Archives

All Posts Tagged Tag: ‘doctoral education’

What We Know about the Dramatic Increase in PhD Degrees and the Reform of Doctoral Education Worldwide: Implications for South Africa

0

Theories of the “knowledge economy” view knowledge, and particularly new knowledge, as a critical resource to enhance a nation’s economic growth. Governments around the world have invested in doctoral education expansion. Reforms in doctoral education are being shaped by the changing needs of society, of research modes, and of a changed labor markets for PhD holders. The reform elements strive …

Read More

Paths and Perception: Assessing Doctoral Education Using Career Path Analysis

Uses the results from the PhDs – Ten Years Later survey in two disciplines, English and mathematics, to demonstrate the assessment value of understanding student career paths and student evaluations of doctoral programs in light of their career paths. Aanerud, R., Homer, L., Neard, M., & Cerny, J. (2006). Paths and Perceptions: Assessing Doctoral Education using Career Path Analysis.” In …

Read More

From Rumors to Facts: Career Outcomes of English PhDs

The cohorts of English doctorates sampled for this study have been called “the lost generation of humanists.” But were they really lost? This article traces the often difficult transition from receiving the PhD to stable employment, examines the level of satisfaction or dissatisfaction English PhDs have with their current employment, and discusses the value they place on their doctoral education. …

Read More

The Cyclical Problems of Graduate Education and Institutional Responses in the 1990s

0

When in January, 1900, five university presidents–Charles William Eliot of Harvard, William Rainey Harper of Chicago, Benjamin Ide Wheeler of California,  Seth Low of Columbia, and Daniel Coit Gilman of Johns Hopkins–invited nine other United States university presidents to meet in the  following  month in  Chicago  for the purpose of forming a permanent organization devoted to  “matters of  common  interest  …

Read More

Beyond Traditional Modes of Mentoring

This chapter describes the four major strategies developed at the University of California Berkeley to assist faculty in advising graduate students. Examples of the strategies in action are included from the In Balance Program. Nerad, M. (1995). Beyond Traditional Modes of Mentoring. In Nancy A Gaffney, Ed, A Conversation About Mentoring: Trends and Models,  Washington, D.C.: Council of Graduate Schools, pp. …

Read More

Doctoral Education at the University of California and Factors Affecting Time-to-Degree

This study examined time-to-degree at the University of California in order to determine if students took longer on average to complete their doctoral degrees than they did 20 years ago. It presents factors which may have led to long time-to-degree, addresses underlying structural reasons for prolonged time-to-degree among all students and examines whether or not these factors influence ethnic minorities …

Read More
Page 2 of 2«12