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1.
Hesborn O. Wao 《Educational Assessment, Evaluation and Accountability》2010,22(3):227-247
Secondary data on 1,028 graduate students nested within 24 programs and admitted into either a Ph. D. or Ed. D. program between
1990 and 2006 at an American public university were used to illustrate the benefits of employing multilevel discrete-time
hazard analysis in understanding the timing of doctorate completion in Education and the factors related to this timing. While
no single factor was found that explains conclusively the timing of doctorate completion, this analytic technique, which takes
into account the clustering of students within programs and includes information about students who do not graduate by the
end of the observation period (censored cases), revealed that the median time-to-doctorate was 5.8 years, with the fifth and
seventh years as periods students were most likely to complete the doctorate. A student’s master’s GPA at admission, the proportion
of female students in the program, and the mean GRE quantitative score in the program were each positively associated with
the odds of doctorate award whereas the size of the department housing the program had a negative association. Implications
for research and practice are discussed. 相似文献
2.
William E. Brazziel Marian E. Brazziel 《Journal of Science Education and Technology》1995,4(2):141-149
This analysis looked at doctorate completion in science and engineering (S&E) by underrepresented minorities: blacks, Hispanics and Indian Americans. These are the groups we must increasingly depend upon to make up for shortfalls in science and engineering doctorate production among American citizens. These shortfalls derive from truncated birth rates among white people, for the most part. The analysis answered several questions officials will need to know the answers to if we are to plan effectively to develop the talents of these individuals. Specifically, the National Science Foundation asked us to look at the feasibility of involving nontraditional minority science and engineering graduates (baccalaureates at 25+) as doctoral starts, along with minority S&E graduates who had taken jobs with corporations to pay off student loans and military personnel involved in S&E study and S&E work (see NSF report of research under grant SED-9107756). We found that nontraditional minority S&E doctorate recipients matched their traditional counterparts in elapsed time to degree and similar indicators. They had less in the way of support for doctoral study, however. We found that minority S&E graduates who took jobs in corporations were keenly interested in returning to campus to complete degrees. We also found that many bright minority youngsters are studying S&E subjects in the Community College of the Air Force and in U.S. Army SOC colleges. Some have enrolled in baccalaureate programs on university campuses and plan to continue on to the PhD. We concluded that money is important in tapping these talent pools to make up for the demographically driven shortfalls discussed above. 相似文献
3.
马陆亭 《荆门职业技术学院学报》2007,22(1):1-3
本文对博士学位的本质特征及培养质量进行探讨.我国博士论丈的创新不足是博士学位授予的重要缺陷,而这又是由培养制度中的一些违背博士本质特征的因素造成的.文章在重点分析学徒式研究生教育和专业式研究生教育这两种主要的博士培养模式基础上,提出坚持标准、弹性年限、重视课程、限制数量是提高我国博士培养质量的主要对策选择. 相似文献
4.
Does a doctoral degree pay off? An empirical analysis of rates of return of German doctorate holders
The empirical analysis examines differences in salaries and working time of doctorate holders in comparison to graduates with a master or equivalent degree (in Germany, the first university degree is called a “diploma” or “state examination” depending on the field of study. The diploma degree and the state examination are equivalent to a Master’s degree as they typically require a 5 year full time study program. Only recently, after the implementation of the so-called Bologna reform in 1998, have German universities started to introduce Bachelor and Master’s degrees), distinguishing between different fields of study. Human capital theory is used as the theoretical basis for our empirical analysis of a sample from the microcensus (2006) of the German Federal Statistical Office. The results indicate that doctorate holders tend to work longer hours than graduates with a master degree, especially doctorate holders in Economics and Law and the Social Sciences. Moreover, a doctoral degree has a positive effect on the income-situation in nearly all tested fields of study. Graduates from the field of Economics and Law in particular earn comparatively high incomes. 相似文献
5.
6.
The time taken to earn doctorates is of major importance to administrators and faculty. By using stepwise multiple regression techniques, this study predicted time to doctorate from the available demographic, academic, and financial variables and determined the significance of each variable on time to the doctorate. The data for this study came from the National Research Council's Doctorate Records File extract prepared for UCLA. This institution is particularly appropriate for a study of this kind, since it annually awards over 400 doctorates in over 75 different majors. Its doctoral recipients represent the range of academic fields of study. The results of this study indicated that source of support was the most important variable in predicting time to doctorate. Following source of support were postdoctoral plans, number of dependents, sex, and field of study. Together these variables explained a significant amount of variation in the criterion variable. 相似文献
7.
Michelle A. Maher 《Innovative Higher Education》2005,30(3):195-211
This study examined the experiences of 13 graduate students enrolled in a closed, lock-step master's degree of the education
cohort program. Interview and observational data, collected over 10 months and across four courses, were qualitatively analyzed
to explore students' understanding of the meaning of cohort membership and how that membership both shaped their educational
experience and the development of peer and instructor relationships. Results indicate that both the meaning and influence
of cohort membership were fluid and evolved as students progressed in their program, changing from an inconsequential to a
significant meaning and from a modest to a deep influence.
Michelle A. Maher is an Assistant Professor of Higher Education and Student Affairs at the University of South Carolina in
Columbia, South Carolina. She received her doctorate in higher education administration and her masters in industrial/organizational
psychology from George Mason University. Her research interests include the role of graduate and professional education in
adult development, uses of technology in educational settings, and educational research methodologies. 相似文献
8.
Technological advancements have made it possible to create realistic virtual representations of the real world, although it is unclear in medical education whether high physical fidelity is required in virtual learning resources (VLRs). This study, therefore, aimed to compare the effectiveness of high-fidelity (HF) and low-fidelity (LF) VLRs for learning anatomy. For this study, HF and LF VLRs were developed for liver anatomy and participants were voluntarily recruited from two cohorts (cohorts 1 and 2). Knowledge outcomes were measured through pre- and post-tests, task outcomes including activity score and completion time were recorded and participants' perceptions of the VLRs were surveyed. A total of 333 participants (165 HF and 168 LF) took part in this study. Knowledge outcomes were higher for the HF activity in cohort 1 and for the LF activity in cohort 2, although not significantly. There were no significant differences in activity score within either cohort, although completion time was significantly longer for the HF activity in cohort 1 (P = 0.001). There were no significant differences within either cohort in perceptions of the VLRs regarding usefulness for reviewing conceptual knowledge, esthetics, quality, mental effort experienced, or future use, although the LF VLR was scored significantly higher regarding the value for understanding in cohort 1 (P = 0.027).This study suggests that high physical fidelity is not necessarily required for anatomy VLRs, although may potentially be valuable for improving knowledge outcomes. Also, level of prior knowledge may be an important factor when considering the physical fidelity of anatomy VLRs. 相似文献
9.
This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance. 相似文献
10.
Callie R. Bowles 《Community College Journal of Research & Practice》2013,37(1-4):53-67
The data for this report came from nationwide surveys sponsored by the National Endowment for the Humanities and the National Science Foundation. The questionnaires dealt with the instructional materials used by full‐ and part‐time instructors on the two‐year college level. First, cross‐tabulations of highest degree of full‐ and part‐time instructors and their amount of participation in the selection of textbooks revealed five correlations. In all three categories of humanities instructors, more full‐ than part‐time faculty selected texts, p < .05. In the category of science instructors holding a master's degree or a doctorate, the same correlation occurred. Second, humanities teachers with either a bachelor's degree or a doctorate assigned significantly more reading,p < .05, than did their part‐time counterparts in three different types of instructional materials. Science teachers with doctorates were also found to assign a greater number of pages of reading than did their part‐time counterparts but in two additional types of instructional materials. Last, data analysis indicated that overall, with increased years of experience, full‐time humanities instructors assign more extensive reading than do their part‐time counterparts. 相似文献
11.
Lawrence J. Stricker 《Research in higher education》1994,35(5):569-587
The aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive
their degrees and the institutional characteristics linked with it. Variables describing graduate departments in three disciplines
(chemistry, English, and psychology) and their parent universities were obtained from available records. In analyses of departments
in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the
department, after controlling for characteristics of students in the department, and these relationships differed from discipline
to discipline. The clearest and most extensive findings emerged for psychology: the institutional variables identified primarily
concerned faculty accessibility (student/faculty ratio and department size)—a longer time to the doctorate for departments
with many students per faculty member or many students. 相似文献
12.
Abstract Acceptance of the legitimacy of post‐modern theories on education implies a need to reconceptualise the professional development of graduates in the area of educational leadership. This paper reports on the first year of an innovative professional doctorate programme focusing on educational leadership at the Queensland University of Technology. A problem‐based learning approach was integrated with and underpinned by post‐modern imperatives such as the valuing of the self‐empowerment of students, the acceptance of multiple realities as reality, and a view of knowledge as arising out of interdependence and contextualised by discontinuous change. The focus of this paper is on students’ and teachers’ views of the development of individual empowerment, processual competencies and interdependence in the first cohort of students. 相似文献
13.
Integration has always been a prominent issue debated in the burgeoning literature on professional doctorate programs. This focus on integration, however, has largely involved the integration between theoretical and practical understandings of various professions. Exploring the integration between research and coursework components of professional doctorate programs has received less attention. This article explores the character of the integration between coursework and research in several professional doctorate programs at a number of Australian research‐intensive universities and universities of technology. Using a content analysis methodology, this research charted the various models for sequencing research and coursework and established whether integration was an explicit or implicit goal of the espoused curriculum. It also sought to explore whether there were differences in the levels of integration in professional doctorate programs across different types of universities or patterns of variation across disciplines. 相似文献
14.
英国专业博士学位教育发展的特征及启示 总被引：2，自引：0，他引：2
与传统哲学博士相比,专业博士是一种特殊类型的学位制度。专业博士学位教育自1992年在英国出现,十多年来发展迅速,涉及为数众多的大学和学科,但其在各院校和各学科间的分布不均衡。在专业设置、培养过程和研究工作等方面,英国专业博士学位教育初步形成了自身的特色。英国专业博士学位教育的发展是现代大学理念触动、政府公共政策引导、市场需求诱致和学习借鉴共同作用的结果。英国的经验值得我们高度重视,政府、大学和社会都应为专业博士学位教育在我国的发展创造条件。 相似文献
15.
Miles G. Nicholls 《Higher Education》2007,53(6):769-790
In this paper, absorbing markov chains are used to analyse the flows of higher degree by research candidates (doctoral and
master) within an Australian faculty of business. The candidates are analysed according to whether they are full time or part
time. The need for such analysis stemmed from what appeared to be a rather poor completion rate (as reported by the University
concerned). However, this reported completion rate was a ‘macro’ figure that aggregated PhD and Master (by full time and part
time) completions together. If there really was a problem, then the Faculty needed to know where in the system it was and
what potentially might then be done to remedy the problem. The assembling of data into an appropriate database was difficult
and required considerable care, but an adequate database was developed. The application of the absorbing markov chains to
the problem resulted in an increase in the level of understanding associated with the long term underlying probabilities of
completion and also expected durations of candidature. This information highlighted one area of concern. With the information
gained from this study, appropriate strategies can subsequently be put in place for the rectification of some of the areas
of concern discovered in the analysis. Areas for further research are also highlighted in this paper.
Based on an earlier version of a paper delivered at the Western Decisions Sciences Institute 34th Meeting, Vancouver, Canada,
2005. 相似文献
16.
Rachel Spronken-Smith Claire Cameron Robin Quigg 《Assessment & Evaluation in Higher Education》2018,43(1):94-109
This exploratory study determined PhD completions at a research-intensive university in New Zealand and considered factors affecting PhD completions. Completion data were calculated for PhD cohorts at the University of Otago from 2000 to 2012 (n = 2770) and survival models determined whether gender, enrolment status, age at admission, citizenship, scholarship status and academic field influenced completion. The impact of the doctoral programme and the research environment was also considered. Across all cohorts, 83% submitted their thesis for examination (17% withdrawal). The median submission time was 3.4 years for full-timers, with a median completion time (to award of degree) of 4.1 years. Survival modelling showed that completion can be enhanced by having mainly full-time candidates, but also allowing periods of part-time enrolment near submission, recruiting a large international cohort, and providing three year scholarships. Health science candidates had the highest submission percentages, while commerce candidates submitted in the fastest times. There were only minor or negligible effects of gender and age at admission. Other factors contributing to high submission rates included recruiting quality candidates, close monitoring during candidature, provision of research training, a vibrant research culture, a personal performance coach, high-quality supervision and funding incentives for candidates who submit in under four years. 相似文献
17.
现代意义上的专业博士学位在美国已有200年的历史,美国教育部国家教育统计中心(NCES)关于博士的新定义,不仅使得其博士数据出现重大变化,也体现了对于专业博士的认可和肯定。我国专业博士生教育启动较晚,尽管发展速度很快,但绝对和相对规模都远低于美国。应充分认识高等教育发展的外部因素和自身动力,明确专业博士生教育的培养定位与质量标准,优化规模结构,加大产教融合,健全评价体系,科学比较借鉴,实现高质量内涵式发展。 相似文献
18.
魏赤 《海南师范大学学报(社会科学版)》2011,24(1):152-154
学术创新,是评价博士学位论文最为重要的标准之一,为探讨这一问题,文章对近五年来北京大学中文系博士学位论文专家评审所累积的评阅数据进行了汇总整理,并进行了初步的统计分析,希望能够为进一步的比较研究和讨论提供一些资料和参考。 相似文献
19.
随着我国研究生教育特别是博士生培养规模的快速发展,申请博士学位的标准也在不断地调整与优化。实践中,执行申请博士学位标准的效果如何?博士生有哪些诉求?文章基于博士学位标准的问卷调查,结合历次学位标准的主要变化,阐述了博士研究生培养不同发展阶段学位评定的主要依据和具体做法,分析了要求博士生公开发表学术论文的起因、积极影响、成效,以及申请学位限制性条件的历史必然性和负面影响,就新形势下进一步修订完善申请博士学位标准给出建议。 相似文献
20.
Antonio Caparros‐Ruiz 《European Journal of Education》2019,54(1):117-136
PhD programmes are considered as transmission channels to provide specialisation and skills to students who will be employed as highly‐qualified workers or researchers. Focusing on the Spanish case, they are exerting a positive influence on workers’ careers since doctorate holders have a privileged situation in the labour market. This article analyses international mobility's effects on some aspects associated with doctorate holders’ careers such as their wages and how their current employment is related to their doctoral studies. The methodology applied consists in developing, on the one hand, a wage econometric specification and, on the other, a probit model, taking into account the possible mismatch between the training acquired in the doctoral studies and the educational requirements of the current job. In both cases, the dependent variables are explained by a set of regressors and a dummy variable showing whether doctorate holders have spent time in another country once completed their doctoral studies. 相似文献