As the top social policy department in the world, my colleagues and I are committed to provide a rigorous interdisciplinary and internationally-oriented education for the next generation of scholars, policymakers, and practitioners. Students leave LSE with a toolkit of important skills that can be used in whichever career they ultimately choose; they will be able to think conceptually, analytically, and critically, and then express these thoughts in a coherent and compelling way.

Visit the Department’s webpage to learn more about our undergraduate and postgraduate degree programmes and the wide variety of exciting courses we offer all students at LSE.

Applying for schools can be a stressful process that rarely goes exactly to plan. It can lead to frustration and sometimes heartache. Whether or not you are offered a place at your top choice—be it LSE or another institution—you will still be OK! The decisions made today will not forever dictate your future career, or the path you ultimately take to get there.

I welcome applications from prospective students whose proposed research usually relates to any of the following areas: NGOs & activism, volunteerism, LGBT issues, sexuality, sexual & public health policy, and public opinion. As social policy is an interdisciplinary field, my work engages a number of literatures in political science, sociology, public health, organisational studies, and social & public policy.

I’m particularly interested in students who wish to employ mixed-methods research, data collection and analyses that are qualitative and quantitative in nature. Those with creative approaches to answering interesting and important puzzles that have been previously ignored or misunderstood are especially encouraged to apply.

Anyone thinking about pursuing a PhD—irrespective of the institution or supervisor—should first carefully consider the following questions:

Is a PhD really the right thing for you?

Studying for a PhD is not suited for most people. It can be a rather lonely and frustrating process and the rewards at the end rarely match expectations. I love my job and where my PhD eventually got me, but it was a long and emotionally taxing journey. My success, like most other academics, is partly attributable to luck and timing.

What do you want to do after finishing your doctorate? Is getting a PhD necessary to do it?

For many research jobs in government and non-governmental sectors, a masters can be advanced enough of a degree to get hired and thrive.

If you wish to go into academia, are you willing to move anywhere you can find a permanent position?

The academic job market is brutal: it’s incredibly competitive, fickle, unpredictable, and often unfair. Moreover, you’re unlikely to have much choice as to where you work and live. I tell prospective PhD students to think of the least desirable place to live in their home country and ask: would you accept an academic position there if it were your only option? 

Do you have a realistic understanding of all aspects involved in being an academic?

Many who consider studying for a PhD have an overly-romanticised idea of what it’s like to be an academic. Even when (or if!) you secure a tenure-track job you might not be able to research as much in academia as you assume. When supervising PhD students, I work to ensure that they have an honest understanding of the kind of career they are embarking upon, warts and all. But I also aim to make them be as well-prepared for the job market as possible.

Have you secured enough funding to focus on your PhD, without having to live hand to mouth for four years?

London is expensive. While I admire the sacrifice some make to finish their PhD, no student should live in (near) poverty to do so—especially considering that a tenure-track job upon completion is not something any institution or supervisor can promise its students. As such, our Department normally will not admit applicants who are ‘self-funded’ (i.e., those who do not receive LSE studentships or external funding) and we discourage doing part-time PhD studies.

Application process for PhD studies

Admission into doctoral programmes with funding is very competitive at LSE. Successful applications must include a well-thought-out research proposal, including a focused question and methods for data collection and analysis. Strong proposals will clearly demonstrate that the research is interesting, important, and do-able. There are PhD research projects that change the field, and those that get done. Choose a project that you can actually get done. With a more compressed timeframe than many PhD programmes in North America, you need to convince the admissions committee that you are ready to 'hit the ground running' upon arriving in London. 

More information on the PhD application process can be found on the Department of Social Policy’s webpage, along with some guidance about funding opportunities.

Current PhD students

Eliz M.Y. Wong, 2019–

Project: ‘I can’t be openly gay, I am the only child’: A four-city empirical comparative study on how family pressure on LGB Chinese is impacted by family planning and elder care policies

Research interests: family, LGBT, sexuality, gender, public policy 

Major funding: PhD Studentship, LSE

Biography: Eliz Wong began PhD studies at LSE in 2019. Previously, she was Project Manager for the Sexualities Research Programme at The Chinese University of Hong Kong where she focused on LGBT politics and policies. Her research has been published in academic journals such as Journal of Homosexuality, edited volumes, and policy briefs. Eliz is also frequently asked to speak on LGBTI issues at universities and organisations around the world, including SOAS-University of London, Amnesty International, and AIESEC, Hong Kong. She holds an MPhil in Multi-Disciplinary Gender Studies from the University of Cambridge, supported by The Women Foundation’s Hong Kong Scholarship.

To learn more about Eliz, visit her website.

Guodong Ju, 2020–

Project: ‘Exploring the effect of visiblity on the wellbeing of LGBTQ people in contemporary China’

Research interests: machine learning, LGBT, sexuality, public opinion,China

Major funding: PhD Studentship, LSE

To learn more about Guodong, visit his website.

Sam Nadel, 2022–

Former PhD students

Jessica S.C. Ng, PhD awarded 2021

Project: ‘Surviving success: Organisational adaptation in post-success environments’

Research interests: NGO development, activism, LGBT, public health

Major funding: PhD Studentship, LSE; Doctoral Fellowship, Social Sciences & Humanities Research Council of Canada (SSCHRC)

Notable achievements: Jess received the Social Policy Association’s 2019 Award for Excellence in Doctoral Research for her conference paper entitled ‘Understanding the persistence of “short-term” health crisis NGOs: the case of Toronto’s minority ethnospecific HIV/AIDS service organisations’.

University can be an intimidating and overwhelming experience. To make the work more manageable and the experience more enjoyable, I give students the following pieces of advice—most of which are broadly applicable, irrespective of the school students attend.

Think carefully about the courses you choose.

Pick courses that truly interest you, not those you think will ‘look good’ on your CV—it’s in these courses you’ll be most easily motivated to put in the effort necessary to do well. Try to distribute courses evenly over the year and avoid overloading on one half of the year (especially in the first term). Choose courses with a mix of assessment (essays & exams) if you do well at both or if you are not quite sure—or pick more courses with assessments where you tend to do best.

Choose course you’re passionate about, but don’t be devastated if you don’t get into your ‘dream course’.

Demand for a course can sometimes outstrip its capacity. When denied a spot, some students have told me ‘But I came to LSE for this one course!’ I understand the disappointment, but my response remains the same: ‘If you came to take just that one course, you came for the wrong reason.’ There are a wide variety of interesting courses available across the School, all of which are designed to develop skills necessary for students to put the LSE motto—’to know the causes of things’—into action. If can’t register for a class, audit its lectures (it’s good practice to email the professor in advance to ensure there’s space), use course reading lists to guide independent study, and meet with the course lecturer in their office hours—but as always, come prepared, having done some reading, and with informed questions for discuss discussion. But don’t ask: ‘what should I read?’ That’s what the reading lists are for!

Learn to read quickly, efficiently & effectively.

Reading for many courses can feel overwhelming. The easiest but worst ways to cope include: reading only the articles you enjoy; just those you understand; or giving up and not reading at all. Fortunately, there are strategies to help read in an efficient and effective way—without reading every single word. I recommend students confront the material several times in the following stages:

• First, read the abstract and headings/subheadings, quickly acquainting yourself with the general argument, methods, and article structure.

• Next, do a faster read or skim the whole article, paying closer attention to the introduction and conclusion. Skimming is possible at this stage because you’re already familiar with the general argument. Unlike reading for pleasure, you should be reading like you are searching for something.

• In this second stage, you should also highlight important points. Don't worry if you seem to highlight everything in the first few weeks. You’ll learn what is(n’t) important in a relatively short time from lectures and seminar discussions.

• Then, go back through the article and take notes on what you highlighted. By writing up notes in your own words, you’re further processing it which helps you understand and remember the material. This is also good opportunity to write down questions or points you want to explore more in seminar.

• Finally, read over notes prior to seminar to remind yourself of the issues you wish to explore. This helps prepare you for discussion (and can give you something to say if randomly called upon!).

It’s likely that you will encounter words you don’t understand. But avoid the temptation to look up every new word the first time you see it. It will slow down your reading and can be very frustrating. Instead, do more ‘positive reading’, focusing on the writing you understand (probably a lot!), rather ‘negative reading’, that which you don’t. This will help you enjoy the readings not dread them. The same goes for lectures and seminars. Looking up every word you don’t know will distracts you from understanding the real purpose of the lecture or seminar as a whole. Instead, take note of the word and look it up later.

Know that technology can help and hinder learning.

While many devices can assist in learning, they can also be a major distraction in the classroom. Research has found that students who ‘multitask’ in class (e.g., social networking, chatting, web browsing) perform significantly worse on exams than those who do not. It also has 'contagion' effect: those seated next to multitasking classmates are distracted and receive lower marks on exams—even if they aren’t multitasking themselves.

So even if you’re convinced that you can multitask in class with no problems, remember that your actions can distract your classmates. Please don’t text or WhatsApp during class! It’s distracting, disrespectful, and rude to your classmates and professors. Despite students’ best efforts to be subtle and discreet, texting in class never goes unnoticed.

Handwrite lecture notes rather than typing them.

Many students use laptops to take notes, usually because they can type faster and thus more thorough notes than writing long-hand. But taking more complete notes doesn’t actually lead to better learning. When we take notes by hand [which nowadays can include using a tablet and stylus], it’s impossible to transcribe every word and so we must actively and quickly asses what’s most important—thereby engaging in a crucial stage of cognitive processing. Research shows that students who take notes by hand—though less extensive than their laptop-using classmates—understand and remember the material better.

Always use proper email etiquette.

When writing emails, err on the side of being more formal. Many of your professors are happy to be addressed by their first names, but when you first contact faculty use their title and surname. Don’t forget 'please' and 'thank you'. End your note with a proper sign-off. Not doing so can suggest a lack of care or respect, even if unintended. Just because you can send emails whenever you wish does not mean you should.

Be respectful of your professors’ time. Don’t message on weekends and during holidays—don’t expect a quick response if you do as I don’t check my email on weekends or during holidays! Many questions asked via email can be easily answered by consulting programme handbooks or a simple web search. For example, if a link on an electronic reading list isn’t working, do a quick search on the library website or Google Scholar and you should be able to access the reading immediately. And when your question requires a lengthy, complicated response, I will likely suggest that we discuss it in person.

Introduce yourself to professors. Meet with your mentor early & often.

During term time office hours, students are welcome to visit any LSE faculty member, irrespective of their department. Conversations with students often focus on coursework and research projects. These chats are a great opportunity to get informal feedback on your progress at times other than scheduled formal assessments. I’m happy to discuss anything else on your mind, including future career plans, adapting to life in London, maintaining a good work/life balance, and managing your mental health.

If you’ve booked an appointment, don't forget to attend. If you need to cancel, contact me as early as possible. A 'no-show' takes away slots from your classmates and is disrespectful of my time. If you can’t meet during my regularly scheduled hours, simply send me an email to arrange a mutually agreeable time for us to chat. 

Treat school as you would a job. Be professional when interacting with staff and classmates.

It’s good practice to treat your time at university as a job itself. Come to seminars having done all required readings and prepared to discuss them; it would not be acceptable to come unprepared and be silent at a meeting in the workplace, nor is it in school.

While lecture attendance is not technically mandatory, you shouldn’t miss this important part of your learning experience. Recent research shows that attending lectures was the single best predictor of high marks. From the perspective of your teachers, it can be difficult (as well as disappointing) to lecture to a class that is missing half its students.

Take notes. On everything.

Successful people take notes. Taking notes is not a sign of weakness. It’s an indicator of strength. Even if you have a photographic memory (which is incredibly rare in adults), not taking notes can give others the impression that you are not really interested in, or value their advice.

When meeting with your professors, always bring a paper and pen and to take notes. I usually wait until students have their pen and paper out and ready before even beginning our conversation. My brilliant friend Dr. Moqi Groen-Xu offers students fantastic advice for having more effective meetings with supervisors—she especially implores students to take notes on everything.

Be mindful of your mental health. Try to maintain a good work/life balance.

Your life as a student can often be intense and stressful. If you’re feeling down, finding it difficult to cope with studies or life in general, please tell others about it. Don’t feel ashamed about having these feelings or talking about them. I believe that we must normalise discussions of mental health, and so I occasionally check-in with students who come to meet with me. Don't be surprised, or offended, when I ask 'How is your mental health?'

I encourage students to set aside time each week to enjoy life outside of school: see a show, go for a walk through the parks or along the Thames, join a sports team, or just regularly get together with friends. While I can offer some coping strategies that have worked for me and other students, I’m not a trained professional in mental health. I can, however, direct you towards those who are best equipped to help —like Mental Health Advisers & Student Counselling Services.

Build positive relationships. Be respectful & kind.

You will leave LSE with a wide and diverse network of friends, classmates, and professors. The impressions you make—both good and bad—last forever. So, consider how your actions both in and out of the classroom can affect your reputation.

Remember that small mistakes on social media are amplified and can needlessly destroy relationships and careers. Even in ‘closed’ WhatsApp groups, messages written on a whim can be misinterpreted, jokes can get out of control, and feelings can be hurt. It’s easy to partake in gossip and rumour online, but know that these messages are neither as private nor as temporary as you might think.

As a general rule: don't post or send messages on social media you wouldn’t feel comfortable saying in public. Be remembered as a hardworking, respectful student and classmate, someone we’d want as a lifelong friend and colleague.

As one of my personal heroes Fred Rogers liked to say (borrowing from novelist Henry James): ‘There are three ways to ultimate success: The first way is to be kind. The second way is to be kind. The third way is to be kind.’

I’m happy to write letters of recommendations for students with whom I have had substantial interactions. However, requests should be made as early as possible (at least two weeks prior to the deadline) and include the following:

• Cover letter and personal statement (if applicable) for your application—a draft is ok.

• Short memo outlining your interest in the job or graduate program and what you’d like me to reflect on in my letter.

• Updated CV and LSE transcript (unofficial is fine).

• Brief summary of our interaction (e.g., when were you a student of mine? in which courses did I teach you? did I supervise your research? was I your mentor or advisor?).

Please understand that I might not be the best person to write a letter on your behalf—I will tell you so if that’s the case. When asking for references, approach those with whom you've had the closest, most meaningful interaction; they’ll be best suited for giving you the strongest recommendation.

Current students who might ask for a reference in the future should work on making a good, strong impression now.

Always come prepared to participate in seminars and don’t miss lectures. Make regular use of advice and feedback hours. Attend talks and other activities outside the classroom. Be a fully-engaged member of the academic community. Cultivate meaningful relationships with your professors. The more interactions you have with your professors, the easier it is for them to write the kind of detailed, personalised letters that stand out to potential employers or admissions committees.

Since 2015, I’ve taught at the annual LSE-Peking University Summer School in Beijing. While previous courses focused on NGO development in China, I launched a new course in 2019 entitled Policy Innovation and Social Governance in China: From Big Society to Social Credit Scores.

This course introduces students to the ways in which China has developed, tested, and implemented a wide range of macro- and micro-level policy innovations to deal with growing social problems—many of which are unintended side effects of rapid economic development.

The course uses more established approaches to governance like ‘small state, big society’, and brand new ones, such as the Social Credit system (set to launch nationwide in 2020) to explore several key questions: How do states organise and manage societies Why are some policy innovations employed over others? How can states, societies, and markets work in cooperation to address pressing social problems? How successful are these schemes, and how might they differently affect particular groups? How can we anticipate (and potentially minimise) the unintended effects of planned social management policies?

The first week contextualises social governance in China, using the ‘big society’ as a lens through which we examine key actors in social management: the decentralised state, bureaucrats, and local politics; NGOs and social organisations; the family as basic organising unit of society; and the private sector and markets.

The second week introduces the Social Credit system, a private sector-inspired innovation in which citizens are awarded points for good behaviour and deducted for bad, with the overall goal of making citizens ‘better’ and governance easier. We explore key areas that Social Credit is designed to improve (e.g., trustworthiness, generosity, happiness) and in so doing, also examine potential unintended, negative consequences.

Throughout the course, we draw upon theories from many disciplines, including political science, sociology, economics, public health, psychology, and social policy. And we explore empirical examples from various policy areas, such as demographic challenges, family planning, elder care, health care, environmental protection, gender equality, and sexuality—paying particular attention to the most vulnerable in society, those who are frequently ‘unseen’ by states in social governance schemes.

The course exemplifies my research-led teaching. Lectures draw from my work on state-society relations; students gain an intimate look at the research process, learning from recent findings from my ongoing research into the effect of policy innovations like Social Credit on notions of citizenship, trust, and loyalty in China. The course also demonstrates the high value I place on teaching-led research: with the study of policy innovation and social management still relatively new, there remain many unasked, and unanswered, questions.

While designed for advanced undergraduates and postgrads, I invite all to apply. In the past, I’ve had students who recently completed their bachelors degrees, those beginning master's studies, doctoral students, and mid-career professionals in government, law, and business.  

To learn more or apply, visit the LSE-PKU Summer School website.

Alumni testimonials

"As a professional working with NGOs and social enterprises, I would highly recommend this course to anyone including other professionals seeking to gain an understanding of the economic and political context in which these organisations work in China.  Dr Hildebrandt was an expert facilitator and his cross-cultural and first-hand experience really brought out the fascinating different perspectives in the classroom.  Being with classmates from around the world was a real highlight and enhanced the immersive experience of the course." Jon Cheung, Principal, Prolegis Lawyers, Australia

"Dr. Timothy Hildebrandt is by far the most inspiring professor that I've ever encountered. Not only did he give us a full picture of a civil society in the Chinese context, but he also gave me the direction to apply the knowledge to reality…. I had zero knowledge about NGO or social enterprises before LSE-PKU Summer School, however, after the high-quality and amazing ten lectures that Dr. Hildebrandt taught, I gradually developed an interest of NGO-studies. I now have the plan to further my interest by applying for master programs that are related to NGOs." Yihan Wu, Beijing Foreign Studies University, China.

“From NGOs to Social Enterprises surpassed all my expectations for a short summer course on such a complex topic and prepared me for my subsequent master’s degree in the field of public administration. The breadth and depth of work covered by both Professor Hildebrandt and our tremendously talented TA, was astounding given the compressed time frame. Professor Hildebrandt’s interactive seminar style of teaching was most conducive to the pace of the program and promoted inter-student learning, which was particularly beneficial given the diversity of perspectives and experiences of students in the program. His subject matter expertise in the field of social organizations in the Chinese context also cannot be understated, and it was truly a tremendous privilege to learn from him on this ever-evolving topic. Moreover, the ability of both Professor and TA to convey complex theories to a class with varying levels of knowledge about the topic and associated literature was remarkable. Like most exceptional classes, be prepared to leave with more unanswered questions and to truly broaden the scope of your thinking in relation to the topic and China!” Jadey Huray, Columbia University School of International and Public Affairs, USA

"This course was specifically designed for satisfying students’ needs to explore the function of NGOs including but not limited to the Chinese perspective. It personally expanded my horizons to understand the state of the Chinese polity not only from the view of NGOs, but also from some of the unusual issues in China such as LGBT. I think the unique methodology and a comparative global perspective from this course prepare me well to connect my own research in social history and Dr Hildebrandt’s research. Both the lectures from Dr Hildebrandt and the Teaching Assistant were inspiring and interacting." Junyi Zhang (Simon), Nankai University, China