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PhD in Iran

Shiraz University of Medical Sciences

Phd ( anatomical sciences ).

• Anatomical Sciences

Shiraz University

Phd ( veterinary medicine ).

• Veterinary Medicine

University of Kurdistan Erbil

Phd ( business administration ).

• Business Administration

Lorestan University of Medical Sciences

Phd ( pharmaceutical sciences ).

• Pharmaceutical Sciences

Industrial Management Institute

Urmia University of Technology

Phd ( physics ).

Hamedan University of Technology

Phd ( nanochemistry ).

• Nanochemistry

Why Study PhD (Doctor of Philosophy) in Iran

1. Quality Education and Research: Iranian universities are known for their high-quality education and research facilities. Pursuing a PhD in Iran provides access to excellent faculty members, advanced laboratories, and well-equipped libraries, fostering a conducive environment for research and intellectual growth.

2. Affordable Education: Compared to many Western countries, the cost of education in Iran is relatively affordable. This can make pursuing a PhD more accessible to students with limited financial resources.

3. Wide Range of Disciplines: Iranian universities offer a diverse range of disciplines and research areas for PhD candidates to choose from. Whether it's engineering, medicine, humanities, social sciences, or natural sciences, there are ample opportunities for students to specialize in their area of interest.

4. Cultural and Historical Richness: Iran has a rich history and vibrant culture, making it an exciting and intellectually stimulating place to live and study. International students have the chance to experience Iranian traditions, language, arts, and cuisine while immersing themselves in an ancient civilization.

5. Supportive Academic Environment: Iranian universities often provide a supportive academic environment for PhD students. Students are encouraged to collaborate with professors, attend seminars, and engage in conferences, fostering a culture of academic exchange and collaboration.

6. Opportunities for Collaboration: Iran's geographical location places it at the crossroads of Asia, Europe, and the Middle East. This opens up opportunities for international collaboration and networking with researchers from neighboring countries and beyond.

7. Research Opportunities: Iran is involved in various research projects, both national and international, providing students with opportunities to contribute to cutting-edge research and make meaningful contributions to their fields.

8. Research Grants and Scholarships: Some Iranian universities and research institutions offer research grants and scholarships to support PhD students in their academic pursuits.

9. Language Learning: For international students interested in learning Persian (Farsi), studying in Iran provides an immersive environment to acquire language skills, which can be beneficial for academic and personal growth.

10. Personal and Professional Growth: Pursuing a PhD in Iran can be a transformative experience, providing students with the chance to develop critical thinking, analytical, and problem-solving skills, which are highly valued in various sectors.

PhD (Doctor of Philosophy) Specializations in Iran

Admission Intake for PhD (Doctor of Philosophy) in Iran

1. Fall Intake (September): The main intake for PhD programs in Iran usually takes place in the fall semester, which starts in September. During this intake, universities open applications for various fields of study, and prospective students can apply for admission.

2. Spring Intake (February): Some universities in Iran may offer a secondary intake for PhD programs in the spring semester, which starts in February. However, the number of available positions may be limited compared to the fall intake.

Top 10 Universities in Iran for PhD (Doctor of Philosophy)

Cost of Studying PhD (Doctor of Philosophy) in Iran

Eligibility for doing PhD (Doctor of Philosophy) in Iran

1. Academic Qualifications: Applicants should have a relevant master's degree or equivalent qualification in a field related to the intended PhD program. Some universities may also accept candidates with an outstanding bachelor's degree for direct admission to the PhD program, but this is less common.

2. Language Proficiency: Proficiency in the language of instruction (usually Persian) is essential for international students. Universities may require international applicants to demonstrate their language proficiency through standardized language tests like the Test of Persian as a Foreign Language (TOPEF).

3. Research Proposal: Applicants are usually required to submit a detailed research proposal outlining their proposed research project and research objectives. The research proposal is an essential part of the application process and helps the university assess the applicant's research capabilities and suitability for the PhD program.

4. Letters of Recommendation: Applicants are typically required to provide letters of recommendation from academic referees who can vouch for their academic abilities and potential for successful research.

5. Entrance Exam/Interview: Some universities may conduct entrance exams or interviews to assess the candidates' academic knowledge and research aptitude. The format and scope of the exam or interview may vary depending on the university and the specific PhD program.

6. Academic Records: Applicants need to submit academic transcripts and certificates from their previous educational institutions to demonstrate their academic performance.

7. Other Documents: The application package may also require other supporting documents, such as a statement of purpose, curriculum vitae (CV), and copies of official identification documents.

Documents Required for PhD (Doctor of Philosophy) in Iran

1. Application Form: Completed and signed application form, which can usually be found on the university's official website or obtained from the admissions office.

2. Academic Transcripts and Certificates: Official transcripts and certificates from all previous educational institutions, including undergraduate and postgraduate degrees. Transcripts should show the courses taken and grades obtained.

3. Master's Degree Certificate: A copy of the master's degree certificate or equivalent qualification related to the field of study.

4. Research Proposal: A detailed research proposal outlining the intended research topic, research objectives, methodology, and expected outcomes.

5. Letters of Recommendation: Usually, two or three letters of recommendation from academic referees who can attest to the applicant's academic abilities, research potential, and suitability for a PhD program.

6. Language Proficiency Test: For international students, evidence of language proficiency in the language of instruction (usually Persian). This may be demonstrated through standardized language tests like the Test of Persian as a Foreign Language (TOPEF).

7. Curriculum Vitae (CV): A comprehensive CV detailing academic background, research experience, publications (if any), and other relevant achievements.

8. Statement of Purpose: A written statement explaining the applicant's academic and research interests, reasons for pursuing a PhD, and how the PhD program aligns with their career goals.

9. Copy of Passport: A valid passport or identification document.

10. Passport-sized Photographs: Recent passport-sized photographs as per the university's requirements.

11. Application Fee: Some universities may require a non-refundable application fee to process the application.

Scholarships for PhD (Doctor of Philosophy) in Iran

1. Iranian Ministry of Science, Research, and Technology Scholarships: The Ministry of Science, Research, and Technology in Iran offers scholarships to exceptional students, including those pursuing PhD programs. These scholarships are typically awarded based on academic merit and research potential.

2. Iranian National Elites Foundation Scholarships: The National Elites Foundation in Iran provides scholarships and financial support to outstanding students with exceptional academic achievements, especially in scientific and research fields.

3. Iranian National Commission for UNESCO Scholarships: The Iranian National Commission for UNESCO offers scholarships to Iranian students pursuing higher education, including PhD programs, in fields related to UNESCO's priorities.

4. Iranian Universities Scholarships: Some Iranian universities offer their own scholarships and financial aid packages for exceptional PhD students. These scholarships may be based on academic performance, research achievements, or specific fields of study.

5. Islamic Development Bank (IsDB) Scholarships: The Islamic Development Bank offers scholarships to students from IsDB member countries, including Iran, to pursue higher education, including PhD programs, in various fields.

6. Government and Institutional Research Grants: In addition to scholarships, PhD students in Iran may have access to government-funded research grants and projects related to their areas of study.

7. International Scholarships for Non-Iranian Students: Some international students pursuing a PhD in Iran may be eligible for scholarships from their home countries or international organizations that support higher education.

Jobs and Salary after PhD (Doctor of Philosophy) in Iran

1. Academic Research and Teaching: Many PhD graduates choose to pursue academic careers as researchers and professors at universities and research institutions. They can conduct further research, publish papers, and teach undergraduate and postgraduate students. The salaries for academic positions can vary widely depending on the rank, university, and field of study. On average, academic researchers and professors can earn between $600 to $1,500 per month, or even more for higher-ranking positions.

2. Industry Research and Development: PhD holders are in demand in industries such as pharmaceuticals, biotechnology, engineering, information technology, and other scientific fields. They can work in research and development (R&D) departments, leading research projects, and contributing to innovation. Salaries in industry can range from $800 to $2,000 per month or more, depending on the company and the individual's expertise.

3. Government and Public Sector Jobs: PhD holders can also find employment in government agencies, ministries, and public sector research institutions. They may be involved in policy research, strategic planning, and development projects. Salaries in the public sector can vary but typically fall within the range of $700 to $1,500 per month.

4. Consulting and Advisory Roles: Some PhD graduates opt for consulting and advisory roles, offering expertise to private companies, NGOs, or government organizations. The income in these positions can vary significantly depending on the nature and scale of the consultancy.

5. Entrepreneurship and Startups: PhD holders with innovative ideas and entrepreneurial skills may choose to establish their startups or join startup ventures. The earning potential in entrepreneurship is variable and can be influenced by the success of the venture.

6. International Opportunities: Some PhD graduates may explore international job opportunities, either in academia or industries worldwide, where their expertise is in demand. Salaries in international positions can vary significantly based on the country, employer, and level of responsibility.

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Doctor of Philosophy (Ph.D.)

Iranian Studies

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Top 20 Fully Funded Scholarships in Iran 2024 - 2025

Iran offers numerous fully funded scholarships for international students across various levels of study, including undergraduate, master's, and PhD programs. These scholarships provide significant financial support, covering tuition fees, living expenses, and other costs, making it easier for students worldwide to pursue their academic dreams in Iran.

This page provides a comprehensive list of the best scholarship opportunities available for 2024 - 2025. Our detailed guides will help you navigate the eligibility criteria , application processes , and important deadlines, ensuring you have all the information needed to successfully apply for these scholarships.

Iran Government Scholarships for International Students 2023

• Fully Funded
• Iran Universities
• All Subjects
• International Students

Iran MU Scholarships at Mofid University 2021-2022

• Full tuition fee
• Mofid University
• Postgraduate
• Domestic Students Iranian Students only

Sharif University of Technology Iran Scholarships and Awards

• Partial Funding
• Sharif University of Technology Iran
• PhD, Masters, Bachelor
• International Students, Domestic Students

Iran University of Tehran Scholarships for International Students , 2018

• University of Tehran
• Undergraduate, Masters

Yazd University Scholarships for International Students in Iran 2017

• Iran Universities, Yazd University

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Optimization and control of nonlinear and partial differential equations., phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

PhD International Studies

Self-funded phd students only.

The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

PhD Research Programme

PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

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Ph.D. Program in Persian & Iranian Studies

About the program.

The Persian and Iranian Studies Ph.D. program focuses specifically on either modern or classical Persian literature and culture, or Iranian (or other Persian speaking societies’) history, religion, social organization, and politics.

Program Requirements

The Ph.D. in Persian and Iranian Studies consists of 21 units of core courses, 21 units of elective courses, and 3 units of a research methods course, and 18 dissertation units. The completion of a minor is also required. In addition, fourth-year proficiency in Persian is required, and reading knowledge of French, German, or another relevant language is required.

See all degree requirements

Student Outcomes

After completing a  Ph.D. in Persian and Iranian Studies  student will be able to:

• Speak, read, and write with superior proficiency in the Persian language.
• Analyze the historical, artistic, and political debates most relevant to Persian and Iranian culture.
• Articulate clear and critical distinctions between certain historical, cultural, and literary practices in Persian and Iranian studies and their implications for current and future debates on the region.
• Apply various methodologies to study the regional and global implications of Persian and Iranian history, culture, and language.
• Formulate and pursue research projects of scholarly importance to the field of Persian and Iranian studies.
• Contribute through presentations, publications, and scholarly projects to knowledge-making in Persian and Iranian studies.

Qualifying Examination

A qualifying examination or diagnostic evaluation may be required to demonstrate acceptability to pursue the doctorate as well as to determine areas of study where further course work is necessary. This examination is waived if the candidate has completed a master’s degree at the University of Arizona in Persian and Iranian Studies or MENAS. The examination should be taken during the first semester of residence and preferably during the first two weeks of residence.

Satisfactory Academic Progress

We have developed a set of criteria for monitoring student progress through the program. These standards assist faculty in their annual evaluations of student progress toward degree completion and, equally important, they help students assess their own progress.

Criteria for satisfactory academic progress towards the completion of your post-baccalaureate degrees include the following:

• Submission of an annual self-evaluation;
• Regular meetings with your advisor(s) on a schedule negotiated between you and your advisors;
• Adherence to appropriate schedules (outlined below), including completion of MA thesis and written and oral exams, and timely filing of plans of study and dissertation proposals; and
• Fulfillment of all formal Graduate College requirements (GPA, etc.) as specified in the Graduate Catalog.

Student Assessment

Following the practices in MENAS for graduate student evaluation, each semester Ph.D. students will complete a self-evaluation. Students will meet for a face-to-face evaluation with the student’s faculty advisor and each student is ranked on a 1-4 scale. The evaluation ranking and justifications are then communicated to the student.

Annual Self-Evaluation

The faculty in the Persian and Iranian Studies GIDP will meet yearly to consider the progress of students. Students are informed of the results of these discussions by email. Students must submit a self-evaluation in advance of this meeting each year so that the faculty has the necessary information to reach a fair evaluation of each student’s progress.

Submission of the annual self-evaluation by the deadline announced by the advising office is one of the criteria defining Satisfactory Academic Progress. Student records do not reveal extenuating circumstances that may have resulted in a grade of ‘Incomplete,’ nor do they include information on awards, papers published, delivered at meetings, etc.

Forms needed for the self-evaluations will be provided online. First year students are not expected to fill out the form as completely as more advanced students do.

You should meet with your principal advisor to discuss your progress after receiving the evaluation result.

Time Limitation

All requirements for the degree of Doctor of Philosophy must be completed within 5 years of passing the Comprehensive Exam. Should a student not finish within that time period, he or she may be allowed to re-take the Comprehensive Exam with permission of the program, and then proceed to complete other requirements, e.g., the dissertation.

Comprehensive Examination

Each student must select a Ph.D. committee of tenured or tenure-track faculty members, three in major field (GIDP in Iranian and Persian Studies) and one in the minor field. One of the members may be a specially approved member, who must be pre-approved by the student’s committee and the Dean of the Graduate College.

Students must register for up to 6 credits of PRS 799, Independent Reading for the Comprehensive Exam, in the semester after completion of other coursework or the semester in which the Comprehensive Exam will be taken.

Before admission to candidacy for the doctoral degree, the student must pass a written and an oral Doctoral Comprehensive Examination. This examination is intended to test the student’s comprehensive knowledge of the major and minor subjects of study, both in breadth across the general field of study and in depth within the area of specialization.

The Comprehensive Examination consists of written and oral parts. The written part consists of four fields:

• two in the student’s major field as defined in consultation with the committee
• one in Middle Eastern History
• one in the minor field

A student will pass the written portion before sitting for the oral portion, and the oral portion should come early enough to allow the student to advance to candidacy in a timely fashion. The written and oral portions of the comprehensive examination must take place at least three months prior to the Final Oral Examination (i.e., the dissertation defense).

Upon successful completion of the written examinations in the major and minor(s), the Oral Comprehensive Examination is conducted before the examining committee of the faculty. This is the occasion when faculty committee members have both the opportunity and obligation to require the student to display a broad knowledge of the chosen field of study and sufficient depth of understanding in areas of specialization. Discussion of proposed dissertation research may be included. The examining committee must attest that the student has demonstrated the professional level of knowledge expected of a junior academic colleague.

Students who do not pass a portion of their comprehensive examination may retake that portion within six months of the initial exam.  Students who do not pass the failed portion of the exam a second time will not be admitted to PhD candidacy and will have the opportunity to fulfill the requirements for an MA in Persian and Iranian Studies or MENAS if they have not done so already.

Dissertation

The student’s dissertation advisor will approve the subject matter of his or her dissertation. The dissertation must engage theoretically and methodologically primary sources in one or more Middle Eastern languages and the relevant secondary literature. Primary sources include, but are not limited to, texts, media outlets, internet sources, survey data, and interviews. Dissertations typically are 200-400 pages long.

Final Oral Examination

The Final Oral Examination, more popularly known as the dissertation defense, is the forum at which the doctoral candidate must demonstrate his or her dissertation’s contribution to scholarship and respond to the examining committee’s questions concerning its contents and implications.

All dissertation committee members are expected to attend the final defense. All members of the student’s PhD committee must be present at the Final Oral Examination.

The exact time and place of the Final Oral Examination must be scheduled with the Graduate Degree Certification and the GIDP Director at least 7 working days in advance.

After completion of the Final Oral Examination, students must formally defend a dissertation proposal before their dissertation committee to qualify for ABD (All But Dissertation) status.

With the Ph.D., we anticipate that many of our graduates will find work as faculty in institutions of higher education. With thanks to UNC-Chapel Hill, we can see that over a dozen higher education positions have been advertised since 2015. We also expect our graduates to be ready to fill critical employment positions in international diplomacy, public interest research and writing, public or non-profit service, cultural or historical organizations, and government and NGO consulting and advising.

Let the beauty of what you love be what you do. ~Rumi

• Program of Iranian Studies

The UCLA Program of Iranian Studies – one of the oldest in the field – is home to several endowed chairs and endowments, and attracts a thousand students to its courses each year. It has the largest and most comprehensive doctoral program of its kind in the Americas, and is the only one to cover the entire spectrum of Iranian Studies across disciplines, linguistic boundaries and periods. Its distinctive strengths are Old and Middle Iranian philology, ancient Iranian history and religions, archaeology, and the study of classical Persian literature.

The Pourdavoud Institute leverages these extensive resources in order both to preserve the core of ancient Iranian Studies and to transform its orientation, by integrating the entire field into the larger tapestry of the ancient world.

• About the Pourdavoud Institute
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Special announcement

Scholarship database.

Here you can find information on various kinds of DAAD funding for students, graduates and postdocs as well as on funding offered by other selected organisations.

19 Scholarship Options for your selection

Research grants in germany.

The research grant offers the opportunity to realise a research project in Germany. During a doctorate funding is available for 2 to 12 months, and in the early postdoc phase for 2 to 6 months.

• Postdoctoral researchers
• Doctoral candidates/PhD students
• Language and Cultural Studies
• Law, Economics and Social Sciences
• Mathematics/Natural Sciences
• Veterinary Medicine/Agriculture, Forestry and Nutritional Science
• Engineering
• Art, Music, Sport

Research Grants – Doctoral Programmes in Germany

DAAD grants for young scientists and academics wishing to improve their academic qualifications with a doctoral degree in Germany.<br />

Research Grants - Bi-nationally Supervised Doctoral Degrees / Cotutelle

DAAD grants for doctoral candidates and young scientists and academics whose doctoral degrees are supervised both by a university teacher at the home university and an academic adviser at the host institute in Germany

Graduate School Scholarship Programme (GSSP)

DAAD grants for recent graduates who want to pursue their PhD in a structured graduate school in Germany.

Research Stays for University Academics and Scientists

DAAD grants for scientists and academics who wish to carry out research and continue their education at the request of a scientific host in Germany.

DAAD Germany

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• PhD: fees, requirements and...
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PhD: fees, requirements and how to apply

Exploring the path to a doctorate abroad with idp.

The prospect of attaining a Doctorate at a prestigious international university is within reach with the assistance of IDP. A PhD, or Doctor of Philosophy, stands as the pinnacle of postgraduate academic achievement, granted by esteemed higher education institutions. Pursuing a PhD can significantly enhance your career prospects.

A PhD qualification holds immense value for students and professionals aspiring for leadership, academia, research, entrepreneurship, and numerous other sectors. Regardless of your chosen field, a bachelor’s or master’s degree forms the foundation for pursuing a PhD. Successful completion of a PhD program earns you the esteemed title of "Doctor."

Duration of PhD Degrees:

The duration required to obtain a doctorate degree varies based on your field of study, the chosen university, and the educational system of your destination country. Different PhD programs have varying durations:

PhD in Political Science: 3 – 8 years

PhD in Economics: 5 – 7 years

PhD in Medicine: 3 – 8 years

PhD in Computer Science: 4 – 5 years

PhD in Music: 4 – 7 years

PhD in Engineering: 3 – 8 years

PhD Requirements:

Admission criteria for PhD programs differ among universities and fields of study. Generally, to apply for a PhD program in leading universities in Australia, the USA, the UK, New Zealand, Canada, or Ireland, you'll likely need:

Application form

Accredited master’s degree in a related field with strong grades and demonstrated research ability and potential

Transcripts for your university degree or courses

Statement of Purpose

GMAT or GRE scores

Recommendation letters

English language test results, such as IELTS or TOEFL

Application fee

PhD Opportunities in Various Countries:

Australia: Research scholarships like the international postgraduate research scholarships (IPRS), university scholarships, alumni scholarships, and government scholarships are available.

USA: PhD programs generally span 4 to 8 years after a bachelor's degree, and 2 years less after a master's degree.

UK: PhD involves 3 years of research, culminating in a thesis and an oral examination.

New Zealand: A 3 to 4-year full-time PhD involves producing a substantial thesis under supervision.

Canada: PhD programs last 4 to 6 years and are largely research-focused.

Ireland: A standard PhD is usually completed in 3 to 4 years, with structured programs lasting 4 years.

Ready to embark on an educational journey abroad? Connect with an IDP Education counselor to access the latest information about program requirements and secure your place at your desired global university in the UK, Australia, USA, Canada, New Zealand, or Ireland.

UCI establishes Ph.D. specialization in Persian/Iranian studies

The UCI School of the Humanities has established a new interdisciplinary graduate Specialization in Persian/Iranian Studies , the first of its kind in the UC system. Graduate students can now earn a Ph.D. in the humanities program of their choice, while simultaneously gaining training in Persian/Iranian studies through the specialization.

UCI offers many opportunities to study and engage with Persian and Iranian studies across all time periods. The new specialization joins UCI’s existing graduate program in Ancient Iran and the Premodern Persianate World , which focuses exclusively on premodern Iran and is a complement to the specialization, while UCI’s Samuel Jordan Center for Persian Studies and Culture provides a space for interdisciplinary conversations, programming and engagement.

“The specialization provides students the opportunity to tailor the program to support their own research interests,” said Matthew P. Canepa, Elahé Omidyar Mir-Djalali Presidential Chair in Art History and Archaeology of Ancient Iran, who is the founder and director of the new program. “Moreover, it will provide them with a dual credential upon graduating, which will increase their marketability when they apply for jobs.”

UCI is one of the world’s leading centers for advanced research and graduate work in Persian/Iranian studies, housing five endowed chairs in several disciplines under the umbrella of Persian studies – more than any institution in the world – with recruitment underway for a sixth chair in Zoroastrian studies.

In addition, doctoral study in Persian/Iranian studies at UCI benefits from an endowed doctoral fellowship program. In 2021, the Roshan Cultural Heritage Institute, a donor-advised fund of Silicon Valley Community Foundation, awarded the School of the Humanities a $1.565 million grant to establish an endowment supporting doctoral fellowships in Persian/Iranian studies , reserved exclusively for students who pursue the program. Previously, in 2017, the institute provided a $2 million grant to establish the Elahé Omidyar Mir-Djalali Presidential Chair in Art History & Archaeology of Ancient Iran , currently held by Canepa.

"It has been extremely gratifying to see how graduate study in Persian/Iranian studies has grown and flourished in the School of the Humanities over the last four years,” Canepa said. “We now offer faculty expertise across an exceptionally wide range of time periods and disciplines, drawing bright students from around the globe. This new interdisciplinary graduate program positions UCI for further growth in a field of study that is of crucial importance for California, the U.S. and the world.”

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Tehran Psychoanalytic Institute: Tehran, Iran

Tehran Psychoanalytic Institute as the first psychoanalytic institute in Iran was founded in 2007 by Tooraj Moradi, PhD, a US-graduate psychoanalyst. After its establishments, it faced various very difficult local impediments and it seemed impossible and even dangerous. However, we persisted and survived. Later we succeeded in obtaining European accreditation as well as local recognition. TPI was selected to be site visited as an exemplary institute by the World Health Organization (WHO).

We have now grown to have 15 locally-trained faculty members and more than 160 students.

We train psychologists and physicians in a Four-Year Comprehensive Training Program in Psychoanalytic Psychotherapy (850 hours). We are using some new training techniques aside from the usual tri-partite training:

• Specific Technique Practicums in these areas:

-Listening without explicit and implicit interrupting

-Exploring feelings, meanings and history

-Identifying the main theme and the prevailing feeling in a session

-Following the unconscious derivatives

-empathic immersion and responsiveness

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• Iran J Nurs Midwifery Res
• v.19(6); Nov-Dec 2014

The evaluation of reproductive health PhD program in Iran: The input indicators analysis

Mahshid abdishahshahani.

1 Department of Midwifery, Student Research Committee, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Soheila Ehsanpour

2 Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

Nikoo Yamani

Shahnaz kohan.

3 Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Background:

Appropriate quality achievement of a PhD program requires frequent assessment and discovering the shortcomings in the program. Inputs, which are important elements of the curriculum, are frequently missed in evaluations. The purpose of this study was to evaluate the input indicators of reproductive health PhD program in Iran based on the Context, Input, Process, and Product (CIPP) evaluation model.

Materials and Methods:

This is a descriptive and evaluative study based on the CIPP evaluation model. It was conducted in 2013 in four Iranian schools of nursing and midwifery of medical sciences universities. Statistical population consisted of four groups: heads of departments ( n = 5), faculty members ( n = 18), graduates ( n = 12), and PhD students of reproductive health ( n = 54). Data collection tools were five separate questionnaires including 37 indicators that were developed by the researcher. Content and face validity were evaluated based on the experts’ indications. The Cronbach's alpha coefficient was calculated in order to obtain the reliability of the questionnaires. Collected data were analyzed by SPSS software. Data were analyzed by descriptive statistics (mean, frequency, percentage, and standard deviation), and one-way analysis of variance (ANOVA) and least significant difference (LSD) post hoc tests to compare means between groups.

The results of the study indicated that the highest percentage of the heads of departments (80%), graduates (66.7%), and students (68.5%) evaluated the status of input indicators of reproductive health PhD program as relatively appropriate, while most of the faculties (66.7%) evaluated that as appropriate.

Conclusions:

It is suggested to explore the reasons for relatively appropriate evaluation of input indicators by further academic researches and improve the reproductive health PhD program accordingly.

I NTRODUCTION

By expansion of sciences and the need for experts in the field of reproductive health, PhD in reproductive health plays a key role in quality improvement of service and achievement of scientific outcomes and advancements.[ 1 ] In 2012, the American College of Nurse Midwives (ACNM), which is responsible for the quality of midwifery educational programs, emphasized on creating opportunities for educating midwives to the highest academic level in order to meet the changing complicated health needs.[ 2 ] PhD in reproductive health, which is the first PhD course designed for post-graduation of midwives with a master's degree, is a branch of medical and health sciences through which the students are familiarized with various dimensions of reproductive health, such as population affairs, nutrition, law, epidemiology, and advanced infertility techniques, to conduct planning, management, research, and education in the context of reproductive health. In Iran, students’ admission in PhD in reproductive health started in Tehran, Shahid Beheshti, and Isfahan universities from 2006. Then, it was established in Tarbiat Modares, Mashhad, and Shahroud universities. This course was established in 1967 in Karolinska University in Sweden with different branches such as reproductive health and children's health, maternal health, and endocrinology in the Department of Maternal Health. Then, other popular universities like John Hopkins, Harvard, Keele, Lancashire, Warwick, Monash, and Edinburgh also admitted students in this course.[ 1 ] The goal of PhD program, based on American Association of Colleges of Nursing, was to train researchers and innovative scientists and critics to conduct research in the society and university, and ultimately extend their knowledge.[ 3 ] After establishment of each PhD course, one of the most important issues which should be notified is the quality of education and achievement of course goals. The quality guarantee of PhD education is among the most important influencing elements on development and improvement of PhD educational programs. To have a quality program, the educational programs should be investigated and evaluated periodically by the committee of internal and external quality.[ 4 ] In medical sciences education, quality is achieved when the students attain the capabilities defined by educational program goals. In other words, education and educational programs train the individuals to consider and be responsive to the extensive progression of medical sciences and attain adequate knowledge, experience, and skills.[ 5 ] The definition of quality in higher education is a multidimensional concept, and somehow ambiguous, and cannot be easily judged. Evaluation, as a tool making this judgment possible and documenting the quality, is of great importance.[ 6 ] Through evaluation of an educational program, its level of adaptation and coordination with individuals’ and society's needs is revealed, the capability of the methods and tools is determined, and the effective factors in program progress are detected.[ 7 ] Educational authorities make judgments based on the consistency between educational programs’ outcomes and the expected goals.[ 8 ]

Appropriate evaluation not only modifies and empowers the weak points, but also can act as a background for many educational plans and decisions and, consequently, promotes scientific level of the universities.[ 9 ] In the evaluation of any educational system, appropriate use of evaluation methods is very important. Various models have been designed and presented for educational evaluation. One of the evaluation models that have arisen from management-based approach is CIPP which is the abbreviation for Context, Input, Process, and Product. CIPP model has been designed and suggested to facilitate decision-making process of the managers. It is a holistic and comprehensive model which can investigate a program systematically and multi-dimensionally at the beginning, during administration, and at final stages.[ 10 ] In a research conducted by the American Development and Education Association, it was shown that CIPP evaluation model is superior to other models.[ 11 ] As this model is a comprehensive model to conduct programs, projects, products, organizations, and systems, through which the evaluating factors can enjoy all four domains to evaluate a program, in addition to separate evaluation of one or some parts of the program,[ 12 ] it has been considered as the theoretical foundation of the research. Inputs are among the important elements of curriculum planning which are ignored in most of the evaluation processes.[ 13 ] Input includes all elements that are entered into the system. Inputs contain various factors of which the most important ones are academic members, students, curriculum, budgets, and educational facilities and equipments. They have been adopted in some studies like those of Singh,[ 14 ] Phattarayuttawat et al. ,[ 15 ] Mohebbi et al. ,[ 9 ] Fathabadi et al. ,[ 16 ] and Shayan et al. [ 17 ] Using several approaches to conduct evaluation is very important in a valid evaluation. Nagata et al. , in a study on evaluation of doctoral nursing education in Japan among students, graduates, and the faculty, reported a significant difference among the evaluators. It showed that having evaluators with different roles is important to conduct a comprehensive evaluation of the quality of nursing education of PhD course.[ 18 ]

In the present study, the viewpoints of heads of departments, faculty members, library managers, graduates, and students were considered in conducting a comprehensive evaluation. No study has been conducted previously on the evaluation of reproductive health PhD curriculum. Evaluation of reproductive health PhD course based on the curriculum is essential, 3-5 years after the first group of students has graduated. In Iran, this course is the first approved PhD course for post-graduation of masters of midwifery, and as 7 years have passed after its establishment, its evaluation is essential. This study aimed to evaluate the input indicators of reproductive health PhD program in Iran based on the CIPP evaluation model. This article is a part of a research project to evaluate the reproductive health PhD program based on CIPP model.

M ATERIALS AND M ETHODS

This is a descriptive evaluative study conducted using CIPP model in 2013 in the nursing and midwifery schools in Iran where reproductive health PhD course was taught (Tehran, Shahid Beheshti, Isfahan, Shahroud, and Mashhad). Study population comprised all heads of departments of midwifery/authorities of reproductive health PhD ( n = 5), academic members of reproductive health PhD course ( n = 18), heads of libraries in the nursing and midwifery schools ( n = 5), graduates ( n = 12), and reproductive health PhD students ( n = 54) who had enrolled in the medical universities in Iran between 2006 and 2011. Ethics approval was obtained from the ethics committee of Vice Chancellery for Research in Isfahan University of Medical Sciences. The study population was selected by census sampling and based on the inclusion criteria. Inclusion criteria were: students of reproductive health PhD who had at least passed the first semester, faculty members who were responsible for teaching at least one credit or were a part of reproductive health PhD course, or the supervisors and counselors of a reproductive health PhD dissertation, and managers with at least 6 months of management experience in their position, and willingness to attend the study and answer the questions. The data were collected by a researcher-made questionnaire based on CIPP model, and educational facilities and equipments evaluation checklists.

Voluntary return of the completed questionnaires by subjects showed their informed consent. With the help of existing sources in Iran and other countries, input indicators were prepared and five questionnaires and one checklist were designed accordingly. Researchers of this study, with the cooperation of expert professors, extracted the indicators and developed questionnaires from 4 tools: the tool used in research project conducted in York University in Canada, which was titled as “Evaluation framework for nursing education programs: Application of the CIPP model.”[ 14 ] the tools of Nagata's study[ 18 ] and Kim's study[ 19 ] for the evaluation of PhD in nursing, and the questionnaire of Mohebi's study which was titled as “Application of CIPP model for evaluating the medical records education course at Master of Science level at Iranian medical sciences universities”.[ 9 ] In domains of input, total of 37 indicators were prepared for evaluation of five factors of academic members, students, curriculum, budget, and educational facilities and equipments. Based on these indicators, a separate questionnaire was prepared for each of the following: heads of departments (responsible for PhD in reproductive health), academic members (teachers of reproductive health PhD course), graduates of reproductive health PhD course, and students of reproductive health PhD course. For evaluation of educational facilities and equipments, a checklist was made which was ticked by the researcher after direct inspection by referring to each university. Content and face validity of the questionnaires were assessed by 10 academic members who were experts of medical education, and reproductive health and midwifery. They were asked to write down their suggested modifications after having a careful review of the questionnaires. Cronbach's alpha values were calculated for department heads’, academic members’, graduates’, and students’ questionnaires as α =0.95, α =0.91, α =0.95, and α =0.94, respectively, to confirm the reliability. The questionnaires had two sections. The first section included subjects’ demographic characteristics including age, name of the university where they studied, their average course of graduation in master's level, and work experience.

The second section contained multiple choice questions scored with five-point Likert's scale, rated as very much, much, average, little, and very little, which were scored from 1 to 5, respectively, as well as some open questions to measure subjects’ viewpoints. If the score of the item was 1-2.33, it was evaluated as inappropriate; if the score was between 2.33 and 3.66, it was evaluated as relatively appropriate; and if it was 3.66-5, the item was evaluated as appropriate. Then, to investigate the status of input between groups, the appropriateness score was calculated out of 100. The obtained total score was multiplied by 100 and then it was divided to the multiplied of the number of the questions by the highest score that each item could gain (score five). Input status were evaluated inappropriate if the obtained score was 0-33, relatively appropriate if the score was between 34 and 66, and appropriate if the obtained score was 67-100. Educational facilities and equipments checklist included four sections of school educational and official atmosphere for PhD students of reproductive health, library and informative systems, computer facilities and services, and audio-visual facilities, which contained some three-point scale multiple choice questions rated as appropriate (score 1), relatively appropriate (score 2), and inappropriate (score 3). With regard to the condition of educational facilities and equipments, the scores between 1 and 1.66 were evaluated inappropriate, between 1.66 and 2.32 as relatively appropriate, and between 2.32 and 3 as appropriate.

The obtained data were analyzed by descriptive statistical tests (mean, frequency distribution percentage, and SD), and one-way analysis of variance (ANOVA) and least significant difference (LSD) post hoc tests to compare the means through SPSS.

Demographic characteristics

Mean age of heads of departments and authorities of reproductive health PhD course was 45.4 (5.84) years and their mean length of management experience was 4.6 (2.96) years. Mean age of the teachers was 47 (7.37) years and their mean work experience was 16.27 (9.23) years. Mean work experience of the teachers in the highest academic position was 5.70 (3.82) years. Mean age of graduates was 42.72 (3.79) years with the mean final average of 18.72 (0.46) years and the average of their master's or medical doctorate degree was 18.25 (0.44) years. Mean students’ age was 37.87 (6.61) years, with the mean average of the passed credits being 18.65 (0.49) and the mean average of master's or medical doctorate degree being 18.18 (0.67). Mean age of library managers was 42 (7) years and their work experience was 15 (7.54) years.

Input evaluation status

Table 1 shows the frequency distribution of evaluation indicators of reproductive health PhD course in domain of input from the viewpoints of the subjects. In domain of input, the highest percentage of heads of departments, graduates, and students reported the evaluation indicators of reproductive health PhD to be relatively appropriate, while the teachers reported it as appropriate. All library managers evaluated the condition of all reproductive health PhD evaluation indicators appropriate with a mean score of 77.5 (4.11). Mean total scores of evaluation indicators in domain of input were 65.64 (13.25) for heads of departments, 67.90 (9.86) for teachers, 54.66 (16.39) for graduates, and 49.27 (16.86) for students. The highest score was obtained by the teachers and the lowest by the students. One-way ANOVA showed that mean scores of evaluation indicators’ status in domain of input were not the same in different groups ( P < 0.001). LSD post hoc showed no significant difference in the mean scores of teachers and heads of departments, but students’ mean score was significantly less than the other two groups of managers ( P = 0.02) and teachers ( P < 0.001) [ Table 2 ]. Total mean of evaluation indicators in the input domain of curriculum of reproductive health PhD in Iran based on CIPP model is presented in Table 3 . From the viewpoint of the managers, students, and graduates in domain of input, the highest mean score was for the indicator of “consistency between hours of students’ access to library sources and their logical and normal needs,” while from the teachers’ viewpoint, it was “teachers’ knowledge about various teaching methods and their application specifications” which had the highest appropriateness. The lowest level of appropriateness from the managers’ viewpoint was for “goal achievement of course by the curriculum,” “consistency of available budget with the course research needs,” and “students’ welfare budget adequacy.” From the teachers’ and graduates’ viewpoints, the lowest mean in input indicators was for “the balance between facilities and sport and recreational places and the number of students.” Meanwhile, “presented courses of reproductive health PhD meet students’ educational needs and expectations” had the lowest level of appropriateness from students’ viewpoint. Table 4 presents the mean (SD) scores of educational facilities and equipments through direct inspection which has been evaluated appropriate with a mean of 2.49 (0.49). The highest mean was for “computer facilities and services” and the lowest for “library and informative system.”

Frequency distribution of reproductive health PhD evaluation indicators in domain of input from the viewpoint of subjects

Mean and SD of reproductive health PhD evaluation indicators in domain of input from the viewpoint of subjects

Mean of evaluation indicators in the input domain of curriculum of reproductive health PhD in Iran from the viewpoints of subjects

Mean and SD of educational facilities and equipments

D ISCUSSION

This study aimed to evaluate the input indicators of reproductive health PhD program in Iran based on the CIPP evaluation model. The obtained results showed that the input indicators of reproductive health PhD are relatively appropriate. In this study, mean age of graduates was 42.72 (3.79) years and ranged 38-48 years. Mean age of students was 37.87 (6.61) years and ranged 27-50 years. Pastor reported that mean age of graduates was 46 years, and 48% of the subjects were between 45 and 54 years of age and 12% were more than 55 years. He believes that to increase the use of graduates’ services, nurses should be encouraged to attend a PhD course from younger age.[ 20 ] Mean age of graduates was reported as 46 years in the report of American Association of colleges of nursing in 2011.[ 21 ] Farahani and Ahmadi reported mean age of nursing PhD students as 37.5 years,[ 22 ] which is consistent with the present study. On comparing these two studies with Pastor's and the above-mentioned report of American Association of colleges of nursing in 2011, it seems that PhD students are younger in Iran and expected to be more productive for the health system. Based on researcher's review, the present study is the first report of reproductive health PhD educational condition in Iran and other countries. Therefore, there is no article on evaluation to be compared with the present study. Findings of the present study, in relation with evaluation of curriculum factor in domain of input, showed that the indicator of “achievement of course goals by curriculum” had the least mean from the viewpoints of heads of departments and teachers, while from graduates’ viewpoint, it was “adequacy of offering courses deficit or compensatory.” From the viewpoint of students, it was “fulfillment of students’ educational needs and expectations from the presented courses.” Kim et al. reported that the advantages of nursing PhD curriculum from the subjects’ viewpoint were “emphasis on specific fields of research” and “research ethics and multi-disciplinary courses.” The disadvantages were “inadequate time for developing the curriculum,” “shortcomings of the courses to meet core research competencies,” and “lack of linkage between practice and theory.” In Kim's study, like the present study, the response of the courses presented in PhD course to students’ educational needs and expectations was among the disadvantages of PhD, in addition to the fact that university suggests limited and fixed courses to the students to select.[ 19 ] In most of the countries, PhD students determine the courses they want to select, usually based on the subject of their dissertation.

This issue, despite an increase in motivation, efficacy, and efficiency of educational courses, leads to a variety in the professions among the graduates of such courses and lets them play a more effective role in fulfillment of the needs of the society.[ 23 ] In a survey conducted by Farahani and Ahmadi on the nursing PhD students’ viewpoint about their curriculum, the students highlighted the importance of their own determination of the courses based on the subject of their dissertation through which they claimed they could save time and enrich their literature review in their dissertation. In our study, from the graduates’ viewpoint, “adequacy of courses deficit or compensatory” had the lowest mean score. Most of the students and graduates also indicated the weak points of the course as the incapability of some courses concerning their empowerment in research abilities like qualitative research methodology and advanced statistics. They also reported weak points of nonexistence of clinical courses in outline and lack of reproductive health experts’ empowerment in their clinical skills.

Kim et al. laid much emphasis on theorizing and analysis as the weak points of nursing PhD curriculum from the viewpoints of presenters of the course and suggested to focus on those theories which are applicable in nursing practice in the curriculum. In this study, both presenters and learners pointed to interdisciplinary courses as the positive points of curriculum.[ 19 ] In a study on evaluation of nursing PhD in Iran, most of the credits were reported to be theoretical, as there were no independent credits for care, and activities and problems in the clinical setting.[ 22 , 23 ] In John Hopkins University, PhD in reproductive perinatal and women's health includes practical education in the fields of research, function and policy making in fertility and family planning, maternal health, health discrimination, services for women at fertility age, and gender-related issues in the world. Their curriculum includes clinical aspects of reproductive health,[ 24 ] while in the curriculum of reproductive health PhD in Iran, there are no clinical subjects.

With regard to this issue and existence of several clinical problems in Iran, it is essential that the curriculum planners and experts take this issue under close consideration.

In the present study, the indicator of “achievement of course goals by curriculum” had the lowest score from the viewpoint of the managers and teachers. Three roles are considered in the goals of reproductive health PhD. They are educational, research, and planning for the graduates. However, based on the viewpoints of the students and graduates in response to the open question on the presented courses, they claimed that the course prepared them just for educational role, while there were defects in two other fields. Most of the subjects emphasized on the necessity of including research method, especially qualitative research, in the curriculum. They claimed that the outlined courses were not adequate in relation with management, planning, and promotion of care for the graduates. Adams suggested that universities should prepare the PhD students not only for research but also for several responsibilities they would face after graduation, such as teaching, university life, seeking jobs, and academic choices.[ 25 ] The findings of the present study concerning evaluation of academic members factor in domain of input showed that the indicator “consistency of reproductive health PhD dissertation referee's professionalism with reproductive health” had the lowest mean from the viewpoint of the teachers and students who entered the research stage. From the viewpoints of graduates and students, “adequate familiarity of the teachers with subjects and course of reproductive health” had the lowest score, and from the viewpoints of heads of departments, “consistency of supervisors with the course of reproductive health” had the lowest appropriateness.

These problems are also observed in evaluation of other PhD courses. In Nagata's study on evaluation of the receivers (students and graduates) about the adequacy of professional academic members, it was surprising that qualitative and quantitative inadequacy of academic members in PhD courses was mentioned among the problems in Japan and the US.[ 26 , 27 ] Although academic members had a different viewpoint, they agreed with this mentioned qualitative and quantitative defect.

In their study, the graduates were more positive, compared to students, possibly revealing that most of the nursing PhD courses are conducted in counseling professor's lab with no force on students to pass a high number of unneeded courses in Japan. In the study of Farahani and Ahamadi, nursing PhD students claimed that some teachers had inadequate mastery on the courses of PhD.[ 22 ] Pakdaman et al. , in a study on achievement of educational goals of periodontics and community oral health departments in Tehran university based on CIPP model, concluded that in domain of input, the students claimed that the teachers’ skills and motivation were not adequate.[ 28 ] Kim et al. conducted a study on description of positive and negative points of academic members, students, curriculum, and nursing doctoral education resources from the viewpoints of authorities and academic members (presenters), students, and graduates (receivers). They concluded that the number of knowledgeable and adequately skillful teachers was not enough, although the receivers had a more positive viewpoint about the teachers, compared to presenters.[ 19 ] This issue may be due to Asian culture in which the teachers are believed to be respected and the Japanese culture focusing on “self-criticism” instead of “emphasis on self-positive attitude.”[ 29 ] This issue in reproductive health course may have been rooted from the variety of dissertation subjects and the existing limitations based on university regulations on selecting teachers from related nursing and midwifery schools and most of these academic members’ professional irrelevance with dissertation subjects.

As only two groups of reproductive health PhD students have graduated up to now, the qualitative and quantitative defects of the teachers in this course seem normal. The problem will be solved through time if the newly graduated students have the chances of scholarship for post doc courses. With regard to mean of indicators in domain of input, graduates’ viewpoints were higher than those of students (like two aforementioned studies), which can be possibly due to the fact that the graduates had passed their dissertation and had a more positive evaluation, compared to students. There may be another reason. The graduates, due to their limited number, work as teachers after graduation and have a feeling of belonging to reproductive health as a professional and not as a student, and this feeling may have been effective on their attitude. Meanwhile, as the students face challenges with the curriculum, they can feel the positive and negative points of the curriculum better. In the School of Reproductive Health, Population and Family in John Hopkins University, an agreement was established for the supervisors of PhD students, especially reproductive health PhD students, to guarantee the quality of counseling services given to these students. Based on this agreement, the supervisors should thoroughly know about PhD course curriculum.[ 24 ]

It is suggested to hold an orientation session to introduce the curriculum of reproductive health PhD before the semester starts to let the teachers conduct the students better as many teachers reported their improper familiarity with reproductive health PhD program. In the evaluation of facilities and equipment factor in domain of input, the indicator “consistency of sport and recreational facilities and places with the number of students” had the lowest score level of appropriateness from the viewpoints of teachers, students, and graduates and from the viewpoint of the heads of departments for the indicators “consistency of educational facilities and equipments in the school with educational and research needs of this course” and “consistency between existing books and journals in the library with students’ and teachers’ number and needs” were the lowest. Anderson states that the quality of tools and places and facilities are the factors of success, in addition to students’ and academic members’ abilities and the curriculum.[ 30 ] In the present study, the heads of the departments claimed that facilities and equipments as well as the existing books and journals in the library could not fulfill their educational needs. Of course in the studies of Nagata[ 18 ] and Kim,[ 19 ] the receivers gave a higher score to these indicators, compared to the presenters. Nagata found the difference in the roles of these two groups to be the reason behind this. Receivers like students are not involved in precise and minor needs of resources to represent quality education, while the heads of the departments face provision of resources for students’ quality learning. In the study of Farahani and Ahmadi, about half of the students were dissatisfied with the existing physical atmosphere facilities, and 50% reported that their library facilities and access to functional websites were poor.[ 22 ] A review on the findings of various studies reveals the importance of facilities and equipments, and educational atmosphere in the administration and evaluation of curriculum, which proves the necessity of their evaluation.[ 13 ] In higher education, physical spaces and equipments are modified or promoted if they are regularly evaluated through an efficient method. CIPP model is a framework through which the success of this process can be monitored.[ 31 ]

C ONCLUSION

The quality of education in domain of input was relatively appropriate; therefore, it is suggested to detect the indicators of input which led to the relatively appropriate status of this educational course to promote the quality and modify reproductive health PhD program.

A CKNOWLEDGMENT

The authors gratefully acknowledge the heads of departments, faculty members, graduates and PhD students of reproductive health who participated in this study.

Source of Support: Isfahan University of Medical Sciences, 392013

Conflict of Interest: Nil.

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The Top International Relations Schools of 2024, Ranked

An insider’s guide to the world’s best programs—for both policy and academic careers..

The Teaching, Research, and International Policy (TRIP) Project at William & Mary’s Global Research Institute has long partnered with Foreign Policy to create a reputational ranking of academic programs in international relations. Over the past two decades, our process has remained simple and consistent: We ask IR professionals what they think are the five best places to study for an undergraduate, terminal master’s, and doctoral degree.

In our most recent survey on the topic, conducted from October 2022 to January 2023, we received responses from 979 IR scholars across the United States, 294 staff affiliated with U.S. think tanks, and 291 policymakers who worked in the U.S. government during the George W. Bush, Obama, and Trump administrations. For the first time, we also asked respondents which Ph.D. programs are best for a student interested in a policy career, rather than an academic one. As the number of tenure-track positions in universities declines and the demand for expertise within the policy community increases , this question is more relevant today than ever before.

JUMP TO CATEGORY

• UNDERGRADUATE
• Ph.D., ACADEMIC
• Ph.D., POLICY

Undergraduate Programs

These results should look familiar to those who follow national undergraduate rankings. Ivy League schools, Stanford University, the University of Chicago, and a few large public universities were favored across the board. But a handful of outliers punched well above their weight: Georgetown University, American University, George Washington University, Tufts University, and William & Mary all placed much higher here compared with their rankings in U.S. News & World Report , widely considered the most influential college ranking in the United States. In fact, Georgetown stands out as the top undergraduate choice among policymakers and think tank staff.

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Master’s Programs

For master’s students hoping to pursue a policy career, all three groups we surveyed expressed a preference for programs on the East Coast. Only a few schools located west of the Rocky Mountains made the top 20 in each list. Respondents also highlighted several options outside the United States in the top 20: IR faculty included four international programs, while policymakers included five—all located in Europe—and think tankers included eight, one of which is in Asia.

Ph.D. Programs for Academics

IR faculty members’ rankings of Ph.D. programs have proved remarkably stable over the years. Between our 2017 survey and our most recent one, no top 15 program has moved more than one spot in either direction; in fact, most held the same rank. Additionally, policymakers and think tank staff appeared to value academic Ph.D. programs located in Washington, D.C., and outside the United States much more than U.S.-based IR scholars did.

Ph.D. Programs for Policymakers

When asked about doctoral students pursuing a policy career, all three groups we surveyed showed a preference for institutions with strong connections to Washington. Schools such as George Washington University, Georgetown University, and American University are ranked higher for students pursuing policy careers than for those hoping to enter academia. Conversely, institutions such as the University of Chicago and Massachusetts Institute of Technology are ranked lower for policy careers than academic ones. This shift highlights the importance of proximity to policy centers and the availability of practical engagement opportunities in shaping perceptions of a program’s value for a policy-oriented career in IR.

Advice to Prospective Students

Prospective students would do well to explore the specific features of various programs rather than focusing solely on a broad reputational ranking, which tells us little about a program’s regional, functional, or methodological strengths. For example, both academic and policymaker respondents who specialize in international political economy and/or trade policy ranked the London School of Economics master’s program higher than respondents who focus on security policy. Similarly, academics who specialize in the study of Latin America ranked the University of California, Berkeley Ph.D. program higher for an academic career than their non-Latin Americanist colleagues.

Still, prospective students should keep in mind that reputation matters. Although reputation may be an imperfect indicator of quality, it is a strong indicator of perceived quality within the field. A program’s standing can have conscious and unconscious effects on graduate school admissions committees, scholarship committees, and hiring managers in the public, private, and higher education sectors. For this reason, our ranking provides a systematic measure of these perceptions to assist prospective students in making informed choices as they plan for their future.

Advancing a Global Affairs Career

The intersection of large-scale challenges and technological advancements demands a broader range of knowledge and skills from international relations professionals. Learn about the impact this is having on employment trends in the latest FP Graduate School Guide .

To learn how your academic institution can be part of the FP Guides, contact Director of Academic Partnerships: Sherri Greeves, [email protected] .

Irene Entringer García Blanes is a senior project manager for the Teaching, Research, and International Policy Project at William & Mary. Twitter:  @EntringerIrene

Susan Peterson is the Wendy and Emery Reves professor of government and international relations at William & Mary.

Michael J. Tierney is the George and Mary Hylton professor of international relations and director of the Global Research Institute at William & Mary. Twitter:  @MikeTierneyIR

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Innovations for Land Management, Governance, and Land Rights for Sustainable Urban Transitions

The Middle Eastern Perspectives

• © 2024
• Ahmed M. Soliman 0 ,
• Ramin Keivani 1

Architecture Department, Faculty of Engineering, Alexandria University, Alexandria, Egypt

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About this book

The transformation of the built environment during the last few decades has placed enormous demands for land. About 7.7 billion people live on the planet, which is expected to increase by 2.5-3.0 billion in just 30 years, with the highest growth projected to be in less developed regions. The spreading of urban informality in cities of the Global South leads to chaotic informal economies and an inability to capitalize on urban-rural economies of scale and exchange. The combination of socioeconomic and climate change vulnerability in urban centres is having a “double impact” on already poverty-stricken and marginalized groups (especially women, racialized, and ethnic minority groups) – leading to what has come to be known as “climate injustice”. Land constitutes a main component of urban development and is the main asset for informal urban communities in the Middle East region. The State and urban planners can aim to regulate the growth of informal land markets or represent the interests of the citizens. However, in reality the increasing retreat or absence of the public authorities, the crisis of confidence between the governed and governing, and the deficit of urban policies to address the multitude of generated challenges cannot be concealed. This volume examines three main themes: land management and governance in the era of sustainability; Legal, informal, and illegal land tenures; and the broader socioeconomic changes impacting land (and housing) delivery. It investigates the correlations, transitions, and interactions between the various forces and multi-stakeholders that control and adjust the land delivery system for low-income groups and the urban poor.  This includes exploring mechanisms for correcting urban inequalities between central and peripheral quarters and the modes of shared governance.  Finally, the volume also discusses developing national land policies based on legal instruments that connect the implementation of the SDGs, land, and tenure security as critical drivers for more sustainable land delivery realization.

• Urban Land Transitions
• Inequality for Land Supply
• Land Provision
• Property Right
• Land Legislations

Table of contents (14 chapters)

Front matter, scope of the work, introduction.

• Ahmed M. Soliman, Ramin Keivani

Land Management and Governance in the Era of Sustainability

Multilayering approach towards efficient governance in egypt.

• Hebatullah Ghalib, Mohab Elrefaie, Ghada Farouk Hassan

Land Tenure as a Challenge Facing Urban Development in Egypt: Participatory Approach

• Noha Nabil, Gehan Abdeldayem, Marwa Flefal

Land Governance and Urban Development Under Political Instability Conditions in Palestine: Challenges and Potentials

• Samer Raddad

The Interpretation of Land Use Change Based on the Interplay of Place-Specific Complexity in Amman Downtown

• Raed Al Tal, Maram Tawil, Sultan AlFuqaha, Hadeel Jibrini, Athar Al Ayyoub

Legal, Informal, and Illegal Land Tenure

Land tenure security sustainability transitions: conflicts and constraints on the right to land in egypt.

Ahmed M. Soliman

Land Tenure and Vulnerability in Lebanon and Iraq: A Comparative Study

• Hassan Elmouelhi, Nada Jouni, Layla Raswol

Urban Planning Policies and Mechanisms and Their Role in a Sustainable Urban Land Management in the State of Palestine

• Ali Abdelhamid

Land Registration, Management, Rights and Urban Planning in Palestine

• Salem Thawaba, Salam Shoman

Broader Socio-economic Changes on Land (and Housing) Delivery

Vertical property challenges to the “rights of return”: the case of palestinian refugee camps in lebanon.

• Hanadi Samhan, Camillo Boano

Gender and Inequality for Land Supply in Jordan

• Viktoriia Adamenko, Lamees Al-Sabatin

Land Market Dynamics in Egypt

• Mohab Elrefaie

Impact of Commodification of Formal Land and Housing Markets in Iran on Decent Housing for Low-Income Households

• Alireza Vaziri Zadeh, Frank Moulaert

The Way Forward

• A. Soliman, R. Keivani

Editors and Affiliations

Ramin Keivani

About the editors

Ahmed Soliman:  During more than thirty years of professional practice, Professor Soliman has undertaken consultancy, research, training and teaching assignments in Egypt, Lebanon, Britain and Algeria. He established a consultant office in the early 1980s under the name of Architectural and Planning Studies Center, located in Tanta city, to practice architecture and planning carrier. Soliman holds the chair of the Architecture Department, Faculty of Engineering, Alexandria University, Egypt (2007-2012), and was the Faculty of Architectural Engineering dean at Beirut Arab University, Lebanon (2000-2004). He has also written, edited or contributed to many publications and participated in international and national conferences and workshops. He specializes in urban housing, urban development, and architecture design. He has supervised and designed several premises in Egypt. He had worked for international agencies and organizations in Britain and Peru. He is an external associate adviser to Egypt's Ministry of Housing, Utilities, and Urban Communities. He is also a GIS specialist (Geographic Information System) and has carried out several planning projects using GIS tools. Prof. Soliman authorizes A Possible Way Out: Formalizing Housing Informality in Egyptian Cities, University Press of America, 2004, and Urban Informality: Experiences and Urban Sustainability Transitions in Middle East Cities, Springer,2021.

Ramin Keivani is an urban development specialist with a particular interest on the interface of economic globalization, development of land markets and urban growth and their impact on urban equity, particularly in relation to urban land policy and low-income housing delivery in the global South and transition economies. My most recent work focuses on urban social sustainability. I have also worked on other projects on housing delivery in the UK and healthy urban mobility. After completing the PhD at University College London, I worked for a period of time in the Middle East on urban development and planning in a number of cities in Iran before returning to the UK in 1997 to pursue my academic career. I taught at UCL and London South Bank universities before joining Brookes in 2003 to lead research and teach in the then Department of Real Estate and Construction and its successor School of the Built Environment. I also led the Real Estate and Land Policy research group of Oxford Institute for Sustainable Development between 2007-2019. Prof Keivani is on the steering committee of the UN-Habitat World Urban Campaign and the Global Network for Sustainable Housing. I am also the Founding Editor in Chief of the International Journal of Urban Sustainable Development.

Bibliographic Information

Book Title : Innovations for Land Management, Governance, and Land Rights for Sustainable Urban Transitions

Book Subtitle : The Middle Eastern Perspectives

Editors : Ahmed M. Soliman, Ramin Keivani

DOI : https://doi.org/10.1007/978-3-031-59671-1

Publisher : Springer Cham

eBook Packages : Earth and Environmental Science , Earth and Environmental Science (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024

Hardcover ISBN : 978-3-031-59670-4 Published: 28 July 2024

Softcover ISBN : 978-3-031-59673-5 Due: 11 August 2025

eBook ISBN : 978-3-031-59671-1 Published: 27 July 2024

Edition Number : 1

Number of Pages : XVII, 357

Number of Illustrations : 28 b/w illustrations, 87 illustrations in colour

Topics : Environmental Management , Human Geography , Social Sciences, general , Governance and Government , Urban Studies/Sociology

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J.D. Vance: Pregnancies from rape should go to term even if they're 'inconvenient'

Matthew Chapman

News writer, matthew chapman is a video game designer who attended rensselaer polytechnic institute and lives in san marcos, texas. before joining raw story, he wrote for shareblue and alternet, specializing in election and policy coverage..

Former President Donald Trump's running mate, Sen. J.D. Vance (R-OH), told an interviewer that women should be forced to continue pregnancies from rape and incest, even if it is "inconvenient" to them.

The clip at Spectrum News 1, unearthed by progressive Ohio operative Terra Goodnight, comes from 2021, around two months after Vance, a venture capitalist and the author of "Hillbilly Elegy," first announced his run for Senate, and several months before the Supreme Court overturned Roe v. Wade — but after the justices had effectively allowed a total ban on abortion to go into effect in the state of Texas, which Vance was asked about.

When the subject came to whether abortion should be permissible in cases or rape or incest, Vance said, "Two wrongs don't make a right. At the end of the day, we're talking about an unborn baby. What kind of society do we want to have? A society that looks at unborn babies as inconveniences to be discarded?"

ALSO READ: We asked 10 Republican senators: ‘Is Kamala Harris Black?’ Things got weird fast

"Should a woman be forced to carry a child to term after she has been the victim of incest or rape?" he was then asked.

"Look, my view on this has been very clear, and I think the question betrays a certain presumption that's wrong," said Vance. "It’s not whether a woman should be forced to carry a child to term, it’s whether a child should be allowed to live even though the circumstances of that child’s birth are somehow inconvenient or a problem to the society. The question really to me is about the baby. We want women to have opportunities, we want women to have choices, but above all, we want women and young boys in the womb to have the right to life. Right now, our society doesn't afford that. I think it's a tragedy, and I think we can do better."

In other interviews, Vance hasn't gone quite so far as endorsing a total, no-exceptions national ban on abortion, but has supported there being some form of national restriction on abortion to prevent people from traveling across state lines to get the procedure.

This comes as Vance faces scrutiny for a number of other controversial political positions, including his attacks on "childless cat ladies" and his suggestion that the government should give people with children more votes than people without .

Stories Chosen For You

Should trump be allowed to run for office, trump reveals in late-night post he's agreed to debate harris — but not on abc news.

Facing intense backlash for walking back his commitment to appear at a scheduled Sept. 10 debate on ABC, former President Donald Trump took to his app Friday night to declare he's agreed to a new debate — on a different network.

"I have agreed with FoxNews to debate Kamala Harris on Wednesday, September 4th," the MAGA leader wrote late Friday on Truth Social. "The Debate was previously scheduled against Sleepy Joe Biden on ABC, but has been terminated in that Biden will no longer be a participant, and I am in litigation against ABC Network and George Slopadopoulos, thereby creating a conflict of interest."

Trump added that the FoxNews debate will be held in Pennsylvania, but that the site has not been determined.

"The Moderators of the Debate will be Bret Baier and Martha MacCallum, and the Rules will be similar to the Rules of my Debate with Sleepy Joe, who has been treated horribly by his Party – BUT WITH A FULL ARENA AUDIENCE!…"

Trump said that if Harris fails to appear "for any reason" — "is unwilling or unable to debate on that date" — that he has agreed to do a town hall on Fox News on the same Sept. 4 date.

"My preference would be the Debate, but the Townhall will be very exciting also," he wrote. "I look forward to seeing everybody, and especially Kamala Harris, on September 4th, in the Great Commonwealth of Pennsylvania!"

In a separate post, Trump accused Democrats of unconstitutionally — and "unceremoniously" — swapping President Joe Biden with Vice President Kamala Harris.

"This has never been done before, and is a Threat to Democracy, but I am totally prepared to accept the results of this 'coup,' and replace Joe on the Debate stage with Crazy Kamala Harris," he said.

Trump complained that he spent hundreds of millions of dollars, time, and effort campaigning against Biden, boasted that he won the debate between the two, only for Democrats to toss a new candidate into the ring.

"Not fair, but it is what it is! Nevertheless, different Candidate or not, their bad Policies are the same, and this will be strongly revealed at the September 4th Debate."

Trump's latest rant comes after goading from the Harris campaign.

This week, Harris led the crowd at a packed rally in Atlanta in jeering Trump for reneging on his promise to debate Sept. 10.

"So, the momentum in this race is shifting ," Harris at the rally. "And there are signs that Donald Trump is feeling it. You may have noticed. So last week, you may have seen he pulled out of the debate in September he had previously agreed to."

The crowd booed.

"So here's the thing," she said. "Here's the funny thing about that. So he won't debate, but he and his running mate sure seem to have a lot to say about me. And by the way, don't you find some of their stuff to just be plain weird? Well, Donald, I do hope you'll reconsider to meet me on the debate stage. Because as the saying goes, if you got something to say, say it to my face."

Report reveals how Trump's 'race-baiting strategy' is 'not by accident'

Former President Donald Trump's attacks on the racial identity of newly minted Democratic presumptive nominee Kamala Harris aren't simply the result of a "rogue" man who has lost impulse control — they're part of a calculated, intentional strategy.

That's according to Rolling Stone, which reported Friday — citing three people on and close to the Trump-Vance campaign — that team Trump believes attacking Harris' race as "loudly" as they can could convince independent voters she's a “phony."

"Trump believes he wins battles when he gets to define the messaging terrain and have Democrats and his media nemeses fight him on his terms (hence, Trump’s deep annoyance at Harris and Democrats’ relentless drive to call him, J.D. Vance, and other conservative leaders “weird”)," the report said. "So, Trump and his allies have been reveling in this line of racial-identity sniping, hoping to bait Democratic leaders into a mud fight."

Read also: Trump 'flailing' as Harris supporters turn his attacks into 'rallying points': Strategist

Indeed, some Trump advisers believed even before the disastrous question-and-answer session with the National Association of Black Journalists — in which Trump asked at one point, "is she Black?" — that smearing Harris as inauthentic could help them woo some Black voters, especially disaffected young Black men.

"The sources stressed that Trump’s comments were not — as has been the case numerous times in his campaigns and during his administration — a situation in which the former president has gone rogue on the stump and indulged his own lack of political impulse control. (These sources in the past have generally had no trouble privately admitting it when that has been the case.) Rather, this is a case of Trump and an array of his aides and influential allies settling on a race-baiting strategy that they are, for the time being at least, convinced will work out well for them in this presidential election," the report said.

One person close to Trump told the news outlet: “It’s not by accident; it’s intentional. We’re behind the [former] president, 100 percent."

Vance wrongly claims Trump ‘never said that there were very good people on both sides’

Donald Trump’s vice-presidential running mate JD Vance is falsely claiming as President in 2017, Trump did not make his infamous “very fine people on both sides” remarks after the deadly Charlottesville “Unite the Right” white supremacist neo-Nazi rally. Senator Vance is also blaming the media for, he says, wrongly informing his views, which once included wondering if Trump could be “ America’s Hitler .”

On August 15, 2017 President Donald Trump held a press conference at his Trump Tower in Manhattan, just days after the “Unite the Right” rally which took place August 11 through August 12. (Full press conference transcript via Politico .)

During his lengthy remarks, Trump said, “I do think there is blame – yes, I think there is blame on both sides. You look at, you look at both sides. I think there’s blame on both sides, and I have no doubt about it, and you don’t have any doubt about it either.”

When a reporter told him, “The neo-Nazis started this thing. They showed up in Charlottesville,” Trump appeared to reject that statement.

“Excuse me, they didn’t put themselves down as neo-Nazis, and you had some very bad people in that group. But you also had people that were very fine people on both sides. You had people in that group – excuse me, excuse me. I saw the same pictures as you did. You had people in that group that were there to protest the taking down, of to them, a very, very important statue and the renaming of a park from Robert E. Lee to another name.”

Trump went on to denounce removing statutes of Civil War-era traitors, and defend the Founders who owned slaves, before stating, “You know what? It’s fine, you’re changing history, you’re changing culture, and you had people – and I’m not talking about the neo-Nazis and the white nationalists, because they should be condemned totally – but you had many people in that group other than neo-Nazis and white nationalists, okay? And the press has treated them absolutely unfairly. Now, in the other group also, you had some fine people, but you also had troublemakers and you see them come with the black outfits and with the helmets and with the baseball bats – you had a lot of bad people in the other group too.”

In an appearance on the right wing Full Send podcast ( full video ) this week that posted Friday, Senator Vance said, “I don’t know if you guys remember this. But there was this thing that happened in Charlottesville where a white supremacist killed this girl and, very tragic situation. And the media said Trump stood up for the white supremacist, and there was a time in my life where I would have believed the media, what they said about it, and then you go and read what the transcript of what he actually said. It’s like, wait a second, he actually condemned the white supremacist.”

(Vance’s suggestion that Trump never condemned white supremacists is erroneous. During that press conference a reporter asked him specifically, “Why did you wait so long to denounce neo-Nazis?” which kicked off the “both sides” remarks. Trump on August 12 did not specifically condemn white supremacists, on August 14 , after nationwide outrage, he did.)

“He never said that there were ‘very good people on both sides.’ What he said is that some of the protesters were good people, not like the white supremacist who murdered this girl. And you realize so much of what the media says about this guy is totally dishonest. I think once you accept that frame of mind, you start to think for yourself a little bit and when I started doing that, I started realizing one, he’s a good president, but two, he’s just not the guy. He’s not the scary person the media makes him out to be.”

Watch the videos above or at this link .

A breathtaking scam: Inside Georgia's newest voter suppression tactic

How harris is outmanning trump, we asked 10 republican senators: ‘is kamala harris black’ things got weird fast..

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New PhD scholarships announced by TSLS Share

August 3, 2024 4:41 pm

The Tertiary Scholarship and Loans Service

The Tertiary Scholarship and Loans Service has outlined details of its new cost-sharing PhD scholarship scheme.

Chief Executive Hasmukh Lal says it costs taxpayers $400,000 to sponsor one student for a three-year university degree program, so the PhD program will be even more expensive.

Lal says the government has allocated $1,800,000 with 20 awards for this new PhD scheme in the 2024-25 national budget.

“So we approach the Australian universities in terms of they have developed an agenda on the Pacific, and the four universities were quite keen to come on board and say we will pay the tuition fee cost for the PhD students, while the Fiji government to take care of the stipend and any other associated cost.”

The four universities include, the Western Sydney University, Swinburne University of Technology, University of Newcastle and Queensland University of Technology.

Lal says they will soon be talking to the Monash University to come on board as well.

Due to skilled migration, Fiji has been losing many health specialists.

Lal adds with the introduction of this new scheme, individuals in the medical, veterinary, and engineering fields can enroll in postgraduate diplomas or even master’s degree programs.

“And we can’t hold the health of our public at ransom without having the skill set in the three areas, particularly in veterinary, medical sciences, and engineering. We know for a fact that Fiji has got only two orthopedic surgeons, and if you compare two orthopedic surgeons against the population of the country, that’s really, really low. We need more cardiologists. We need more people to be trained in other medical areas to become specialists.”

Medical doctors who have completed five years of their nine-year bond under the TSLS sponsorship can now qualify for a new specialist scholarship scheme.

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Effect of nano-curcumin supplementation on cardiometabolic risk factors, physical and psychological quality of life, and depression in patients with coronary slow flow phenomenon: a randomized double-blind clinical trial

Affiliations.

• 1 Department of Clinical Nutrition, School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran.
• 2 Department of Clinical Nutrition, School of Nutritional Sciences and Dietetics, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
• 3 Department of Clinical Cardiac Electrophysiology, Tehran Heart Center, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
• 4 Cardiac Primary Prevention Research Center, Cardiovascular Diseases Research Institute, Tehran University of Medical Sciences, Tehran, Iran.
• 5 Department of Clinical Cardiac Electrophysiology, Tehran Heart Center, Tehran University of Medical Sciences, Tehran, Iran.
• 6 Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
• 7 Department of Medical Nanotechnology, School of Advanced Technologies in Medicine, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
• 8 Department of Pharmacology, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. [email protected].
• PMID: 39085864
• PMCID: PMC11290174
• DOI: 10.1186/s13063-024-08354-9

Background: Extensive evidence has suggested the cardio-protective properties of the polyphenol curcumin. The aim of this study was to investigate the effects of a highly bioavailable curcumin supplement on cardiometabolic risk factors, health-related quality of life, and depression in patients with coronary slow flow phenomenon (CSFP).

Methods: This randomized double-blind placebo-controlled clinical trial was conducted in 42 patients with CSFP (age 35-70 years, 25 ≤ body mass index < 40 kg/m 2 ). Patients received either 80 mg/day nano-curcumin or placebo for 12 weeks. Serum levels of visfatin, high-sensitivity C-reactive protein (hs-CRP), and glycemic indices were measured before and after the intervention. The short form 36-item quality of life (SF-36) and Beck's Depression Inventory-II (BDI-II) questionnaires were assessed, as well.

Results: No significant improvements were observed in circulating hs-CRP and visfatin following the intervention. A significant increase was observed in pre- to post-fasting blood glucose (- 0.9 ± 12.2 vs. 7.7 ± 12.4 mg/dl, p = 0.02) and hemoglobin A1C (- 0.1 ± 0.8 vs. 0.5 ± 0.8%, p = 0.04) levels, in the placebo compared with the intervention group. Physical (8.2 ± 8.1 vs. - 1.2 ± 6.5, p < 0.001) and mental (6.8 ± 11.8 vs. - 1.1 ± 10.4, p = 0.02) component summary scores were significantly improved in the nano-curcumin than the placebo group. Additionally, the number of patients with lower degrees of depression was significantly better in the intervention than the placebo group following the supplementation (p = 0.046).

Conclusion: Curcumin supplementation prevented deterioration of glycemic control and improved physical and psychological quality of life and depression in patients with CSFP.

Trial registration: Iranian Registry of Clinical Trials (IRCT20131125015536N8), June 19, 2019.

Keywords: Cardiometabolic risk factors, Quality of life; Coronary slow flow phenomenon; Curcumin; Depression; Glycemic control.

© 2024. The Author(s).

PubMed Disclaimer

Conflict of interest statement

The authors declare no competing interests.

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• Tambe A, Demany M, Zimmerman HA, Mascarenhas E. Angina pectoris and slow flow velocity of dye in coronary arteries—a new angiographic finding. Am Heart J. 1972;84(1):66–71. 10.1016/0002-8703(72)90307-9 - DOI - PubMed
• Wang X, Nie S-P. The coronary slow flow phenomenon: characteristics, mechanisms and implications. Cardiovasc Diagnos Ther. 2011;1(1):37. - PMC - PubMed
• Mangieri E, Macchiarelli G, Ciavolella M, Barillà F, Avella A, Martinotti A, Dell’Italia LJ, Scibilia G, Motta P, Campa PP. Slow coronary flow: clinical and histopathological features in patients with otherwise normal epicardial coronary arteries. Cathet Cardiovasc Diagn. 1996;37(4):375–81. 10.1002/(SICI)1097-0304(199604)37:4<375::AID-CCD7> 3.0.CO ;2-8 - DOI - PubMed
• Beltrame J, Ganz P: The coronary slow flow phenomenon. In: Chest pain with normal coronary arteries. edn. Springer; 2013: 101–117.
• Beltrame JF, Limaye SB, Wuttke RD, Horowitz JD. Coronary hemodynamic and metabolic studies of the coronary slow flow phenomenon. Am Heart J. 2003;146(1):84–90. 10.1016/S0002-8703(03)00124-8 - DOI - PubMed

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World spotlight shines on cardiologist elected president of iran.

Dr. Masoud Pezeshkian speaking at the endorsement ceremony for Iranian president this week, with Iran's Supreme Leader Ayatollah Ali Khamenei. Photo courtesy off the Government of the Islamic Republic of Iran

Dr. Masoud Pezeshkian  became one of the world's most widely known cardiologists when he was inaugurated the president of Iran on July 28. His high status as a cardiac surgeon is noted on the official Government of the Islamic Republic website, that often refers to him simply as the "doctor."

He comes from a healthcare background that spans four decades. He worked as a medic in the Iran-Iraq War, a cardiac surgeon, an academic researcher and one of Iran's deputy health ministers. Beyond the public, political face of Pezeshkian, his physician profile reflects that of a respected cardiac academic similar to those presenting at cardiology conferences and helping push scientific understanding forward. 

Pezeshkian is still listed as a co-editor in chief of the Journal of Cardiovascular and Thoracic Research (JCVTR) , an international, open access and peer-reviewed journal affiliated with the Iranian Heart Association .

ResearchGate lists 22 publications authored or co-authored by Pezeshkian, and Google Scholar lists 46. Several of these articles list him as first author, including articles on fatty acid composition of epicardial and subcutaneous human adipose tissue profiles in diabetic and non-diabetic candidates for coronary artery bypass graft; hydrocortisone reduces toll-like receptor 4 expression on peripheral CD14+ monocytes in patients undergoing percutanous coronary intervention; analysis of maternal-fetal outcomes of valvular heart surgeries in pregnant women; and the effect of atherogenic diet with or without enzyme inhibitors on the incidence and progress of atherosclerosis in rabbits. 

Cardiology articles that cite Pezeshkian as a co-author include clinical and pre-clinical studies on stem cells, epicardial and subcutaneous adipose tissue, biological influencers of angiogenesis, and pharmacotherapy. The most recent article that lists him as a co-author is from 2022 on how dapagliflozin attenuates high glucose‐induced endothelial cell apoptosis and inflammation through AMPK/SIRT1 activation. 

The rise of Pezeshkian through medicine and politics in Iran

Born in 1954 in the city of Mahabad to his Azeri father and Kurdish mother, both part of minority ethnic groups in Iran, Pezeshkian earned a diploma in food industry at Urmia Agricultural Academy in his home province of West Azarbaijan, Iran, before entering military conscription service in 1973. He is said to have became interested in medicine when in the military.

After completing his military service in 1976, he received his second diploma in experimental sciences. He was admitted to medical school at the Tabriz University of Medical Sciences in 1977. Pezeshkian finished his general practitioner course in 1986 and then taught physiology at the medical school.

Iranian President and cardiologist Masoud Pezeshkian listed as an editor in chief of the Journal of Cardiothoracic Research.

The Islamic Revolution took place in 1979. During the Iran–Iraq War between 1980–1988, Pezeshkian is said to have frequently visited the front lines, where he was responsible for sending medical teams to treat the wounded, working as a fighter and a doctor. 

After the war, Pezeshkian continued his education, specializing in general surgery and graduated with an MBBS at Tabriz University of Medical Sciences. In 1993, he received a subspecialty in cardiac surgery from Iran University of Medical Sciences. He become president of Tabriz University of Medical Sciences in 1994. 

He entered politics when he was named deputy health minister of the Ministry of Health, Treatment and Medical Education, in 1997 in the first cabinet of President Seyyed Mohammad Khatami, who was in office from August 1997 to August 2005. Khatami was an Iranian reformist politician. Since then, Pezeshkian has been elected to the Iranian parliament five times, and served as thefirst deputy speaker of the parliament from 2016 to 2020. During his time in parliament he also served as a member of the Education and Health Commission. 

His wife was a gynecologist. In 1993, she died along with their youngest son in a car accident, which deeply impacted him. He raised his remaining two sons and daughter alone and has never remarried. 

Pezeshkian is viewed as a pro-reform politician and refers to his conservative, hardline rivals as the "Taliban." He has made economic arguments to work with the West to lift sanctions because of the severe impact on Iran's economy. He opposed suppression of protests in 2009 and 2019. He also spoke out against the suppression and the cause of the 2022 protests sparked by the death of Mahsa Amini in police custody, who was arrested because she was not wearing a hijab. 

“Those who voted for me and the competing candidates, or even did not enter the election field out of concern, criticism, and protest, expect change from the system, me, and the future government, and the time to respond to it practically begins today,” Pezeshkian said this week after his inauguration. “I am still the servant of the noble nation of Iran, who consciously set foot in this arena, and with their vote they put a heavy burden on the shoulders of this humble person in important conditions.”

His choice of first vice president this week was a fellow academic, Mohammad Reza Aref, PhD , who has been involved in politics as a reformer, and previously served in the VP role during Khatami's presidency as a deputy minister of science, and minister of communications and information technology. 

Some political experts say expectations on reform or rebuilding relations with the West should be tempered. Barriers exist with the  the current issues in the Middle East involving Israel, and because so much power is held by Iran's Supreme Leader Ayatollah Ali Khamenei.

Pezeshkian's limits as a reformer were also immediately put to the test within hours of taking office. Hamas political leader Ismail Haniyeh was killed in an apparent Israeli air strike targeting him in the Iranian capital of Tehran. Haniyeh attended the inauguration and met with Pezeshkian to discuss the war in Gaza. Pezeshkian immediately condemned the attack on Iranian soil and said Iran would respond.

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Dave Fornell has covered healthcare for more than 17 years, with a focus in cardiology and radiology. Fornell is a 5-time winner of a Jesse H. Neal Award, the most prestigious editorial honors in the field of specialized journalism. The wins included best technical content, best use of social media and best COVID-19 coverage. Fornell was also a three-time Neal finalist for best range of work by a single author. He produces more than 100 editorial videos each year, most of them interviews with key opinion leaders in medicine. He also writes technical articles, covers key trends, conducts video hospital site visits, and is very involved with social media. E-mail: [email protected]

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