We collected data on every tenure-track (TT) faculty member in the 122 PhD-granting Political Science departments in the United States to identify which graduate programs place faculty in our discipline’s research universities. The top 20% of departments produced 75% of all faculty while the bottom 50% accounted for less than 5% of all TT faculty at a research university. Forty-nine programs did not have a single graduate placed in a TT-position at a PhD-granting department in the last 10 years, and 18 programs do not have a single graduate in a TT-position at a PhD-granting department at all. The overwhelming majority of TT faculty are at a lower or equally ranked department. The results have important implications for prospective graduate students and the future of our discipline.

Study 5: Down from the Ivory Tower: Exploring Implementation of the ESTRO Core Curriculum at the National Level. An anonymous, 37-item, survey was designed and distributed to the Presidents of the National Societies who have endorsed the ESTRO Core Curriculum (n=29). The survey addressed perceptions about implementation factors related to context, process and curriculum change. The data was summarized using descriptive statistics.

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.

Survey questions and raw data results for ‘Library Research Support Staff Survey (White Rose Libraries)’. The survey was conducted by the author on behalf of Leeds University Library, Research Support Team, in May 2017. It investigates the educational background of staff working at the White Rose University Libraries (Leeds, Sheffield, and York) in roles supporting researchers.

To what extent did the COVID-19 pandemic impact PhD candidates in political science? To what extent were their supervisors aware of this impact? PhD candidates in political science are not strangers to the lack of available and stable academic employment, and the potentially isolating experience of research. Our survey of Australian PhD candidates in political science and international relations (n=109) confirms that the COVID-19 pandemic has exacerbated these pre-existing challenges. Comparing the experiences of political science PhD candidates and their supervisors in relation to experiences during the pandemic, our survey also reveals that there has been a disconnect between the two groups in relation to the former’s experience of COVID-19. While supervisors recognize the stressors that candidates have faced, they are more likely than candidates to report that department support in relation to pandemic-related challenges was available, and appear somewhat unaware of the impact that COVID-19 has had on candidates’ career plans. The survey also reveals substantial disagreement between candidates and supervisors over perceived career mentoring styles. These points of disconnect must be addressed to ensure the success and well-being of current and future PhD candidates.

IntroductionThis STEM advising outreach program was developed for undergraduate students who are contemplating future applications to PhD programs in the life sciences. The audience of ~60 students ranged in academic stage, mostly pursuing research in neuroscience fields, in that summer’s cohort of students at Wellesley College.

We have previously described our first outreach event covering these topics (ref. 1); this 90-minute combination of seminar and discussion built on that pilot program. This session 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. 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. 2). MethodsThe 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. In addition to recruiting prospective applicants to Harvard 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.

In contrast to our first offering of this program for undergraduates, our session utilized a panel format at the end of presentation, in addition to interspersed Q&A during the talk. In addition to the authors, a guest postdoc from HMS (who was aspiring to - and eventually attained - a faculty position) was also part of the panel. Our hosts were asked to prompt with questions that students might be curious to ask. The students received a meal, as the session 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 test 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.DiscussionThis advising session was a 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 current research postdoc in the panel was very helpful, and also brought some gender balance. Each panelist had pursued their PhD training in a different institutional setting (UCLA, Tufts University, University of Wisconsin, Madison), thus providing a more diverse set of prior experiences and programmatic structures, in addition to information on the life sciences programs available at Harvard.

The motivation to measure food policy research capacity stems from a pressing need to understand what a country's primary constraints are in undertaking food policy research and using it effectively in the policy process. With such understanding, capacity-development interventions can become easier to design and capacity building programs can be more effective. Food policy research is defined here as any socioeconomic or policy-related research in the food, agriculture, and natural-resource sectors. In this database, two country-level food policy research capacity indicators are presented. The first indicator is the number of full-time equivalent analysts or researchers with PhDs or their equivalent analysts or researchers with PhDs or their equivalent per one million rural citizens. This number is indicative of a country's investment in policy research activities. Although financial and physical resources are not explicitly included in this measure, it is assumed that the number of researchers acts as a proxy for these other food policy research inputs. This indicator includes staff at government ministries, higher education institutes, and research organizations that undertake food policy research as defined above. Staff members with a master's degree are valued at half of a PhD, and those with a bachelor's degree are valued at a quarter of a PhD. The number of staff is also scaled by the proportion of time spent on food policy research which is dependent on the type of institution. The second indicator is the number of food policy relevant journal articles published internationally within the last five years per full-time PhD-equivalent researcher. This input-output ratio measure is indicative of the efficiency of the policy research environment. The number of publications was determined from searches in the EconLit and Web of Science databases for journal articles related to food policy and authored by experts who were counted in the assessment of the first indicator. Earlier attempts to quantify and collect comparable data on other policy research outputs, such as policy briefs, interactions with government ministries, or conference contributions presented numerous challenges. For this reason, and because international publications guarantee a minimum and comparable level of quality, this indicator was chosen.

The nature and types of social work research generated in doctoral programs has been well-studied in the US. Doctoral programs in Canada, in comparison, are much younger; the first doctoral program was created in the mid-1970s. To date, there is no systematic understanding of the nature and types of knowledge produced within Schools and Faculties of Social Work. In this study we review 248 dissertations that were published in Canada between 2001 and 2011. Method: A database was created from a search of Canadian social work dissertations published between 2001-2011 using the ProQuest Dissertations and Theses Database (PQDT). To verify the sample, doctoral program directors were contacted and independently confirmed the sample names and dissertation titles by year. Full text dissertations were retrieved for review. Data pertaining to 12 research methodology variables (e.g., quantitative/qualitative/mixed method, presence/absence of hypothesis, primary or secondary data source, sample size, etc., see codebook) was extracted from each dissertation. Inter-rater reliability for a random selection of 1/3 of the cases was 0.82. Conflicts w ere resolved through consensus.

37 of the United States' 45 presidents (officially 46 as Grover Cleveland is counted as both the 22nd and 24th president) attended a university, college or other institution of higher education; 34 of these completed their studies and graduated. After completing their undergraduate studies, twenty U.S. presidents attended a graduate school, with eleven attaining a qualification (seven of which were law degrees). Only eight U.S. presidents, including two of the most highly regarded, George Washington and Abraham Lincoln, did not attend college, while all presidents since Dwight D. Eisenhower have attained some form of degree or equivalent qualification.

Institutions Harvard University, the oldest institution of higher education in the U.S., has the highest number of presidential alumni, with eight in total. Of the eight Ivy League schools, widely regarded as the most prestigious universities in the United States, five include U.S. presidents among their alumni, and fifteen U.S. presidents have attained a qualification these universities. Only two U.S. presidents have studied abroad; they were John Quincy Adams, who studied at Leiden University in the Netherlands while his father was stationed in Europe, and Bill Clinton, who studied at Oxford University in England. John F. Kennedy had planned to study at the London School of Economics, but fell ill after enrolling and transferred stateside to Princeton, before illness again forced his withdrawal a few months later. Two U.S. presidents founded universities; the University of Virginia was founded by Thomas Jefferson (and attended by Woodrow Wilson), and the State University of New York at Buffalo was founded by Millard Fillmore; one of the eight U.S. presidents who never attended college. Donald Trump did establish a company called "Trump University" in 2004, however this provided training for potential property realtors, and was not an educational institution (in 2016, Trump paid 25 million U.S. dollars to settle a lawsuit with the State of New York, as Trump University was deemed to have defrauded customers and made false statements).

Most educated presidents

In 1751, John Adams was the first future-president to go to college, entering Harvard at the age of sixteen, and graduating with a Bachelor of Arts in 1755. The most recent presidential graduate is Barack Obama, who attended Occidental College from 1979 to 1981, before transferring to Columbia University where he majored in political science, graduating in 1983; Obama later obtained his law degree from Harvard Law School in 1991. Woodrow Wilson is the only U.S. president to have obtained a Ph.D., which he received from Johns Hopkins University in 1886 for his work titled "Congressional Government: A Study in American Politics", and George W. Bush is the only U.S. president to have attained an MBA degree. Three U.S. presidents attended military universities, with both Ulysses S. Grant and Dwight D. Eisenhower graduating from West Point Military Academy, and Jimmy Carter graduating from the U.S. Naval Academy (Eisenhower also attended three other U.S. Army colleges during his military career, which began in 1915 and ended in 1969). Incumbent President Donald Trump obtained a B.S. in economics from the Wharton School of the University of Pennsylvania in 1968.

This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States. This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics.

The attached files are necessary for replication of Mushtaq, Shawn J., Sappenfield, James M., and Shi, Dongbo. "Do Businesses Pay to Do Science? The Effects of Hiring PhDs on Firms' Patenting Process". File list: the preliminary draft (Mushtaq Sappenfield Shi, Do Businesses Pay to Do Science, 2015.pdf); the R code necessary to replicate all results and tables (Analysis_DBP.R, Matching_DBP.R, MultipleImputation_DBP.R, and Tables_DBP.R). The data for this study come from: Giuri, Paola; Mariani, Myriam, 2013, "Replication data for: When Distance Disappears: Inventors, Education, and the Locus of Knowledge Spillovers", http://hdl.handle.net/1902.1/22108 V2 [Version] Available at this address in the dataverse: https://thedata.harvard.edu/dvn/dv/restat/faces/study/StudyPage.xhtml?globalId=hdl:1902.1/22108&studyListingIndex=2_ef7ef736c69ca9d616a249cbe42f Complete data for replication purposes (data_complete.dta) can be obtained through contacting the authors of the aforementioned study (Giuri, Paola; Mariani, Myriam, 2013, "Replication data for: When Distance Disappears: Inventors, Education, and the Locus of Knowledge Spillovers") directly and through signing a non-disclosure agreement regarding the PatVal-EU data.

Replication dataset and code.. Visit https://dataone.org/datasets/sha256%3Af5e0dc1fcbae05de8e322e39e3554dd0f6842f4920c89a5d53370729b6722eac for complete metadata about this dataset.

Data from McEllin, Sebanz & Knoblich (2018). If you have any questions please contact mcellin_luke@phd.ceu.edu Aggregated Data (SPSS files) 3x3anova is Exp 1-2, for condition 1 = joint, 2 = teaching, 3 = joint vs teaching ACDCanova is Exp 3-4, condition 1 = joint, 2 = teaching, 3 = joint vs teaching ACDCreloded is for Exp 4a and 4b, condition 1 = with speed, 2 = without speed Raw data (matlab data files). Each file is the raw data for one participant. The number in the filename corresponds to participant number. Filenames correspond to the different experiments. Exp 1a = RTdataC; Exp 1b = RTdataT; Exp 2 = RTdataTC; Exp 3a = RTdataADC; Exp 3b = RTdataADT; Exp 4a = RTdataADTC; Exp 4b = RTdataADTC2 columns are as follows: 1 = RT, 2 = choice, 3 = sequence, 4 = movement type, 5 = height (exp 1-2)/ascent (exp 3-4), 6 = duration (exp 1-2)/descent(exp 3-4),

Replication Data for: "Der diachrone Telegrafist. Figurationen der Drahtlosigkeit und ihre nostalgische Prospektion", PhD thesis, University of Zurich, 2024. Data consists of Narrative Interviews A-E, Audio-Files, Transcriptions, Guidelines, and a Video.

This is the data gathered in the Netherlands for the PhD dissertation of Sanne van Oosten: Minority Voting and Representation, The impact of religion, migration background and gender on voter preferences for in- and out-group politicians in France, Germany and the Netherlands (2024). It includes sections on the survey questions used, the sampling strategy implemented, pre-registration details, and ethical review documentation. The data provides valuable insights into political attitudes, voting intentions, identification with ethnic and religious groups, feelings of national belonging, and perceived discrimination. We invite everyone to use this data for their own research. Harvard Dataverse has a very similar dataset available for Germany and France as well.

Food policy research plays a crucial role in guiding the agricultural development of countries. To achieve food security goals, countries need to strengthen their capacity to conduct food policy research. Strong local policy research institutions help in shaping an evidence-based policy-making process. Measuring national capacity for food policy research is important for identifying capacity gaps in food policy research and guiding allocation of resources to fill those gaps. Food policy research capacity is defined as any socioeconomic or policy-related research capacity in the area of food, agriculture, or natural resources. To measure this capacity, the International Food Policy Research Institute (IFPRI) developed a set of indicators of the quantity and quality of policy research at the country level. IFPRI created a database for food policy research capacity in 2010, and has continued to expand and refine it. The data presented are currently collected for 33 countries; data for Myanmar were added in 2017. A consistent methodology is followed to enable comparison of values across time and countries. The database was most recently updated with numbers for 2017. “Analysts/researchers” is a head count of professionals employed at local organizations whose work involves food policy research or analysis. To introduce some uniformity, IFPRI also presents a modified quantification of the head count: "full-time equivalent analysts/researchers with PhD equivalent." To obtain an indicator of per capita food policy research capacity, this research capacity is then divided by the country’s rural population ("full-time equivalent researchers per million rural residents"). This helps to illustrate the impact of local food policy research in a country. This indicator was last updated in 2015. The quality of a country’s food policy research capacity is estimated by tallying the number of relevant international publications in peer-reviewed journals over a five-year period. IFPRI views this as a reflection of the local enabling environment for food policy research. This indicator allows for comparison across countries, as it ensures an internationally accepted standard of quality for publications. The final indicator ("publications per full-time equivalent researcher") is derived by dividing the number of international publications by the number of full-time equivalent researchers with a PhD, providing a measure of productivity.

Food policy research plays a crucial role in guiding agricultural transformation in developing countries. To achieve food security goals, countries need to strengthen their capacity to conduct food policy research. Strong local policy research institutions help shaping evidence-based policymaking. Measuring national capacity for food policy research is important for identifying capacity gaps in food policy research and guiding the allocation of resources to fill those gaps. “Food policy research capacity” is defined as the ability to do socioeconomic or policy-related research in the areas of food, agriculture, nutrition, or natural resources. To measure this capacity, the International Food Policy Research Institute (IFPRI) has developed a set of indicators for the quantity and quality of policy research at the country level. IFPRI created the Food Policy Research Capacity Indicators (FPRCI) database in 2010 and has since continued to expand and refine it. Data are currently collected for 33 countries; data for Myanmar was added in 2017. A consistent methodology is followed to enable a comparison of values across time and countries. The database was most recently updated with numbers for 2019. Analysts/researchers counts the professionals employed at local organizations whose work involves food policy research or analysis. To introduce some uniformity, IFPRI also presents a modified quantification of this headcount: full-time equivalent analysts/researchers with PhD. To obtain an indicator of per capita food policy research capacity, this research capacity is then divided by the country’s rural population (full-time equivalent researchers per million rural residents). This helps to illustrate the impact of local food policy research in a country. This indicator was last updated in 2015. The quality of a country’s food policy research capacity is estimated by tallying the number of relevant international publications in peer-reviewed journals over a five-year period. IFPRI views this as a reflection of the local enabling intellectual environment for food policy research. This indicator allows for comparison across countries, as it ensures an internationally accepted standard of quality for publications. The final indicator is derived by dividing the number of international publications by the number of full-time equivalent researchers with a PhD, providing a measure of productivity.

The cropping intensity and productivity of the coastal zone of Bangladesh is much lower than that of most of the country, despite enormous investment in the construction of polders to protect the lands from tidal flooding and saline water intrusion. In the coastal zone, farmers typically grow a single crop of rice (aman) during the rainy season using low yielding, photoperiod sensitive local varieties, followed by a low yielding pulse or sesame crop. Much of the cultivable land remains fallow for 3-7 months each year. The main reasons for the low productivity in the polders are waterlogging as a result of high rainfall and poor drainage during the rainy season, the late rice harvest (December/January), and the lack of readily available fresh water during the dry season. The waterlogging prevents the production of high yielding and earlier maturing aman varieties (HYV aman). The late harvest of the local aman varieties and saturated soil prevent the cultivation of high yielding rabi crops such as maize and sunflower, and delay establishment of traditional rabi crops such as mungbean and sesame, which are thus often damaged or destroyed by pre-monsoon rains and cyclones. However, by draining excess water at low tide during and at the end of the rainy season, it should be possible to grow modern HYV rice varieties and establish high yielding rabi crops at the optimum time. Furthermore, the south central coastal zone (Barisal division) is supplied by large volumes of fresh river water throughout the year. Therefore, the research undertaken in this thesis was designed to evaluate, under good water management, the feasibility of intensifying to high yielding aus-aman-rabi cropping systems in the low salinity coastal zone. A replicated cropping system experiment was conducted for two years at Patuakhali using a short duration modern aus variety (BRRI dhan65), a medium duration modern aman variety (BRRI dhan44), and high yielding/value rabi crops. Performance of the systems was compared for 4 aus sowing dates (20 March, 5 and 20 April, 5 May), 2 rabi crop species (maize – Pacific984, sunflower – Hysun33) and 2 mulch treatments (0, 5 t/ha of rice straw during the rabi crops). The longest total system in-field crop duration was about 330 d. This allowed for an average turn-around time between crops of about 10 d. Annual cropping system rice equivalent yield (REY) ranged from 13.7-20.0 t/ha. The highest REY was for systems with early (20 March and 5 April) aus sowings, at 17-20 t/ha with maize, and 16-20 t/ha with sunflower (2 to 5 times that of current farmer practice). Rabi crop yield was the main determinant of trends in total system rice equivalent yield, which declined as establishment date of the rabi crops was delayed beyond 15 December. All cropping systems were profitable in terms of gross margin, net return and benefit-cost ratio. The most profitable system (with 5 April aus sowing and maize) had a gross margin of Tk. 101,000 per ha, net return Tk. 73,000 per ha and BCR 1.29. While maximum yield and profitability occurred with the first 2 aus sowings, these systems had the shortest turnaround time. Early aus sowing advanced the sowing of all crops and thus reduced the risk of rabi crop damage by pre-monsoon rainfall and cyclones. This work shows that, with good water management, it is possible to implement highly productive and profitable aus-aman-rabi cropping systems in the low salinity coastal zone of Bangladesh.

Research that formed the basis of a PhD was carried out to improve our understanding of malaria transmission-blocking immunity and identify new parasite targets that could be used to develop transmission-blocking vaccines. The supplementary data provided herein include descriptions of reagents and materials, genetic sequence data, and analysis tables and graphs. The files provide supporting data for experiments and analysis carried out and described in the associated PhD thesis and provide further information to support the conclusions of the thesis.

Data and code for Nicholas White's PhD Thesis, Caltech, 2022. Thesis archive: https://theses.hal.science/view/index/identifiant/tel-04015510