Social origin and gender of doctoral degree holders

Within the scope of this article we went further into the question to what extent particularistic attributes - social origin and gender - can affect selection processes (1) in access to and (2) in later career attainment after achieving the doctoral degree. The analyses are based on a questionnaire survey (n = 2 244) among doctoral degree holders achieving the doctoral degree in six selected disciplines (biology, electrical engineering, German studies, mathematics, social sciences, and business studies/ economics) at German universities. In terms of our first object of investigation, the analyses show that in four out of six disciplines doctoral degree holders are a selected group compared to university graduates with regard to both social origin and gender. In terms of our second object of investigation - the impact of particularistic attributes on several indicators of further career attainment after achieving the doctoral degree (career inside or outside higher education and science, career position and income) - the results point to a stronger impact of gender compared to social origi

Introduction to \u3ci\u3eDoctoral Education and the Faculty of the Future\u3c/i\u3e

[Excerpt] Concern has been expressed, however, that the growing enrollment of foreign students in American PhD programs crowds out potential American citizen PhD holders and discourages them from pursuing PhD study. On the other hand, the aftermath of 9/11, the growth of research infrastructure and research support in other nations, and the growth of other nations\u27 higher education systems all cast doubt on the ability of the United States to continue to rely on foreign PhD holders to meet our nation\u27s need for scientific researchers and to fill future faculty positions. Given all of these issues, in October 2006 the Cornell Higher Education Research Institute brought together a group of researchers from a wide number of science and social science fields, academic administrators, and policymakers for the conference Doctoral Education and the Faculty of the Future. The sessions at the conference focused on efforts to increase and improve the supply of future faculty, and covered topics ranging from increasing undergraduate interest in doctoral study to improving the doctoral experience and the representation of underrepresented groups in doctoral education. The chapters in this book are revisions of the papers presented at that conference

Why Don't Women Patent?

We investigate women's underrepresentation among holders of commercialized patents: only 5.5% of holders of such patents are female. Using the National Survey of College Graduates 2003, we find only 7% of the gap is accounted for by women's lower probability of holding any science or engineering degree, because women with such a degree are scarcely more likely to patent than women without. Differences among those without a science or engineering degree account for 15%, while 78% is accounted for by differences among those with a science or engineering degree. For the latter group, we find that women's underrepresentation in engineering and in jobs involving development and design explain much of the gap; closing it would increase U.S. GDP per capita by 2.7%.

The Role of Mathematical and Verbal Skills on the Returns to Graduate and Professional Education

Students in majors with higher average quantitative GRE scores are less likely to attend graduate school while students in majors with higher average verbal GRE scores are more likely to attend graduate school. This sorting effect means that students whose cognitive skills are associated with lower earnings at the bachelorï¾’s level are the most likely to attend graduate school. As a result, there is a substantial downward bias in estimated returns to graduate education. Correcting for the sorting effect raises estimated annualized returns to a Masterï¾’s or doctoral degree from about 5% to 7.3% and 12.8% respectively. Estimated returns to professional degrees rise from 13.9% to 16.6%. These findings correspond to a large increase in relative earnings received by postgraduate degree holders in the United States over the past 20 years.sorting; Postgraduate; Rate of return; Demand for schooling; Quantitative skills; Qualitative skills

Mobility decisions of European doctoral researchers.

Student mobility remains an important component for the completion of a European Higher Education and Research Area. Two issues at the forefront are increasing student mobility within Europe as well as worries about a ‘brain drain’ of talented graduate students to North America. Unfortunately, there is still relatively little evidence and analysis available to support policy making. In this paper, using a large sample of European researchers, we analyse the decision of students where to pursue their doctoral studies: at home, in another European country or in North America. We find that students from countries with a weaker research and innovation system are more likely to seek their doctoral degree abroad, particularly within Europe. Graduate student mobility within Europe appears more driven by push factors in the home country, i.e. lack of opportunities for researchers, whereas mobility towards North America seems more driven by pull factors within the North American research and education system.

Promotion of scientific careers: the Aquí STEAM-UPC programme

Postprint (published version

Returns to Graduate and Professional Education: The Roles of Mathematical and Verbal Skills by Major

Students in majors with higher average quantitative GRE scores are less likely to attend graduate school while students in majors with higher average verbal GRE scores are more likely to attend graduate school.  This sorting effect means that students whose cognitive skills are associated with lower earnings at the bachelor’s level are the most likely to attend graduate school.  As a result, there is a substantial downward bias in estimated returns to graduate education.  Correcting for the sorting effect raises estimated annualized returns to a Master’s or doctoral degree from about 5% to 14.5% and 12.6% respectively.  Estimated returns to professional degrees rise from 14% to 20%.  These findings correspond to a large increase in relative earnings received by post graduate degree holders in the United States over the past 20 years.sorting; Phd degree; Master's degree; Professional degree; GRE; Returns; Graduate Education; verbal ability; mathematics ability

Science and Engineering Labor Force

[Excerpt] Like most developed economies, the United States increasingly depends on a technically skilled workforce, including scientists and engineers. Workers for whom knowledge and skill in S&E are central to their jobs have an effect on the economy and the wider society that is disproportionate to their numbers: they contribute to research and development, increased knowledge, technological innovation, and economic growth. Moreover, the knowledge and skills associated with science and engineering have diffused across occupations and become more important in jobs that are not traditionally associated with S&E

Education Pays 2016: The Benefits of Higher Education for Individuals and Society

Similar to previous editions, Education Pays 2016: The Benefits of Higher Education for Individuals and Society documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares healthrelated behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation.In addition to reporting median earnings by education level, this year's report also presents data on variation in earnings by different characteristics such as gender, race/ethnicity, occupation, college major, and sector. Education Pays 2016 also examines the persistent disparities across different socioeconomic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative.Our focus is on outcomes that are correlated with levels of educational attainment, and it is important to be cautious about attributing all of the observed differences to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported