The doctoral program in planning provides training in substantive theory and research methods that
enable graduates to gain knowledge and scholarship in planning, to formulate and evaluate innovative
public policy, and contribute to and manage research programs in domestic and international contexts. 
The program is highly selective and individualized.  It is ideal for mature students from a variety of
backgrounds.  Most doctoral students will have had previous graduate training and work experience in
planning or a related field.

Career Opportunities
Since its inception in 1961, over 100 men and women have earned Ph.D.s in the program .  The doctoral
program is based upon a mentoring model.  Each admitted student is paired with a faculty mentor.  The
faculty mentor, with the assistance of a program committee, advises newly entered doctoral students on
appropriate courses, and provides opportunities for, and supervision in the practical aspects of conducting
state-of-the-art research.  This closely supervised research experience is an integral part of the doctoral
training, and is usually conducted within the auspices of the faculty mentor's sponsored research grants.  
Throughout the doctoral student's residency in the program, the faculty mentor provides feedback on progress,
practical advice, and professional contacts to help each doctoral student prepare for a successful career in
research and scholarship.  About sixty percent are faculty members in research universities.  The others are
engaged in challenging careers in domestic or international agencies or in private consulting and research
firms.  Twenty percent work outside of the United States or are engaged in multinational projects.  Our Ph.D.
graduates include department chairs, deans, officers of national academic and professional organizations,
and many well published scholars.


Background and Preparation of Students
The Ph.D. student body is a diverse group of highly motivated and creative men and women from a variety
of backgrounds and origins.  Each year between four and six students begin the Ph.D. program.  About
20-25 Ph.D. students are in residence at any given time.  They come to Chapel Hill from all over the world,
including all regions of the United States.  About two-thirds already have master's degrees in planning or
related fields.  Visit the listing of current students in residence.


The Doctoral Faculty
In combination with the quality of its students and graduates, the best measure of a Ph.D. program
is the quality of the faculty and their expertise in students' areas of interest.  The department's
faculty members form an exceptionally well qualified, energetic, and committed group of scholars.
All are active in research and many are nationally acknowledged as leaders in their fields.  They
often serve as policy advisers to legislative and executive bodies at all levels of government.  Yet,
they are accessible and enjoy the one-on-one relationships necessary for sound doctoral-level
training.  The collective faculty regularly has more than $2,000,000 in on-going research projects,
which provide financial aid, research experience and dissertation opportunities in a wide variety of areas.

The members of the Department's graduate faculty and their areas of research include the following:

• Richard N. L. Andrews -- scientific and value judgments in environmental policy analysis; solid
  and hazardous waste management.
• Philip R. Berke -- land use and environmental planning; sustainable development (domestic
  and international); natural hazard mitigation.
• Richard E. Bilsborrow -- migration and rural populations (especially in developing countries);
  development impact on natural resources; population-development research.
• Harvey A. Goldstein -- science and technology as a force in economic development; regional
  economic forecasting methods; economic impact assessment; planning theory; location theory;
  regional labor market analysis. 
• Nichola J. Lowe -- economic development policy; workforce development; planning for the
  knowledge economy; planning for North American economic integration.
• Michael I. Luger -- infrastructure provision and finance; state technology policy, universities
  and economic development; housing and labor markets; transportation economics. 
• Emil E. Malizia -- economic structure and performance of metropolitan areas; real estate
  development and market analysis; development finance; urban redevelopment. 
• David H. Moreau -- equity in infrastructure finance; water and sewer planning; drought
  management for water supplies; ground water quality; watershed protection. 
• Roberto G. Quercia -- housing finance and housing policy; neighborhood dynamics and poverty.
• Daniel Rodríguez -- transportation and land use planning methods; travel behavior and
  the built environment.
• William Rohe -- affordable housing and neighborhood revitalization policy and practice;
  neighborhood and community studies; program evaluation.
• Yan Song -- Land use planning; growth management and the economics of land use regulations;
  spatial analysis of urban form; planning supporting systems such as GIS.
• Michael Stegman -- housing and community development policy and financial services for the poor.
• Meenu Tewari -- political economy of economic and industrial development; poverty alleviation;
  small firms; and the urban informal economy from a comparative, institutional perspective.
• Dale Whittington -- water and sanitation in less developed countries; computerized information
  and development planning; impact analysis of environmental standards. 

In addition to the regular faculty, adjunct faculty in other UNC-CH departments and at nearby institutions
in the Research Triangle area, such as the Research Triangle Institute, provide guidance to Ph.D.
students and serve on doctoral committees.  

Additional information is provided on the individual faculty pages. 

Course of Study
Each student develops an individualized course of study to reflect a specific area of interest and career
aspirations.  Areas of specialization and appropriate course work are determined jointly by the students
and their program committees.  We make a strong effort to develop programs which meet students' needs
and build on their prior academic training.  While the substantive focus of areas of specialization vary from
student to student, each set of courses designated as an area of specialization should be mutually reinforcing
and coherent; must develop expertise in some body of knowledge, methodology, or problem area; and provide
the student with the methods and knowledge bases to do scholarly research.  The Ph.D. degree requires a
minimum of 30 credits (Although additional credits may be required depending upon prior preparation).  The
written comprehensive exams, taken at the end of course work, require a knowledge of planning theory,
research methods and a specific area of specialization.

Expertise in planning theory is fulfilled by taking PLAN 205 Advanced Planning Theory or equivalent.  Doctoral
students must also gain proficiency in two areas of research methods: policy-oriented research design and
statistical techniques of data analysis.  Coursework in qualitative research methods may also be required
depending on the student's research interests. The former may be met by taking PLAN 301 The Design of
Policy-Oriented Research, and PLAN 302 Advanced Seminar in Research Design.  The minimum level of
competency in statistical analysis can be achieved by taking courses in statistical methods through an
intermediate level of multivariate statistics.   A student may take a formal minor in another discipline with
the consultation and approval of the appropriate department and the student's program committee.  The minor
emphasizes the achievement of theoretical knowledge and methodological and related skills necessary to
extend the student's research capabilities within a chosen area of specialization.  Students may take
courses in any department at UNC, Duke University, North Carolina State University, or
North Carolina Central University, all of which are convenient to Chapel Hill.  The program draws
on the intellectual resources of other academic departments on campus, including Anthropology,
Economics, Political Science, Sociology, Environmental Sciences and Engineering, and Public Policy.
Students are also required to take three one credit Ph.D. seminars which cover three topics: developing
and conducting research, teaching techniques, and career issues.

The department strongly supports both research and teaching experience during residency.  A foreign
language is not required.  Students without master's degrees may have to take additional coursework;
many such students obtain a master's degree in planning in addition to the Ph.D., although that is
not necessary.  Adequately prepared students with master's degrees in planning or related fields
generally need between three and four semesters of formal course work leading to comprehensive
exams.  Dissertation research takes approximately one year.

During the second year of residency, each Ph.D. student registers for an independent study.  The
independent study leads to a paper that comprehensively reviews the scholarly literature in one's area
of specialization and identifies one or several fruitful dissertation topics.  This paper is submitted to the
student's program committee to assess progress toward the degree and to provide advice and feedback.

An important objective of the department's Ph.D. program is to train top quality and highly motivated
teachers of planning.  Teaching experience is, therefore, considered an important element of a doctoral
student's training.  Students, their advisers, and program committees are expected to provide for at
least one semester of teaching experience, preferably more, as an explicit element of the program
of study.

Summary of Guidelines and Regulations For the Doctoral Program

Comprehensive Exam Requirement
A set of written comprehensive exams are taken shortly after completing coursework.  The written
exams cover the student's area of specialization, research methods, and planning theory.  Each
Ph.D. student also takes an oral exam based upon the written exams and for the discussion of
proposed dissertation.


Dissertation Requirement
The conduct of original research requires abilities different from those required to pass formal
courses and examinations.  Accordingly, in the doctoral program, great weight is placed on
research performance at all stages of development--from the literature review and development
of competence in research methods and statistical analysis to the interpretation of results and
formation of conclusions.  The scholarly value and feasibility of the dissertation topic must be
approved by the student's dissertation committee.  The dissertation is expected to be a significant
contribution to the field and must be successfully defended at the final oral examination.

Time Limit, Transfer of Courses, and Residence Credit
The time limit for the Ph.D. degree is eight calendar years from the first date of registration.
Typically, most students complete the requirements within four to five years. Up to nine credits can
be transferred in to the program.  Courses transferred from other graduate schools for application toward
degree requirements must have been taken within the eight-year limit.  At least two semesters of full-
time residency equivalency (nine or more hours) must be taken in continuous registration on
this campus.  That requirement may be filled by two consecutive regular semesters of full-time
registration (nine or more credit hours) or three semesters of consecutive registration of at
least six credit hours.  A minimum of four semesters of residency is required overall.