Transformative graduate education programs: an analysis of impact on STEM and non-STEM Ph.D. completion |
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| Authors: | David Kniola Mido Chang Deborah Olsen |
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| Institution: | (1) Department of Educational Leadership and Policy Studies, Virginia Tech, 122 Hillcrest Hall (0157), Blacksburg, VA 24061, USA;(2) Department of Educational Research and Evaluation, Virginia Tech, Blacksburg, VA, USA;(3) Department of Educational Psychology, Virginia Tech, Blacksburg, VA, USA;(4) Present address: Office of Academic Assessment, Virginia Tech, Blacksburg, VA, USA;(5) Present address: Olsen Consulting, Blacksburg, VA, USA |
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| Abstract: | Transformative graduate education programs (TGP) are programs that are national in scope and are intended to impact the reformation
of graduate education in the United States. We employ data from national sources and shift the unit of analysis from the individual
doctoral student to the doctoral institution as whole in order to begin to assess the impact of TGPs on the number of doctoral
degrees awarded, a critical outcome for such programs, and an educational priority in many countries. In addition, we examine
the critical issue of whether TGPs enhance Ph.D. degree conferral for women and minorities, and if they do so at STEM-oriented
institutions, typically the least hospitable of all environments for these groups. |
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