Persistence and graduation of doctorate degree students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

In the academic year of 2020/2021 in the United States, 85,581 doctoral degrees were earned in health professions and related programs - the most out of any field of study. A further 35,976 doctoral degrees were earned in legal professions and studies.

Introduction This STEM advising outreach program was developed for undergraduate students who are contemplating future applications to PhD programs in the life sciences. The audience of ~20 students ranged in academic stage, and was composed mostly of life sciences undergraduates enrolled at Bowdoin College.

We have previously described two similar outreach events (ref. 1,2); this 90-minute combination of seminar and discussion built on that pilot program. This session at Bowdoin College was intended to complement the advising that students receive from their primary research mentors on campus. Although undergraduates at many excellent institutions have access to extensive pre-professional advising for careers in medicine, law and some other directions, the structure of advising for scientific research and the many career options that rely on PhD training is less consistent. Independent study or thesis research mentors are often a student’s primary source of advice. Career advisors have confirmed that reiteration and reinforcement of advising principles by professionals external to the school environment is helpful. Therefore, this outreach program’s content was developed with a goal of demystifying PhD programs and the benefits that they provide. The topics covered included (a) determining the key differences between programs, (b) understanding how PhD admissions works, (c) preparing an effective application, (d) proactive planning to strengthen one’s professional portfolio (internships, independent research, cultivating mentors), (e) key transferable skills that most students learn in graduate school, (f) what career streams are open to life science PhDs, and, (g) some national and institutional data on student career aspirations and outcomes (ref. 3). Methods The approach of bringing a faculty member and an administrative staff member who both have life science PhD training backgrounds was intentional. This allowed the program to portray different perspectives and experience to guide student career development, while offering credible witnesses to the types of experiences, skills and knowledge gained through PhD training. Central to the method of this outreach program is the willingness of graduate educators to meet the students on their own ground. The speakers guided students through a process of identifying national graduate programs that might best serve their individual interests and preferences. In addition to recruiting prospective applicants to Harvard Medical School (HMS) summer internships and PhD programs, the speakers made an explicit appeal to students to hone their professional portfolio proactively by discussing important skills that undergraduates need to be competitive in admissions and the career workplace including acquiring training in statistics and programming, soliciting diverse mentorship, acquiring authentic research experiences/internships, conducting thesis research, and obtaining fellowships). By reinforcing much of the anecdotal and formal advising content that is made available by faculty mentors and career counselors, our host saw the value of external experts to validate guidance.

This event built off our most recent event (ref. 2); we delivered a presentation covering the relevant topics and transitioned into an open discussion featuring a third visitor in our team. In contrast to the aforementioned previous event, the time constraint at lunch time prevented us from doing a formal panel. Our third speaker was a HMS Curriculum Fellow (ref. 4) whose career goals included teaching at a comparable institution (primarily undergraduate institution, PUI).

Students were encouraged to have lunch during the session, as the program was held at midday to avoid conflicts with other academic or extracurricular events. ResultsAs the principal goal of the session was to encourage and engage students, not to evaluate them, and the students ranged widely in stage and long-term career objectives, there were no assessment surveys of learning gains. Informally, student engagement was excellent as judged by the frequency and thoughtful nature of questions asked during the discussion phase of the session. Ad hoc student feedback directly following the event was extremely positive, as was our host’s follow up by email after the event. The success of the program was also evident by an invitation for a repeat of the program or other forms of collaboration in the future, including the possibility of reciprocal visits to HMS.DiscussionThis advising session was a continued refinement of our prototype, and thus served to prepare us for a series of similar events across a larger network of colleges. Our decision to incorporate a HMS Curriculum Fellow served three purposes: (1) to engage speaker who pursued doctoral training at three different institutions (UCLA, Tufts University, Harvard University), (2) to broaden the range of career trajectories presented as outcomes from doctoral programs, and (3) to provide networking and career development opportunities for the Curriculum Fellow.

Taiwan Number of Graduate: Ph.D. Program data was reported at 3,512.000 Person in 2017. This records a decrease from the previous number of 3,623.000 Person for 2016. Taiwan Number of Graduate: Ph.D. Program data is updated yearly, averaging 297.000 Person from Jul 1959 (Median) to 2017, with 59 observations. The data reached an all-time high of 4,241.000 Person in 2013 and a record low of 0.000 Person in 1962. Taiwan Number of Graduate: Ph.D. Program data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G057: Number of Graduate.

In 2018, the overall satisfaction for the programs completed by doctoral graduates in 2014 equaled to 6.8 points. The aspect which received the lowest rate was the training's quantity, while the autonomy and degree of responsibility during the PhD programs obtained the highest rate.

In the academic year 2018/2019, the highest number of students enrolled in PhD courses in Italy was registered in Lazio (***** students), followed by Lombardy with ***** individuals. The only Italian region which did not have any PhD student was Aosta Valley.

This statistic shows the share of women among students enrolled in doctoral courses in Italy in the academic year 2018/2019, broken down by macro-region of the university. According to data, the highest percentage of female students registered in PhD courses was recorded in the South of Italy, where **** percent of all individuals enrolled in doctoral courses were women.

About this Dataset

Data & Sons recently completed our analysis of top tier economics journal publications from 2014 to 2017 and is pleased to announce the world’s top Economics PhD Programs based on alumni productivity.

Category

Social Sciences

Keywords

economics phd programs,best phd programs,best economics phd programs

Row Count

1491

Price

Free

In 2021, doctoral students needed on average *** years after starting graduate school to complete their doctorate. On average, they needed *** years since their Bachelor's degree to complete their doctoral studies.

About this Dataset

Data & Sons recently completed our analysis of top tier economics journal publications from 2014 to 2017. By collecting author, work affiliation, and graduate programs authors graduated from information we were able to summarize the number of top tier publication for each economist, each department, and the amount of research published by alumni for each economics Ph.D. Program. We summarized these findings in three datasets. Also provided are the individual publications data. Methodology and Results Summary are provided in documents.

Category

Social Sciences

Keywords

economics,best phd programs,best economics departments

Row Count

4138

Price

Free

Taiwan Number of Student to 1000 Pop: Ph.D. Program data was reported at 1.200 Person in 2018. This records a decrease from the previous number of 1.224 Person for 2017. Taiwan Number of Student to 1000 Pop: Ph.D. Program data is updated yearly, averaging 0.320 Person from Jul 1968 (Median) to 2018, with 51 observations. The data reached an all-time high of 1.476 Person in 2011 and a record low of 0.000 Person in 1969. Taiwan Number of Student to 1000 Pop: Ph.D. Program data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G054: Education Statistics.

PhD completion data for men and women in STEM PhD programs.

Proportion of students who started in a doctorate degree program and pursued or graduated with a different educational qualification, within Canada, by demographic characteristics.

The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields of study. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to complete degree, and faculty composition. Measures of faculty and student diversity are also included.

In the academic year of 2020/21, about 85,370 male and 108,690 female students earned a doctoral degree in the United States. By the academic year of 2031/32, these figures are expected to increase to about 88,110 and 141,500 respectively.

The recent movement underscoring the importance of career taxonomies has helped usher in a new era of transparency in PhD career outcomes. The convergence of discipline-specific organizational movements, interdisciplinary collaborations, and federal initiatives has helped to increase PhD career outcomes tracking and reporting. Transparent and publicly available PhD career outcomes are being used by institutions to attract top applicants, as prospective graduate students are factoring in these outcomes when deciding on the program and institution in which to enroll for their PhD studies. Given the increasing trend to track PhD career outcomes, the number of institutional efforts and supporting offices for these studies have increased, as has the variety of methods being used to classify and report/visualize outcomes. This report comprehensively synthesizes existing PhD career taxonomy tools, resources, and visualization options to help catalyze and empower institutions to develop and publish their own PhD career outcomes. Similar fields between taxonomies were mapped to create a new crosswalk tool, thereby serving as an empirical review of the career outcome tracking systems available. Moreover, this work spotlights organizations, consortia, and funding agencies that are steering policy changes toward greater transparency in PhD career outcomes reporting. Such transparency not only attracts top talent to universities, but also propels research progress and technological innovation forward. Therefore, university administrators must be well-versed in government policies that may impact their PhD students. Engaging with government relations offices and establishing dialogues with policymakers are crucial steps toward staying informed about relevant legislation and advocating for more resources. For instance, much of the recent science legislation in the U.S. Congress, including the Creating Helpful Incentives to Produce Semiconductors (CHIPS) and Science Act, significantly impacts federal agency programs influencing universities. To ensure sustained development, it is imperative to support initiatives that enhance transparency, both in terms of legislation and resources. Increased funding for programs supporting transparency will aid legislatures and institutions in staying informed and responsive. Many efforts presented in this publication have received support from federal and state governments or philantrophic sources, underscoring the need for multifaceted support to initiate and perpetuate this level of systemic change.

Walden University was the leading doctorate granting university in the United States in 2021, with *** doctorate recipients. Stanford University, University of Michigan Ann Arbor, University of California Berkeley, and Purdue University West Lafayette rounded out the top five doctorate granting universities.

The number of students enrolled in doctoral study programs in Romania has been increasing until the academic year 2020/2021. By 2023/2024, there were approximately 21.6 thousand PhD students in the country.

Descriptive statistics for regression model explanatory variables.

Taiwan Number of Student: Ph.D. Program data was reported at 28,346.000 Person in 2018. This records a decrease from the previous number of 28,821.000 Person for 2017. Taiwan Number of Student: Ph.D. Program data is updated yearly, averaging 2,419.000 Person from Jul 1957 (Median) to 2018, with 62 observations. The data reached an all-time high of 34,178.000 Person in 2011 and a record low of 0.000 Person in 1958. Taiwan Number of Student: Ph.D. Program data remains active status in CEIC and is reported by Ministry of Education. The data is categorized under Global Database’s Taiwan – Table TW.G056: Number of Student.