Archives

All Posts Tagged Tag: ‘nerad’

Conceptual Approaches to Doctoral Education: A Community of Practice

0

 A silent paradigm shift has occurred in doctoral education. Preparing the next generation of PhDs to function successfully in and contribute to today’s and tomorrow’s global environment requires an approach that goes beyond conceptualizing an apprenticeship model and institutes communities of practice, which should include recognition of peers as learning partners. Coordinated efforts are also needed across many levels inside …

Read More

Degree Completion in Doctoral Education

0

One of the main concerns for graduate schools is the attrition and completion of doctoral students. CIRGE has carried out diverse studies to analyze the patterns that intervene in the doctoral completion. Review here the main studies 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 …

Read More

Director

0

Dr. Maresi Nerad is the founding director of the Center for Innovation and Research in Graduate Education (CIRGE), the first center for studies on graduate education in the U.S. and worldwide, and Associate Professor (tenured) for Higher Education in the Educational Leadership and Policy Studies Program, College of Education at the University of Washington, Seattle. Dr. Nerad received her doctorate …

Read More

What is the Future of Doctoral Education in the 21st Century?

0

Dr. Maresi Nerad (Director of CIRGE), Professor at the University of Washington, and Dr. Beate Scholz, (Scholz Consulting), both researchers of CIRGE, discussed the future of Doctoral Education during the European Science Open Forum in Dublin, July 2012.   The experts presented their visions for the science PhDs of the future – and offered advice to research leaders, policy makers and …

Read More

Investigating the International Experience in STEM Graduate Education and Beyond

0

The program was designed to (a) increase our mutual understanding of essential topics relevant to investigating the impact of international collaborations at the (post) graduate level and beyond, (b) gather information on what we know and should know about assessing international experiences and programs, and (c) move collectively towards charting research directions for the coming years. After 40 hours of …

Read More

Early Career of Recent U.S. Social Science PhDs. Learning and Teaching

0

In this article, we analyze findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs Five+ Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school …

Read More

What Matters for Excellence in PhD Programs?: Latent Constructs of Doctoral Program Quality Used by Early Career Social Scientists

0

This paper unpacks how social science doctorate-holders come to evaluate overall excellence in their PhD training programs based on their domain-specific assessments of aspects of their programs. Latent class analysis reveals that social scientists 6-10 years beyond their PhD evaluate the quality of their doctoral program with one of two approaches. Graduates of elite programs rely heavily on perceptions of …

Read More

It takes a global village to develop the next generation of PhDs and postdoctoral fellows

0

Preparing the next generation of PhDs to function successfully and contribute to the global world currently and in the future requires broadening the conceptual approaches to doctoral education beyond the apprenticeship model to a community of practice. It also requires coordinated efforts of many levels within and beyond a university. This next generation of researchers must acquire traditional academic research …

Read More

Are You Satisfied? PhD Education and Faculty Taste for Prestige-Limits of the Prestige Value System

0

This paper empirically evaluates Caplow and McGee’s (The academic marketplace, 1958) model of academia as a prestige value system (PVS) by testing several hypotheses about the relationship between prestige of faculty appointment and job satisfaction. Using logistic regression models to predict satisfaction with several job domains in a sample of more than 1,000 recent social science PhD graduates who hold …

Read More

Graduate Education and its changes in the U.S.

0

Changes in graduate education in the U.S. emerges from the bottom up: from individual departments of programs not from a ministry or a central agency that initiates reform. In fact, there is no ministry of higher education or ministry of sciences and technology in the U.S. Graduate programs and Graduate Schools –the latter are the administrators, advocates and catalysts for …

Read More
Page 1 of 212»