共查询到20条相似文献，搜索用时 15 毫秒
1.
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may
have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly
in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their
doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational
psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her
doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed
publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number
of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they
graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among
doctoral graduates of educational psychology programs at research universities before and after the year 2000. 相似文献
2.
Ellen G. Cohn David P. Farrington Jonathan R. Sorensen 《Journal of Criminal Justice Education》2013,24(1):35-49
This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications. 相似文献
3.
Recently there has been a vigorous dialogue over the Academy of Criminal Justice Sciences (ACJS) academic standards pertaining to the role of JDs within criminal justice academic programs. It is a next logical step to open a discussion on a related aspect of the ACJS standards: “doctorates in a closely related field.” This discussion should center on how “closely” the “closely related fields” should be. This article examines the relationship between an education in sociology and criminology/criminal justice programs respectively by comparing the general curricular requirements, undergraduate and graduate, in a selection of sociology and criminology and criminal justice programs. This analysis indicates that there is a great deal of similarity within the sociology curricula, which contain sociologically oriented classes and criminology/criminal justice curricula, which contain criminologically oriented courses, but there is little overlap in course offerings across these two academic areas. Specifically, sociology graduates are not exposed to a meaningful number of criminology/criminal justice classes. 相似文献
4.
巴红静 《山西财经大学学报(高等教育版)》2009,(4):73-77
调查发现,近十年我国的博士研究生招生数量急剧增加,每年毕业获得博士学位的人数也相应增加,不仅推动了我国经济、科技等领域的快速发展,同时也对传统的教育体制和教育方式提出了挑战。文章主要探讨了博士生教育的现状、存在的问题,并对比美国的博士生教育体制,给出了相应的解决办法和政策建议。 相似文献
5.
6.
Michelle Trudgett 《高等教育研究与发展》2014,33(5):1035-1048
The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians. 相似文献
7.
A latent-variable causal model of faculty reputational ratings 总被引：1，自引：1，他引：1
Saunier (1985), in an attempt to explain sources of variation in the NRC reputational ratings of university faculty, conducted a stepwise regression analysis using twelve predictor variables. Due to problems with multicollinearity and because of the atheoretical nature of stepwise regression, Saunier's conclusions were only speculative. By using LISREL the present reanalysis demonstrates the value of regressing reputational ratings on three latent variables: size, faculty research productivity, and the quality of program graduates. The model was tested using NRC data for each of six disciplines: English, French, philosophy, geography, political science, and sociology. The relative magnitude of the contributions made by the three latent variables depended upon the discipline of interest, but generally size and research productivity were found to be more important than the quality of the program graduates.A previous version of this paper was presented at the annual meeting of the American Educational Research Association, Washington, D.C., 1987. 相似文献
8.
Adam B. Wilson Niroop Kaza Darius J. Singpurwalla William S. Brooks 《Anatomical sciences education》2021,14(4):432-439
Faculty qualified to teach in the anatomical sciences are growing scarce just as the need for trained anatomists is greater than ever. Enrollments are surging in anticipation of a large physician shortfall; meanwhile, many anatomists are reaching retirement age. Who will fill the teaching gap? This study assessed trends in doctorates awarded in Anatomy and related fields within the United States (US) since 1969 and evaluated modern graduate education in the anatomical sciences. Data were compiled from the National Science Foundation Survey of Earned Doctorates. The total number of doctorates in the anatomical sciences and number of doctorates by sex and race/ethnicity were plotted for trend analysis. The number of PhD anatomy training programs within US medical schools was also assessed. Curricula and major characteristics of all active programs were evaluated through website searches and program director interviews. While doctorates in cell biology, developmental biology, and neuroscience have grown, the number of PhDs awarded in Anatomy has declined, on average, by 3.1 graduates per year to a 50-year low of only 8 graduates in 2017. Currently, 21 active doctoral programs in anatomy operate within US medical schools and fall into three general categories: anatomy education (n = 8), classic anatomy (n = 8), and anthropology/evolutionary anatomy (n = 5). Without a concerted effort by stakeholders to address the shortage, anatomists may face extinction. Expansion of the anatomy education doctoral degree may represent a necessary evolution of the field to meet job market needs and to thwart the extinction threat. 相似文献
9.
The purposes of the study were to obtain and analyze data on the need for, and desired characteristics of, faculty in deaf education at American institutions of higher education (IHEs), and to assess the present and projected status of doctoral-level teacher preparation programs in deaf education at American IHEs. Program directors and coordinators provided information on current and projected faculty openings, the number of active doctoral students, faculty research interests, program strengths, and needs in the field. Results indicated a pending shortage due to faculty retirements and a paucity of doctoral-level graduates. Most faculty listed literacy and language as a primary research interest as well as a program strength. The ability to generate new knowledge through research was found to be less desirable for future faculty than teaching ability. Suggestions for improving doctoral preparation and moving the field to evidence-based practices are provided. 相似文献
10.
本文通过对北京某综合性研究型大学2005年-2010年博士毕业生历史数据的梳理,以及对2010届毕业生的问卷调查,比较了男、女博士毕业生的年终落实率和求职过程与结果。研究发现,女博士获得第一个工作机会所需时间长于男博士。但在落实率、获得的工作机会总数、实习期间和实习期后起薪,以及工作满意度方面,均不存在显著的性别差异。基于上述结果,本文讨论了女博士在求职过程和结果上的特殊性,提出了有针对性的辅导建议。 相似文献
11.
For nearly three decades, researchers have been concerned that the educational measurement field is not producing enough graduate‐level specialists to meet the growing demand driven by the increased use of educational assessments in the United States. This study examined the supply‐side aspect of the proposed labor shortage by relying on data from the National Science Foundation's Survey of Earned Doctorates collected between 1997 and 2016. Over the 20 years examined, measurement programs produced 3,124 doctoral graduates, and across this time span, the annual production of graduates nearly doubled. This supply expansion can largely be attributed to the increase in the number of international graduates, which outpaced the annual growth rate of domestic PhD recipients by 156%. Moreover, 85% of graduates were found to either self‐identify as White or Asian. Less than 10 Hispanic and no more than 20 Black graduates were produced in any of the years examined. Of the 76% of graduates that reported having a job offer or accepted a position upon graduation, most entered the academy despite the overall average starting salary ($59,484) being considerably lower than the starting salary for their counterparts entering industry ($84,918), government ($69,970), or other educational institutions ($81,428). 相似文献
12.
ABSTRACTThis article examines trends and issues surrounding recruiting, funding, and hiring of doctoral physical education teacher education (D-PETE) students and graduates. Sources for this examination were background data collected by Boyce and her colleagues, the existing literature on these topics, and qualitative data gathered from 30 sport pedagogists during one round-table session at the National Association for Kinesiology in Higher Education (NAKHE) conference in January 2015. All three sources indicated the importance of recruiting and funding of students and hiring of graduates to the future of D-PETE programs. A number of paths were identified which sport pedagogists could follow in order to keep D-PETE programs safe and help them flourish. Unfortunately, agreement as to which of these paths the field should take was often in short supply. In the conclusions section, suggestions for future research of recruiting, funding, and hiring are made with the goal of providing data which could lead to sport pedagogists making more informed decisions regarding the future direction of D-PETE. 相似文献
13.
This investigation provided a comparative analysis of results of follow-up studies of graduates of doctoral programs at Ohio State and Michigan State universities. The same questionnaire survey and similar sampling procedures were used in both settings. The survey considered alumni perceptions of guidance committee activities, course work, comprehensive examinations, and dissertations. Most findings were consistent across both institutions (e.g., about one-fifth of the graduates from both universities wish they had taken more course work in research methodology). However, some striking contrasts were also found (e.g., the proportion of graduates who published articles based on their dissertations was 40% at one university and 23% at the other). The report offers recommendations for doctoral guidance committees suggested by the findings. 相似文献
14.
AN INVESTIGATION OF GENDER AND OTHER VARIABLES ON TIME TO COMPLETION OF DOCTORAL DEGREES 总被引：7，自引：0，他引：7
A sample of factors presumed relevant to thetime required to complete doctoral degrees (TTC) wasexplored in a survey of 154 recent graduates of NaturalScience, Social Science, and Humanities doctoral programs at York University. In addition to thevariables of gender and discipline, characteristics ofthe supervisory relationship, as well as the graduate'sfinancial situation and enrollment status, were investigated. On average, respondents took5.94 years to complete their degrees with students inthe Natural Sciences the fastest completers. Althoughthere were no significant gender differences in TTC, male graduates were more satisfied withtheir doctoral education overall and the quality ofsupervision they received (from both their supervisorsand their supervisory committees) than were females. Males were also more likely to collaborate withtheir supervisors in the preparation of research papers.With respect to financial support, respondents who wereslower completers reported receiving more years of teaching assistantships. Additionally,respondents from the Natural Sciences reported receivingmore years of teaching assistantships and researchassistantships than respondents from the other disciplines. A multiple regression analysisrevealed that the following combination of variablesaccounted for 30% of the variance in TTC: beginning thedissertation research early in the program, remaining with the original topic and supervisor, meetingfrequently with supervisor, and collaborating withsupervisor on conference papers. 相似文献
15.
Socialization of Doctoral Students to Academic Norms 总被引：1，自引：0，他引：1
Using the framework for graduate and professional student socialization developed by Weidman, Twale, and Stein (2001), this study addresses socialization of doctoral students to the academic norms of research and scholarship. Data are presented about the perceptions doctoral students in a social science discipline (sociology) and in educational foundations at a major research university have of the scholarly and collegial climates of their departments. Data on students' social relationships with faculty and peers as well as their reported participation in scholarly activities are also reported. A multivariate analysis provides support for the framework, affirming the importance of social interaction among both students and faculty as well as collegiality among faculty for creating a supportive climate for doctoral study that also has the potential to provide a strong foundation for subsequent academic and/or research careers by stimulating students' research and scholarly productivity. 相似文献
16.
Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students?? retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market??s effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students?? retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees. 相似文献
17.
Arja Haapakorpi 《Journal of Education & Work》2017,30(1):53-68
In Finland, doctoral employment outside the academy has been increasing. Universities can no longer absorb the numbers in the doctoral labour force and research and development (R&D) policy emphasises the need for specialised research capacity in non-academic sectors; the highest academic degree is assumed to add value. However, the transition from doctoral programmes to employment outside the academy has been limited due to the social dynamics within labour markets. This article explores the careers of doctorate holders and the motives non-academic organisations have for recruiting such graduates. The data come from a survey of doctorate holders (N = 1183) and interviews with 26 employers. Based on the analysis, there was little place for doctorate holders outside the academy, except in R&D roles. When employed to undertake work outside R&D, they carried out special, demanding tasks or had a particular role related to their academic status. Professional functions such as those undertaken by medical doctors, engineers and teachers were the most common, but career patterns varied from one employment sector to the next. Employers considered industry-specific competence to be important, and the status of the doctoral degree and the membership in the academic community were expected to advance collaboration with universities and enhance the professional status of the organisations that hired doctoral graduates. 相似文献
18.
DAVID G. ZIMPFER 《Counselor Education & Supervision》1993,32(4):227-240
In a nationwide study of graduates of doctoral programs in counselor education and counseling psychology, researchers found similarities between the two groups in educational and work history, current employment, professional activities, and future goals. 相似文献
19.