phd thesis in health economics

The Department of Pharmaceutical and Health Economics (in the School of Pharmacy) offers a program of study leading to the PhD degree in Health Economics. The program focuses on microeconomics; econometrics; health economics and policy; public finance; pharmaceutical economics and policy. The program offers one track in microeconomics and a second track in pharmaceutical economics and policy.

Microeconomics Track

Students in the microeconomics track will complete the microeconomic theory and econometric sequence and course work in health economics. They will receive focused training and mentoring in health economics through collaboration on research projects.

Satisfactory completion of the economic theory sequence with a grade point average of B or higher.

At least one of the econometrics courses must be completed with a grade of B or higher. The courses recommended for fulfilling the requirements for the Microeconomics Track are:

• GSBA 602 Selected Issues in Economic Theory I Units: 3
• PMEP 509 Research Design Units: 4
• ECON 636 Health Economics I Units: 4
• ECON 693 Seminar in Applied Economics and Public Policy Units: 2
• GSBA 612 Selected Issues in Economic Theory II Units: 3
• PMEP 525 Pharmacoeconomics I Units: 4
• PMEP 526 Pharmacoeconomics II Units: 2
• PMEP 535 Behavioral Science and Policy in Healthcare Units: 4
• PMEP 544 Health Economics II Units: 4
• PMEP 547 Programming Methods for Empirical Analysis of Health Data Units: 4
• PMEP 551 Introduction to Health Econometrics Units: 4
• PMEP 552 Advanced Health Econometrics I Units: 4
• PMEP 553 Advanced Health Econometrics II Units: 4
• PMEP 698 Seminar in Pharmaceutical Economics and Policy Units: 1

Additional Requirements

Foreign Language Requirement

There is no formal foreign language requirement. However, competence in the use of one computer programming language is required for the graduate degree. Such competence can be demonstrated either by course work or examination.

Grade Point Average

A grade point average (GPA) of at least 3.0 and typically considerably higher (on a scale of 4.0) must have been achieved on all graduate work at USC for the passing of the screening procedure. The Graduate School requires a minimum GPA of 3.0 on all course work taken as a graduate student at USC.

Unit Requirements

The PhD in Health Economics requires a minimum of 64 units of graduate-level courses numbered 500 or higher (excluding 794) and a minimum of 4 units of 794. A maximum of two full courses (eight units) or their equivalent may be PMEP 790    (research) since directed research will generally be incorporated into most 500- and 600-level courses. Exceptions will be considered on an individual basis. Normally, a full-time graduate student course load is three full courses or their equivalent per semester, with a four-course maximum. Students may transfer and substitute up to 24 units of graduate course work from other universities to fulfill the required 64 units of graduate credit subject to the approval of the department.

Screening Procedure

The student’s progress will be reviewed after each semester and before registration for any additional course work to determine if progress has been satisfactory. The screening procedure will include satisfactory performance on written screening exams covering the major topics covered in the recommended coursework for each track.

Qualifying Exam

Upon successful completion of the first two years of course and grade requirements, and following passing of required screening procedures, the student takes a general written and oral examination on the chosen area of research emphasis after presenting a detailed written dissertation proposal. After passing these examinations, the student is admitted to candidacy for the PhD degree.

The student will select a member of the graduate faculty who will serve as his or her adviser and chair of the student’s qualifying exam committee. The student should consult the director of Graduate Studies for the Health Economics program on the selection of his or her adviser and chair of the PhD qualifying exam committee after taking the written screening examinations. The chairman of the student’s PhD qualifying exam committee advises the student on matters of curriculum and graduate opportunities. The qualifying exam committee is composed of five members. The committee chair and at least two additional members must have appointments in the student’s program. Faculty eligible to serve as committee chairs and members include tenured, tenure-track, and research faculty, teaching faculty, practitioner faculty or clinical faculty (RTPC) faculty. The committee chair and at least three members must be research active in a field relevant to the research thesis and one member of the committee must be tenured or tenure track; and the committee membership requires approval by the dean of the school. Visiting faculty may not serve on qualifying exam committees. The vice provost for graduate programs is an ex officio member of all qualifying exam committees.

The composition of all PhD qualifying exam committees must be approved by the director of Graduate Studies for the Health Economics program. The student must form his or her qualifying exam committee soon after passing the departmental screening procedure.

Dissertation Proposal Preparation

The student is required to register for two units of PMEP 790    and write a research paper on a topic suitable for a dissertation. Typically, the chair of the student’s guidance committee directs this work. The resulting essay becomes part of the student’s written dissertation proposal which constitutes the written portion of the qualifying exam.  This proposal is presented and critiqued during the oral portion of the qualifying examination.

Dissertation

After admission to candidacy, the student forms a dissertation committee comprising three faculty members, one of whom can be from an outside department. The chair of this committee is the dissertation supervisor. The student must register for PMEP 794a   , PMEP 794b   , PMEP 794c   , PMEP 794d   , or PMEP 794z    each semester, excluding summer sessions, until the dissertation and all other degree requirements are completed.

The student is expected to complete a dissertation based on an original investigation. The dissertation must represent a significant contribution to knowledge and must be defended in an oral examination administered by the dissertation committee (see the section on Theses and Dissertations ).

Student Teaching

Teaching experience is considered an integral part of the training of graduate students. As part of the general requirements for the PhD, all students are required to undergo training as an educator. This will include participating in seminars on educational techniques and hands-on teaching experiences through participation in didactic and small group teaching in the School of Pharmacy or the USC Price School of Public Policy.

Seminar Requirements

Every student is recommended to take and satisfactorily complete 4 units of research seminars chosen from ECON 693   , PMEP 698    or the equivalent. At least one of these seminars must be related to the student’s major field, and the same seminar may be taken more than once. Before completing the dissertation, it is recommended that the student present at least one original research paper in a seminar of his or her choice. This paper should typically consist of original results contained in the student’s dissertation.

Three electives at the 500 level or higher from the School of Pharmacy’s Health Economics Program and from the departments of economics, mathematical statistics, biometry, epidemiology, public administration, computer science or other relevant fields are required.

Pharmaceutical Economics and Policy Track

Students in the pharmaceutical economics and policy track will specialize in areas such as cost-effectiveness, comparative effectiveness, drug therapy outcomes and organization of pharmaceutical markets. They will receive focused training and mentoring in pharmaceutical economics and policy through collaboration on research projects.

Satisfactory completion of the pharmaceutical economics and policy sequence with an average grade of B or higher

• PMEP 527 Pharmacoeconomics III Units: 4
• PMEP 539 Economic Assessment of Medical Care Units: 4

The student is required to register for 2 units of PMEP 790    and write a research paper on a topic suitable for a dissertation. Typically, the chair of the student’s guidance committee directs this work. The resulting essay becomes part of the student’s written dissertation proposal, which constitutes the written portion of the qualifying exam. This proposal is presented and critiqued during the oral portion of the qualifying examination.

Every student is recommended to take and satisfactorily complete 4 units of research seminars chosen from PMEP 698    or the equivalent. At least one of these seminars must be related to the student’s major field and the same seminar may be taken more than once. Before completing the dissertation, it is recommended that the student present at least one original research paper in a seminar of his or her choice. This paper should typically consist of original results contained in the student’s dissertation.

A minimum of three electives at the 500 level or higher from the School of Pharmacy’s Pharmaceutical Economics and Policy Program and from the departments of economics, mathematical statistics, biometry, epidemiology, public administration, computer science or other relevant fields are required.

List of Electives

• ECON 401 Mathematical Methods in Economics Units: 4
• ECON 415 Behavioral Economics Units: 4
• ECON 419 Advanced Econometrics Units: 4
• ECON 500 Microeconomic Analysis and Policy Units: 4
• ECON 513 Practice of Econometrics Units: 4
• ECON 601 Microeconomic Theory I Units: 4
• ECON 603 Microeconomic Theory II Units: 4
• ECON 604 Game Theory Units: 4
• ECON 611 Probability and Statistics for Economists Units: 4
• ECON 615 Applied Econometrics Units: 4
• ECON 688 Empirical Industrial Organization Units: 4
• HCDA 506 Foundations of Insurance and Global Access Units: 3
• HCDA 507 Foundations of Product Development and Commercialization Units: 3
• MEDS 500 Basic Concepts in Global Health Units: 4
• PM 510L Principles of Biostatistics Units: 4
• PM 511aL Data Analysis Units: 4
• PM 511bL Data Analysis Units: 4
• PM 511cL Data Analysis Units: 4
• PM 512 Principles of Epidemiology Units: 4
• PM 523 Design of Clinical Studies Units: 3
• PM 536 Program Evaluation and Research Units: 4
• PM 552 Statistical Methods in Clinical Trials Units: 3, 2 years
• PM 560 Statistical Programming With R Units: 2
• PSYC 426 Motivated Behaviors and Addiction Units: 4

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Home > Andrew Young School of Policy Studies > Dissertations > 25

AYSPS Dissertations

Essays in health economics.

Derek Hoodin Follow

Date of Award

Degree type.

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

James Marton

Second Advisor

Michael Pesko

Third Advisor

Rusty Tchernis

Fourth Advisor

Ian McCarthy

This dissertation consists of three chapters, each of which examines a different topic within the sphere the health economics.

In the first chapter, I use unique, proprietary medical practice data from 2019 to investigate the relationship between physicians, various categories of non-physician clinical staff, and other non-labor inputs in the production of patient office visits. Preliminary results suggest that, for some inputs, their marginal productivity has fallen over time. Cross-input elasticities generally match in terms of their historical classification as either compliments or substitutes, although the magnitudes of the elasticities have also fallen over time. One possible interpretation of these results is that medical practices have already adapted to changes in the economic, regulatory, and technological environment in which they practice and have achieved the easy efficiency gains that were once readily available to them.

In the second chapter, I use 17 years of hospital cost report data and a difference-in-differences identification strategy to examine the financial performance and utilization of safety-net hospitals in Massachusetts following the state’s 2006 reform. The results suggest the largest safety-net hospitals experienced a decline in patient revenue because of the reform and may have responded by transferring operations from inpatient facilities to outpatient centers as a cost-cutting maneuver. Other safety-net hospitals, however, did not experience the same decline in patient revenue. Should states need to reduce their supplemental payments to safety-net hospitals as part of national health care reform, these results suggest they should target their remaining funds to their most financially vulnerable safety-net hospitals.

The final chapter, co-authored with James Marton and Benjamin Ukert, evaluates the impact of the Affordable Care Act Medicaid expansion on health insurance coverage, access to care, and self-reported health for individuals with and without chronic conditions. Using five years of post-reform data (2014–2018) from the Behavioral Risk Factor Surveillance System and a difference-in-differences identification strategy, we find that the reform led to improvements in access to care and self-reported health for both groups. Although these improvements are mostly larger in magnitude for individuals with chronic conditions, the differences in magnitude are not statistically significant.

https://doi.org/10.57709/22689133

Recommended Citation

Hoodin, Derek, "Essays in Health Economics." Dissertation, Georgia State University, 2021. doi: https://doi.org/10.57709/22689133

Since September 17, 2021

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MPhil/PhD Health Policy and Health Economics

• Graduate research
• Department of Health Policy
• Application code L4ZC
• Starting 2024
• Home full-time: Closed
• Overseas full-time: Closed
• Location: Houghton Street, London

The MPhil/PhD Health Policy and Health Economics at LSE covers the choice, design, analysis, and evaluation of health and social care policies, institutions and practice in Low-, Middle-, and High-Income settings. This is an interdisciplinary programme, drawing on disciplines relevant to the research topic, and the health-specific and social care-specific application of an array of social sciences.

The programme trains students to undertake research that employs the tools of policy and economic analysis and qualitative and quantitative empirical techniques in order to understand, critically appraise, and evaluate the complexities of health and social care policy and practice in a global context.

You will be exposed to a range of different theoretical frameworks and methodological approaches, and will be expected to learn technical and conceptual skills, so that you will become autonomous in carrying out research in line with your progression, and will demonstrate deep and synoptic understanding of your field of study.

You are expected to take training and transferable skills courses, including the core course in Advanced Health Policy and Health Economics. You can choose other taught courses tailored to your existing academic foundations and research interests, and streamed around health policy or health economics subject areas.

You will become a member of a vibrant and exciting research community, with access to the Department of Health Policy's affiliated research centres and supervision by expert faculty. The long-established and highly regarded research centres affiliated with the Department are:  LSE Health ,  Care Policy and Evaluation Centre at LSE (CPEC) , the  National Institute for Health Research (NIHR)  School of Social Care Research (SSCR), the African Health Observatory , the  European Observatory on Health Systems and Policies , and the  Global Health Initiative (GHI) , with a total of over 70 academic staff based across these centres.

Programme details

For more information about tuition fees and entry requirements, see the 'Fees and funding' and 'Assessing your application' sections.

Entry requirements

Minimum entry requirements for mphil/phd health policy and health economics.

The minimum entry requirement for this programme is a merit (60 per cent and above, or equivalent) in a relevant master's degree.

Competition for places at the School is high. This means that even if you meet our minimum entry requirement, this does not guarantee you an offer of admission. 

If you have studied or are studying outside of the UK then have a look at our  Information for International Students  to find out the entry requirements that apply to you.

Assessing your application

We welcome applications for research programmes that complement the academic interests of members of staff in the Department. Details about the supervisory interests of staff members can be found on the Department of Health Policy’s website . If you share research interests, you are welcome to apply.

Please note that admission to the doctoral programme will not be made by prospective supervisors, but by the Department's PhD Programme Directors: Professor Andrew Street, Dr Mylene Lagarde, Dr Justin Parkhurst and Dr Huseyin Naci. Admission is subject to there being appropriate supervisory expertise and support available in the Department.

What we take into consideration

We carefully consider each application on an individual basis, taking into account all the information presented on your application form, including:

• academic achievement (including existing and pending qualifications with certified transcripts)
• statement of academic purpose
• research proposal of maximum 2,500 words
• writing sample of between 2,500 and 7,000 words. It must be typed in English. If not in English originally, you should translate the piece yourself. If an article, preference is for single-authored; if an essay, preference is for one from your most recent programme of study. The piece of written work is ideally related to your proposed topic of research or more broadly, to the discipline or area for which you are applying.

The above listed guidance is set by the Department of Health Policy and is specific to your application to the MPhil/PhD programme in Health Policy and Health Economics.

You may wish to review  the School's central guidance on supporting documents here . The  main steps of your application  are outlined by the School. You can familiarise yourself with  a range of likely interview questions  ahead of writing your application as well. You may also have to provide evidence of your English proficiency. You do not need to provide this at the time of your application to LSE, but we recommend that you do.  See our English language requirements  for further information. LSE's International Students Visa Advice Team will be able to competently advise on any visa queries you may have.

When to apply

The application deadline for this programme is 23 May 2024,  but it is advantageous to apply well before the deadline. To be considered for any LSE funding opportunity, you must have submitted your application and all supporting documents by the funding deadline. See the fees and funding section for more details.

Fees and funding

Every research student is charged a fee in line with the fee structure for their programme. The fee covers registration and examination fees payable to the School, lectures, classes and individual supervision, lectures given at other colleges under intercollegiate arrangements and, under current arrangements, membership of the Students' Union. It does not cover  living costs  or travel or fieldwork.

Tuition fees 2024/25 for MPhil/PhD Health Policy and Health Economics

Home students: £4,829 for the first year (provisional) Overseas students: £22,632 for the first year

The fee is likely to rise over subsequent years of the programme. The School charges research students in line with the level of fee that Research Councils recommend. The fees for overseas students are likely to rise in line with the assumed percentage increase in pay costs (ie, 4 per cent per annum).

The Table of Fees shows the latest tuition amounts for all programmes offered by the School.

The amount of tuition fees you will need to pay and any financial support you are eligible for will depend on whether you are classified as a home or overseas student - otherwise known as your fee status. LSE assesses your fee status based on guidelines provided by the Department of Education.

Further information about fee status classification.

Scholarships, studentships and other funding

The School recognises that the  cost of living in London  may be higher than in your home town or country, and therefore provide generous scholarships each year to home and overseas students.

This programme is currently eligible for LSE PhD Studentships , and  Economic and Social Research Council (ESRC) funding . Selection for the Studentships is based on receipt of an application for a place - including all ancillary document, before the relevant funding deadline. Students that hold LSE PhD Studentships will be expected to contribute to the teaching in the Department of Health Policy.

Funding deadline for the first round of LSE PhD Studentships and ESRC funding: 15 January 2024 Funding deadline for the second round of LSE PhD Studentships: 25 April 2024

In addition to our needs-based awards, LSE also makes available scholarships for students from specific regions of the world and awards for students studying specific subject areas.  Find out more about financial support. Office of Health Economics (OHE) Studentship  

This programme is also currently eligible for a studentship funded by the  Office of Health Economics  (OHE). For further details, please  see here .

Funding deadline for OHE studentship: 25 April 2024 Care Policy and Evaluation Centre (CPEC) Studentship 

The Care Policy and Evaluation Centre (CPEC) affiliated to the Department of Health Policy is currently recruiting for two full-time MPhil/PhD studentships, with a start date of October 2024.  

The Centre hosts the NIHR Policy Research Unit in Adult Social Care (ASCRU) and is a partner in the NIHR Policy Research Unit in Economics of Social and Health Care (ESHCRU). New 5-year programmes of work will start in both Units from January 2024.   

For further details, please see here .  

Funding deadline for CPEC studentship: 28 February 2024 

External funding 

There may be other funding opportunities available through other organisations or governments and we recommend you investigate these options as well. For example:

• Wellcome Trust
• Health Foundation
• Commonwealth Fund

Further information

Fees and funding opportunities

Information for international students

LSE is an international community, with over 140 nationalities represented amongst its student body. We celebrate this diversity through everything we do.  

If you are applying to LSE from outside of the UK then take a look at our Information for International students . 

1) Take a note of the UK qualifications we require for your programme of interest (found in the ‘Entry requirements’ section of this page). 

2) Go to the International Students section of our website. 

3) Select your country. 

4) Select ‘Graduate entry requirements’ and scroll until you arrive at the information about your local/national qualification. Compare the stated UK entry requirements listed on this page with the local/national entry requirement listed on your country specific page.

Programme structure and courses

The programme is based around a set of taught courses which provide you with the skill set necessary to undertake your research in your chosen thesis area. In the first year, you will register initially for the MPhil programme, and undertake specific training in research methods as required. In subsequent years, you will continue your research under the guidance of your supervisors, participate in seminars and present your work.

Throughout the programme, you also have the option of taking relevant courses provided by the PhD Academy, and offered by other academic departments, after discussion with your supervisor/s. The preference is for students to select from the courses offered by the Department of Health Policy or the Department of Methodology. However, courses from other departments may be taken, subject to the approval of the supervisor/s and that of the hosting departments. 

Advanced Health Policy and Health Economics The PhD programme will be centred around this core course. Alongside a set of traditional and bespoke lectures, the course includes a series of seminars given by faculty in the Department of Health Policy and external speakers, thereby guaranteeing exposure to different materials, research areas, and theoretical and analytical techniques. The course will provide you with insights into the breadth of work in the areas of health and social care policy and health economics, and will act as a supportive critical forum for discussion of each PhD student's work-in-progress. The course features a journal club where key articles are critically appraised. In the second and third years of enrolment, full-time students will be required to participate in work-in-progress seminars where students present work relating to their theses and contribute fully to discussions on their colleagues' work, and will be encouraged to attend external conferences.

Optional courses to the value of one unit

Second year

Advanced Health Policy and Health Economics See above

Fourth year

For the most up-to-date list of optional courses please visit the relevant School Calendar page .

You must note, however, that while care has been taken to ensure that this information is up to date and correct, a change of circumstances since publication may cause the School to change, suspend or withdraw a course or programme of study, or change the fees that apply to it. The School will always notify the affected parties as early as practicably possible and propose any viable and relevant alternative options. Note that the School will neither be liable for information that after publication becomes inaccurate or irrelevant, nor for changing, suspending or withdrawing a course or programme of study due to events outside of its control, which includes but is not limited to a lack of demand for a course or programme of study, industrial action, fire, flood or other environmental or physical damage to premises.  

You must also note that places are limited on some courses and/or subject to specific entry requirements. The School cannot therefore guarantee you a place. Please note that changes to programmes and courses can sometimes occur after you have accepted your offer of a place. These changes are normally made in light of developments in the discipline or path-breaking research, or on the basis of student feedback. Changes can take the form of altered course content, teaching formats or assessment modes. Any such changes are intended to enhance the student learning experience. You should visit the School’s  Calendar , or contact the relevant academic department for information on the availability and/or content of courses and programmes of study. Certain substantive changes will be listed on the  updated graduate course and programme information page.

Supervision and progression

Supervision.

You will have a Supervisory Team, consisting of a primary and one or two secondary Supervisors. It is a requirement that at least one of the Supervisory Team is a member of the Department’s teaching faculty.

The primary supervisor will be based in the Department of Health Policy, encompassing the affiliated research centres and units: LSE Health, the Personal Social Services Research Unit (PSSRU at LSE), the National Institute for Health Research School for Social Care Research (NIHR SSCR) and the European Observatory on Health Systems and Policies.

The role of primary supervisor is to help define the area of research, advise on sources, choice of materials and methods, and advise on attendance at courses and seminars. Later on, the primary supervisor will discuss the preparation and writing of the student's thesis. This supervisor will also attend to administrative matters, including the annual progress reviews, appointment of examiners, and arrangements for examinations.

The secondary supervisor is likely to be based in the Department of Health Policy, or may be based in another department at LSE. The secondary supervisor's role involves keeping in touch with the student's work, providing additional specialist inputs from time to time, contributing second opinion in the face of difficult choices, and stepping in for the primary supervisor in case of absence or illness.

Progression and assessment

You are required to undertake Major Review (also known as the Upgrade) in the Spring Term of your first year. Following Major Review, a decision is taken whether to upgrade you from MPhil to the PhD programme. In order to earn the upgrade, you need to meet a number of criteria, including achieving a certain grade in taught courses, submitting a 5,000-word thesis document detailing your thesis proposal.

For students who successfully upgrade to PhD enrolment, there will be another review in second and third year of full-time study. Students will need to meet specific criteria to progress to each following year.

Student support and resources

We’re here to help and support you throughout your time at LSE, whether you need help with your academic studies, support with your welfare and wellbeing or simply to develop on a personal and professional level.

Whatever your query, big or small, there are a range of people you can speak to who will be happy to help.  

Department librarians   – they will be able to help you navigate the library and maximise its resources during your studies. 

Accommodation service  – they can offer advice on living in halls and offer guidance on private accommodation related queries.

Class teachers and seminar leaders  – they will be able to assist with queries relating to specific courses. 

Disability and Wellbeing Service  – they are experts in long-term health conditions, sensory impairments, mental health and specific learning difficulties. They offer confidential and free services such as  student counselling,  a  peer support scheme  and arranging  exam adjustments.  They run groups and workshops.  

IT help  – support is available 24 hours a day to assist with all your technology queries.   

LSE Faith Centre  – this is home to LSE's diverse religious activities and transformational interfaith leadership programmes, as well as a space for worship, prayer and quiet reflection. It includes Islamic prayer rooms and a main space for worship. It is also a space for wellbeing classes on campus and is open to all students and staff from all faiths and none.   

Language Centre  – the Centre specialises in offering language courses targeted to the needs of students and practitioners in the social sciences. We offer pre-course English for Academic Purposes programmes; English language support during your studies; modern language courses in nine languages; proofreading, translation and document authentication; and language learning community activities.

LSE Careers  ­ – with the help of LSE Careers, you can make the most of the opportunities that London has to offer. Whatever your career plans, LSE Careers will work with you, connecting you to opportunities and experiences from internships and volunteering to networking events and employer and alumni insights. 

LSE Library   –   founded in 1896, the British Library of Political and Economic Science is the major international library of the social sciences. It stays open late, has lots of excellent resources and is a great place to study. As an LSE student, you’ll have access to a number of other academic libraries in Greater London and nationwide. 

LSE LIFE  – this is where you should go to develop skills you’ll use as a student and beyond. The centre runs talks and workshops on skills you’ll find useful in the classroom; offers one-to-one sessions with study advisers who can help you with reading, making notes, writing, research and exam revision; and provides drop-in sessions for academic and personal support. (See ‘Teaching and assessment’). 

LSE Students’ Union (LSESU)  – they offer academic, personal and financial advice and funding.  

PhD Academy   – this is available for PhD students, wherever they are, to take part in interdisciplinary events and other professional development activities and access all the services related to their registration. 

Sardinia House Dental Practice   – this   offers discounted private dental services to LSE students.  

St Philips Medical Centre  – based in Pethwick-Lawrence House, the Centre provides NHS Primary Care services to registered patients.

Student Services Centre  – our staff here can answer general queries and can point you in the direction of other LSE services.  

Student advisers   – we have a  Deputy Head of Student Services (Advice and Policy)  and an  Adviser to Women Students  who can help with academic and pastoral matters.

Student life

As a student at LSE you’ll be based at our central London campus. Find out what our campus and London have to offer you on academic, social and career perspective. 

Student societies and activities

Your time at LSE is not just about studying, there are plenty of ways to get involved in  extracurricular activities . From joining one of over 200 societies, or starting your own society, to volunteering for a local charity, or attending a public lecture by a world-leading figure, there is a lot to choose from. 

The campus 

LSE is based on one  campus  in the centre of London. Despite the busy feel of the surrounding area, many of the streets around campus are pedestrianised, meaning the campus feels like a real community. 

Life in London 

London is an exciting, vibrant and colourful city. It's also an academic city, with more than 400,000 university students. Whatever your interests or appetite you will find something to suit your palate and pocket in this truly international capital. Make the most of career opportunities and social activities, theatre, museums, music and more. 

Want to find out more? Read why we think  London is a fantastic student city , find out about  key sights, places and experiences for new Londoners . Don't fear, London doesn't have to be super expensive: hear about  London on a budget . 

Quick Careers Facts for the Department of Health Policy

Median salary of our PG students 15 months after graduating: £38,000          

Top 5 sectors our students work in:

• Health and Social Care  
• Education, Teaching and Research            
• FMCG, Manufacturing and Retail              
• Government, Public Sector and Policy   
• Consultancy

The data was collected as part of the Graduate Outcomes survey, which is administered by the Higher Education Statistics Agency (HESA). Graduates from 2020-21 were the fourth group to be asked to respond to Graduate Outcomes. Median salaries are calculated for respondents who are paid in UK pounds sterling and who were working in full-time employment.

Recent doctoral graduates who were supervised by staff in the Department of Health Policy went on to be employed in international organisations such as the WHO, IMF, World Bank, European Union, OECD, African Development Bank, Asian Development Bank, and the United Nations. Some joined national and regional Ministries of Health, the English NHS - and others went on to work with consultancy firms, pharmaceutical companies, and think tanks such as The King's Fund and the Health Foundation.

Further information on graduate destinations for this programme

Support for your career

Alongside leading organisations' career presentations and events, LSE Careers also offers  resources and bespoke advice to assist PhD students with their career progression within or outside of academia. 

If you have any questions about the programme, please contact:  [email protected] .

Find out more about LSE

Discover more about being an LSE student - meet us in a city near you, visit our campus or experience LSE from home. 

Experience LSE from home

Webinars, videos, student blogs and student video diaries will help you gain an insight into what it's like to study at LSE for those that aren't able to make it to our campus.  Experience LSE from home . 

Come on a guided campus tour, attend an undergraduate open day, drop into our office or go on a self-guided tour.  Find out about opportunities to visit LSE . 

LSE visits you

Student Marketing, Recruitment and Study Abroad travels throughout the UK and around the world to meet with prospective students. We visit schools, attend education fairs and also hold Destination LSE events: pre-departure events for offer holders.  Find details on LSE's upcoming visits . 

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CHE will fund studentships in one or more of the following eight topic areas:

Supervisors: Andrea Manca , Noemi Kreif 

Summary: Patient-level real-world data (RWD) can be analysed to complement (even substitute, unavailable) randomised controlled trial (RCT) evidence and are increasingly used to inform licensing and reimbursement decisions concerning novel healthcare technologies. Recent advances in causal inference methodology and changes in the regulatory landscape mean that RWD can now be used to answer a broad range of questions of relevance to patients, clinicians and policy makers. Examples include how to (a) assess the generalisability and transportability of RCT evidence to routine clinical practice; (b) evaluate dynamic treatment regimens; (c) estimate individualised treatment effects. This PhD aims to integrate modern causal inference (e.g. g-computation and targeted maximum likelihood estimation) and economic evaluation methods to enhance their contribution to HTA decision making. The candidate will learn how to analyse RWD and derive relevant parameters to answer questions such as those highlighted in (a) to (c) above and use them to inform cost-effectiveness analysis. The project is embedded within the Economics of Stratified, Personalised and Precision Medicine research programme at CHE and the student will benefit from exposure to relevant ideas and methods used in our portfolio of projects. We also expect opportunities for wider interactions with colleagues working on policy and programme evaluation.

Supervisors:   Dina Jankovic , Marta Soares , Simon Walker

Over recent years there has been growing pressure on health systems to improve their efficiency. This situation has been further exacerbated by the COVID-19 pandemic, where the increased strain on health systems has resulted in reduced capacity and longer waiting times. Policies and interventions are needed to help improve the capacity and efficiency of health systems. These could include, for example, alternative stratification approaches to prioritize certain patient groups, technological solutions (e.g. use of triage systems for reducing waiting times), increased staffing or task shifting. To help inform decision-making, evidence on the resource requirements, costs, benefits and impacts on population health of the alternative policies is required. Economic evaluation provides a framework for helping to inform the decisions.However, standard approaches may not be appropriate for the evaluation of the policies targeting improving health system delivery. For example, they do not reflect multiple constraints on care (financial and non-financial) or interdependence of the different components of the system. As a result, novel approaches to economic evaluation bringing in insights from other fields, such as operational research, should be considered so that evidence on the impacts on population health can be generated. The aim of this PhD is to develop approaches to the economic evaluation of policies and interventions to improve the capacity and efficiency of health systems. The PhD could focus on a range of topics within this broad area including: evaluation of different policies in a specific setting, advancing the methods for modelling health systems for the purpose of economic evaluation, advancing the methods for characterising uncertainty and generalisability in health system models.

Supervisors:  Marta Soares , David Glyn  

Medical developments are increasingly made using advanced computation, including artificial intelligence methods, modelling and simulation. An important advancement in this area relates to in-silico clinical trials (ISTs), trials performed on cohorts of virtual patients using individualised computer simulations. A recently published exemplar is the FD-PASS study [https://doi.org/10.1038/s41467-021-23998-w], that evaluated flow diverters (a medical device) in the treatment of unruptured intracranial aneurysms. This work showed that the in silico replicated the results of in vivo randomised controlled trials, and even offered additional information about populations more likely to experience device failure. By contributing with evidence on the effectiveness of health care technologies, ISTs have the potential to replace/augment the current in vivo clinical research portfolio, and even extend it, for example, by examining treatment effects over a range of patient subgroups. This may have a number of implications for Health Technology Assessment (HTA), including early HTA supporting Research and Development (R&D). For example, ISTs could be used alongside early modelling to optimise product development and support the design of in-vivo clinical research, generating better-targeted, higher value products and ensuring a higher chance of success for clinical research. ISTs could also be used as evidence within HTA assessments supporting Regulation and Reimbursement (R&R), accelerating patients’ access to innovative technologies. ISTs therefore have the potential to be transformative to HTA policy and practice but to date there has been no research exploring the expected economic and societal value of these studies within an HTA framework. This PhD aims to use decision modelling to start developing this area, exploring methodological aspects of relevance to ISTs, including the need to reflect judgements over the validity of these studies explicitly as decision uncertainty.

Supervisors:  Marta Soares , Pedro Saramago , Dina Jankovic  

Closely after obtaining regulatory license for particular indications, health technologies are typically appraised by health systems for clinical and economic value in a particular indication, to support funding decisions. This is called Health Technology Assessment (HTA). Standard practice is that the evidence supporting HTA is product- and indication-specific, with the main source being the clinical trial that supported the regulatory approval process. By focussing on a product in a particular indication, HTA appraisals are often subjected to a high level of evidential uncertainty on final endpoints, even where considerable evidence exists i) on the same technology for other indications (multi-indication context), or ii) on similar technologies (e.g. of the same therapeutic class) within the same indication. An MRC funded project, starting in July 2022, will explore evidence synthesis approaches to make better use of evidence across, as well as within, indications in oncology. This implies the sharing of information across indications, which would reduce decision uncertainty across the existing indications and providing more realistic predictions of the value of the oncology drug in future indications. An important component of this MRC work will be to develop methods for the formal elicitation of the judgment of clinical experts to support multi-indication HTA. The PhD studentship on offer here will aim to extend the methods development beyond that of the MRC project which specifically looks at multi-indication oncology drugs. The PhD could focus on exploring the plausibility, and value, of considering exchangeability of evidence i) across products, for example, in informing the extrapolations required for determining the value of advanced medical products like CAR-T technologies [https://doi.org/10.3310/hta21070]; ii) for non-indication specific, non-therapeutic technologies such as Multi-Cancer Early Detection (MCED) tests, or iii) for site-agnostic products, for which decision making is not indication-specific and present an evidence-base built on multi-indication basket trials [https://doi.org/10.3310/hta25760]. This is likely to require a focus on evidence synthesis methods and/or expert elicitation methods, and the integration of methods development in these areas with decision modelling.

Supervisors: Martin Chalkley , Nils Gutacker , Luigi Siciliani  

Patients with complex needs receive health and social care from several providers such as general practitioners, hospitals, and care homes. These providers often work independently and without strong coordination, which may lead to inefficiencies and sub-optimal patient outcomes. To encourage more integrated care, decisionmakers in the UK and internationally have begun to implement episodic or bundled payments that cover the entire patient care pathway. However, the properties and design of such incentive payments has received limited attention in the health economics literature so far. This PhD thesis will investigate the effectiveness and cost-effectiveness of payment schemes that encourage integrated care. The student will apply advanced econometric methods for programme evaluation to micro-level health care data from the English NHS. There is also scope to develop contract theory applied to integrated care arrangements that incentivise better health outcomes, efficient and cost-effective use of resources, and encourages team effort across providers.

Supervisors:  Nils Gutacker , Noemi Kreif , Simon Walker

Supervisors: Martin Chalkley , Rita Santos , Peter Sivey

Emergency care is an important part of the National Health Service. In England, emergency care is provided by a network of providers differentiated by specialty, levels of capacity and expertise, from major Accident and Emergency (A&E) departments to Children’s Emergency departments, Minor Injury Units, Urgent Care Centres, Older Persons Rapid Access Clinics, and Walk-in Centres. These alternative services differ by their staffing (eg led by emergency medicine consultants, general practitioners, or nurses), specialism (general or specialised on particular patients such as children or the elderly) and in their ability to respond to life-threatening emergencies. There is a lack of evidence on how these services complement each other or substitute for each other in local areas where other factors such as travel distance, waiting times and the availability of general practitioner services and other NHS services also impact on demand. This PhD thesis will use econometric analysis underpinned by economic theory to study the impact of changes in the composition of the emergency services network in local areas on the volume and casemix of attendances to major A&E departments. For example, in an area where a local hospital has had its emergency services changed from a major A&E Department to a minor injury unit, how does this affect the patient casemix at other nearby A&E departments?

Supervisors: Susan Griffin , Sumit Mazumdar

Abstract: Noncommunicable diseases (NCDs) pose a growing challenge for lower- and middle-income countries (LMICs), which already suffer a disproportionate number of global cases of NCDs. Globally, NCDs cause 71% of all deaths, of which 77% (31.4 million) occur in LMICs. Simultaneously, LMICs are facing a disease burden transition. The shifts caused by growing economic prosperity such as urbanization, demographic transitions, and globalization are catalysts of NCD growth. Likewise, the growing NCD burden is likely to impede progress in poverty reduction in LMICs, where individuals face underprepared health systems and low financial protection from medical costs. In addition, the financial impact and disease burden of NCDs are both regressive, with the poor disproportionately affected. While determinants of the rates of NCDs are complex, the major risk factors and immediate determinants are behavioural: tobacco use, physical inactivity, the harmful use of alcohol and unhealthy diets. Evidence suggests behaviour change interventions could offer scalable, low-cost solutions in low-capacity settings. However, there is insufficient evidence on the determinants of unhealthy habits in these settings and on the effectiveness of different interventions seeking to encourage healthy behaviours. In this PhD project, we seek a candidate to contribute to this evidence base, using quantitative analysis methods to evaluate the determinants of healthy behaviours with relevance to chronic disease and analysing the effectiveness of possible interventions.

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Are you a UK or International Student?

Make a difference to the development of healthcare interventions, key course details, course overview.

Start dates: 1st October, 1st January, 1st April, 1st July.

Health economics is at the core of innovation, health technology assessment, prioritisation and programme budgeting within the UK NHS and worldwide. A PhD or MPhil in Health Economics at the Swansea Centre for Health Economics (SCHE) offers an outstanding opportunity to make an original contribution to the development and application of health economics and outcome research to real-life issues in healthcare delivery and policy.

Offering flexibility through a wholly research-based mode of study, our MSc by Research in Health Economics course is perfect for those looking to balance work, life and study commitments

You will develop skills in core health economic methods and analysis to design and deliver your own research project, supported by a tailor-made programme of supervision and training. This can include developing knowledge and skills in aspects of the use of epidemiology, quantitative research and routine data analysis as well as applying health economic analysis as part of health technology assessment, public health and evaluation of health and social care interventions and services.  We also offer particular expertise in the area of prioritisation and in the design, use and interpretation of patient-reported outcomes.

As a student at the School of Health and Social Care, you will benefit from a dynamic and supportive research environment with many opportunities to make connections across disciplines and develop links with organisations and policymakers both in the UK and abroad. As such, you can be confident that your research will inform and be informed by the wider health and social care environment.

According to the most recent Research Excellence Framework in 2014-2021, over 75% of the research carried out at the college was of international or world-leading quality.

You will be joining a university that was named ‘University of the Year’ and ‘Postgraduate’ runner up in the What Uni Student Choice Awards 2019.

Entry Requirements

Qualifications MPhil:  Applicants for MPhil must normally hold an undergraduate degree at 2.1 level (or Non-UK equivalent as defined by Swansea University). See -  Country-specific Information for European Applicants 2019  and  Country-specific Information for International Applicants 2019 .

PhD : Applicants for PhD must normally hold an undergraduate degree at 2.1 level and a master’s degree. Alternatively, applicants with a UK first class honours degree (or Non-UK equivalent as defined by Swansea University) not holding a master’s degree, will be considered on an individual basis.  See -  Country-specific Information for European Applicants 2019  and  Country-specific Information for International Applicants 2019 . 

English Language IELTS 6.5 Overall (with no individual component below 6.5) or Swansea University recognised equivalent.  Full details of our English Language policy, including certificate time validity, can be found here.

As well as academic qualifications, Admissions decisions may be based on other factors, including (but not limited to): the standard of the research synopsis/proposal, performance at interview, intensity of competition for limited places, and relevant professional experience.

Reference Requirement

As standard, two references are required before we can progress applications to the College/School research programme Admissions Tutor for consideration.

Applications received without two references attached are placed on hold, pending receipt of the outstanding reference(s). Please note that any protracted delay in receiving the outstanding reference(s) may result in the need to defer your application to a later potential start point/entry month, than what you initially listed as your preferred start option.

You may wish to consider contacting your referee(s) to assist in the process of obtaining the outstanding reference(s) or alternatively, hold submission of application until references are sourced. Please note that it is not the responsibility of the University Admissions Office to obtain missing reference(s) after our initial email is sent to your nominated referee(s), requesting a reference(s) on your behalf.

The reference can take the form of a letter on official headed paper, or via the University’s standard reference form. Click this link to download the university reference form .

Alternatively, referees can email a reference from their employment email account, please note that references received via private email accounts, (i.e. Hotmail, Yahoo, Gmail) cannot be accepted.

References can be submitted to [email protected] .

How you are Supervised

Current and recent theses in health economics, supervised by our experienced team at Swansea Centre for Health Economics, include:

• An investigation of trends in opioid prescribing and associated resource utilisation in Wales using a large routine dataset
• Barriers and facilitators of cancer rehabilitation services and support in Wales with focus on patient experience and cost-consequences
• The extent to which cell salvage can support patient blood management
• Healthcare priority setting and disinvestment in the context of prudent healthcare
• Divergence from the optimal care pathway for patients with chronic obstructive pulmonary disease
• Value based health care: Patient and Citizen values and how they relate to the evaluation of technologies to educate people with cancer
• Time driven activity based costing: testing and developing a financial approach for practical application in the NHS
• Evaluation of the effectiveness and cost-effectiveness of a clinical pharmacist-led intervention for secondary prevention of cardiovascular diseases in Saudi Arabia

Academic staff supervising theses in these areas:

• Dr Pippa Anderson
• Professor Deborah Fitzsimmons
• Dr Mari Jones 
• Professor Ceri Phillips 
• Dr Bernadette Sewell

Welsh Provision

Tuition fees, ph.d. 3 year full time, ph.d. 6 year part time, msc by research 1 year full time, msc by research 2 year part time, m.phil 2 year full time, m.phil 4 year part time.

Tuition fees for years of study after your first year are subject to an increase of 3%.

You can find further information of your fee costs on our tuition fees page .

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page .

International students and part-time study: It may be possible for some students to study part-time under the Student Visa route. However, this is dependent on factors relating to the course and your individual situation. It may also be possible to study with us if you are already in the UK under a different visa category (e.g. Tier 1 or 2, PBS Dependant, ILR etc.). Please visit the University information on Visas and Immigration for further guidance and support.

Current students: You can find further information of your fee costs on our tuition fees page .

Funding and Scholarships

You may be eligible for funding to help support your study.

Government funding is now available for Welsh, English and EU students starting eligible postgraduate research programmes at Swansea University. To find out more, please visit our postgraduate loans page.

To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page.

Academi Hywel Teifi at Swansea University and the Coleg Cymraeg Cenedlaethol offer a number of generous scholarships and bursaries for students who wish to study through the medium of Welsh or bilingually. For further information about the opportunities available to you, visit the Academi Hywel Teifi Scholarships and Bursaries page.

Additional Costs

Access to your own digital device/the appropriate IT kit will be essential during your time studying at Swansea University. Access to wifi in your accommodation will also be essential to allow you to fully engage with your programme. See our dedicated webpages for further guidance on suitable devices to purchase, and for a full guide on getting your device set up .

You may face additional costs while at university, including (but not limited to):

• Travel to and from campus
• Printing, photocopying, binding, stationery and equipment costs (e.g. USB sticks)
• Purchase of books or texts
• Gowns for graduation ceremonies

How to Apply

Details of the application process for research degrees are available  here , and you can apply online and track your application status at  www.swansea.ac.uk/applyonline .  As part of your application you should include a research proposal outlining your proposed topic of study.  Guidance on writing a research proposal is also  available .

You can expect to be interviewed following your application to discuss your topic of research and to demonstrate the necessary level of commitment to your studies and training.

It is advisable that you contact us at [email protected]  before submitting your application. This will ensure we can identify appropriate supervisors, and work with you to refine your proposal.

If you're an international student, find out more about applying for this course at our  international student web pages 

Suggested Application Timings

In order to allow sufficient time for consideration of your application by an academic, for potential offer conditions to be met and travel / relocation, we recommend that applications are made before the dates outlined below. Please note that applications can still be submitted outside of the suggested dates below but there is the potential that your application/potential offer may need to be moved to the next appropriate intake window.

October Enrolment

UK Applicants – 15th August

EU/International applicants – 15th July

January Enrolment

UK applicants – 15th November

EU/International applicants – 15th October

April Enrolment

UK applicants – 15th February

EU/International applicants – 15th January

July Enrolment

UK applicants – 15th May

EU/International applicants – 15th April

EU students - visa and immigration information is available and will be regularly updated on our information for EU students page.

The Swansea Centre for Health Economics (SCHE), as part of the School of Health and Social Care, offers extensive experience and outstanding support to successfully complete your research project. This includes established links to industry and access to many different facilities, expertise and further equipment at organisations that we work closely with, such as the NHS, Health Boards and Trusts, Social Care or Health Technology Assessment agencies (e.g. the All Wales Medicines strategy Group and Health Technology Wales). 

Research Networks

As well as being immersed in the vibrant research community of the school and its research groups, you will also be able to access wider support and advice through the research networks our staff are involved in. SCHE is part of the  Welsh Health Economics Support Service which provides a community of health economic researchers across Wales. Furthermore, as a research student you will be part of the Welsh Health Economics Group which meets during a two-day conference on an annual basis.

This provides a fantastic opportunity to network with other students, researchers and academics working in the discipline and to gain experience of presenting your work.  You can also engage in the wider health and social care research community with close links to other research centres and units such as the Centre for Ageing and Dementia Research (CADR), Wales Centre for Primary and Emergency Care Research (PRIME), Diabetes Research Unit Cymru and Clinical Trials Units based at Cardiff and Swansea University.  We work closely with other academic groups across the UK on a variety of projects and are members of the Asthma UK Centre for Applied Research.

Who should consider a PhD, MPhil or MSc by Research in Health Economics?

Consider a PhD, MPhil or MSc by Research in Health Economics if you:

• Have a keen interest in economic principles, health policy, health technology assessment and priority setting
• Wish to use health economic methods to address original questions which impact on delivery of healthcare and policy and have the potential to benefit the healthcare system and its patients
• Aspire to develop knowledge and skills in this specific area of social science and health services research
• Want to develop in-depth and advanced skills in methodology and analysis to address real-world questions
• Are not afraid of numbers, large datasets or statistics
• Wish to be a part of a thriving, innovative and friendly research community
• Aim to be well prepared for a future career in research, academia and the private sector

Research Student Testimonial

Abdulaziz Altowaijri completed his research into the benefits of clinical pharmacist services involved in the care of patients with cardiovascular disease in an inpatient setting, supervised by Prof. Ceri Phillips and Prof. Deb Fitzsimmons.

Aziz investigated the efficacy and cost-effectiveness of this service by using health technology assessment methods. When interviewed about his PhD experience, he told us:

“I really enjoyed the whole process. Of course, I also faced difficulties, especially during data collection and write-up.  However, with the invaluable and friendly support of my supervisory team, I managed to complete all my tasks within time and was well-prepared for my viva examination.

My training and experiences during my PhD studies prepared me well for my future research career and provided me with expertise on how to conduct robust and well-designed research and health economic evaluations. Furthermore, by studying at PhD level I broadened my horizon, built up my skills and confidence and made friends for life.”

PhD Programme Specification

This Programme Specification refers to the current academic year and provides indicative content for information. The University will seek to deliver each course in accordance with the descriptions set out in the relevant course web pages at the time of application. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision , either before or after enrolment.

Programme Summary 

This PhD in Health Economics at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 100,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The PhD is examined following an oral examination of the thesis (a viva voce examination or viva voce). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. There may also be opportunities to develop your teaching skills through undergraduate tutorials, demonstrations and seminars.

Programme Aims

This PhD programme will provide doctoral researchers with:

• The opportunity to conduct high quality postgraduate research in a world leading research environment.
• Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis.
• Advanced critical thinking, intellectual curiosity and independent judgement.

Programme Structure

The programme comprises three key elements:

• Entry and confirmation of candidature
• Main body of research
• Thesis and viva voce

The programme comprises of the undertaking of an original research project of 3 years duration full time (6 years duration part time). Doctoral researchers may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Doctoral researchers for the PhD in Health Economics are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 100,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination (viva voce).

Doctoral Researcher Supervision and Support

Doctoral researchers will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the doctoral research journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the  doctoral researcher to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre). 

Programme Learning Outcomes

Upon successful completion of this programme,  doctoral researchers should be able to:

Knowledge & Understanding

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of research through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship. 
• Disseminate new knowledge gained through original research or other advanced scholarship via high quality peer reviewed publications within the discipline.
• Apply research skills and subject theory to the practice of research.
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised. 

Attitudes and values

• Conceptualise, design and implement a project aimed at the generation of new knowledge or applications within Health Economics.
• Make informed judgements on complex issues in the field of Health Economics, often in the absence of complete data and defend those judgements to an appropriate audience.
• Apply sound ethical principles to research, with due regard for the integrity of persons and in accordance with professional codes of conduct.
• Demonstrate self-awareness of individual and cultural diversity, and the reciprocal impact in social interaction between self and others when conducting research involving people.

Research Skills

• Respond appropriately to unforeseen problems in project design by making suitable amendments.
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media and events, including conference presentations, seminars and workshops.
• Correctly select, interpret and apply relevant techniques for research and advanced academic enquiry.
• Develop the networks and foundations for on-going research and development within the discipline.
• Implement  advanced research skills to a substantial degree of independence.
• Locate information and apply it to research practice.

Skills and Competencies

• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Progression Monitoring

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the Doctoral researcher is expected to meet regularly with their supervisors, and at most meetings it is likely that the doctoral researcher’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the doctoral researcher’s progress is discussed and formally recorded on the on-line system.  

Learning Development  

The University offers training and development for Doctoral Researchers and supervisors ( https://www.swansea.ac.uk/research/undertake-research-with-us/postgraduate-research/training-and-skills-development-programme/ ).

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable doctoral researchers to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

There is a training framework including for example areas of Managing Information and Data, Presentation and Public Engagement, Leadership and working with others, Safety Integrity and Ethics, Impact and Commercialisation and Teaching and Demonstrating. There is also range of support in areas such as training needs, literature searching, conducting research, writing up research, teaching, applying for grants and awards, communicating research and future careers.

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the  doctoral researcher in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that aligns with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students.

Research Environment

Swansea University’s research environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself. 

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staffs has long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.                                                                                                               

Alongside this we play an integral role in the Welsh Government’s research infrastructure, through the Centre for Ageing & Dementia Research, Wales School for Social Care Research and the Welsh Health Economic Support Service, increasing the volume of research taking place within Wales. While some of our PhD programmes form part of the ESRC Doctoral Training Centre for Wales, a pan-Wales collaboration to train top-level social scientists. Our funding also comes from a wide range of prestigious funders such as the Research Councils, European research programmes, Government, Ministry of Defence, professional bodies, private sector and charitable organisations, with the school securing £7.37m of funding across the last three years.

Supporting our staff and students in their research is a range of facilities including  our Health and Wellbeing Academy, which provides healthcare services to the local community, a range of clinical and audiology suites and state-of-the-art research facilities. These include a high density EEG suite, a fully-fitted sleep laboratory, a social observation suite, eye-tracking, psychophysiological, tDCS and conditioning labs, a lifespan lab and baby room, and over 20 all-purpose research rooms.

Career Opportunities

Having a PhD demonstrates that graduates can work effectively in a team, formulate, explore and communicate complex ideas and manage advanced tasks. Jobs in academia (eg postdoctoral research, lecturing), education, government, management, the public or private sector are possible. Examples include administrators, counsellors, marketing specialists, and researchers.

The Postgraduate Research Office Skills Development Team offer support and a training framework for example in creating a researcher profile based upon publications and setting up your own business. The Swansea Employability Academy assists students in future career opportunities, improving CVs, job applications and interview skills.

MPhil Programme Specification

Programme Summary

This MPhil in Health Economics at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 60,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The Masters is examined following an oral examination of the thesis (a viva voce examination or viva). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. 

This Masters programme will provide students with:

• Thesis and viva voce examination

The programme comprises of the undertaking of an original research project of 2 years duration full time (4 years duration part time). Students may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Students for the Masters in Health Economics are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 60,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination ( viva voce ).

Supervision and Support 

Students will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the student journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the student to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre).

Upon successful completion of this programme, doctoral researchers should be able to:

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship.  
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised.
• Make informed judgements on complex issues in the field of Health Economics often in the absence of complete data and defend those judgements to an appropriate audience. 
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media.
• Correctly select, interpret and apply relevant techniques for research and academic enquiry.
• Develop the foundations for on-going research and development within the discipline.
• Implement independent research skills.
• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and initiative in complex situations.

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the student is expected to meet regularly with their supervisors, and at most meetings it is likely that the student’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the student’s progress is discussed and formally recorded on the on-line system. 

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable students to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the student in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that will align with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students

Research Environment  

Swansea University’s Research Environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself.

School of Health and Social Care 

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staff have long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.                                                                                                         

Alongside this we play an integral role in the Welsh Government’s research infrastructure, through the Centre for Ageing & Dementia Research, Wales School for Social Care Research and the Welsh Health Economic Support Service, increasing the volume of research taking place within Wales. While some of our PhD programmes form part of the ESRC Doctoral Training Centre for Wales, a pan-Wales collaboration to train top-level social scientists. Our funding also comes from a wide range of prestigious funders such as the Research Councils, European research programmes, Government, Ministry of Defence, professional bodies, private sector and charitable organisations, with the school securing £7.37m of funding across the last three years.

Having a Master of Philosophy degree shows that you can communicate your ideas and manage tasks. Jobs in academia, education, government, management, the public or private sector are possible. 

MSc by Research Programme Specification

This MSc by Research in Health Economics at Swansea will enable you to undertake a research project led by your own interests. It is a highly respected qualification which can enable a future career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 40,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The Masters is examined following an oral examination of the thesis (a viva voce examination or viva). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. 

• Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis

The programme comprises of the undertaking of an original research project of 1 year duration full time (2 years duration part time). 

Students for the Masters by Research in Health Economics are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The word limit is 40,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

• Critically reflect on the existing knowledge base, current problems and/or new insights, in the field of Health Economics.
• Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
• Apply research skills, methodologies and subject theory to the practice of research.
• Create, interpret and analyse knowledge in the specific field of study through original research.  
• Undertake research tasks and make informed judgements with minimum guidance. 
• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
• Approach and resolve complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
• Evaluate and apply relevant techniques for research in Health Economics.
• Apply research methodologies and develop critiques of them and, where appropriate, propose new hypotheses.
• Work in groups, presenting conclusions and reflecting difference of opinion.
• Design and implement a research project.
• The exercise of initiative and personal responsibility.
• Decision-making in complex and unpredictable situations.
• The independent learning ability required for continuing professional development.

A range of research seminars and skills development sessions are provided within the school and across the University. These are scheduled to keep the student in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the College is developing a research culture that will align with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies.

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staff have long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.                                                                                                                 

Supporting our staff and students in their research is a range of facilities including our Health and Wellbeing Academy, which provides healthcare services to the local community, a range of clinical and audiology suites and state-of-the-art research facilities. These include a high density EEG suite, a fully-fitted sleep laboratory, a social observation suite, eye-tracking, psychophysiological, tDCS and conditioning labs, a lifespan lab and baby room, and over 20 all-purpose research rooms.

Having a Master’s by research degree shows that you can communicate your ideas and manage tasks. Jobs in academia, education, government, management, the public or private sector are possible. 

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Essays in Health Economics

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Health Economics

The study of health economics focuses on the economic behavior of individuals; providers; insurers; and international, federal, state, and local governments and actors as their actions affect health and medical care. This includes financing health care, provider payment systems, and restructuring health systems.

Primary Faculty in Health Economics

Anna Sinaiko Benjamin Sommers Meredith Rosenthal Joseph Newhouse

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Health Economics PhD

As a dedicated Research Centre, Centre for Health Economics Research and Evaluation (CHERE) is an ideal environment in which to complete a PhD.

Students are fully integrated into Centre activities, including staff meetings, seminars and social events. Weekly in-house seminars are held at which staff and students discuss research projects. The Centre has an active PhD group which meets monthly. 

Program Outline

PhD students at CHERE will have a minimum of three supervisors. The primary supervisor will be from CHERE.

In line with the UTS Doctoral Study Plan, PhD students at CHERE are expected to complete their thesis in three stages. At the completion of each Stage, an assessment occurs, consisting of a presentation and submission of a document. Successful completion of Stage 1 indicates confirmation of candidature. Successful completion of Stage 3 confirms that the student is ready to submit the thesis for examination. It is expected that each Stage will take approximately two semesters to complete (six semesters in total).

Coursework is not a compulsory aspect of a PhD at CHERE. However, it is encouraged and tailored at an individual level to develop and build on the knowledge and skills of each student.

You may also want to look at some thesis topics of our current research degree students .

Please send all enquiries to Professor Deborah Street, CHERE postgraduate coordinator, at  [email protected]

Expression of interest

Learn about how to complete your Expression of Interest, important dates, deadlines and other requested supporting documents.

Note that completing an Expression of Interest, and providing us with this information before you formally apply to enrol for a Research degree saves significant time where a formal application is deemed unlikely to be successful, and also speeds up the process of application where feedback from the relevant Discipline Group indicates that an application would likely be supported.

UTS acknowledges the Gadigal people of the Eora Nation, the Boorooberongal people of the Dharug Nation, the Bidiagal people and the Gamaygal people, upon whose ancestral lands our university stands. We would also like to pay respect to the Elders both past and present, acknowledging them as the traditional custodians of knowledge for these lands.

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Gokce gokkoca' phd thesis, june 03rd, 2024.

Gokce GOKKOCA   will defend her thesis on Monday, June 03 at 3 pm, Auditorium 5 & by ZOOM

Title: "Essays in Empirical Industrial Organization and Health"

Supervisor: Pierre DUBOIS

To attend the conference, please contact the secretariat  Christelle Fotso Tatchum

Memberships are:

• Bruno Jullien: CNRS - TSE Senior Researcher, Examinateur
• Mathias Reynaert: Professor in Economics, TSE,  Examinateur
• Helena Perrone: Assistant professor in Economics, University of Mannheim, Rapporteure
• Federico Ciliberto : Professor in Economics, University of Virginia, Rapporteur

Antimicrobial resistance (AMR) is defined by World Health Organization (WHO) as the ability of a micro-organism to stop an antimicrobial from working against it. It is possible that infections we consider minor today could be incurable in the future. Unfortunately, the rate of innovations of new drugs that could cure infections caused by resistant bacteria is not able to catch up with the rate at which the resistance develops. This is partly because incentives of pharmaceutical firms are driven by monetary profits which the antibiotic resistance and possible regulations of antibiotic use make uncertain because of potential market failures. In this study, we model the demand for antibiotics in France and try to capture the effects of resistance in substitution patterns as a first step towards understanding the consumption externalities to demand. Consumption and reimbursement data that are publicly available provided by French Health Insurance and resistance indicators provided by European Centre for Disease Prevention and Control (ECDC) are the main datasets. We use discrete choice models for differentiated products where bacteria's resistance to drugs at the ATC5 level enters the equation as a product characteristics.

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June 07, 2024

Moritz LOEWENFELD 's PhD Thesis, June 07, 2024

May 22, 2024

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May 16, 2024

Julia HOEFER MARTI PhD thesis, May 16th

The journey to a PhD: Four graduates of the Consumer Behavior & Family Economics program reflect on their experiences

Spring 2024 commencement celebrated the largest graduating cohort to date of the PhD Human Ecology: Consumer Behavior & Family Economics (CBFE) program. Upon graduating, Somalis Chy , Vivekananda Das , Xiangchen Liu and Yiling Zhang joined a select 1 percent of the U.S. population who have earned a PhD degree.

The PhD program is housed within the UW–Madison School of Human Ecology and broadly aims to understand how humans interact with their lived environments. CBFE graduate students use social science theories to examine how market structures and policy, along with consumer decision-making, impacts the social and economic well-being of individuals and families. This PhD degree aims to prepare students not only for tenure-track academic faculty positions, but also for roles in industry, nonprofits and government.

Zhang will join the University of Alabama as a faculty member, and Das will join the University of Utah’s Department of Family and Consumer Studies as a tenure-track assistant professor. Chy recently accepted a postdoctoral research associate position at the Brown School for social work, public health and social policy, part of Washington University in St. Louis. Liu is actively applying for academic, postdoctoral roles.

In the following Q&A, the graduating cohort reflected on how they’ve grown as academic researchers and discussed their experience as Human Ecology graduate students:

How has the CBFE program and the School of Human Ecology prepared you for post-graduation plans?

Das: The core courses provided me with a solid foundation of social science theories and methods for investigating issues impacting individual and household well-being. The opportunity to work closely with my advisor J. Michael Collins (Fetzer Family Chair in Consumer and Personal Finance and professor of Consumer Science) and other faculty members in various roles also helped me become an independent thinker.

Liu: Throughout my PhD journey, my advisor Megan Doherty Bea (assistant professor of Consumer Science) has provided tremendous support in my research, inspiring me to continue my work and pursue academic positions. Collaborating with other faculty members, such as Yiwei Zhang (assistant professor of Consumer Science), has enabled me to gain additional research experience and skills. The core courses, such as Family Economic Policy, have equipped me with essential knowledge for conducting my research.

Chy: I learned that I love doing research that expands my knowledge and engages me in meaningful conversations about personal lives, work and well-being. I also learned how much faculty members and Human Ecology staff care and invest in each student’s journey. Does all of this prepare me for what’s next? I think so! Discovering what you love to do is not easy. This newfound love and the relationships I have built are the things that I will take with me wherever I go.

Zhang: My experience has been pivotal in shaping me into an independent researcher. I have developed essential skills in research methodology, paper drafting for publication and networking within the academic community. I would like to express my sincere gratitude to all the faculty members who have supported me throughout my academic journey, especially my advisor Yiwei Zhang, whose guidance and mentorship have been invaluable in shaping my research and professional development.

What support did you receive as a Human Ecology graduate student?

Liu: I received funding from the school to attend conferences with the Association for Public Policy Analysis and Management (APPAM), the Population Association of America and the Midwest Economics Association . All of them were enjoyable, and I particularly loved APPAM, which is an excellent venue for my research and for meeting people who share similar interests.

Zhang: I received significant support from the Human Ecology staff, particularly in caring about my mental well-being. For instance, Michelle Holland (assistant dean for graduate programs) has consistently been my main source of support during stressful times. The dedication and encouragement of the staff have been instrumental in guiding me through the challenges of my PhD journey, fostering an environment conducive to both academic and personal development.

Chy: The School of Human Ecology has provided me with plenty of opportunities and training in preparation for attending conferences, from giving presentations and elevator pitches to networking. I met and built networks that include students and faculty members from different departments across UW–Madison, other universities, government agencies, social policy think tanks and research institutes.

Das: The opportunity to receive funding to attend conferences helped me share my research findings with the wider academic community. I received constructive criticism from my peers, which helped me become more critical of my work. Also, I won the Certified Financial Planner Board’s American Council of Consumer Interests (ACCI) Financial Planning Paper Award in 2023 and the Consumer Movement Archives Applied Consumer Economics Award in 2024!

What have you taken away from learning opportunities, like the Human Ecology Professional Development Seminar?

Zhang: The Human Ecology Professional Development Seminar offered practical training, such as effective job negotiation strategies provided by Dean Soyeon Shim (Elizabeth Holloway Schar Dean of the School of Human Ecology and Ted Kellner Bascom Professor of Consumer Science). I successfully applied these strategies to secure additional startup funds.

Das: The professional development seminar was where I learned about things I wouldn’t have learned in a traditional classroom environment. In particular, Dean Shim’s Job Negotiation Workshop was extremely helpful in learning how to negotiate job offers. Knowing more about the dean’s roles and expectations in the academic hiring process helped me communicate more confidently and effectively with the deans of the colleges who invited me for on-campus visits.

Chy: Cadin Tonković-Ćapin (graduate program specialist) was an amazing leader for putting together the professional development seminar series, filled with useful information. Michelle Holland was also impactful in providing guidance on strategically asking and answering questions during the job search, application and interview processes. I appreciate all of their efforts!

What advice would you give yourself when you were starting the program?

Chy: I would say to have more trust in myself, my abilities and this journey, because I was on the right track.

Das: Throughout the journey, perhaps I focused too much on perfecting each step, often forgetting where the destination was. If I could do it all over again, I would probably learn to begin with the end in mind. But, of course, it is easier said than done!

Zhang: I would emphasize the importance of proactive communication with faculty and the exploration of theory-based seminar courses. These actions would have allowed me to discover my research interests more efficiently and inspire innovative dissertation ideas from the outset.

Liu: Earning a PhD is a long journey. You will encounter many difficulties in both research and life. However, you will also meet smart and fantastic people, and you can learn so much from them. Not everyone has the opportunity to experience this, so enjoy it!

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PhD Defense: Surviving and Thriving with Critical Congenital Heart Disease; The impact on motor development, physical activity and fitness throughout childhood

Phd defense of maaike sprong.

The survival rates of children with a serious congenital heart defect have improved dramatically in recent years due to significant advances in cardiac surgery.

The first aim of this thesis, which is part of the Congenital Heart Disease (CHD) - life span study, was to gain insight into the severity, prevalence and (early) predictors of developmental problems in children with a congenital heart defect. Secondly, the research explores the concerns and experiences of parents regarding the development and received care of their child with CHD. Emphasizing the importance of parental involvement for enhancing care quality and better alignment with family needs. 

The thesis reveals that children undergoing early cardiac surgery are at heightened risk of motor impairments, reduced activity levels, and cardiorespiratory fitness in their first decade, particularly those with a single ventricle physiology or an aortic arch anomaly. Furthermore, motor outcomes in all diagnostic groups appear to be moderately stable over time, and the number of children with motor impairment increased over time. Multiple factors contribute to this risk. Factors such as diagnosis and operative procedures contribute to this risk, while neonatal brain MRI serves as a predictive "biomarker."

Additionally, environmental factors such as parental perceptions and parenting styles play a role in individual risk. To safeguard quality of life, long-term outcomes and cardiovascular health of children with CHD, systematic developmental observations from early childhood to adulthood are recommended. This entails a tailored, family-centered multidisciplinary follow-up program, addressing neurological development, physical activity, cardiorespiratory condition, and mental well-being of the CHD patient throughout their life trajectory and should also encompass the wellbeing of the family system.

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Jalandhar: Former Punjab Chief Minister Charanjit Singh Channi, who holds a PhD in Political Science with a thesis on the Congress party, has now decided to do a Master’s in Economics to understand his state’s economy. 

His goal is to gain a deeper understanding of Punjab’s economy, particularly the balance between providing freebies and fostering economic growth. “I want to understand — can giving freebies to the people be balanced with economic growth . I want to study this in the context of Punjab,” the former CM said in an interview with ThePrint. 

For this, “I will be doing an MA in economics now,” said Channi, a Congress candidate from the reserved Jalandhar seat.

Punjab, which has 13 Lok Sabha seats, is bracing for a competitive four-way contest featuring the Bharatiya Janata Party (BJP), the Congress, the Aam Aadmi Party (AAP) and the Shiromani Akali Dal ( SAD) on 1 June.

Channi, 61, studied law at Panjab University, Chandigarh, and then went on to do an MBA in human resource management from the IK Gujral Punjab Technical University , Jalandhar. 

He also holds a Master’s in Political Science degree followed by a PhD in the same subject focusing on the Indian National Congress. He was awarded his PhD degree during the 70th convocation of the Panjab University held last year. 

In September 2021, Channi made history as Punjab’s first Dalit chief minister, succeeding Amarinder Singh, who was unceremoniously removed by the Congress high command. Though this move was hailed nationally, it did not bring any electoral benefit to the party in Punjab. 

“It was a very short duration (three months) to be of any consequence. The people of Punjab had made up their minds and wanted to bring about a change. They (AAP) convinced the people that a revolution was coming and successfully created a wave in their favour. People now regret their mistake,” Channi claimed.

He went on to add that the people have now realised that AAP “is not filled with revolutionaries but traitors.”  “I did as much work as was possible in those three months. I tried to do three years’ worth of work within that time. But the people had already made up their minds and, hence, not much could have been done about it,” he told ThePrint. 

Also Read: Channi to Ravneet Bittu, Punjab candidates of all stripes are flocking to ‘apolitical’ Dera Beas

‘We should talk on merit’

Channi’s campaign ahead of the elections had its share of controversy. During his campaign in Jalandhar earlier this month, Channi said that the terror attack on an Indian Air Force (IAF) convoy in Poonch was a “pre-election stunt” by the BJP — leading to a warning from the Election Commission. However, the Congress candidate later clarified that his statement had been distorted. 

“We should talk on merit. I speak what I feel is right. Controversies will happen anyway. When you talk of revolution in society or expose the truth, controversies are bound to occur,” he told ThePrint when asked about his tendency to run into controversies.

A viral video featuring Channi’s meeting with Akali leader Bibi Jagir Kaur also sparked debate. In the video, he is seen meeting her affectionately holding her hands and touching her face.

“The people who depicted a respectful relationship as inappropriate should be ashamed of themselves. For example, someone could misrepresent this meeting by playing inappropriate music in the background. But that would be the wrongdoing of that person and an act they should be ashamed of,” said the former CM. 

“I have always respected Bibi ji (Jagir Kaur) and will continue to do so. I bent and touched her hands to my forehead as a mark of respect since she is older than me and is a spiritual figurehead. It was my duty to give her respect.”

Modi, Mann & more

Regarding Prime Minister Narendra Modi’s visits to Punjab, Channi said that whenever the PM comes to Punjab, the situation in the state deteriorates. 

“It happened the last time (2022) he came and then this time too. Farmers were thrown in jails (Friday). He (Modi) needs to improve his approach towards Punjab. His approach brings about negativity and ruins the atmosphere of the state. He needs to start addressing the issues in Punjab for the people to see him in a better light,” he suggested.

Furthermore, Channi also spoke about Punjab Chief Minister Bhagwant Mann, stating that the AAP leader has not been able to “get off the stage of a performer.” 

“I’ve said before that there is a difference between running a state and running a stage. Bhagwant Mann ji has not gotten off the stage to date. He has not been able to do anything for the state and does he have the capacity to do it either. You shouldn’t even have any hopes from him,” he said.  “If we expect that a layman will make great administrative decisions, then it will be our mistake.” 

When asked about Modi’s offering to work towards the independence of the media in the context of the Mann government registering a case against the editor of the Ajit group of newspaper Barjinder Singh Hamdard, Channi said that both BJP and AAP had the same style of functioning when it came to the media. 

“Both these parties stifle the media through either blackmail or greed and expect them to indulge in malpractices,” he told ThePrint. 

He added that the jhadu (AAP symbol) government followed the same policy towards the Ajit newspaper and tried to mould it using everything —  litigation, coercion, and registration of FIRs. “In reality, this is a major attack on the media, and such a large attack should not be attempted by these two parties. It is extremely wrong. They are ruining democracy and its values,” Channi emphasised.

(Edited by Richa Mishra)

Also Read: ‘I would have taken Kartarpur Sahib’ — Modi invokes 1971 war, Sikh history & CAA in 1st Punjab rally

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• Crean College of Health and Behavioral Sciences

CSD Student Lauren Fillet wins International Three Minute Thesis Competition Lauren is the first CSD graduate student to ever be selected as a finalist AND the first CSD student to ever win the 3MT competition at Chapman University!

May 28, 2024

The Graduate Student Three Minute Thesis (3MT) Competition is an international competition in which universities all around the world have students condense their research projects into a 3 minute verbal presentation that is appropriate for a general audience. Selected finalists (this year at Chapman there were 7 finalists) present their 3 minute presentations from memory one after another live on stage. A panel of judges select first and second place winners based on a rubric of various criteria. The audience also votes on a third “People’s Choice” winner.

The contest required that I prepare a static visual on a powerpoint slide that reflects the content of my research. This was displayed for the audience while I verbally presented.

Each contestant’s presentation must have been longer than 2 mins 40 secs, but no longer than 3 mins in length. There was a large countdown timer visible from the stage to help us stay on track. If you went under or over this time limit, you were disqualified.

As first place winner, I received a certificate and a $1,000 cash prize! I’m also eligible to continue in this global competition by competing at the regional level, in which first place winners from various universities compete against one another.

Can you tell me a little bit more about your thesis?

My presentation for 3MT was titled “Spelling without Sound,” which focused on how spelling errors reveal that letters and words are represented differently in the minds of deaf people as a result of the influence of their knowledge of fingerspelling (a component of sign language). The implication of this research is that it suggests that the incorporation of fingerspelling into educational programs could improve the reading and writing skills of the deaf population. My presentation reflects the current project I have been working on with Dr. Sehyr (I’m Dr. Sehyr’s Graduate Research Assistant at the Cognition, Language, & Plasticity Lab). I am proud and grateful to be co-writing (with Dr. Sehyr) the manuscript for this research project, which is currently in preparation to be submitted for peer-reviewed publication.

For the study/experiment itself, hearing and deaf participants were asked to spell a variety of words. Their responses were recorded and Dr. Sehyr and I manually scored and coded all of the spelling errors by type (deletion of a letter, shifting of letters, etc). We cared about the types of errors because deaf and hearing people displayed different types of spelling errors, which suggests that deaf people have different mental representations of language compared to hearing people.

What it means to you to win this award?

I am so thrilled and honored to have won this award. As a young researcher, I’m so excited and grateful to have been included in such a huge event and to have been able to compete alongside such incredibly talented fellow students. Additionally, I’m proud of myself for facing the fears associated with public speaking by entering this contest and presenting live on stage. Public speaking is a skill I want to become very comfortable with, as I’d like to pursue a career in research and share my findings around the country and world. The skills I gained through this contest and the confidence this win has brought me is a large step towards becoming the leader I strive to be.

Did you have any support from a particular faculty member or fellow student?

(Dr. Zed Sehyr is not only one of my professors, but also my employer, as I work for her as a graduate research assistant in her Cognition, Language, & Plasticity Lab.)

 Dr. Sehyr has supported me in this competition from day one when she sent me an email about this competition and suggested I enter. I had never heard of this competition before and felt nervous entering as a master’s student knowing that I would be competing against PhD candidates. Dr. Sehyr’s encouragement and faith in me gave me the confidence to give my all in this contest. All along the way she provided feedback on my presentation as I prepared. Even when she was traveling internationally in a drastically different time zone, she made the time to read over my work and provide feedback. When I emailed her to tell her that I had been selected as a finalist, she didn’t hesitate to tell me that she would absolutely be there in the audience to support me! I’m very grateful for her support and I feel incredibly fortunate to be able to work with her.

Any other details you would like me to share

I was so shocked and excited to be told by Dr. Janeen Hill, PhD (Dean of Crean College of Health and Behavioral Sciences) and Dr. Mary Kennedy, PhD (Chair of Communication Sciences and Disorders Department) that I am both the first communication sciences & disorders (CSD) graduate student to ever be selected as a finalist AND the first CSD student to ever win the 3MT competition at Chapman University!

I’m excited to share that I do plan to continue on to the next level of this competition, which is the Regionals Competition taking place next year, in which I will compete against other 1st place winners from various other universities.

On a funny note, I’d like to thank my dog, “Baby Clark” for being my captive audience as I rehearsed my presentation aloud over and over again every day until the competition. His sparkly little puppy eyes and innocent smile soothed my nerves as I fumbled over my words time and time again while rehearsing.

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Crean College Commencement 2024

April 25, 2024 by Jill Cagle | Graduation

The Chapman University Commencement weekend is just around the corner and we are getting excited! We want to make sure Crean College seniors, faculty, and staff have all the essential information needed to have a hassle-free experience. University Commencement Ceremony  (all schools and colleges), Friday, May 17, 2024 7:00 p.m. Wilson Field University Commencement Ceremony

Alumni Spotlight: Ariann Ghorbanian (’18 Psychology and Sociology and Writing & Rhetoric) shares how she found her passion in helping young adults

March 7, 2024 by Jill Cagle | Alumni

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Below is a list of positions from Alumni of the PhD Concentration in Health Services Research and Policy.

• Associate Research Director: HealthCore Inc
• Program Analyst: HHS Office of Healthcare Finance Policy
• Health Researcher: Mathematica Policy Research
• Assistant Professor of Medicine: Indiana University School of Medicine
• Assistant Professor: Department of Health Services Administration, University of Maryland, College Park
• Associate Staff: Cleveland Clinic
• Research Public Health Analyst: RTI International
• Assistant Professor: Department of Rehabilitation Medicine, University of Washington
• Associate Professor: McMaster University’s Department of Oncology