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.

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support. This dataset includes GSS assets for 2022.

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.

Graph and download economic data for Consumer Unit Characteristics: Percent White, Asian, and All Other Races, Not Including African American by Highest Education: College Graduate: Master's, Professional, Doctoral Degree (CXUWHTNDOTHLB1409M) from 2012 to 2023 about doctoral degree, consumer unit, professional, asian, tertiary schooling, white, education, percent, and USA.

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.

Jordan Number of Enrolled PHD Students data was reported at 3,362.000 Person in 2017. This records an increase from the previous number of 3,276.000 Person for 2016. Jordan Number of Enrolled PHD Students data is updated yearly, averaging 1,892.000 Person from Jun 2002 (Median) to 2017, with 15 observations. The data reached an all-time high of 3,362.000 Person in 2017 and a record low of 682.000 Person in 2002. Jordan Number of Enrolled PHD Students data remains active status in CEIC and is reported by Ministry of Higher Education and Scientific Research. The data is categorized under Global Database’s Jordan – Table JO.G007: Education Statistics.

Persistence rates, graduation rates, average time to graduation and number of students in an entry cohort for doctorate degree students, within the province or territory of first enrolment, by demographic characteristics.

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.

Graph and download economic data for Unemployment Rate - College Graduates - Doctoral Degree, 25 years and over, Men (CGDD25OM) from Jan 2000 to Jun 2025 about doctoral degree, males, 25 years +, tertiary schooling, education, unemployment, rate, and USA.

In 2021, **** percent of all doctoral recipients relied primarily on teaching assistantships to fund their doctoral studies in the United States. Another **** percent of doctorate recipients funded their studies through research assistantships or traineeships.

In the academic year of 2020/21, about 194,059 students were awarded their doctoral degrees in the United States. This figure is expected to increase until the academic year of 2031/32, when it is forecasted that 229,601 people will earn a doctoral degree.

Graph and download economic data for Unemployment Rate - College Graduates - Doctoral Degree, 20 to 24 years, Women (CGDD2024W) from Jul 2001 to Jun 2025 about doctoral degree, 20 to 24 years, females, tertiary schooling, education, unemployment, rate, and USA.

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

In 2024, the number of students enrolled in doctoral programs in South Korea reached 87,354, showing a slight increase from the previous year. The number of PhD students has shown a steady upward trend over the past few decades.

Description: These are research indicators of doctorate holders in Europe that were compiled from the criteria and factors of the Eurostat. This dataset consists of data in five categories (i.e. Career Development of Doctorate Holders; Labour Market - Job Vacancy Statistics; Skill-related Statistics; European and International Co-patenting in EPO Applications and Ownership of Inventors in EPO Applications). The Eurostat Research Indicators consist of (1) Doctorate holders who have studied, worked or carried out research in another EU country (%); (2) Doctorate holders by activity status (%); (3) Doctorate holders by sex and age group; (4) Employed doctorate holders working as researchers by length of stay with the same employer (%); (5) Employed doctorate holders working as researchers by job mobility and sectors of performance over the last 10 years (%); (6) Employed doctorate holders by length of stay with the same employer and sectors of performance (%); (7) Employed doctorate holders by occupation (ISCO_88, %); (8) Employed doctorate holders by occupation (ISCO_08, %); (9) Employed doctorate holders in non-managerial and non-professional occupations by fields of science (%); (10) Level of dissatisfaction of employed doctorate holders by reason and sex (%); (11) National doctorate holders having lived or stayed abroad in the past 10 years by previous region of stay (%); (12) National doctorate holders having lived or stayed abroad in the past 10 years by reason for returning into the country (%); (13) Non-EU doctorate holders in total doctorate holders (%); (14) Unemployment rate of doctorate holders by fields of science; (15) Employment in Foreign Affiliates of Domestic Enterprises; (16) Employment in Foreign Controlled Enterprises; (17) Employment rate of non-EU nationals, age group 20-64; (18) Intra-mural Business Enterprise R&D Expenditures in Foreign Controlled Enterprises; (19) Job vacancy rate by NACE Rev. 2 activity - annual data (from 2001 onwards); (20) Job vacancy statistics by NACE Rev. 2 activity, occupation and NUTS 2 regions - quarterly data; (21) Job vacancy statistics by NACE Rev. 2 activity - quarterly data (from 2001 onwards); (22) Value Added in Foreign Controlled Enterprises; (23) Graduates at doctoral level by sex and age groups - per 1000 of population aged 25-34; (24) Graduates at doctoral level, in science, math., computing, engineering, manufacturing, construction, by sex - per 1000 of population aged 25-34; (25) Level of the best-known foreign language (self-reported) by degree of urbanisation; (26) Level of the best-known foreign language (self-reported) by educational attainment level; (27) Level of the best-known foreign language (self-reported) by labour status; (28) Level of the best-known foreign language (self-reported) by occupation; (29) Number of foreign languages known (self-reported) by educational attainment level; (30) Number of foreign languages known (self-reported) by degree of urbanisation; (31) Number of foreign languages known (self-reported) by labour status; (32) Number of foreign languages known (self-reported) by occupation; (33) Population by educational attainment level, sex, age and country of birth (%); (34) Co-patenting at the EPO according to applicants’/inventors’ country of residence - % in the total of each EU Member State patents; (35) Co-patenting at the EPO: crossing inventors and applicants; (36) Co-patenting at the EPO according to applicants’/inventors’ country of residence - number; (37) EU co-patenting at the EPO according to applicants’/ inventors’ country of residence by international patent classification (IPC) sections - number; (38) EU co-patenting at the EPO according to applicants’/inventors’ country of residence by international patent classification (IPC) sections - % in the total of all EU patents; (39) Domestic ownership of foreign inventions in patent applications to the EPO by priority year; (40) Foreign ownership of domestic inventions in patent applications to the EPO by priority year; and (41) Patent applications to the EPO with foreign co-inventors, by priority year.

The Survey of Doctorate Recipients (SDR) provides demographic, education, and career history information from individuals with a U.S. research doctoral degree in a science, engineering, or health (SEH) field. The SDR is sponsored by the National Center for Science and Engineering Statistics and by the National Institutes of Health. Conducted since 1973, the SDR is a unique source of information about the educational and occupational achievements and career movement of U.S.-trained doctoral scientists and engineers in the United States and abroad. This dataset includes SDR assets for 2019.

Slovakia Population: Economically Active: by Education: Univeristy: PhD Degree data was reported at 23.600 Person th in Mar 2018. This records an increase from the previous number of 23.200 Person th for Dec 2017. Slovakia Population: Economically Active: by Education: Univeristy: PhD Degree data is updated quarterly, averaging 6.200 Person th from Mar 1996 (Median) to Mar 2018, with 89 observations. The data reached an all-time high of 23.600 Person th in Mar 2018 and a record low of 1.300 Person th in Sep 2001. Slovakia Population: Economically Active: by Education: Univeristy: PhD Degree data remains active status in CEIC and is reported by Statistical Office of the Slovak Republic. The data is categorized under Global Database’s Slovakia – Table SK.G003: Population: Economically Active.

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.