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Journal articles on the topic 'PhD program'

Author: Grafiati

Published: 24 April 2022

Last updated: 30 July 2025

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1

Bellissima, Valentina, Alessandro Borghesi, Valentina Bozzetti, et al. "Italia-Netherland PhD Program: The I.O. PhD Research Program." Journal of Maternal-Fetal & Neonatal Medicine 24, sup1 (2011): 111–13. http://dx.doi.org/10.3109/14767058.2011.607662.

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2

Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Canadian Journal of Higher Education 48, no. 3 (2018): 82–97. http://dx.doi.org/10.47678/cjhe.v48i3.188161.

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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning prac

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Ross, Timothy, Julie Mah, Jeff Biggar, Austin Zwick, and Ewa Modlinska. "Student Needs, Employment Realities, and PhD Program Design in Canada: The Case of Planning PhD Programs." Articles 48, no. 3 (2019): 82–97. http://dx.doi.org/10.7202/1057130ar.

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PhD graduates in Canada routinely find themselves considering employment outside academia. This paper explores PhD program design in relation to PhD students’ employment realities through a case study of Canadian planning PhD programs. Two questions guided the study: (1) How could planning PhD programs be redesigned to prepare students for a wider variety of career options post-graduation? And (2) What are some of the institutional challenges hindering PhD program reform? To engage these questions, we surveyed planning PhD students and program directors, gathered email input from planning prac

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4

Chakraverty, Devasmita, Donna B Jeffe, Katherine P Dabney, and Robert H Tai. "Exploring Reasons That U.S. MD-PhD Students Enter and Leave Their Dual-Degree Programs." International Journal of Doctoral Studies 15 (2020): 461–83. http://dx.doi.org/10.28945/4622.

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Aim/Purpose: In response to widespread efforts to increase the size and diversity of the biomedical-research workforce in the U.S., a large-scale qualitative study was conducted to examine current and former students’ training experiences in MD (Doctor of Medicine), PhD (Doctor of Philosophy), and MD-PhD dual-degree programs. In this paper, we aimed to describe the experiences of a subset of study participants who had dropped out their MD-PhD dual-degree training program, the reasons they entered the MD-PhD program, as well as their reasons for discontinuing their training for the MD-PhD. Back

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Milkman, Martin, and Riza Marjadi. "Undergraduate Mathematics Courses Required and Recommended for Admission to Economics PhD Programs in the United States." American Economist 62, no. 1 (2016): 118–25. http://dx.doi.org/10.1177/0569434516672777.

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This note presents a list of mathematics courses, normally taken at the undergraduate level, which are required or recommended as part of the admissions criteria for all economics PhD programs in the United States. The data in this note were gathered through a survey of PhD program directors, retrieval of data from PhD program websites, and personal conversations with PhD program directors in the United States. All of the data were collected during the spring and summer of 2016.

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Golding, Jonathan M., Mary Beth McGavran, David Susman, and Raymond Wright. "Demystifying One’s Chances of Acceptance into Clinical PhD Psychology Programs." Teaching of Psychology 47, no. 1 (2019): 97–101. http://dx.doi.org/10.1177/0098628319889537.

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The present study investigated the commonly accepted view from various sources (e.g., American Psychological Association [APA]), which indicates the significant difficulty in being accepted into a PhD in clinical psychology program. Data were collected (total number of applicants, applicants accepted, and number of accepted students who matriculated) from 100 APA-accredited PhD in clinical psychology programs that are also members of the Council of University Directors of Clinical Psychology. These data were used to examine why the probability of acceptance into at least one clinical PhD progr

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7

Shott, Michael J. "Merit and placement in the American faculty hierarchy: Cumulative advantage in archaeology." PLOS ONE 17, no. 1 (2022): e0259038. http://dx.doi.org/10.1371/journal.pone.0259038.

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If faculty placement in the American academic hierarchy is by merit, then it correlates with scholarly productivity at all career stages. Recently developed data-collection methods and bibliometric measures test this proposition in a cross-sectional sample of US academic archaeologists. Precocity—productivity near the point of initial hire—fails to distinguish faculty in MA- and PhD-granting programs or among ranked subsets of PhD programs. Over longer careers, on average archaeologists in PhD-granting programs outperform colleagues in lower programs, as do those in higher-ranked compared to l

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Crais, Elizabeth, and Melody Harrison Savage. "Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program." Perspectives of the ASHA Special Interest Groups 5, no. 2 (2020): 463–78. http://dx.doi.org/10.1044/2020_persp-19-00107.

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Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of

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9

Cui, Hongran, Valerie Irvine, Mariel Miller, and Colin Madland. "Creating Capacity for Digital Transformation of Education:." Open/Technology in Education, Society, and Scholarship Association Conference 4, no. 1 (2024): 1–7. http://dx.doi.org/10.18357/otessac.2024.4.1.421.

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Educational institutions and training programs have faced an accelerated transformation toward the integration of technology. However, it is unclear whether the capacity to train qualified personnel to support this digital transformation in education. In this session, we review university websites across Canada looking at the availability of online PhD programs in Education Technology. Findings indicate only one is offered online only (5% or 1 out of 20) and two provide students with the possibility to study in a blended format for their PhD program, which is 10% (2 out of 20) of all Canadian

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10

Dove, Alan. "NIH to create PhD program." Nature Medicine 5, no. 7 (1999): 719. http://dx.doi.org/10.1038/10426.

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11

Hofmann, Domenic. "RESPImmun PhD Program Congress 2023." Intrinsic Activity 11, no. 1 (2023): r1. http://dx.doi.org/10.25006/ia.11.1-r1.

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12

Bovbjerg, Trine, Monika Janfelt, and Hanne Dauer Keller. "Arbejdsmiljø og karriere - to ph.d.-udfordringer." Dansk Universitetspædagogisk Tidsskrift 8, no. 15 (2013): 6–16. http://dx.doi.org/10.7146/dut.v8i15.7860.

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Artiklen afrapporterer de erkendelser omkring ph.d.-studerendes arbejdsmiljø og karriereudvikling, som vi har opnået i gennemførelsen af et udviklingsforløb for ph.d.-studerende på fire af landets universiteter i 2012-2013. De ph.d.-studerendes arbejdsmiljø er ikke særligt velbelyst, og igennem en analyse af deltagernes udviklingsplaner og evalueringer af forløbet vil vi pege på 4 karakteristikker ved arbejdsmiljøet: Work-life-balance, dobbelt identiet som både studerende og medarbejder, forventninger og krydspres samt usikre karriereveje. De ph.d.-studerende trives pga. engagementet i deres f

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Littzen, Chloé, Jennifer May, Jessica Rainbow, Helena Morrison, and Lois Loescher. "Pursuing Success in a Hybrid PhD Nursing Program." Journal of Nursing Education 63, no. 5 (2024): 328–31. http://dx.doi.org/10.3928/01484834-20240305-08.

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Background: Little is known about hybrid PhD nursing students' experiences. Method: The purpose of this study was to describe and analyze the experiences of PhD nursing students in a hybrid program using a convergent mixed methods design. Recent nursing PhD alumni ( n = 18), and current PhD students ( n = 4) were recruited at a research-intensive university in the southwestern United States. Results: Four metainferences were identified: (1) the facilitator of faculty as both advisors and mentors; (2) the facilitator of peers as support, motivation, and a source of advice that preceded advisors

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Neilan, Michael. "Applying to a Math PhD Program." Pittsburgh Interdisciplinary Mathematics Review 2 (December 6, 2024): 133–37. https://doi.org/10.5195/pimr.2024.44.

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In this brief article, Neilan gives his personal recommendations based on what he has learned going through the process of applying to Math PhD programs himself and by serving as the Director of Graduate Studies at Pitt Math for the last two years. The advice he provides is mostly geared towards current undergraduates at a US university applying to a mathematics PhD program, but some aspects may also be applicable to prospective master’s students and/or international students.

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Mohamed Ahmed, Omsalma Ibrahim, and Musa Abubaker Musa Saleh. "Exploring the Characteristic Features of PhD Programs in ELT among Sudanese Universities (Study at Nile Valley University and SUST 2021- 2022)." English Language Teaching 16, no. 2 (2023): 22. http://dx.doi.org/10.5539/elt.v16n2p22.

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The motion of holding a PhD Degree among Sudanese EFL learners is increased widely throughout Sudan. Most of PhD candidates prefer to study courses followed by complementary research. This study aims to explore students&rsquo; views on the PhD in ELT programs by courses and complementary research at some Sudanese universities.&nbsp; The study was conducted to investigate these programs and an attempt to achieve the following objectives: 1- To identify the most prevalent characteristic features of each of these programs. 2- To explore whether the contents of the program satisfy the need

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Hall, Joshua D., Jessica R. Harrell, Kimberley W. Cohen, Virginia L. Miller, Patricia V. Phelps, and Jeanette G. Cook. "Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs." CBE—Life Sciences Education 15, no. 3 (2016): ar27. http://dx.doi.org/10.1187/cbe.16-01-0054.

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Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and afte

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Pietrobon, Adam, Lucia Chehadé, Alexandra Beaudry-Richard, Brian A. Keller, and Michael G. Schlossmacher. "Performance report for a 10-year-old MD/PhD Program: A survey of trainees at the University of Ottawa." Clinical and Investigative Medicine 43, no. 2 (2020): E1–13. http://dx.doi.org/10.25011/cim.v43i2.33955.

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Purpose: Integrated MD/PhD programs are relatively new in Canada and represent a platform to train the next generation of clinician-scientists. However, MD/PhD programs vary substantially by structure, funding and mentorship opportunities, and there exists a paucity of data on the overall students’ successes and challenges. The purpose of this study is to assess objective and subjective metrics of the MD/PhD Program at the University of Ottawa.  Methods: Students in all years of the program were invited to complete a 58- question survey, and the resulting data were analyzed by desc

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Mostafa, Rezaei Tavirani1 Reza Valizadeh2 Foruzan Kavarizadeh3. "CURRICULUM AUDIT OF IRANIAN PHD OF ANATOMY ACCORDING TO EUROPEAN STANDARD, COMPARING WITH WORLDWIDE SELECTED COUNTRIES." indo American Journal of Pharmaceutical Sciences 04, no. 06 (2017): 1471–75. https://doi.org/10.5281/zenodo.809430.

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Anatomy is one of the basic essential sciences of medicine, which is recognized as a root that gradually formed other basic medical sciences. Therefore, educational program and curriculum are very important aspects of anatomical science. This study aimed to evaluate and compare training programs of the PhD in anatomical sciences in ten different universities according to European standards. This descriptive - comparative study was conducted using multi-stage sampling method to choose 10 universities from five continents. Then, curricula of PhD in anatomy for ten selected universities were comp

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Lor, Maichou, Tolu Oyesanya, Chen X. Chen, Catherine Cherwin, and Chooza Moon. "Postdoctoral Opportunities for Nursing PhD Graduates: A Resource Guide." Western Journal of Nursing Research 41, no. 3 (2018): 459–76. http://dx.doi.org/10.1177/0193945918775691.

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Before completing a nursing PhD program, doctoral students are encouraged to seek out and apply for a position in one of many, often highly competitive postdoctoral programs. These programs include the more traditional National Institutes of Health (NIH) funded experiences, such as the T32, as well as the nontraditional institution funded positions, including the associate faculty role. Graduates often need guidance on which postdoctoral programs are available, the resources each program offers to promote development of the applicant’s program of research, the disadvantages of each program, an

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20

Webster, Paul Christopher. "CIHR cutting MD/PhD training program." Canadian Medical Association Journal 187, no. 12 (2015): E381—E382. http://dx.doi.org/10.1503/cmaj.109-5124.

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Conn, Vicki S., Julie Zerwic, Susan Rawl, et al. "Strategies for a Successful PhD Program." Western Journal of Nursing Research 36, no. 1 (2013): 6–30. http://dx.doi.org/10.1177/0193945913492144.

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22

Romero, Joan Miguel, Mark Sorin, Matthew Dankner, et al. "Gender Disparities in Academic Outcomes Among Graduates of a Canadian MD-PhD Program." Clinical and Investigative Medicine 46, no. 1 (2023): E4–14. http://dx.doi.org/10.25011/cim.v46i1.39965.

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Purpose: Women have traditionally been underrepresented in MD and MD-PhD training programs. Here, we describe the changing demographics of an MD-PhD Program over three distinct time intervals. Methods: We designed a 64-question survey and sent it to 47 graduates of the McGill University MD-PhD program in Montréal, Québec, Canada, since its inception in 1985. We also sent a 23-question survey to the 24 students of the program in 2021. The surveys included questions related to demographics, physician-scientist training, research metrics, as well as academic and personal considerations.Results: W

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Jones, Andrea A., Enoch Ng, Marc-Olivier Deguise, et al. "MD/PhD Training in Canada: Results from a national trainee and program director review." Clinical & Investigative Medicine 39, no. 4 (2016): 132. http://dx.doi.org/10.25011/cim.v39i4.27092.

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Purpose: There has been limited examination of clinician scientist training in Canada, particularly regarding training integration and funding. This study assessed program structure, funding, tuition and mentorship structures available at Canadian MD/PhD programs.   Methods: Clinician Investigator Trainee Association of Canada administered an anonymous survey to current trainees and program directors that captured program structure, trainee funding, tuition and mentorship opportunities and needs across institutions.   Results: In June 2015, 101/228 (44%) trainees and 9/

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Remich, Robin, Michelle E. Naffziger-Hirsch, J. Lynn Gazley, and Richard McGee. "Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study." CBE—Life Sciences Education 15, no. 3 (2016): ar25. http://dx.doi.org/10.1187/cbe.16-01-0035.

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This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 ind

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Soldani, Jacopo. "An Interview with Massimiliano Di Penta - 2024 SIGSOFT Awardee." ACM SIGSOFT Software Engineering Notes 49, no. 3 (2024): 17–18. http://dx.doi.org/10.1145/3672089.3672093.

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Massimiliano Di Penta received the 2024 SIGSOFT Early Career Researcher Award for outstanding service to the software engineering community, including serving as program co-chair for all premier software engineering conferences and several other events. Massimiliano received a Ph.D. in Computer Engineering at the University of Sannio (Italy) in 2003. He is now a Full Professor at the University of Sannio (Italy), where he is also the Director of the PhD program in Information Technology for Engineering, and has been Director of the Bachelor's and Master's Degree Programs in Computer Science En

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Ehrenberg, Ronald G., George H. Jakubson, Jeffrey A. Groen, Eric So, and Joseph Price. "Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students’ Attrition and Graduation Probabilities?" Educational Evaluation and Policy Analysis 29, no. 2 (2007): 134–50. http://dx.doi.org/10.3102/0162373707301707.

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The Andrew W. Mellon Foundation’s Graduate Education Initiative (GEI) provided funding to 54 departments in the humanities and related social sciences during the 1990s to improve their PhD programs. This article estimates the aspects of PhD programs the GEI influenced and how these aspects influenced attrition and graduation probabilities. It uses survey data on entrants to PhD programs at 44 of the “treatment” departments and 41 “control” departments during a 15-year period that spanned the start of the GEI. Factor analysis is used to group more than 100 program characteristics into a smaller

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P., S. Aithal, P. K. Paul, and A. Bhuimali2. "MPhil as Masters by Research Work Programs in IT & Computing Fields: A Case Study of Indian Private Universities." Asian Journal of Information Science and Technology 8, no. 1 (2018): 15–21. https://doi.org/10.5281/zenodo.1195709.

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Indian higher education system is changing rapidly. During the last few decades after Independence of India, several educational institutions have been developed throughout the nation. During this period apart from the establishment of HEIs various new degrees, diplomas and awards have been started. Like the United Kingdom and its follower countries, degrees in the field of Science and Applied Sciences started and continued both Science and Engineering platform/ stream. Similarly, in research segment two main degrees till continued one is Doctor of Philosophy (PhD) and another is Master of Phi

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Alves, Ana Claudia Tasinaffo, and Irene Cristina de Mello. "AMAZONIAN EDUCATION NETWORK IN SCIENCES AND MATHEMATICS: IMPACTS IN PHD FORMATION FOR NETWORKING." Revista Prática Docente 2, no. 2 (2017): 319–35. http://dx.doi.org/10.23926/rpd.2526-2149.2017.v2.n2.p219-235.id107.

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This paper investigated the impacts of scientific production and insertion in stricto sensu Post-Graduation Programs in the Legal Amazon by graduates of the Amazonian Education Network in Sciences and Mathematics Post-Graduation Program (Programa de Pós-Graduação da Rede Amazônica de Educação em Ciências e Matemática - REAMEC). For such, we ascertained the curricula of twenty-nine graduates of the first class through a Lattes platform in what is constituted as a descriptive, exploratory paper from a quantitative approach. The study shows there has been a significant increase in the production,

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Tonis, Rocsana B. Manea, and Natalia Manea. "Quality parametres on higher education PhD program in Romania." Independent Journal of Management & Production 10, no. 2 (2019): 475. http://dx.doi.org/10.14807/ijmp.v10i2.855.

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More and more universities are striving to provide competitive education programs to help graduates integrate into market areas. In this fight, universities need to have strong communication and support in the business world. The purpose of this article is to identify the main factors that would improve the quality of the doctoral program and facilitate the integration of students into the labour market in Romania. A questionnaire was applied to PhD students from the universities in Bucharest, and the data collected were interpreted.The linear regression model developed shows that the library

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30

Gourley, Dick R., Crescent Rowell, LaMarcus Wingate, et al. "Status of PharmD/PhD Programs in Colleges of Pharmacy: The University of Tennessee Dual PharmD/PhD Program." American Journal of Pharmaceutical Education 70, no. 2 (2006): 44. http://dx.doi.org/10.5688/aj700244.

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Gourley, Dick R., Crescent Rowell, Candidate LaMarcus Wingate, et al. "Status of PharmD/PhD Programs in Colleges of Pharmacy: The University of Tennessee Dual PharmD/PhD Program." American Journal of Pharmaceutical Education 70, no. 2 (2006): 44. http://dx.doi.org/10.1016/s0002-9459(24)07686-1.

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Mueni Matheka, Hyrine, Ellen E.P.W.A. Jansen, and Adriaan W.H.A Hofman. "PhD Students’ Background and Program Characteristics as Related to Success in Kenyan Universities." International Journal of Doctoral Studies 15 (2020): 057–74. http://dx.doi.org/10.28945/4467.

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Aim/Purpose: Kenya plans to be a middle-income country by the year 2030. To achieve this development target, the country has rapidly expanded its university sub-sector in order to produce the requisite skilled professionals. This has put a strain on the available PhD holders thus heightening the pressure on universities to produce more PhD graduates to meet the required larger pool of highly qualified professionals to service the academia and other sectors of the economy. However, the PhD graduation rate per year is very low and unexplained. This study sought to explain the factors influencing

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Ayedun, Adeola, Victoria Agbelese, Leslie Curry, et al. "Perspectives on National Institutes of Health Funding Requirements for Racial and Ethnic Diversity Among Medical Scientist Training Program Leadership." JAMA Network Open 6, no. 5 (2023): e2310795. http://dx.doi.org/10.1001/jamanetworkopen.2023.10795.

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ImportanceSince 1964, the National Institutes of Health (NIH) has funded the Medical Scientist Training Program (MSTP) MD-PhD program at medical schools across the US to support training physician-scientists. Recent studies have suggested that MSTPs have consistently matriculated more students from racial and ethnic backgrounds historically underrepresented in science than MD-PhD programs without NIH funding; however, the underlying basis for the increased diversity seen in NIH-funded MSTPs is poorly understood.ObjectiveTo investigate how administrators and faculty perceive the impact of MSTP

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Andal, Edilberto Z., John Vincent C. Aliazas, Imelda G. Carada, Julie Fe D. Panoy, Chester M. Derequito, and Allen E. Pasia. "Assessing the Potential for a PhD in Education Program with Specializations at LSPU-System: A Feasibility Study." International Journal of Instruction 9, no. 2 (2024): 91–102. http://dx.doi.org/10.29333/aje.2024.928a.

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The purpose of this study was to assess the feasibility of offering a Doctor of Philosophy in Education program at LSPU. The study utilized a quantitative research design to gather data from 243 respondents consisting of teachers, education professionals, and stakeholders in the field of education. The data were analyzed using descriptive statistics and inferential analysis to evaluate the potential demand for the program, the availability of qualified faculty members, and the resources needed to support the program. The results showed that there is a high demand for advanced degrees in educat

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Paul, P. K., P. S. Aithal, and K. S. Shivraj. "M.Phil. Programs in IT and Computing into New Heights: A Case Study of Srinivas University, Karnataka." Asian Journal of Computer Science and Technology 7, no. 1 (2018): 16–21. http://dx.doi.org/10.51983/ajcst-2018.7.1.1839.

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Computing programs are internationally available at different levels and nomenclatures. The popular levels in this regard are Bachelors and Master’s Degree. Internationally the Bachelors programs are commonly available as BS and MS program. Though UK and its follower countries the level and nomenclature are also called and popular as BSc and MSc programs. Worldwide Computing and IT programs are available only in science platform (except few countries that offers Master of Engineering/ Technology program). As far as Research levels are concerned most common are PhD and M.Phil. Though, among the

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Keller, Franziska, Suzanne Dhaini, Matthias Briel, et al. "How to Conceptualize and Implement a PhD Program in Health Sciences—The Basel Approach." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051877136. http://dx.doi.org/10.1177/2382120518771364.

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Objectives: Over the past decade, several excellent guidelines have been published on how to enhance the quality of PhD education in Europe. Aimed primarily at preparing students for innovative roles in their fields, they include variously structured approaches to curricular offerings, as well as other program components applicable across specialties (eg: supervisor support, scientific conduct, transferable skills). Since 2012, the interdisciplinary PhD Program in Health Sciences (PPHS) at the Faculty of Medicine of the University of Basel in Switzerland has focused on translating these guidel

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Schnoes, Alexandra M., Anne Caliendo, Janice Morand, et al. "Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences." CBE—Life Sciences Education 17, no. 1 (2018): ar16. http://dx.doi.org/10.1187/cbe.17-08-0164.

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The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completi

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Raineri, Nicolas. "The PhD program: between conformity and reflexivity." Journal of Organizational Ethnography 2, no. 1 (2013): 37–56. http://dx.doi.org/10.1108/joe-04-2012-0021.

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Gammelgaard, Britta. "The joint‐Nordic PhD program in logistics." International Journal of Physical Distribution & Logistics Management 31, no. 7/8 (2001): 585–605. http://dx.doi.org/10.1108/09600030110402996.

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40

Miller, Jason. "Career Intentions of MD/PhD Program Graduates." JAMA 301, no. 6 (2009): 597. http://dx.doi.org/10.1001/jama.2009.73.

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Son, Jeong-Bae, and Sang-Soon Park. "Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program." International Journal of Pedagogies and Learning 9, no. 1 (2014): 26–37. http://dx.doi.org/10.1080/18334105.2014.11082017.

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42

Saloma, Caesar. "Production of STEM PhD Graduates: First decade of the ASTHRD and ERDT Programs." Transactions of the National Academy of Science and Technology 41, no. 2019 (2022): 1–10. http://dx.doi.org/10.57043/transnastphl.2019.2028.

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The first decade (2007–2018) of implementation of the Advanced Science and Technology Human Resource Development Program (ASTHRDP) and the Engineering Research & Development for Technology (ERDT) Program was examined to identify possible best practices and continuing challenges encountered in the production of new Filipino PhD graduates in science, technology, engineering, and mathematics (STEM). The ASTHRDP and the ERDT Program, started in 2007 by the Department of Science and Technology (DOST) in partnership with selected Philippine higher education institutions (HEIs), aimed to produce

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Littleford, Linh Nguyen, Kim Buxton, Meredith A. Bucher, Stephanie L. Simon-Dack, and Kao Lee Yang. "Psychology Doctoral Program Admissions." Teaching of Psychology 45, no. 1 (2017): 75–83. http://dx.doi.org/10.1177/0098628317745453.

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What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psycho

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Paul, P. K., P. S. Aithal, and K. S. Shivraj. "M.Phil. as Masters by Research Work Programs in IT & Computing Fields: A Case Study of Indian Private Universities." Asian Journal of Information Science and Technology 8, no. 1 (2018): 15–21. http://dx.doi.org/10.51983/ajist-2018.8.1.2594.

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Indian higher education system is changing rapidly. During the last few decades after Independence of India, several educational institutions have been developed throughout the nation. During this period apart from the establishment of HEIs various new degrees, diplomas and awards have been started. Like the United Kingdom and its follower countries, degrees in the field of Science and Applied Sciences started and continued both Science and Engineering platform/ stream. Similarly, in research segment two main degrees till continued one is Doctor of Philosophy (PhD) and another is Master of Phi

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Kaki, Seham M. S. "The Need for Competitive Educational Management PhD Programs in Saudi Arabia." International Journal of Scientific Research and Management 8, no. 06 (2020): 1427–37. http://dx.doi.org/10.18535/ijsrm/v8i06.el03.

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This study assessed the realities of the Saudi labor market and the need for competitive PhD programs in educational management, the aim being to propose a vision for such a program. An analysis of the current educational reality was obtained through interviews, as well as the following information: employer, years of experience, and method of recruitment, along with a number of statements presented to participants for their reaction that were designed to elicit their opinion on the importance of having competitive PhD programs in leadership. The population for this study consisted of a random

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P., S. Aithal, and K. Paul P. "M.Phil. Programs in IT & Computing into new heights: A Case study of Srinivas University, Karnataka." Asian Journal of Computer Science and Technology 7, no. 1 (2018): 16–21. https://doi.org/10.5281/zenodo.1198602.

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Computing programs are internationally available at different levels and nomenclatures. The popular levels in this regard are Bachelors and Masters Degree. Internationally the Bachelors programs are commonly available as BS and MS program. Though UK and its follower countries the level and nomenclature are also called and popular as BSc and MSc programs. Worldwide Computing and IT programs are available only in science platform (except few countries that offers Master of Engineering/ Technology program). As far as Research levels are concerned most common are PhD and MPhil. Though, among these

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Chepp, Valerie, Claire Baker, Sarah Kostiha, and Jonathan D. Smith. "The Molecular Medicine PhD program alumni perceptions of career preparedness." PLOS ONE 17, no. 11 (2022): e0275996. http://dx.doi.org/10.1371/journal.pone.0275996.

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Over the past two decades, graduate programs have sought to meet the rising need for cross-disciplinary biomedical and translational research training; however, among program evaluation efforts, little is known about student satisfaction with these programs. We report survey results aimed at assessing the overall satisfaction of Molecular Medicine (MolMed) PhD program graduates with their training program and subsequent employment, their research productivity since graduation, and the program elements important for entering their diverse career choices. The survey consisted of quantitative and

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Chakraverty, Devasmita, Donna B. Jeffe, and Robert H. Tai. "Transition Experiences in MD–PhD Programs." CBE—Life Sciences Education 17, no. 3 (2018): ar41. http://dx.doi.org/10.1187/cbe.17-08-0187.

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MD–PhD training takes, on average, 8 years to complete and involves two transitions, an MD-preclinical to PhD-research phase and a PhD-research to MD-clinical phase. There is a paucity of research about MD–PhD students’ experiences during each transition. This study examined transition experiences reported by 48 MD–PhD students who had experienced at least one of these transitions during their training. We purposefully sampled medical schools across the United States to recruit participants. Semistructured interviews were audio-recorded and transcribed for analysis; items focused on academic a

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Maton, Kenneth I., Tiffany S. Beason, Surbhi Godsay, et al. "Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy." CBE—Life Sciences Education 15, no. 3 (2016): ar48. http://dx.doi.org/10.1187/cbe.16-01-0062.

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Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American

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Dorie, Amy, Sara Jablon-Roberts, Arienne McCracken, et al. "Comparing perceptions of effectiveness of on-campus and hybrid PhD programs." International Journal on E-Learning 20, no. 2 (2021): 113–36. https://doi.org/10.70725/617559tmkscr.

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The growing number of online and hybrid graduate programs and their particular relevance to older female students suggests the salience of hybrid education for female-dominated degrees such as apparel merchandising and design (AMD). The current study details a formative assessment of the hybrid option of an AMD doctoral program, investigating the strengths and weaknesses of the program, student satisfaction, and the preparedness of hybrid doctoral graduates for careers in academia. Qualitative data was collected from fourteen faculty and students of the program. Findings indicated faculty expe

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