phd risk assessment

2024 Best Online PhD in Risk Management [Doctorate Guide]

Analytical individuals with a passion for research might consider pursuing a PhD in Risk Management.

Risk management professionals can shape the way a company handles risk assessment and manages threats to their operation. A doctoral degree can set you apart from the crowd, signaling that you have research skills and expert knowledge of the industry.

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Many people who obtain their Ph.D. in Risk Management choose to work in a variety of business or finance roles.

Universities Offering Online Doctorate in Risk Management Degree Program

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

Capella University

At Capella University, the online Doctor of Information Technology program is designed to help students acquire the knowledge and skills needed to excel as leaders in the IT industry. The program’s 13 courses and 2 virtual residencies can be completed at a student’s own pace. The curriculum covers topics like complex adaptive systems, system security, and project and risk management.

Capella University is accredited by the Higher Learning Commission.

Capitol Technology University

The courses for the Doctor of Philosophy in Occupational Risk Management at Capitol Technology University are taught by industry leaders and academic experts. The curriculum is built on key concepts in the growing safety and occupational construction field and the direct application of these concepts. The program consists of 60 credits and can be completed fully online.

Capitol Technology University is accredited by the Commission on Higher Education of the Middle States Association of Universities and Schools.

Liberty University

Liberty University offers a PhD in Organization and Management with an emphasis in Entrepreneurship. The curriculum is designed to teach strategic business concepts focused on organizational growth and advanced entrepreneurship. The program aims to help students step into dynamic leadership roles after graduation. Students can typically complete the 60 credit, online program in about 3 academic years.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

St. Thomas University

St. Thomas University offers a Doctor of Business Administration in Cyber Security Management. Graduates of the program often secure positions as chief information security officers, directors of financial systems, and high-level IT managers. This online, 60 credit program culminates in a final project. Students can choose between a traditional dissertation, an article dissertation, or action-based research.

St. Thomas University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of the Cumberlands

The University of the Cumberlands offers a Doctor of Philosophy in Information Technology. Students in the program can specialize in one of four specialties: Information Systems Security, Information Technology, Digital Forensics, or Blockchain. The program requires the completion of 60 credits. The curriculum covers topics like robotics, programming, machine learning, network technology, and information security.

The University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Online PhD in Risk Management Programs

All organizations face risks to their operations, such as security breaches, theft, or a fluctuating market. Risk management plays a key part in protecting business by recognizing, addressing, and controlling potential threats.

Doctoral programs in risk management cover subjects in a range of fields, including finance, law, and economics. It’s also beneficial to have a strong understanding of advanced econometrics concepts, as these are used to create and analyze risk models.

A risk management doctoral program will likely include courses topics similar to those listed below:

• Regulatory and legal risk
• Organizational risk
• Econometrics
• Probability theory
• Applied regression methods
• Limited dependent variables
• Doctoral research

You can also choose to specialize in a particular area of risk management. This can be the topic that you choose to focus your research on as well. Risk management specialties can include:

• Financial intermediaries
• Risk and crisis management

A doctorate in risk management can help prepare you for leadership or research roles in the field. Risk management positions include:

• Risk management director
• Market research analyst
• Quantitative risk analyst
• Business analyst
• Claims adjuster

There are many benefits to a career in risk management, including the opportunity to work for a variety of companies. Some professionals also travel for work.

While pursuing your PhD in Risk Management, you can learn how to quantify risks and can enhance your financial knowledge and analytical skills. With experience, these abilities may help you qualify you for career advancements in the risk management industry.

Risk Management Careers & Salaries

Much like with a masters in risk management , earning a PhD in Risk Management can open up professional opportunities in finance, economics, and education.

A typical curriculum in a risk management program consists of courses in finance theory, econometrics, and research. Having a firm foundation in these areas can help you qualify for positions at a variety of companies. According to the Bureau of Labor Statistics , experts in risk management may pursue the following career paths.

Many of the careers connected to risk management and insurance offer higher than average median salaries. Earning a doctorate may also increase your earning potential, though a certain pay range is not guaranteed to graduates.

When it comes to finding a job, there are a number of determining factors, such as your prior work experience, your specialized skill sets, and your geographic location.

Risk Management PhD Curriculum & Courses

The curriculum for a risk management doctoral program can change based on several factors, such as specialization or school, but you’ll likely take some courses similar to the following:

• Regulatory and Legal Risk : This course focuses on managing risk in a business setting, covering topics like managing operational and legal risks.
• Operational Risk : In this class, you’ll develop an understanding of the concepts included in a risk framework, exploring subjects such as fraud and security breaches.
• Econometrics : Designed to ready students for empiric economic work, this course explores a range of topics, including data analysis, testing, and forecasting.
• Probability Theory : This course is concerned with modeling events with uncertain results, spanning topics from conditional probability to distribution theory.
• Applied Regression Methods : This course is a study of regression models, and your lessons will include analysis of variance and covariance, along with case studies and examples.
• Limited Dependent Variables : This course focuses on specific regression models that involve dependent variables.
• Doctoral Research : You’ll have the opportunity to develop and strengthen your research skills as well as begin the process of putting together your dissertation.
• Corporate Finance Theory : In this course, you’ll study key topics in corporate finance theory, including asset pricing models and capital budgeting.
• Market Microstructure : This course explores the ways in which the interactions of traders impact pricing, and it focuses on areas such as strategic trading, market fragmentation, and liquidity.
• Risk Management Fundamentals : You’ll learn the fundamentals of risk management, including risk maturity and action, monitoring, and identification techniques.

As you apply to doctoral programs, you can read through each curriculum to ensure that it provides learning opportunities that match your interests and career goals.

Admissions Requirements

As you begin applying to doctoral risk management programs, you’ll likely notice some similarities in the application materials between schools.

Many colleges and universities will ask for the following:

• GRE or GMAT test scores (only some schools require them)
• Personal statement
• Letters of recommendation
• Official college transcripts

Because a doctorate is the highest-level degree, it is beneficial for your transcripts to reflect a strong academic performance during your undergraduate and graduate school years.

Accreditation

Have you ever wondered how employers and the general public know whether a college program is up to standard? The answer lies in the accreditation process .

Regional accreditation is a process that schools can elect to undergo in order to prove that they offer high-quality educational programs and student services. Accrediting agencies ensure that a school’s faculty is experienced and that its curriculum covers the necessary information for each subject area. Colleges and universities are also motivated to continuously improve their programs in order to maintain their accreditation status.

Financial Aid and Scholarships

Financial aid generally operates on an as-needed basis, providing monetary support for the families and individuals that need it most. There are a number of scholarships opportunities, though, that are based on other criteria, such as academic merit, field of study, and more.

To see how much financial aid you can receive from the government, you can fill out the Free Application for Federal Student Aid (FAFSA) . In addition to federal aid, you can apply for grants, loans, tuition reimbursement programs, or scholarships. These options will all look different depending on your location, personal financial history, and employer.

There are also financial aid options that are specific to certain family situations, such as aid for military families or international students.

What Can You Do with a Doctorate Degree in Risk Management?

A doctorate in risk management can lead to a number of lucrative and growing careers. Many risk management graduates go on to accept roles as financial managers, actuaries, or market research analysts.

Professionals in this sector combine their financial and regulation knowledge with their management and communication skills to help companies identify and manage potential risks. A doctoral program can also help you become well-versed in current research methods and tools. Professionals with a PhD often work in academia, typically as postsecondary teachers or researchers.

How Long Does It Take to Get a PhD in Risk Management Online?

A PhD is considered the highest degree one can earn, and a doctorate generally takes 3 to 5 years to complete with full-time enrollment.

How long it takes you to complete your online management degree can depend on the number of credit hours required by your program and the time it takes you to finish your dissertation. If there is no dissertation requirement in a doctoral program, it can generally be completed in 3 years with full-time study.

What’s the Difference Between a DBA vs. PhD in Risk Management?

A Doctor of Business Administration (DBA) and a Doctor of Philosophy (PhD) in Risk Management are both advanced degrees. A DBA is a professional doctorate, though, while a PhD is a research-based degree.

The doctoral path that’s right for you will likely depend on your professional goals.

Is a PhD in Risk Management Degree Worth It?

Yes, a PhD in Risk Management is worth it for many students. Many risk management careers are experiencing employment growth at a rate higher than the national average. For instance, postsecondary teachers, financial managers, and actuaries are expected to see 12%, 17%, and 24% job growth, respectively, over the next ten years (Bureau of Labor Statistics).

Additionally, risk management professionals have an impact on the security of the companies they work for, making them an essential part of an organization’s team. Not only do they identify potential risks, but they can work to eliminate future risks as well.

Getting Your PhD in Risk Management Online

Strong communication, financial acumen, and analytical skills are all essential for success in the field of risk management.

Earning your doctoral degree in risk management can help you improve and hone these skills while you study industry-specific knowledge and conduct original research. A doctoral degree can also help you advance your professional qualifications.

Just as they do with online masters in negotiation , a growing number of regionally accredited universities now offer risk management PhD programs both on campus and online. If you’re ready to enhance your expertise in this lucrative field, you can start exploring risk management doctoral programs today!

Environmental Health (EH)

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

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

Students can specialize in the following areas:

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

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

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

In addition, EH students are expected to take coursework

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

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

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PhD. In Risk Assessment and Strategic Investment

Ph.D. in Risk Assessment and Strategic Investment is a qualification where students having a Master’s degree in the associated fields can further enhance and upgrade their knowledge. The main focus is on throwing light upon various decision-making trends related to strategic as well as financial analysis. Normally priority is given to strategic analysis so that students can become efficient workers in the future. The focus is on the methods that are used for assessing risks and carrying their management during the FDI procedures.

• The program is always practical owing to real-life examples, theories, and researchers. 

• The students are provided with chances of developing skills required by the modern employers • The course work is designed by experts in the field. • Lectures are given to students by specialists in their respective fields. • This course is very much compatible with students who have still not studied finance, economics or accountancy. • Alongside lectures, students are also required to do research and submit their thesis project.

We are always targeted on preparing students so that they can study according to modern trends and values without facing any kind of complication.

This program is equivalent to EQF (European Qualifications Framework) Level 8 - Doctorate Level. This program is equivalent to 180 ECTS

How long should be my thesis?   Usually, it should be from 60.000 – 100.000 words (from chapter 1 to chapter 5). Students are allowed to have 10% less or more, however, the supervisor can allow a student to write more.

Do you mention on the Ph.D. online or distance? No.

Can I use the title? We have asked the Swiss Authorities about the title, and their answer was (Students are allowed to use the title they got from the school)

Is there a "Thesis Defence"? Yes, and we recommend students to do it in Switzerland however it can be done ONLINE too, you need a camera and microphone.

Study Language:  this study program taught entirely in English.

We have 5 intakes per year.

Is OUS Accredited by a recognized European accreditation body?

Yes, OUS is authorized, validated, certified, accredited and/or an institutional member of over 50 public/private organizations, for the full list please  check here .

Admission Requirements

We have 5 intakes per year. So, you can start at any month you wish.

• Duration : 3 Years (one-year Study program + Thesis work which takes around 2 years)
• Age:  25 years or older
• Previous study : Master degree or equivalent
• Study Language: this study program taught entirely in English.
•   English level : IELTS 6.5 or equivalent (Only for students from non-English speaking countries or students who did not study at English speaking school) If you don't have English certificate you can do our own English test for free of charge.
• Study Method : Online
• Fee : Please check:  Tuition Fee

Note: If you have any doubts about your suitability for this study program please contact us,

Note: Study fee does not include application and reservation fee (to guarantee you a study place) of 240 Euro (one-time payment and non-refundable). European Credit Transfer and Accumulation System:  this program is equivalent to 180 ECTS, please check the duration above.   European Qualifications Framework:  this program is equivalent to EQF Level 8 OUS Accreditations, Quality Assurance & legalizations:  Please  check here

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What is the thesis work:

The Ph.D. candidate has to somethings more than DBA & D.Phil. 's candidates, as below:

• Duration is min. 2 years up to 7 years
• The thesis must be on the highest level
• The candidate  must teach at OUS or any other accredited university/academy for at least 48 hours
• The candidate needs to have at least 3 publications (online publications are fine too)
• The candidate should supervise at least 3 projects/thesis for Undergraduate or Master students.

For the Ph.D., your thesis is the most important part, you have to write the whole thesis about the "Risk Assessment and Strategic Investment" with one of our supervisors. the following modules you will study during the first year:

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Florida State University

FSU | College of Business

College of Business

Ph.d. in business administration with a major in risk management and insurance,    request information,    deadline to apply.

Begin your application today by entering the Graduate Admissions Portal .

Submit your application by: January 15  –  Application review begins  and will continue until positions are filled. March 1 – Application submission deadline. All supporting materials must be received by March 15.

  Contact Us

• Contact  Dr. Patricia Born , program director, for more information on the RMI major, its content and curriculum.
• Email Elizabeth Kistner , Ph.D. graduate advising director, for more information about the admissions process.

Graduate Programs Office   850-644-6458   877-587-5540 (toll free)   [email protected]

Join us for a virtual info session at 5:30 p.m., Wednesday, April 3!

Risk Management and Insurance  is one of seven majors offered through FSU’s College of Business’ Ph.D. in Business Administration. Housed in the Dr. William T. Hold/The National Alliance Program in Risk Management and Insurance , the RMI major admits one candidate each fall (on average), and the program takes four to five years to complete.

• Offers faculty with research expertise in insurer operations, insurance market performance and regulation, catastrophe risk management and the economics of risk and uncertainty
• Includes primary courses covering the fundamentals of risk management/insurance and research courses in mathematical economics and applied quantitative methods
• Encourages support area studies in finance econometrics, real estate and statistics
• Includes two to three years of coursework culminating in a comprehensive exam, followed by two years of research and teaching, culminating with a dissertation

For an overview of FSU’s Ph.D. in Business Administration and its seven majors, download the brochure .

   Student Accomplishments

East Carolina University; University of Akron; University of Connecticut; Illinois State University; Troy University

Courtney Bass,  2013-14 Spencer Educational Foundation Pre-Dissertation Award Jill Bisco,  Best Student Paper Award, Southern Risk and Insurance Association Annual Meeting Dana Telljohann , 2022 Spencer Scholarship award recipient

Defended Dissertation

• "Value and Strategy: An Analysis of the Surplus Line Insurance Market" by  Courtney Bass Baggett ; Dr. Cassandra Cole, major professor
• “The Role of Asymmetric Information in the U.S. Health Insurance Market,” by E. Tice Sirmans ; Dr. Patricia Born, major professor

  Program Requirements

The RMI doctoral program emphasizes current research topics in Risk Management, Insurance Operations and Performance, Insurance Regulation, and Risk Theory. In addition, students are taught a variety of theoretical and empirical research methods and tools using statistics, econometrics, and mathematical economics.

Prerequisites

All Risk Management and Insurance Doctoral students must have completed undergraduate level courses in Calculus I, Calculus II, and Linear Algebra.

Major  Requirements

All RMI doctoral students must complete courses in three areas: Tools for Analytical Research (TAR), Primary RMI and Support.

I. Tools for Analytical Research (TAR) Area

Students must take the following three courses:

• ECO 5403 Static Optimization
• ECO 5416 Econometrics I
• ECO 5423 Econometric Theory

Students must also take three additional quantitative courses in Statistics, or Economics numbered 5000 and above with the approval of the doctoral program adviser. Examples include:

• ECO 5424 Econometrics/Panel Data
• ECO 5427 Limited Dependent Variables
• STA 5440 Probability Theory
• STA 5206 Analysis of Variance
• STA 5207 Applied Regression Methods

RMI doctoral students are expected to have or acquire computer literacy through coursework or self-study

II. Primary RMI Coursework

The primary area courses and seminars provide opportunities for in-depth study. RMI doctoral students must take the following doctoral seminars and courses:

• RMI 6195 Seminar in Life and Health Insurance
• RMI 6296 Seminar in Property and Liability Insurance
• RMI 6395 Seminar in the Theory of Risk and Insurance

Students must take an additional three RMI elective courses approved by the doctoral adviser. Examples include RMI 5136 (Employee Benefit Plans), RMI 5345 (Risk Management in the Business Enterprise).

Students will take at least two additional doctoral-level economics courses that are not included in the Tools and Research area above. The two economics courses will be chosen in consultation with the program director. RMI doctoral students also are expected to have or acquire computer literacy through course work or self-study.

In addition to these courses, first-year and second-year students will participate in a professional development series that will be an additional registered course in each semester of the first two years of the program. The development series is designed to introduce doctoral students to the roles and responsibilities of faculty, including research ethics, communication with faculty at other universities, the research review process, balancing research, teaching and service, among other topics.

In addition to the regularly scheduled seminars, the RMI faculty and doctoral students meet periodically to share the results of recent research conducted by FSU faculty and doctoral students and by invited scholars from other universities. RMI doctoral students are required to attend these RMI brown bag seminars and invited lectures.

III. Support Area Coursework

RMI doctoral students typically choose a support area in Finance. The courses for this support area include:

• FIN 6804 Foundations of Financial Theory
• FIN 6809 Markets and Institutions
• FIN 6842 Empirical Methods
• FIN 6527 Seminar: Corporate Finance/Investments

Normally, three or four courses are required in the support area. In addition, at least two of the courses required in the support area cannot be used to satisfy other requirements. The support area is chosen in consultation with the RMI doctoral program adviser.

There is also a required research paper that must be completed by the end of the second year. The paper is directed by the RMI faculty and is designed to prepare the student for the dissertation and subsequent research.

Sample Course Sequence*

*Actual schedule subject to course offerings and availability.

  Application Process

Admission decisions are made by the college’s Doctoral Admissions Committee and are based on a combination of factors, including prior academic record from accepted universities; GRE or Graduate Management Admission Test (GMAT) scores taken within the past five years; letters of recommendation; experience; record of accomplishments. Admission is competitive and focused on students with grade-point averages of 3.5 or higher and GMAT scores of at least 600 or GRE scores of at least 155 on each section of the revised GRE.

Application Checklist

• Login to admissions.fsu.edu/gradapp (applications will only be accepted through this portal).
• Begin your application by logging in with your FSUID or clicking the link to register to get one.
• Complete your online application form and submit.
• This will generate automated email sent to your references by our system to request that they submit a recommendation for you and answer a series of standardized questions.
• Submit your Statement of Purpose (2-3 pages).
• Submit a current resume or C.V.
• Pay the nonrefundable $30 application fee.
• Request that each college or university you have attended submit an official transcript to FSU (see below for email/address).
• Transcripts are considered official if they are sent directly to FSU (either through the U.S. mail or electronically) by your undergraduate or graduate institution.
• Request that official GMAT or GRE scores (and TOEFL/IELTS/PTE/DuoLingo/Cambridge C1 Advanced/Michigan Language, if applicable) be submitted to FSU (see below for email/address)
• Test scores will only be considered official if sent directly from the testing service. The code for ETS to send (GRE and TOEFL) scores to FSU is 5219. The code to send GMAT scores to FSU is PN8K567.
• An English proficiency exam score (TOEFL/IELTS/PTE) must be submitted for international applicants whose native language is not English or who have not received a college degree from an institution where the instruction is primarily in English.

Have transcripts and test scores sent to [email protected] or:

Graduate Admissions Office 222 S. Copeland St. 314 Westcott Building Florida State University Tallahassee, FL 32306-1410 USA

International Applicants

International applicants should visit gradschool.fsu.edu/admissions/international-admissions for information concerning financial responsibilities, degree equivalency, etc.

English Language Proficiency Exam International applicants whose native language is not English or who have not completed an undergraduate or graduate degree in an English-speaking country are required to take either the Test of English as a Foreign Language (TOEFL,) the International English Language Testing System (IELTS,) the Pearson Test of English (PTE,) Duolingo, Cambridge C1 Advanced Level, or Michigan Language Assessment and submit official test results in order to be admitted to Florida State University. The College of Business requires a minimum TOEFL score of 100 on the internet-based test, a minimum of 7.0 on the IELTS exam , or a minimum of 66 on the PTE , a minimum score of 120 on Duolingo , a minimum score of 180 on Cambridge C1 Advanced Level , or a minimum score of 55 on the Michigan Language Assessment taken within the past two (2) years.

  Program Costs

Ph.D. students typically take 27-33 credit hours each year. Here are the estimated program costs for the 2023-2024 academic year:

• Florida residents: $479.32 (tuition plus fees) per credit hour.  Total estimated program cost is $12,941.64 - $15,817.56 per year.
• Non-Florida residents: $1,110.72 (tuition plus fees) per credit hour.  Total estimated program cost is $29,989.44 - $36,653.76 per year.

Note: These costs do not include required books, supplies for courses, or required health insurance. Costs are subject to change. Fees above do not include some per-term flat fees for FSUCard and facilities use. For a breakdown of on-campus student fees and their explanations, visit the university’s  Tuition Rates  page.

  Residency Information

The doctoral program is a full-time program that lasts four to five years. Students should plan to live in the Tallahassee area year-round, including summers. Our program is not set up for individuals who wish to take courses part time or online.

  Financial Assistance

The College of Business awards financial assistance to applicants based on academic criteria and performance. The goal of the college is to provide assistantships and/or fellowships to all of our admitted doctoral students, subject to overall enrollment and fiscal limitations. Most doctoral students who request funding, who maintain a satisfactory level of academic and work performance, and who are in residence receive financial assistance from the college. Annual stipends and supplementary assistance such as travel expenses for conference attendance will vary among cohorts and programs. Students who are not Florida residents should note that tuition waivers associated with assistantships only cover the out-of-state portion of their tuition for year one of the program. Out-of-state tuition waivers are generally not available for years two through five.   Doctoral students on assistantship are supported for four full academic years, contingent upon satisfactory performance in the program. Eligibility for fifth-year support is considered for a student having made substantial progress toward placement at a research-oriented university. For a full list of Florida State University funding and awards, visit gradschool.fsu.edu . Applicants are strongly encouraged to submit all completed application materials before January 15 to be eligible for additional funding opportunities at the university level.

Awards/Scholarships

The College of Business awards financial assistance to applicants based on academic criteria and performance. There are various scholarships available for graduate students. Visit our graduate scholarships page to learn more.

(Applicants are strongly encouraged to submit all completed application materials before January 15 to be eligible for additional funding opportunities at the university level.)

• For a full list of Florida State University funding and awards, visit  gradschool.fsu.edu
• For more information on Florida State University's research and research funding, visit  research.fsu.edu
• For more information on Florida State University's graduate fellowships and awards, visit  ogfa.fsu.edu

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• What is Public Health?

Mary A. Fox , PhD

Departmental Affiliations

Center & institute affiliations.

Center for Human Nutrition

The Risk Sciences and Public Policy Institute at the Bloomberg School

Mary Fox, PhD '01, MPH, develops cumulative risk assessments that consider how biological, chemical, environmental, and social factors together affect the public's health.

Contact Info

Research interests, additional links.

• Fox, M.A., Niemeier, R.T., Hudson, N., Siegel, M.R., Dotson, G.S. Cumulative risks from stressor exposures and personal risk factors in the workplace: Examples from a scoping review. International Journal of Environmental Research and Public Health (18): 5850 https://doi.org/10.3390/ijerph18115850
• Sheehan, M.C., Fox, M.A. (2020) Early Warnings: The Lessons of COVID-19 for Public Health Climate Preparedness. International Journal of Health Services 50(3) https://doi.org/10.1177/0020731420928971
• Fox, M., Zuidema, C., Bauman, B., Burke, T., Sheehan, M. (2019) Integrating public health into climate change policy and planning: State of practice update. International Journal of Environmental Research and Public Health 16(18):E3232. doi: 10.3390/ijerph16183232.
• Fox, M.A., Spicer, K., Chosewood, L.C., Susi, P., Johns, D.O., Dotson, G.S. (2018) Implications of applying cumulative risk assessment to the workplace. Environment International 115: 230–238 https://doi.org/10.1016/j.envint.2018.03.026
• Fox, M.A., Brewer, L.E., Martin, L. (2017) An Overview of Literature Topics Related to Current Concepts, Methods, Tools, and Applications for Cumulative Risk Assessment (2007-2016). International Journal of Environmental Research and Public Health 14(4): E389. doi: 10.3390/ijerph14040389.

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PhD Position Proactive risk mapping and infrastructure safety management

doctoral network, this PhD position aims to create an AI framework to process, harmonise, analyse and model an array of different available datasets and provide outputs in the form of risk mapping and

PhD position in Integrated Forest Risk Management

Integrated Forest Risk Management The Forest Resources Management (FORM) at ETH aims to maximise forest utilities for humans today and in the future. With this vision in mind our research is centred around

the development of impact oriented new approaches to inventory our forest resources, decision support systems to manage our forests sustainably under risk , and translating our findings to policy and

Researcher at the Division of risk management and societal safety in Ongoing evaluation of international development cooperation

The Division of Risk Management and Societal Safety, at the Department of Building and Environmental Technology, conducts research and education in societal risk and crisis management . The division has a total

PhD studentship: Bridge Health Monitoring for Risk -Based Asset Management

) and Panagiotis Psimoulis (Geospatial Engineering, Faculty of Engineering) Aim: To investigate and develop an approach for bridge health monitoring and its inclusion in risk -based asset management

PhD Studentship: Fatigue Risk Management in Healthcare: A Wake-Up Call

that could have real benefits for staff and patient safety? If the answer is ‘yes’, then you should apply for this funded PhD project to address fatigue risk management in healthcare. Fatigue amongst

Researcher at the Division of risk management and societal safety in Ongoing evaluation of international development cooperation (PA2024/54)

Description of the workplace The Division of Risk Management and Societal Safety, at the Department of Building and Environmental Technology, conducts research and education in societal risk and

PhD Studentship: A Web-based Platform for Large-scale Rapid Flood Risk Assessment

for more accurate prediction of different types of flooding processes, these latest flood modelling technologies have not yet been fully leveraged to support practical flood risk management . This shortfall

PhD : Urban sprawl and the cost of fire risk : an assessment by simulation and artificial intelligence

the results of his simulations into perspective, so as to provide public decision-makers with information on the foreseeable consequences of future urban development projects on fire risk . Director : Jean

PhD Studentship: Integrated Reinforced Autoclaved Aerated Concrete (RAAC) Data Monitoring and Management

approach underpinned by digital solutions is recommended for automated change detection. Our project aims to develop an integrative RAAC data monitoring and management strategy that enables proactive risk

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Universities must protect PhDs doing risky fieldwork. Here’s how

Civil unrest, violence, corrupt local officials – doing research abroad means facing risks. PhD students talk about the support they need

Lots of PhD students find themselves doing long-term fieldwork in unfamiliar environments. This is a rewarding experience, but it also involves risk.

There are all sorts of problems students can encounter: they might have difficulty dealing with local authorities, witness violence or criminal activity, they could even experience physical and mental illness, sexual harassment or assault (pdf). The potentially dire implications of such scenarios have gained increased media attention and there have been calls for universities to do more to protect their students.

Emma Mawdsley, geography lecturer at the University of Cambridge, says: “Bad things will happen, small and large, but there are ways these can be avoided and reduced. The university, departments and supervisors have a moral and professional duty of care to do everything possible to promote safe, ethical research.”

So what would constructive fieldwork preparation and support – beyond the standard risk assessment form – actually look like? Here are a few ideas.

Talk openly about difficulties

Students are rarely told to spend time discussing openly what might go wrong. This needs to change. Seasoned researchers should share their experiences of handling difficult situations – whether it be contracting dengue fever or dealing with state surveillance. Frank conversations – in pre-field training seminars, between supervisors and students – could go a long way to preparing students to manage their own challenges. As one colleague who recently completed his PhD explained: “I needed someone to tell me that things go wrong, that you won’t know what you’re doing all the time, and that you’ll get into tricky encounters. We should be honest with each other about the challenges and tribulations of the process.”

Encourage early visits

Many students only encounter the area they’ll be working in when they arrive to begin fieldwork. Ideally, departments should support students to conduct short visits in advance (we were both encouraged to do this). This helps new researchers build support networks, anticipate potential problems, and as one of our supervisors said, “decide whether you’ll actually be able to live there for a year”. If time or funding constraints prevent this, supervisors and students should make a combined effort to garner as much information as possible, including contacting other experienced fieldworkers for advice prior to departure. Olivia Barnett-Naghshineh, who did fieldwork in Papua New Guinea, adds: “The behaviour of other non-locals before you may well affect how you are received – try to learn from other’s mistakes or successes.”

Provide alternative support

A good working relationship between PhD fieldworkers and supervisors is essential – but this shouldn’t be the only source of support for students. Amy Pollard suggests a mentoring programme in which novice fieldworkers are matched with a faculty member other than their supervisor, or a returned student. That provides someone else to talk to, particularly about issues students may be reluctant to discuss with supervisors, such as sexual harassment. Students should also be told about all of the university resources that are available before they set off – including emergency travel and medical insurance, encryption services, and counselling support.

Make contingency plans

Although it’s impossible to predict all of the possible problems that could crop up while completing fieldwork, it can help to think about, and plan for, worst-case scenarios . This could include creating communication plans (like telephone trees or text messaging alerts), and action plans – for example, how to leave the country in the event of a political coup. Before conducting fieldwork in Somaliland, PhD student Caroline Ackley developed a communication plan with her supervisor, and a back-up field site (Djibouti), should the situation become unstable. During fieldwork, regular, scheduled check-ins with her supervisor helped build a relationship of trust, and provided peace of mind to family and friends.

Cultivate local networks

Providing guidance on how students can develop local support networks when in the field is crucial. From locals, to fellow fieldworkers, to formal supports such as lawyers and embassies – these will be the first point of call if anything does go wrong. Reminding students to “listen to the recommendations of local people and do what they do” is another obvious but important point, says Barnett-Naghshineh. But knowing when – and how – to end potentially problematic relationships can be equally important. As a colleague suggests, students should be supported to withdraw from toxic relationships, even if it limits their research.

No risk assessment or training course can ever address all fieldwork complications. But increased attention to student preparedness and support, and a willingness to engage in difficult conversations, will promote safer, and ultimately better, research.

Corinna Howland and Christina Woolner are PhD candidates in social anthropology at the University of Cambridge, currently on long-term fieldwork in Peru and Somaliland.

Join the higher education network for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @gdnhighered . And if you have an idea for a story, please read our guidelines and email your pitch to us at [email protected]

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Risk Assessment

The research at Wang’s group primarily focuses on quantitative risk assessment of microbial contamination occurring in the food systems. Risk assessment is a systems approach endorsed by the international and national food related authorities, such as Codex Alimentarius and World Trade Organization to set food standards, promote fair international trade and foster the sustainability of food systems. Typically, it uses mathematical models to describe the introduction, transmission and change in the hazardous agents along the food supply chains, being influenced by production and processing conditions. Using risk assessment as a tool, critical control points along the food chain can be identified, processing conditions can be optimized, and intervention strategies can be evaluated. And the ultimate goal of risk assessment is to inform sound decision makings on food safety risk management practices.

The completed and ongoing projects includes risk assessment of Campylobacter in broiler chicken in the US, risk assessment of hepatitis A virus in fresh and frozen raspberry in Chile, and exposure assessment of antibiotic resistant bacteria in beef products.

Systematic Review and Meta-Analysis

Another research direction in Wang’s group is systematic review and meta-analysis. Systematic review is an evidence-synthesis approach, following a pre-determined protocol to collect, appraise the quality of, screen the relevance of documented studies to a particular research question that the review would like to address. Then the relevant data of high quality are combined together using statistical approach, which is referred as meta-analysis. Wang’ research uses the outputs from systematic review and meta-analysis to provide the key inputs for risk assessment model.

The completed and ongoing projects includes systematic review and meta-analysis (SR and MA) of the efficacy of different control measures of Campylobacter along the broiler chicken production chain on farm and at slaughter house, respectively; SR and MA of spore-forming bacteria contamination along fluid milk production to identify the possible contamination sources; SR and MA of the impact of microbial mitigation strategies in beef processing plant on antibiotic resistant bacteria.

Predictive Microbiology

Applying predictive microbiology modelling in food industry is also of great interest in Wang’ group. A project that just started is to develop kinetic survival models for pathogens and spoilage organisms in acidified foods and to quantify the impact of food intrinsic (pH, water activity, presence/absence of preservatives) and extrinsic (holding temperature) factors on the kinetic parameters, such as the holding time needs to wait until the acidified foods are safe to be released to the market. Predictive microbiology can be used for new product development and prioritizing food processing conditions to achieve a particular performance criteria for food safety production.

Source Tracking and Molecular Epidemiology

Wang’s group also uses next-generation sequencing approach for source tracking Salmonella contamination in beef cattle animals to the environmental inches on farm and investigating the transmission of antibiotic resistance genes from livestock animal waste on feedlot, through manure storage and land application to air and soil.

Dr. Wang leads a graduate level course of Food Safety Risk Analysis at the Department of Food Science and Technology and co-instruct the Public Health course at the School of Veterinary Medicine and Biomedical Science for the Principle of Epidemiology for DVM students.

Dr. Wang’s extension activities primarily focus on providing training programs of food safety risk analysis in Latin America and Caribbean region countries. She is currently collaborating with University of Maryland, University of Minnesota, FAO (Food and Agriculture Organization of the United Nations), IICA (Inter-American Institute for Cooperation on Agriculture), and PAHO (Pan American Health Organization) to initiate a food safety risk analysis consortium to facilitate the capacity building of implementing risk analysis in food safety management systems in those countries. More info.

Currently, there are three PhD students and one MS students in Wang’s group.

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Bing Wang, PhD

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