Learn from the Best.
Our competitiveness is balanced by an equally strong spirit of collaboration among students and faculty. Our small classes leaves room to both teach and to mentor, providing you with support throughout the entire academic experience. But it doesn’t end there. Your degree continues working for you.
With doctoral courses offered primarily in the fall and spring, you can also take summer courses according to your interests and availability. You’ll take eight courses a year in addition to research projects, colloquia, seminars, and other area-specific academic activities. Activities like our Teaching Assistant Training and Teaching Opportunity (TATTO) program (an intensive sequence designed to prepare you for the rigors of teaching in a college or university environment) give you the tools to succeed in the business school environment. Because research excellence is only one part of success, we place an equal emphasis on improving your skills in the classroom.
Our doctoral program, offered through the Laney Graduate School, provides students the opportunity to pursue one of the following academic areas: Accounting, Finance, Information Systems & Operations Management, Marketing, or Organization & Management.
- Doctoral coursework in social sciences and quantitative methods
- Seminars on specific research topics
- Summer research experiences
- Teaching development program
- Dissertation supervised by a faculty committee
The Academic Year
Consisting of three semesters (fall, spring, and summer), doctoral courses are offered primarily in the fall and spring, but students can take summer courses according to personal interests and needs. Students take eight courses per year and are also expected to participate in research projects, colloquia, and other scholarly activities in their respective area.
Our students are in residence for the entire academic year and are expected to participate in Orientation during the summer prior to their first set of core courses to refresh quantitative skills.
Faculty and Student Collaboration
We believe that hands-on research collaboration between students and faculty is critically important in the education of new scholars. Collaborative research helps students learn how to transform abstract theoretical questions into workable projects that are publishable in major journals. Just as importantly, it is through collaborative research with experienced members of their field that students learn the research norms and values that will guide them through the program and later in their academic careers.
Our students will find many opportunities to get involved in collaborative research with faculty in their area. After the first year, each student will be required to work as a research or teaching assistant to a faculty member for 10 hours per week. Every effort is made to assign a student to a faculty member with similar research interests. However, we encourage collaborative research with multiple faculty over the course of doctoral training. Working with several faculty helps students develop their own scholarly identity, which is critical for becoming an independent and creative thinker. We believe a collaborative environment produces the independence of mind and exceptional research competence that mark the truly successful scholar.
Teaching Assistant Training and Teaching Opportunity Program (TATTO)
Successful business school academics must excel not only in research but also in the classroom. We take teaching seriously at Emory, and building a student's skills in classroom instruction is an integral part of the doctoral program. The Laney Graduate School's TATTO is a multilevel educational and action learning sequence that prepares doctoral students for the rigors of teaching in a college or university environment.
- Laney Graduate School course
- Course offered by Goizueta Business School faculty to acquaint you with business school pedagogical techniques
- Teaching Assistantship, a controlled and carefully monitored teaching opportunity
- Teaching Associateship, a greater teaching responsibility in close partnership with a faculty member