensive and diversified learning programme that is responsive to the education sector, the social and economic needs of the national human resources development. By the end of the programme, students should be able to:

• Drive systemic change in policy making, primary, secondary and tertiary education as emerging educators.
• Pursue positions in academic institutions or academic organisations and be interested in conducting, among others research within the areas of education, education policy, inclusive education and educational leadership.
• Promote inclusive education, quality and equity in education, in line with national policies.
• Support equity -fairness- and equality rather than just equality in education.
• Monitor the study and development of educational policy evaluation and implementation.
• Conduct primary research within the area of education.
• Address educational management inefficiencies.
• Demonstrate the ability to develop a curriculum appropriate to the target level.
• Demonstrate all the necessary skills mandatory for a career in education and in leading academic institutions.

 Programme Learning Outcomes

At the end of the programme, the student will be expected to:

• Practice role as advanced researchers and/or professional practitioners in the area of education.
• Develop a comprehensive, contemporary and advanced knowledge of content, research methods and theoretical context in an area related practice. Through this, students will make an important contribution to knowledge informed by original research and scholarship.
• Apply complex concepts, and develop creative solutions in a creative and adaptive way that will lead to a breakthrough thinking in the field.
• Make informed judgments on complex issues in the field of education, often in the absence of complete data.
• Solve problems through skills in evidence-based decision-making, leading to institutional change.
• Communicate ideas and conclusions clearly and effectively to specialist and non-specialist audience.
• Develop environments of inclusion, transparency and widely shared vision and goals.
• Evaluate their own skills as a leader and the performance of their team(s) and organisation and modify strategies accordingly.
• Critique the mission, process and outcomes of specific learning initiatives through targeted questions.
• Drive innovation through technology-enabled learning formats.
• Apply reflective monitoring skills about work and professional practice.
• Interpret gathered qualitative and quantitative data to assess the status of organisational priorities.
• Produce a culminating dissertation that demonstrates in practice the effective application of educational theories and concepts.

UU-DOC-IND100-ZM

Induction module, description, uu-doc-801-zm, quantitative research methods, uu-doc-802-zm, qualitative research methods, uu-doc-804-zm, uu-doc-803-zm, current issues in research, uu-doc-900-1-zm, dissertation (part 1), uu-doc-900-2-zm, dissertation (part 2), uu-doc-900-3-zm, dissertation (part 3), uu-doc-900-4-zm, dissertation (part 4), uu-doc-995-zm, doctoral dissertation examination, related courses.

Bachelor in Hospitality Management - ZM

- Unicaf University in Zambia

Bachelor in Marketing - ZM

Bachelor of Arts in English Language and Literature - ZM

share this!

April 1, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

fact-checked

trusted source

written by researcher(s)

Africa's Ph.D.s: Study shows how to develop strong graduates who want to make a difference

by Sharon Fonn and Marta Vicente-Crespo, The Conversation

The challenge for universities is to produce graduates who can work with others to produce knowledge and research that can change institutions and societies for the better.

That is the basis on which the Consortium for Advanced Research Training in Africa (Carta) began developing an approach to teaching Ph.D.s 12 years ago. The consortium supports faculty members of public universities and research institutes on the continent who want to pursue a Ph.D. The training covers a range of research methods to ensure graduates value multidisciplinarity. It also includes a focus on stakeholder and community engagement and prepares students for life after their Ph.D. To date 245 fellows have been through the program. So far 160 have graduated.

We are members of the consortium. Since its inception it has run, evaluated, changed and reevaluated its curriculum. A body of evidence has accumulated that suggests its approach has merit.

In a recent paper we set out to understand what impact the program had had on fellows. The survey was part of an evaluation process initiated by the consortium in 2019. There have been several publications about the different interventions that have been implemented as well as reflections on the impact of the program.

In the most recent survey Ph.D. fellows were asked what significant change in themselves they attributed to their experience under the program. They reported changes in their sense of self; worldviews; beliefs about knowledge; their experience of life; behavior; and capacities.

Their responses showed that the training had a positive impact on their lives in three critical ways. It improved their research capacities and their teaching; and it affected how they saw themselves and how they saw and experienced the world.

The findings suggest that it is possible to create a curriculum that can produce excellent graduates committed to making an impact in their worlds.

Approach to teaching

The results of the survey suggest that the consortium has achieved some of the challenges it set out to address. Among these were:

• how to produce graduates with the potential to be researchers and use research to lead change at institutional or societal level, nationally or internationally
• how to teach graduates to have an appreciation of and ability to work in a multidisciplinary way
• how to teach graduates in a way that is value-based and instills a commitment to equity.

In setting up the program, we hypothesized that the way the consortium designed its interventions could be transformational. Transformational learning is described as "a deep shift in perspective during which habits of mind become more open, more permeable, more discriminating, and better justified."

The results of the latest survey suggest that this is indeed the case. Fellows reported a sense of empowerment and responsibility, and an appreciation of who they were in the world and how they might be able to have an impact on it. They viewed themselves as critical thinkers, change agents and committed to passing on their knowledge to the next generation of researchers.

They reported on what they had learnt and reflected on how it was taught to them, and shared examples of how they were applying those same methods to teaching and supervising the next generation.

We concluded in our paper that these positive outcomes were a result of the way in which the consortium developed its approach to teaching.

Those of us who developed the curriculum think that what sets the program apart is that most of our teaching methods are interactive in nature, are participatory and use peer learning. This approach allows us to use the knowledge and skills that our students bring with them.

To give one concrete example of what we do, we make overt how we teach. At the end of a session we reflect on what we have done and how we've done it—we make our pedagogical approach clear to our Ph.D. fellows. There are many more examples of our approach .

Key lessons

The theory of change that the curriculum was developed around includes the assumption that a natural network will arise from developing a critical mass of graduates in each member institution who meet regularly over a number of years and train as cohorts which include people from various disciplines, institutions and countries. That network will support them in fostering change in their home institutions and societies.

We believe that our approach has relevance internationally for those who want to produce multi-potential, multidisciplinary change agents who want to make a positive impact in their worlds.

All curricula are available to adapt and use . We believe this work can be adapted to multiple disciplines and have evidence that this approach—a taught component to all Ph.D. training—is beneficial.

But the institutions in which the graduates are employed have to nurture and value them. They have to create an enabling environment in which graduates can, and want to, stay and work and lead.

Provided by The Conversation

Explore further

Feedback to editors

Hybrid intelligence can reconcile biodiversity and agriculture

7 minutes ago

New technological advance for fast and efficient 3D imaging of objects

22 minutes ago

From negative results to new discoveries in chloroplast biochemistry

23 minutes ago

Altered oceanic crust may contribute to arc magmas

33 minutes ago

Unraveling the behavior of nanoconfined water and ice in extreme conditions

36 minutes ago

Researchers discover the secret of how termites build their giant nests

40 minutes ago

Researchers resolve old mystery of how phages disarm pathogenic bacteria

48 minutes ago

Tropical coral-infecting parasites discovered in cold marine ecosystems

55 minutes ago

Study identifies increased threat to coastlines from concurrent heat waves and sea level rises

Advanced microscopy technique offers a new look inside cells

Relevant physicsforums posts, motivating high school physics students with popcorn physics.

Apr 3, 2024

How is Physics taught without Calculus?

Mar 29, 2024

Why are Physicists so informal with mathematics?

Mar 24, 2024

The changing physics curriculum in 1961

Suggestions for using math puzzles to stimulate my math students.

Mar 21, 2024

The New California Math Framework: Another Step Backwards?

Mar 14, 2024

More from STEM Educators and Teaching

Related Stories

Brief teacher training found to better prepare medical students for patient education and communication

Dec 15, 2023

Researchers propose compulsory climate change teaching in core law curriculum

Jan 24, 2023

Want to solve complex health issues? Train scholars to think across disciplines

Feb 26, 2018

There's a call for a new 'behavior curriculum' in Australian schools. Is that a good idea?

Dec 21, 2023

Pipeline program at medical school boosts primary care residency matches and representation

Aug 8, 2023

Doctors are trained to be kind and empathetic, but a 'hidden curriculum' makes them forget on the job

Dec 13, 2021

Recommended for you

Earth, the sun and a bike wheel: Why your high-school textbook was wrong about the shape of Earth's orbit

Apr 8, 2024

Touchibo, a robot that fosters inclusion in education through touch

Apr 5, 2024

More than money, family and community bonds prep teens for college success: Study

Research reveals significant effects of onscreen instructors during video classes in aiding student learning

Mar 25, 2024

Prestigious journals make it hard for scientists who don't speak English to get published, study finds

Mar 23, 2024

Using Twitter/X to promote research findings found to have little impact on number of citations

Mar 22, 2024

Let us know if there is a problem with our content

Use this form if you have come across a typo, inaccuracy or would like to send an edit request for the content on this page. For general inquiries, please use our contact form . For general feedback, use the public comments section below (please adhere to guidelines ).

Please select the most appropriate category to facilitate processing of your request

Thank you for taking time to provide your feedback to the editors.

Your feedback is important to us. However, we do not guarantee individual replies due to the high volume of messages.

E-mail the story

Your email address is used only to let the recipient know who sent the email. Neither your address nor the recipient's address will be used for any other purpose. The information you enter will appear in your e-mail message and is not retained by Phys.org in any form.

Newsletter sign up

Get weekly and/or daily updates delivered to your inbox. You can unsubscribe at any time and we'll never share your details to third parties.

More information Privacy policy

Donate and enjoy an ad-free experience

We keep our content available to everyone. Consider supporting Science X's mission by getting a premium account.

E-mail newsletter

Fogarty African Bioethics Post-Doctoral Fellowship (FAB-PDF) Program

April 9, 2024 scholarship

Call for Applications

The Johns Hopkins Berman Institute of Bioethics (BI), Makerere University College of Health Sciences (MakCHS) and University of Oxford Ethox Centre (Ethox) invite applications for the  Fogarty African Bioethics Post-Doctoral Fellowship Program (FAB-PDF) –  an  18-month  advanced bioethics postdoctoral training program  for scholars from sub-Saharan Africa who hold a bioethics-related PhD . Funded by the Fogarty International Center, NIH, USA, the program focuses broadly on  global health ethics , with particular opportunities for fellows to concentrate on issues involving  global infectious disease ethics  and  advanced international research ethics . The fellowship will  begin approximately January 13, 2025 .

Opportunities

·       Complete fellowship activities across multiple institutional contexts:

o   4.5 months based at Johns Hopkins in Baltimore, USA

o   1 month based at MakCHS in Kampala, Uganda

o   1 month based at Ethox in Oxford, UK

o   11.5 months based at the postdoctoral fellow’s home institution

·       Access bioethics mentorship, coursework, seminars and scholarly/practice/training networks

·       Conduct individual and international collaborative mentored research and writing

·       Participate in international global health ethics and research ethics conferences

·       Plan and complete a funded global health ethics leadership project

Eligibility

·       Current national of a country in sub-Saharan Africa

·       Completed a bioethics-related PhD or related doctoral research degree, generally within 5 yrs of the fellowship start

Preference will be given to candidates who:

·       Previously completed an NIH Fogarty-sponsored bioethics training (at any level)

·       Previously worked on global health ethics, infectious disease ethics, or international research ethics topics

·       Have strong discipline-appropriate methods training used to conduct bioethics research and writing

·       Have a record of bioethics scholarly publication, presentation, and/or professional service

·       Hold a faculty position in an institution of higher-education in sub-Saharan Africa, or demonstrate institutional commitment to providing such a position

Salary/Benefits

·     Stipend of $4,707 USD/month (pre-tax) to cover accommodations, meals, and incidentals during the months while in residency at BI, MakCHS and Ethox, plus health benefits

·     Airfare, ground transport and visa fees for residency requirements; modest budgets for leadership project, technology and supplies; fee coverage for required courses and conference registration

Applications are due by June 1, 2024, and must be uploaded via  Interfolio ( https://apply.interfolio.com/ 143696 ).  

 Candidates must submit:

·        CV

·        Personal statement  describing: 1) motivation to pursue the fellowship, 2) nature of previous bioethics training, 3) bioethics scholarly research and writing interests, including description of any works in progress that will be completed during the fellowship, and 4) idea(s) for a potential leadership project (nature of the project, how it aligns with local priorities, personal skills that will be advanced, and any relevant preparations)

·        Two (2) letters of recommendation

·        One  (1) letter of institutional commitment , signaling sufficient leave from employment for all fellowship activities, and a commitment to, at minimum, position retention and support in undertaking the leadership project and in integrating bioethics capacity on completion

·        Copies of graduate transcript(s)

For more information, please contact Joseph Ali, JD ( [email protected] ) and/or Nancy E. Kass, ScD ( [email protected] ).

NIH Fogarty International Center Grant # D43TW010512

Application Process

• Post-Doctoral Fellowship

previous Infrastructure Support: Departments Renovations

In short words

MakBRC is a Ugandan registered Not-for-Profit Organization fully owned by Makerere University established within Makerere University College of Health Sciences.

Quick Links

Important links.

Copyright by MakBRC ©2024. All rights reserved.

• Mak Policies
• Privacy Policy
• Back to top

30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

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

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

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

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

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

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.

Skip to Content

Current Students

Interested in more? Search Courses

• Search Input Submit Search

Pardee estate bequest brings total University of Denver giving to $24.5 million

University of denver, for 17 years, the pardee institute for international futures has used data and built tools to analyze our complex world and enhance human well-being..

By Gerald Schorin

Frederick Pardee’s visionary generosity—during his lifetime and, recently, through an estate gift that brought his total giving to just under $25 million—led to the creation of the Pardee Institute for International Futures in DU’s Josef Korbel School of International Studies and the establishment of International Futures (IFs), the leading quantitative model for thinking strategically about global systems.

Growing up in the turbulent World War II era, Pardee received several scholarships to attend college, fueling his dual mission in life: to act philanthropically and to improve the world.

After college, Pardee served in the U.S. Air Force and then worked for many years as an economic analyst. In addition to his work in quantitative modeling and economic analysis, Pardee got involved in real estate investing. He eventually founded a privately held investment and development firm, whose success allowed him to pursue his interest in advancing the human condition through systems and data and become an active philanthropist.

When he met DU professor Barry Hughes, they connected on these shared interests. Hughes had for several years been developing IFs, which combines interconnected models across multiple domains, leveraging historical data to identify and measure trends and forecast

hundreds of variables up to the year 2100 for 188 countries. The model allows researchers and policy makers to simulate how changes in one system led to changes across all others and explore how countries and regions have developed in the past, how they might grow and change in the future, and even hypothesize possible futures based on policy choices.

In 2007, Pardee provided the funding for the Korbel School to establish what was then called the Frederick S. Pardee Center for International Futures, with Hughes serving as founding director. The objective of the Center’s—now Institute’s—work was hosting and further developing Hughes’ IFs model, by then the world's leading forecasting system. Two years later, Pardee helped fund the building of an annex to Ben Cherrington Hall to house additional workspaces, video-conferencing resources and presentation capabilities.

Pardee’s generous contributions over the years led the University of Denver to award him with an honorary PhD in 2013. Pardee passed away in 2022, but his impact on the University and on improving life for millions around the world lives on and will be felt for generations.  

Says Hughes, “Over 20 years, Fred Pardee and I developed a relationship combining friendship and working partnership. His strong and frequently communicated interest was always in ‘improving the human condition,’ an interest that financially and intellectually supported the creation and work of what has now become the Frederick S. Pardee Institute for International Futures. I very much miss the opportunities of further interacting with Fred."

Related Articles

Pardee Center Analyzes Impact of COVID-19 on Global Development

Pardee Center Report Looks Nearly 50 years Into Africa's Future

University of Denver's Pardee Center Shaping Policy Through Research