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.

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.

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.

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.

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.

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

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.

Graph and download economic data for Consumer Unit Characteristics: Percent Black or African American by Highest Education: Less Than College Graduate: High School Graduate with Some College (CXU980270LB1405M) from 2012 to 2023 about no college, consumer unit, secondary schooling, secondary, African-American, education, percent, and USA.

A great advantage of our rigorous doctoral training is that as PhD economists we speak a common language that allows for efficient vetting and quick dissemination of ideas and insights. But what good is sophisticated grammar and a powerful vocabulary if the contents of our narratives are lacking? Our top three criteria for admissions to PhD programs are prior coursework in math, the quantitative GRE score, and prior coursework in economics. To attract top talent and prevent becoming a stagnant discipline that loses the influence we have in society and academia, students' creativity, originality, and drive should receive more weight.

This dataset presents the number of students enrolled annually in PhD programs by intake year.

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.

Data set containing information on Doctoral Programs taught in the 2020-2021 academic year at the University of Cantabria.

Admission into graduate school data. This dataset has a binary response (outcome, dependent) variable called admit. There are three predictor variables: gre, gpa and rank.

Replication Data for “Student Self-Assessment of the Graduate Course: a multidimensional model proposal” Description This dataset is derived from a study that develop a self-assessment model by students and alumni of Graduate Courses. A survey was carried out with students and alumni at a higher education institution in southern Brazil and a valid sample of 2037 respondents was obtained. The research was approved by the Research Ethics Committee (CAAE: 00982218.0.0000.5346). Steps to reproduce The data analysis and statistical procedures are described in the article " Student Self-Assessment of the Graduate Course: a multidimensional model proposal” Who is willing to reproduce this research may read the method section of that article and follow the steps we perfomed. This data set also allows researchers to make other and fhurteher statistical analysis.

In the academic year 2024, there were approximately 1.8 thousand postgraduate courses at universities in Japan. Around 1.2 thousand of those courses were offered by private universities. That year, the total number of graduate courses for a doctoral degree amounted to about 1.4 thousand.

Korea Number of School: Graduate School: Ulsan data was reported at 11.000 Unit in 2017. This stayed constant from the previous number of 11.000 Unit for 2016. Korea Number of School: Graduate School: Ulsan data is updated yearly, averaging 7.000 Unit from Dec 1998 (Median) to 2017, with 20 observations. The data reached an all-time high of 11.000 Unit in 2017 and a record low of 6.000 Unit in 2008. Korea Number of School: Graduate School: Ulsan data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

Korea Number of School: Graduate School: Jeju data was reported at 14.000 Unit in 2017. This stayed constant from the previous number of 14.000 Unit for 2016. Korea Number of School: Graduate School: Jeju data is updated yearly, averaging 5.000 Unit from Dec 1980 (Median) to 2017, with 38 observations. The data reached an all-time high of 14.000 Unit in 2017 and a record low of 2.000 Unit in 1989. Korea Number of School: Graduate School: Jeju data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

Korea Number of School: Graduate School: Gyeongnam data was reported at 46.000 Unit in 2017. This records an increase from the previous number of 43.000 Unit for 2016. Korea Number of School: Graduate School: Gyeongnam data is updated yearly, averaging 23.000 Unit from Dec 1980 (Median) to 2017, with 38 observations. The data reached an all-time high of 46.000 Unit in 2017 and a record low of 6.000 Unit in 1984. Korea Number of School: Graduate School: Gyeongnam data remains active status in CEIC and is reported by Statistics Korea. The data is categorized under Global Database’s Korea – Table KR.G069: Education Statistics: Number of Schools, Teachers, Classroom and Students (Annual).

Education and further studies: refers to various learning, education, and related information collections

In 2021 in the United States, **** percent of doctorate recipients fell within the age bracket of 26 to 30 years old. A further **** percent of doctorate recipients were between the ages of 31 and 35 years old.