THE KIOSK FOR DOCTORAL STUDIES IN THE US

The Kiosk is designed to reveal the compiled rankings of leading institution that is not exhaustive to include all of doctoral programs. I have, nevertheless, list the major follow-up institutions from the 2010 NRC report. Ranking for each program finally has been yielded by average number of 1996, 2010, and USNW ranking for the graduate programs. Hence the coverage in period is longitudinal possibly 1986 (the first year from last 1985 NRC) through 2020 (the last year for ten year interval of NRC practice, but not surely for every turn). The ranking of USNW graduate programs are mostly yearly, or changed with the interval of about three years for Natural and Social Sciences. The USNW ranking mostly was based on 2017-2018 version (eventually to determine the period of effect for this KIOSK), but in rare case, might be adjusted to avoid a sharp precariousness or in consideration of promotional equity

The KIOSK FOR DOCTORAL STUDIES IN US

The Kiosk is designed to reveal the compiled rankings of leading institution that is not exhaustive to include all of doctoral programs. I have, nevertheless, list the major follow-up institutions from the 2010 NRC report. Ranking for each program finally has been yielded by average number of 1996, 2010, and USNW ranking for the graduate programs. Hence the coverage in period is longitudinal possibly 1986 (the first year from last 1985 NRC) through 2020 (the last year for ten year interval of NRC practice, but not surely for every turn). The ranking of USNW graduate programs are mostly yearly, or changed with the interval of about three years for Natural and Social Sciences. The USNW ranking mostly was based on 2017-2018 version (eventually to determine the period of effect for this KIOSK), but in rare case, might be adjusted to avoid a sharp precariousness or in consideration of promotional equity

Some Temperance on the Doctoral Studies and On-Line Education

Toward the goal of doctoral studies, it is necessary to combine two basic characteristics of independent study. I like to call it an independent study, which would be partial to capture the whole of graduate studies. As for its high honor, the title page of dissertation in vast of universities usually use the phrase “...submitted for the partial fulfillment of doctorate degree...”. That phrase implies that the completion of dissertation would be a major part of doctoral studies, but should be partial depending on some of additional factors. Idealistically, that could be the whole quality as an independent researcher or investigator, and possibly the kind of human paradigm as a prospective teacher. In any case, we would not be incorrect if we see our principal work at the graduate level learning the ways of independent scholar. In this context, I would propose some of elements to be addressed in the end to guide the paradigm of doctoral studies and especially involving the e-age

Doctoral students’ access to non-academic support for mental health

Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training

African American Students\u27 Perceptions of Influential Factors for Attendance in Doctoral Psychology

This study explores African American undergraduate students’ perceptions of factors influencing their decision to attend doctoral programs in psychology. There is a scarcity of literature examining perceptions held by specific minority groups in regard to influential factors used to make a significant step toward their career development. Eight undergraduate students interested in pursuing a doctoral degree in psychology were interviewed. A semi-structured interview and two paper-pencil measures were used. Interviews were analyzed utilizing the consensual qualitative research (CQR) method. The following themes emerged: reasons for pursuing a doctoral degree, navigating the application process, factors influencing interest in psychology, perception of a program’s commitment to diversity, importance of ethnic minority representation in a program, financial concerns, family view of psychology, most important factor for attendance, and prior school experiences outside of psychology. The study found that issues related to African American representation and research, as well as the presence of financial aid, are highly relevant in students’ evaluation of which doctoral programs they prefer to attend. This information will pave the way for further studies focusing on how to increase the number of African American students in doctoral programs around the country

The Changing Distributions of New Ph.D. Economists and Their Employment: Implications for the Future

[Excerpt] Academic careers are no longer the be-all and end-all for economics Ph.D. students, and the findings and background provided by Siegfried and Stock help to explain why this is so. The median age at which individuals receive economics Ph.D.\u27s in the Siegfried and Stock sample is 32. While they are somewhat surprised at this finding, it parallels the experiences of many other fields. Increasingly, students are working before proceeding to doctoral studies. Often Ph.D. students in economics enter their programs after having spent several years working for government agencies or research consulting companies—work that has whetted their appetites for graduate study in economics that will enable them to make greater contributions in the policy arena. As these students proceed through doctoral studies, average time to degree has also increased. It is unclear whether this has occurred across institutions, or whether the phenomenon is a byproduct of Ph.D.\u27s increasingly coming from lower-ranked institutions at which financial support for graduate students is less adequate. Less adequate financial support is known to lengthen time to degree and reduce doctoral completion rates (Ehrenberg and Mavros, 1995)

Progress in Medical Ethics: How the Ethicist Can Help

In this article Dr. Camenisch presents a plea for mutual understanding between ethicists and medical professionals. He is Associate Professor of Religious Studies at DePaul University and is a post-doctoral Fellow at the Texas Institute of Religion

Assessing iSchools

Over the past decade, iSchools have emerged to educate the next generation of information professionals and scholars. Claiming to be edgy and innovative, how can and should these schools function in the spirit of assessment that now drives so much in the university? This essay, which explores how well we can assess iSchools, emerged from a doctoral seminar. Academic Culture and Practice, taught by Richard Cox and including four doctoral student participants and the Dean of School of Information Studies at the University of Pittsburgh, Ronald Larsen. The doctoral students, among other activities, were required to work on assignments to support a self-study for the University of Pittsburgh's reaccreditation by the Middle States Association. As we proceeded through the course, we found ourselves increasingly drawn to questions about how iSchools, in their nascent state, can assess themselves. Four major areas—reputation, evaluating productivity in scholarly publishing, student evaluation of teaching, and student satisfaction with their academic programs—that emerged based on student interest as the seminar proceeded are discussed