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Doctor of Philosophy

Doctor of philosophy (phd), ignite your future with a columbia nursing phd.

The Columbia University School of Nursing PhD program is a full-time, research-intensive curriculum that prepares nurses for careers as nurse scientists who will conduct research across a broad range of populations and health conditions. Importantly, much of our research is focused on health disparity populations with the long-term goal of informing health policy and clinical practice across the lifespan.

Columbia Nursing provides three years (eight semesters) of funding for tuition, related fees, health insurance, and a stipend for full-time PhD students.

Program Design

Our PhD program provides students with an understanding of the philosophical and theoretical underpinnings of nursing science and a strong foundation in research methods (design, statistics, measurement, quantitative and qualitative methods) for clinical, translational and health services research. All students are mentored by research advisors with active programs of research as they move toward independent research and assume the roles of doctorally prepared nurse scientists.  

As a Columbia Nursing PhD student, you will learn to:

• Design, conduct, and report multidisciplinary research studies that increase knowledge to improve the health and well-being of patients and families across the lifespan
• Advance the state of the science in a substantive area of research through application of innovative and rigorous methods
• Promote health and well-being for individuals and families in the context of their communities
• Provide leadership in improving the health care delivery system at local, national, and international levels
• Collaborate with other professionals to evaluate and develop policies for delivery of health service
• Translate evidence accumulated through research into practice and policy at multiple levels

As part of Columbia University Irving Medical Center (CUIMC), Columbia Nursing enjoys a unique collaboration with the College of Physicians and Surgeons, the Mailman School of Public Health, and the College of Dental Medicine. CUIMC provides myriad opportunities for interprofessional collaboration in research . 

The PhD curriculum builds on the foundation of nursing science by bringing together practice, policy, translational research, and leadership. The core courses provide the knowledge and skills necessary to conduct relevant and well-designed research studies. Electives strengthen an area of clinical interest or intensify understanding of a specific research or analytic method. 

Both post-master's and post-BSN students admitted to the program will complete a minimum of 57 credits. The curriculum plan is designed to make it possible to complete the program in three years for those students with clearly defined plans for their dissertation research.

PhD courses are offered in three major areas:

• Theoretical foundations of nursing science
• Analytical foundations of nursing science
• Electives and application

Students must be registered as full-time for the duration of the program (typically three to four years). The minimum number of semester credits in required coursework is 37 (four semesters) for eligibility to progress to the qualifying exam. Six of the 37 credits required to be completed prior to the qualifying examination are elective courses tailored to the student’s dissertation topic and/or dissertation methods. The PhD program requires nine credits of elective courses. A minimum of 57 total credits is required for program completion. 

Concurrent with Coursework

• Research Experience (participating in faculty research projects and/or a research practicum)
• Research Faculty Training

Request a Sample Academic Program Plan

Qualifying Examination

The qualifying examination helped me to combine the content I learned in my courses and my research interests so I could further articulate my research question. Performing a scoping review on my topic of interest immersed me in the current literature and was crucial to the development of my dissertation. This experience prepared me to successfully work independently through the rest of my Ph.D.

 Kylie Dougherty, BSN, RN, M.Phil.

In addition to coursework, students must successfully complete a qualifying examination with written and oral components. The Master of Philosophy (MPhil) is awarded after successful completion of the qualifying examination and the student enters doctoral candidacy status.

Dissertation

Students are expected to successfully defend a dissertation reporting original research. Four dissertation credits are required each semester during the dissertation phase of study. 

Scholarship Expectations

My advisor and the Columbia Nursing faculty provided me exceptional guidance throughout the PhD program to extend my learning beyond the classroom with the goal of becoming an independent nurse scientist. I learned valuable skills and knowledge to successfully obtain a NIH-funded predoctoral training award, present research findings at local, regional, and national conferences, and publish manuscripts in peer-reviewed journals with good impact factors.

Joseph Belloir, MSN, RN, PMHNP-BC

• Publication: At least one manuscript published in an appropriate peer-reviewed journal.
• Grantsmanship: At least one grant application submitted to an appropriate funding agency or organization.
• Presentation: At least one abstract submitted for presentation as a poster or oral presentation at an appropriate professional meeting.
• Networking: Student will attend at least one regional or national research meeting.

Preparation for Postdoctoral Fellowship: Research Career Next Step 

The coursework and research mentoring at Columbia Nursing helped prepare me for the next steps in my education and career post-PhD. In addition to structured coursework and educational seminars, the school provided beneficial informal support and resources. Feedback sessions with both peers and faculty were very helpful in preparing me to present posters and presentations at research conferences. The school also provided funds for travel to conferences where I presented my research. The grant writing workshop and mock reviews of grant applications provided me with tools and feedback needed to successfully apply for additional funding for my research. Finally, interdisciplinary research collaborations with faculty provided me with opportunities to work with researchers from several disciplines to complete my dissertation.

Melissa Beauchemin, PhD '19, MS '10, RN

PhD Student Handbook

The Columbia Nursing PhD student handbook provides information to aid doctoral students in planning coursework and proceeding through all phases of the program.

Request a PhD Student Handbook

What is it like to be a PhD student at Columbia Nursing?

Required courses (excluding electives).

Building upon the foundations provided in the quantitative and qualitative research method courses, in this course students examine advanced methods and frameworks frequently used in studying health policy, health services research problems and comparative effectiveness research. In addition to a critical review of the methods, the course examines the relationship among science, policy and healthcare delivery, and identifies critical questions shaping the future policy research agenda.

Interdisciplinary research is an approach to advancing scientific knowledge in which researchers from different disciplines work at the borders of those disciplines in order to address complex questions and problems. Successful interdisciplinary efforts require mastery of specific competencies. This seminar will introduce students to competencies in interdisciplinary research through a combination of readings, case studies, and lectures in each necessary aspect, chosen from fields essential to successful interdisciplinary research. It is intended to assist learners to understand why and how different professional disciplines must work together to generate and disseminate knowledge. We will examine: different conceptualizations of interdisciplinary; barriers to and facilitators of interdisciplinary research; approaches, benefits, and limitations of collaboration and team science; methods for measuring interdisciplinary collaboration; the intersection of translational and interdisciplinary scientific strategies; and individual researchers' experiences with and evaluations of their own interdisciplinary scientific projects. Learners will develop a set of skills to be effective members and leaders of interdisciplinary research teams.

The student works with a faculty member or other scientist who is conducting a research project. The specific nature of the experience depends on the nature and stage of the research, but might include search and review of relevant literature, data collection, data analysis and/or grant preparation.

This course is intended for PhD students who are engaged in relevant scholarly activities that are associated with dissertation research.

This foundational course will examine the philosophy of nursing knowledge including foundations of nursing theory, concept development, and its application to research. Students will explore approaches to the analysis and development of concepts and the application of nursing concepts and frameworks to clinical practice and research. Ideas, assumptions, events, people, and writings are examined for their influence, inter-relationships, and significance to nursing. Types of reasoning will be evaluated within the context of nursing and health. Major theories, frameworks, and concepts of nursing and health and their implication for research will be discussed. The focus of the course will be on development of critical thinking skills in analyzing key elements of philosophies, concepts, and conceptual frameworks.

In this foundational course students will study the links between theory and the psychosocial and biophysical measures used in nursing research.  Students will employ the principles of classical test theory and item response theory to evaluate the reliability and validity of measurement.  Application of computational techniques will be covered in the lab portion of the course.  Course topics include types and uses of measures, item/scale development and validation, survey methods, reporting for publication, and the relationships between measurement and research ethics, cultural competency, and health disparities.

This course provides a foundation for quantitative research methods and design. Research process topics examined include: appraisal of the quality of existing evidence; identification of gaps in the literature; formulation of researchable questions and testable hypotheses; types of research variables; sampling designs and power analyses; and the uses, strengths, and weaknesses of various experimental and quasi-experimental research designs.

This course provides an in-depth examination of qualitative study designs and methods through a combination of theoretical discussion and hands-on practical experience. Topics include paradigm distinctions, theoretical perspectives, designs and methods, critique of research reports, and ethical issues in qualitative research.

The course is intended for PhD students who are engaged in relevant scholarly activities that are not associated with the required course sequence. Such activities must accrue more than 20 hours/week.

This course is intended to provide a hands-on introduction to delivering data visualizations to serve as a critical lens through which individual and population level health can be examined. The proposed course will combine concepts and theory in data visualization and exploration and practice to enable the student to gain the necessary knowledge to use graphics and statistics to explore the data, find and construct a narrative, and share findings in ways colleagues and decision-makes can readily understand and act upon.

This course is designed to provide the tools for the doctorally prepared nurse to evaluate, translate and integrate published research results into clinical practice. During the course, students will learn how to conceptualize clinical practice problems and transform them into answerable clinical research questions, how to search for the best clinical evidence, and how to assess clinical evidence using basic epidemiological, biostatistical and scientific principles. The course will culminate in a systematic review or meta-analysis of a body of research relevant to advanced practice nursing.

Total Credits:

PhD Program in Nursing

Phd program in nursing goals.

The PhD Program in Nursing prepares nurse scholars who will advance nursing science and promote equitable health outcomes and care systems, with a focus on social determinants of health (SDOH). Students will acquire the knowledge and skills necessary to design, implement, and evaluate innovative models of care that improve health outcomes across diverse populations. Graduates of the program will be prepared to lead and transform nursing practice, policy, and research to promote health equity and social justice. PhD student tuition and 12-month stipends are fully funded for up to five years.

At Duke University School of Nursing we admit a small number of highly qualified, diverse applicants that work closely with one or more faculty members in a series of mentored experiences supported by formal coursework.

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What Makes Duke Great?

Reasons to Choose Durham

Your work with our faculty will:

Socialize you to the role of nurse scientist;

Ensure you gain significant knowledge and acquire the skills for launching a successful independent program of research post-doctorate; and

Prepare yourself for an entry-level role as a nurse scientist in a research setting (e.g., academic, clinical, or industry).

To help our students succeed, the Duke School of Nursing PhD Program provides:

A broad perspective on the philosophy of science and its application to solving challenging health problems facing our nation, particularly those related to health equity, social determinants of health, and justice;

Experience with standard and emerging research designs and methods;

Rigorous training in statistics; and

Mentored research and teaching experiences to reinforce knowledge acquisition and skill development.

In addition to addressing the standards of Duke University and ensuring the highest-quality PhD education, the Duke PhD Program in Nursing is designed to meet the indicators of quality in research-focused doctoral programs set forth by the American Association of Colleges of Nursing.

Study with Duke expert faculty focused on:

Acute & Long-Term Care Systems

Adaptive Leadership

Data Science

Digital Health

Decision Making

Disease Prevention

Family Caregiving

Health Equity

Informatics

Mental Health

Multi-level Interventions

Nurse-led Models of Care

Palliative and End-of-Life Care

Perioperative Care

Social Determinants of Health

Symptom Management

Specialty Populations

Premature and High-Risk Infants

Children with Acute and Chronic Illnesses

Adults with HIV, Hepatitis C, Diabetes, Sickle Cell Disease, Cancer, or Cardiovascular Disease

Older Adults

PhD Program in Nursing Description

The program requires a minimum of 52 credit hours of graduate coursework. Students will work on research projects; it is expected most will graduate with several publications. Coursework is structured with a substantive core of nursing science and research methods to be taken in the School of Nursing. This core is expanded with elective courses that typically support the student’s dissertation and future research career. These can be taken in other Duke University departments or other Universities that have arrangement with Duke (i.e., University of North Carolina at Chapel Hill, North Carolina State University, North Carolina Central University). Additional requirements include research practicums and elective credits that may count towards specialty certificates (i.e., teaching, global health, data science, entrepreneurship, etc.).

In addition to course work, the PhD Program in Nursing will require each student to develop a scholarly portfolio, successful completion of a preliminary examination, and a dissertation. Students are expected to disseminate their work through scholarly venues such as publications and conference presentations.

Terminal Objectives

After the PhD Program in Nursing, students will be able to:

• Demonstrate advanced knowledge and understanding of health equity, social determinants of health (SDOH), and nurse-led models of care to improve health outcomes for a population and/or system of care.
• Apply conceptual models and theories from nursing and other relevant disciplines to design and conduct research.
• Use a health equity, SDOH, and/or nurse-led models of care lens to critically evaluate and synthesize research conducted in nursing and other disciplines.
• Demonstrate scientific integrity and ethics in research across phases of the research process.
• Apply appropriate methods and analytic strategies to design, conduct, and evaluate research across phases of the research process, from discovery to translation.
• Collaborate effectively with interdisciplinary teams to perform research using socioculturally aligned approaches.
• Disseminate research findings through publications, presentations, and other scholarly venues to advance the evidence base for nursing and healthcare, with a focus on promoting health equity and social justice.

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Best Nursing Schools 2022: US News' top graduate programs

Baltimore-based Johns Hopkins University has the No. 1 program for earning a master's degree in nursing, according to U.S. News and World Report's ' Best Nursing Schools' for 2022 released March 30. 

The rankings are part of U.S. News' annual '2022 Best Graduate Schools' lists. The nursing school rankings are based on an assessment of research activity, faculty resources, student excellence and qualitative ratings from experts. 

U.S. News' top 10 nursing schools to earn an MSN, including ties: 

1. Johns Hopkins University School of Nursing (Baltimore) 2. The Nell Hodgson Woodruff School of Nursing at Emory University (Atlanta) 3. Duke University School of Nursing (Durham, N.C.) 3. University of Pennsylvania Nursing School (Philadelphia) 5. Columbia University School of Nursing (New York City) 6. University of North Carolina at Chapel Hill School of Nursing 6. University of Washington School of Nursing (Seattle) 8. Vanderbilt University School of Nursing (Nashville, Tenn.) 9. Ohio State University College of Nursing (Columbus) 9. University of California San Francisco School of Nursing

Top 10 nursing schools to earn a DNP, including ties: 

1. Rush University College of Nursing (Chicago) 2. Johns Hopkins University School of Nursing (Baltimore) 3. University of Washington School of Nursing (Seattle) 4. Duke University School of Nursing (Durham, N.C.) 5. Columbia University School of Nursing (New York City) 6. University of Pittsburgh School of Nursing 6. Vanderbilt University School of Nursing (Nashville, Tenn.) 8. The Nell Hodgson Woodruff School of nursing at Emory University (Atlanta) 9. University of Illinois Chicago College of Nursing 9. University of Kentucky College of Nursing (Lexington) 

To view the full rankings, click here. 

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Welcome to the College of Nursing.  Congratulations on the start of your new journey as a proud Buckeye graduate student.  You will find the College of Nursing to be a welcoming, student-centered environment dedicated to exceptional learning.  We are committed to your academic and professional development as nurses, leaders, researchers, and health professionals who LIVE WELL (Lead, Innovate, Vision, Execute, and are Wellness Focused, Evidence-based, Life Long Learners, and Lights for the World, locally to globally), equipped to effectively promote wellness, impact policy, and improve health outcomes across multiple settings with diverse individuals, groups, and communities.

This College of Nursing PhD in Nursing Student Handbook is designed to share information, procedures and policies specific to students enrolled in the College of Nursing.  The information presented here will be helpful as you negotiate your way through your PhD in Nursing studies.  Our expectation is that you will use this handbook as your first point of reference when you have questions concerning your program of study or academic policies within the college. We hope you find the guidance in the handbook useful, providing information on a variety of topics including academics, technology resources, dress code, compliance requirements and professional expectations.

The primary reference for rules, policies, and procedures concerning graduate education at The Ohio State University is the Graduate School Handbook published by the Graduate School.  You may access it via the Graduate School web site: gradsch.ohio-state.edu .

We hope this handbook helps you make the most of your experience in the College of Nursing. If you have a question you don’t find the answer to here, contact your advisor who will be happy to help. You’ve made the right choice by selecting The Ohio State University College of Nursing.   We’re proud to count you among our Buckeye nursing family. As you know, you represent an exceptional group of the brightest and the best students.  We really believe in you and are with you on your journey to Dream, Discover and Deliver!

Cindy Anderson, PhD, APRN-CNP, ANEF, FAHA, FNAP, FAAN Senior Associate Dean for Academic Affairs and Educational Innovation, Associate Professor

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Data Spotlight: A Closer Look at PhD in Nursing Program Enrollment and Graduations

In May 2023, AACN announced that enrollments in research-focused doctoral level nursing programs declined , with an average decline in research-focused doctoral enrollments of 4.1% from the 2021 to 2022 school year. The greatest regional decline in enrollment was seen in the schools in the North Atlantic region, with a 7.8% decline.

Graduation rates also declined between the 2021 and 2022 academic school years, with an average decrease in research-focused doctoral graduations of 4.8%. Graduation rates rose in some regions, increasing the most in the North Atlantic region, with an average increase in research-focused doctoral graduations of 23.8% or 37 additional graduates. The Midwest, however, experienced the largest decline in research-focused doctoral graduations, with an average decrease of 15% or 28 fewer graduates.

Figure 1: Enrollment Changes in Research-Focused Doctoral Nursing Programs 2021-2022 Datasource: AACN Annual Surveys, n = 146 schools

Figure 2: Graduation Changes in Research-Focused Doctoral Nursing Programs 2021-2022 Datasource: AACN Annual Surveys, n = 146 schools

From 2021 to 2022, private religious schools reported an 8.4% decline in enrollment in research-focused doctoral programs. Similarly, public schools reported a 3.8% decrease in enrollment. Private secular schools reported the smallest decline, at 1.3%. In contrast, private religious schools increased graduations within their research-focused doctoral programs from 2021 to 2022, with an average increase of 4.5%. In contrast, from 2021 to 2022, private secular schools saw a decrease in graduations of 1.2% and public schools a decrease of 8.5%. Figures 3 and 4 describe these changes.

Figure 3: Research-Focused Doctoral Enrollment Percentage Change 2021 to 2022, Public and Private Schools

Figure 4: Research-Focused Doctoral Graduation Percentage Change 2021 to 2022, Public and Private Schools  

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Expected Roles of PhD Graduated Nurses: A Scoping Review

Affiliations.

• 1 Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
• 2 Department of Medical-Surgical Nursing, School of Nursing - Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
• PMID: 35699639
• PMCID: PMC9449742
• DOI: 10.54614/FNJN.2022.21233

The aim of this study was to investigate the expected roles of the Doctor of Philosophy graduated nurses and their challenges. This study was conducted as a scoping review based on Arksey and O'Malley's approach. After a search in valid databases such as Google Scholar, Information Sciences Institute, Science Direct, Ovid, PubMed, and Scientific Information Database between 2000 and 2019 and review the websites of some well-known universities and the contents of some of the global nursing websites such as the American Association of Colleges of Nursing, National League for Nursing (NLN), International Network for Doctoral Education in Nursing (IDEN), as well as reports such as Institute of Medicine. All data were collected, summarized, and then described narratively. There was much evidence that the Doctor of Philosophy programs had failed to prepare graduated nurses for the related roles and responsibilities. The expected roles of the Doctor of Philosophy graduated nurses in this study summarized in five domains of education, clinical practice, research, leadership and management, and policy-making along with worldwide challenges, especially those highlighted in Iran. It seems that besides clarifications of the expected roles of the Doctor of Philosophy graduated nurses, there should be more thought about the contents of the programs along with roles responsibilities, as well as the establishment of better communications between universities and workplaces.

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National Consortium for Ph. D Nursing in India.

• Applications are invited from candidates who are interested to enroll themselves for part time Ph.D. in Nursing 2023-2024 - ( Prospectus ).

General Notification For Students And Guides.

Merit List : Selected Candidates for Ph.D Nursing under National Consortium for the year 2023-2024.

17th Batch Students to submit term papers I & II.

Research Topic Presentation For 17th Batch Students.

Conduct of Pre-Ph.D Examination during May-2022 under RGUHS INC Consortium dated 20.04.2022.

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Research Topic Under National Consortium.

Syllabus for the PH.D. Entrance Examination.

SYLLABUS FOR THE PH.D. ENTRANCE EXAMINATION.

corrigendum : Applications are invited from candidates who are interested to enroll themselves for part time Ph.D. in Nursing 2022-2023 dated 05.07.2022.

Topics for Seminar and Term Papers for 15th Batch Ph.D Students.

Ph.D Curriculum

Guide Student Ratio

Research Topic Presentation 17th Batch (2022-2023).

Calendar of Events of Ph.D Nursing.

List of Research topics, Seminar’s and Term Paper’s for 16th Batch Ph.D Students (2021-2022)

corrigendum : Application for entrance examination .

Selected list of candidates for admission to Ph.D. in Nursing under National Consortium.

List of Research topics, Seminar’s and Term Paper’s for 17th Batch Ph.D Students.

Notification: Conduct of Pre-P.h.D Examination during May-2023 under RGUHS INC Consortium.

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Field of doctorate

As researchers expand their understanding of the world, new fields of study emerge, and existing fields change. Observing which fields are attracting students can provide early insight into where future research breakthroughs may occur.

Field of doctorate trends

Doctorates in S&E fields are a growing share of all doctorates awarded. Over the past 2 decades, doctorates in every broad S&E field increased in number. However, the fields of psychology, social sciences, and agricultural sciences and natural resources declined slightly in proportion to all doctorates awarded, despite their increase in number. Among S&E fields, engineering grew the most, from 13% of all doctorates in 2002 to 20% in 2022 ( figure 1 and figure 7 ). Between 2021 and 2022, all S&E broad fields grew in the number of doctorate recipients. The S&E fields with the largest increases in doctorate recipients in 2022 were engineering (1,297 or 13% increase from 2021), biological and biomedical sciences (1,080 or 13% increase from 2021), and physical sciences (756 or 16% from 2021). table A-4 ). For more details of data comparability, see the 2022 “ Technical Notes ” and the SED 2021 Taxonomy Changes Working Paper ." data-bs-content="Beginning in 2021, field of doctorate data are collected using a modified version of the 2020 Classification of Instructional Programs (CIP) codes and reported using a new SED-specific taxonomy ( table A-4 ). For more details of data comparability, see the 2022 “ Technical Notes ” and the SED 2021 Taxonomy Changes Working Paper ." data-endnote-uuid="0db013ba-c3b8-4774-9971-dcbaa353631a">​ Beginning in 2021, field of doctorate data are collected using a modified version of the 2020 Classification of Instructional Programs (CIP) codes and reported using a new SED-specific taxonomy ( table A-4 ). For more details of data comparability, see the 2022 “ Technical Notes ” and the SED 2021 Taxonomy Changes Working Paper .

Non-S&E

Among non-S&E broad fields in the past 20 years, the number of doctorates awarded in humanities and arts declined while the number in business increased ( figure 8 ). From 2012 to 2022, the number of doctorates declined by 293 in education and 1,097 in humanities and arts. Data source ” section." data-bs-content="The drop in the number of doctorate recipients in the field of education between 2009 and 2011 is at least partly attributable to the reclassification of Doctor of Education (EdD) programs. For details, see “Time series data changes” in the “ Data source ” section." data-endnote-uuid="e121527f-351e-4bbb-a7bf-258cc09a1ff2">​ The drop in the number of doctorate recipients in the field of education between 2009 and 2011 is at least partly attributable to the reclassification of Doctor of Education (EdD) programs. For details, see “Time series data changes” in the “ Data source ” section. Between 2021 and 2022, the number of doctorates increased in these three fields (humanities and arts by 330, education by 257, and business by 61). However, the increases were not large enough to bring the number of doctorate recipients in these three fields to pre-pandemic levels.

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Doctorates awarded in S&E trend broad fields: 2002–22

S&E = science and engineering.

The survey data collection for field of study changed in 2021, which may affect the data comparability across years. For more information, see the “ Data source ” section.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 1-3 .

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Doctorates awarded in non-S&E trend broad fields: 2002–22

The survey data collection for field of study changed in 2021, which may affect the data comparability across years. For more information on this and details on the drop in education doctorates between 2009 and 2011, see the “ Data source ” section.

Temporary visa holders

In the past 2 decades, the number of U.S. citizen and permanent resident doctorate recipients increased in every broad field of study except education Data source ” section." data-bs-content="For details about changes in the field of education between 2009 and 2011, see “Time series data changes” in the “ Data source ” section." data-endnote-uuid="01ae9aed-c930-486c-9640-c8eaa928fc24">​ For details about changes in the field of education between 2009 and 2011, see “Time series data changes” in the “ Data source ” section. and humanities and arts, while doctorates awarded to temporary visa holders increased in every broad field. table 1-6 ." data-bs-content="For additional data by citizenship status of doctorate recipients, see SED 2022 related detailed table 1-6 ." data-endnote-uuid="249e5112-155e-41da-a546-87728bfad338">​ For additional data by citizenship status of doctorate recipients, see SED 2022 related detailed table 1-6 . In 2022, temporary visa holders earned the majority of doctorates in computer and information sciences (64%), engineering (57%), and mathematics and statistics (54%) ( figure 9 ). The largest increases in the proportions of temporary visa holders since 2002 were in computer and information sciences, social sciences, and non-S&E broad fields. During this period, the proportion of temporary visa holder doctorate recipients declined in only one broad field—agricultural sciences and natural resources.

Doctorate recipients on temporary visas, by trend broad fields: 2002 and 2022

Percentages are based on the number of doctorate recipients who reported citizenship. The survey data collection for field of study changed in 2021, which may affect the data comparability across years. For more information, see the “ Data source ” section.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 1-6 .

U.S. citizens and permanent residents

While racial and ethnic minorities ’ representation in doctoral degrees has increased over time, W hite recipients still hold the majority of doctoral degrees among U . S . citizens and permanent residents. In 2022, 66% of the 26,408 U.S. citizen and permanent resident doctorate recipients in S&E fields identified as White; 11% identified as Asian, 9% Hispanic or Latino, 6% Black or African American, and 4% as more than one race ( table A ). The remaining 3% identified as American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, or did not report their race or ethnicity.

S&E doctorates awarded to U.S. citizens and permanent residents, by race or ethnicity: 2022

Percentages may not sum to 100 due to rounding.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 1-11 .

White doctorate recipients accounted for the majority of doctorate recipients in each field, ranging from 64% in computer and information sciences to 80% in geosciences, atmospheric, and ocean sciences. ​ In 2022, the count of White doctorate recipients in each field is as follows: biological and biomedical sciences (4,442); engineering (2,875); psychology (2,153); social sciences (2,061); physical sciences (2,241); health sciences (1,250); mathematics and statistics (661); multidisciplinary/interdisciplinary sciences (513); computer and information sciences (473); agricultural sciences and natural resources (563); geosciences, atmospheric, and ocean sciences (569); non-S&E fields (5,519). In 2022, Asian doctorate recipients earned a larger share of doctoral degrees than other minority racial and ethnic groups in computer and information sciences, engineering, mathematics and statistics, physical sciences, and biological and biomedical sciences ( figure 10 ). Black or African American doctorate recipients were the largest racial or ethnic minority group in health sciences and non-S&E fields (particularly in education). table 1-11 ." data-bs-content="For details on non-S&E fields, see SED 2022 related detailed table 1-11 ." data-endnote-uuid="d0b020d0-3d65-446c-b6bc-c715b919d0ee">​ For details on non-S&E fields, see SED 2022 related detailed table 1-11 . Hispanic or Latino doctorate recipients were the largest minority group in geosciences, atmospheric, and ocean sciences and in agricultural sciences and natural resources.

Doctorates awarded to U.S. citizens and permanent residents, by selected race or ethnicity and broad field: 2022

Excludes U.S. citizen and permanent resident respondents who did not report race or ethnicity or were Native Hawaiian or Other Pacific Islander. The survey data collection for field of study changed in 2021, which may affect the data comparability across years. For more information, see the “ Data source ” section.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 3-4 .

Women’s share of doctorates has grown over the past 2 decades in most S&E broad fields ( figure 11 ). In 2022, women earned more than half of the doctorates in psychology, health sciences, biological and biomedical sciences, social sciences, agricultural sciences and natural resources, education, humanities and arts, and other non-S&E fields. table 1-4 ." data-bs-content="For additional data on the field of education, humanities and arts, and other non-S&E fields, see SED 2022 related detailed table 1-4 ." data-endnote-uuid="39dd0341-9e32-44e7-8347-0914b8909542">​ For additional data on the field of education, humanities and arts, and other non-S&E fields, see SED 2022 related detailed table 1-4 . Women earned between about 25% and 46% of the doctorates awarded in computer and information sciences; engineering; mathematics and statistics; physical sciences; and geosciences, atmospheric, and ocean sciences in 2022. However, women’s shares of doctorates in most of these broad fields have grown over the past 20 years. From 2002 to 2022, the proportion of female doctorates grew between 9 and 20 percentage points in agricultural sciences and natural resources; geosciences, atmospheric sciences, and ocean sciences; biological and biomedical sciences; and engineering. In computer and information sciences, social sciences, physical sciences, and psychology, women’s share in each field grew between 4 and 7 percentage points during this period.

Doctorates awarded to women, by trend broad field: 2002 and 2022

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 1-4 and table 1-5 .

Growing and declining S&E fields

The growth or decline in the share of female doctorate recipients in different fields does not always track with the overall growth in those fields. Between 2012 and 2022, the number of doctorate recipients in all fields increased by 13% while the share of women increased by 0.8 percentage points ( figure 12 ). table 1-5 ." data-bs-content="For detailed data by field, see SED 2022 related detailed table 1-5 ." data-endnote-uuid="373c4037-1c8c-40fe-a5b1-769ea7bd300f">​ For detailed data by field, see SED 2022 related detailed table 1-5 . From 2012 to 2022, the proportion of female doctorate recipients increased between 4 and 12 percentage points in the seven top growing fields (fields that grew 30% or more during these 10 years): civil engineering, bioengineering and biomedical engineering, material sciences engineering, mechanical engineering, chemical engineering, computer and information sciences, and industrial and manufacturing engineering. Women’s share of doctorates also increased between 3 and 9 percentage points in teacher education, education administration, anthropology, and history—fields in which the overall number of doctorates awarded declined between 25% and 30% during this 10-year period. Despite the growth of doctorate recipients in health sciences by 7% in the past 10 years, women’s shares of doctorates declined by about 1 percentage point. The proportion of female doctorate recipients also declined in foreign languages and literature, political science and government, and sociology—fields in which the overall number of doctorates declined as well.

Fastest-changing fields for female doctorate recipients and the overall growth rates of these fields: 2012–22

Fastest-changing fields for female doctorate recipients are the fields with the highest or lowest percentage-point changes in the share of women between 2012 and 2022. Overall growth rate of field is the percent change in doctorate recipients in this period in a field, including both women and men. The list of fields includes major fields and a few higher aggregates (e.g., computer and information sciences, health sciences); "All fields" is presented as a reference. The survey data collection for field of study changed in 2021, which may affect the data comparability across years. For more information, see the “ Data source ” section.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2022. Related detailed table 1-5 .

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• Victor Mukhin

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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