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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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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 practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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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 practitioners, and held a workshop and roundtable at two different academic conferences. Findings suggest that program reforms, such as offering more external research partnership opportunities to PhD students, could help to better support multiple career pathways for PhD students. Our findings also suggest that planning scholars and practitioners need to question their views of the academia–practice relationship and PhD students’ roles and aims.
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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. Background: To our knowledge, the U.S. has the longest history of MD-PhD dual-degree training programs dating back to the 1950s and produces the largest number of MD-PhD graduates in the world. Integrated dual-degree MD-PhD programs are offered at more than 90 medical schools in the U.S., and historically have included three phases – preclinical, PhD-research, and clinical training, all during medical-school training. On average, it takes eight years of training to complete requirements for the MD-PhD dual-degree. MD-PhD students have unique training experiences, different from MD-only or PhD-only students. Not all MD-PhD students complete their training, at a cost to funding agencies, schools, and students themselves. Methodology: We purposefully sampled from 97 U.S. schools with doctoral programs, posting advertisements for recruitment of participants who were engaged in or had completed PhD, MD, and MD-PhD training. Between 2011 and 2013, semi-structured, one-on-one phone interviews were conducted with 217 participants. Using a phenomenological approach and inductive, thematic analysis, we examined students’ reasons for entering the MD-PhD dual-degree program, when they decided to leave, and their reasons for leaving MD-PhD training. Contribution: Study findings offer new insights into MD-PhD students’ reasons for leaving the program, beyond what is known about program attrition based on retrospective analysis of existing national data, as little is known about students’ actual reasons for attrition. By more deeply exploring students’ reasons for attrition, programs can find ways to improve MD-PhD students’ training experiences and boost their retention in these dual-degree programs to completion, which will, in turn, foster expansion of the biomedical-research-workforce capacity. Findings: Seven participants in the larger study reported during their interview that they left their MD-PhD programs before finishing, and these were the only participants who reported leaving their doctoral training. At the time of interview, two participants had completed the MD and were academic-medicine faculty, four were completing medical school, and one dropped out of medicine to complete a PhD in Education. Participants reported enrolling in MD-PhD programs to work in both clinical practice and research. Very positive college research experiences, mentorship, and personal reasons also played important roles in participants’ decisions to pursue the dual MD-PhD degree. However, once in the program, positive mentorship and other opportunities that they experienced during or after college, which initially drew candidates to the program was found lacking. Four themes emerged as reasons for leaving the MD-PhD program: (1) declining interest in research, (2) isolation and lack of social integration during the different training phases, (3) suboptimal PhD-advising experiences, and (4) unforeseen obstacles to completing PhD research requirements, such as loss of funding. Recommendations for Practitioners: Though limited by a small sample size, findings highlight the need for better integrated institutional and programmatic supports for MD-PhD students, especially during PhD training. Recommendation for Researchers: Researchers should continue to explore if other programmatic aspects of MD-PhD training (other than challenges experienced during PhD training, as discussed in this paper) are particularly problematic and pose challenges to the successful completion of the program. Impact on Society: The MD-PhD workforce comprises a small, but highly trained cadre of physician-scientists with the expertise to conduct clinical and/or basic science research aimed at improving patient care and developing new diagnostic tools and therapies. Although MD-PhD graduates comprise a small proportion of all MD graduates in the U.S. and globally, about half of all MD-trained physician-scientists in the U.S. federally funded biomedical-research workforce are MD-PhD-trained physicians. Training is extensive and rigorous. Improving experiences during the PhD-training phase could help reduce MD-PhD program attrition, as attrition results in substantial financial cost to federal and private funding agencies and to medical schools that fund MD-PhD programs in the U.S. and other countries. Future Research: Future research could examine, in greater depth, how communications among students, faculty and administrators in various settings, such as classrooms, research labs, and clinics, might help MD-PhD students become more fully integrated into each new program phase and continue in the program to completion. Future research could also examine experiences of MD-PhD students from groups underrepresented in medicine and the biomedical-research workforce (e.g., first-generation college graduates, women, and racial/ethnic minorities), which might serve to inform interventions to increase the numbers of applicants to MD-PhD programs and help reverse the steady decline in the physician-scientist workforce over the past several decades.
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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 program may be higher than previously thought. The results showed an acceptance–matriculation discrepancy—the overall number of individuals accepted into clinical psychology PhD programs is higher than that of matriculated students. In addition, being accepted into a clinical PhD program is a function of the number of applications per applicant. The article concludes with a discussion of how applicants to clinical PhD programs should approach the application process.
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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 lower-ranked PhD programs, all in the practical absence of mobility via recruitment to higher placement. Yet differences by program level lie mostly in the tails of productivity distributions; overlap between program levels is high, and many in lower-degree programs outperform many PhD-program faculty even when controlling for career length. Results implicate cumulative advantage to explain the pattern and suggest particularism as its cause.
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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 the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480
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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 universities that have PhD programs. Only 5% (1 out of 20) of Canadian institutions provide a PhD program in educational technology; however, this is offered on campus only. While this review excludes the EdD pathway, we did find two EdD programs in educational technology that could be accessed entirely online and one blended program. As technological and conceptual shifts of entire sectors that prioritize digital learning and digital literacy (e.g., B.C. Digital Learning Strategy), there is significant demand for PhD qualified individuals to lead or execute these initiatives. As such, there needs to be more discussion about how to make PhD study more accessible, specifically in educational technology.
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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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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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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 faglige forskningsprojekt, mens deres udfordringer med arbejdsmiljøet primært bunder i kollegiale, ledelsesmæssige og organisatoriske forhold. For at få inspiration til forbedringer af de ph.d.-studerendes arbejdsmiljø foreslås det at anlægge et situeret læringsperspektiv på ph.d.-uddannelsen. Et situeret perspektiv inddrager dele af arbejdsmiljøet som væsentlig faktor for faglig udvikling. Findings are reported for a development program for PhD students that took place in 2012/2013 at four Danish universities. The focus of the program was doctoral students’ work and career development. To date PhD students’ work environments have not been documented in detail, however, analysis of data collected during the program revealed four areas of concern to doctoral students: Challenges relating to work-life balance, uncertainty over identity relating to status as student and employee, risks associated with the work and uncertainty over career paths. The problems are primarily rooted in collegiate, managerial and organizational issues. In order to identify areas for improvement in the PhD students’ learning process, it is proposed that a situated learning perspective on the PhD programme be adopted.
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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; (3) the barrier of receiving conflicting feedback from advisory and dissertation committees; and (4) the barrier of not understanding the PhD student process. Conclusion: Peer support is fundamental for hybrid PhD nursing student success; conflicting feedback and not understanding the process are significant barriers. Strategies are recommended to mitigate barriers to facilitate hybrid PhD nursing students' success. [ J Nurs Educ . 2024;63(5):328–331.]
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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’ views on the PhD in ELT programs by courses and complementary research at some Sudanese universities.  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 needs of students or not. 3- To what extent the syllabuses in the programs help to qualify the candidates to become qualified teachers of English language. The study also serves as a needs analysis which was a very important point for the betterment of every ongoing program. The researcher applied the descriptive research method to achieve the study objectives. A questionnaire was used for the data collection. The participants in the study were students enrolled in PhD in ELT programs and graduates who had already graduated from these programs. Then, the data were statistically analysed to evaluate the PhD in ELT programs. The results showed that most participants agree that the contents of the program satisfy the needs of students. Many participants agree that the syllabuses offered in the programs help to qualify students to become qualified teachers of English language.
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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 after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences.
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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 descriptive statistics.
 
 Results: Our survey had an 88.5% (23/26) participation rate. The program has been gaining interest and the number of applications increased by 178% between 2013 and 2018. Tuition support was considered an essential element in
 accepting the admission offer, as 47.8% of students would have declined admission without full tuition coverage. The MD/PhD students were heavily engaged in scholarly activities, with an average of 8.3 presentations/ publications per respondent. Respondents indicated low satisfaction with formal career planning advice (28.6% satisfied/very satisfied) and program transition guidance (22.2%). When delivered informally by peers, both career planning advice and program transition guidance were experienced as more satisfying (65.2% and 63.6%, respectively). Only 34.8% of survey respondents identified as female, highlighting the challenge of achieving diversity in clinician-scientist training programs.
 
 Conclusion: Our report contributes to the body of knowledge on concrete obstacles experienced by students within MD/PhD programs and key areas that can be improved upon—locally, provincially and nationally—to further advance student success.
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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 compared to Iranian curriculum according to European standards. Data were collected using information provided in official website of respective universities. In this study, we evaluated eight elements of the training programs in which three elements including duration of program, educational content and educational levels of the ten selected universities were consistent with European standards. However, we found no information regarding duration of PhD program in the Iranian curriculum. Our findings indicated that African universities perform weaker than other universities. In addition, training program of doctoral anatomy in Iran showed satisfactory standards in comparison to other universities across the world. The training program in Iran was consistent with the world's greatest universities as well as European standards. Hence, future studies are recommended to focus on the correct implementation of training programs. Keywords: Curriculum, PhD Anatomy, Standard ORPHEUS.
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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, and what each program uses as benchmarks for success. This article summarizes both traditional and nontraditional postdoctoral positions including the T32, F32, F99/K00, T90/R90, research supplements, associate faculty, research associate, and hospital-affiliated postdoctoral positions. This article updates previous papers describing postdoctoral opportunities and offers a starting place to aide PhD students planning their postgraduate activities in seeking and evaluating these positions.
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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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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: We collected responses from August 2020 to August 2021 and grouped them into three intervals based on respondent graduation year: 1995–2005 (n = 17), 2006–2020 (n = 23) and current students (n = 24). Total response rate was 90.1% (n = 64/71). We found that there are more women currently in the program compared to the 1995–2005 cohort (41.7% increase, p<0.01). In addition, women self-reported as physician-scientists less frequently than men and reported less protected research time. Conclusions: Overall, recent MD-PhD alumni represent a more diverse population compared with their earlier counterparts. Identifying barriers to training remains an important step in ensuring MD-PhD trainees become successful physician-scientists.
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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 9/13 (69%) program directors completed the online survey. In all programs, students completed the PhD degree prior to clerkship training. Seven programs offered research training upon completion of pre-clerkship, four offered concurrent clinical and research training, and three offered alternative structures. Nine held seminars exposing students to clinical and research integration and two offered clinician scientist skills courses. Stipend funding and tuition varied, especially during clinical training years. Regarding mentorship, all programs held regular meetings, though eight programs do not have formal mentorship opportunities. Both trainees and program directors identified the need for further career planning and development support as a student priority.
 
 Conclusion: MD/PhD programs varied by program structure, funding, tuition and mentorship opportunities. Mechanisms to share and spread program innovations should be instated. Students may benefit from concurrent research and clinical training as well as courses specific to clinician scientist skill development. Decreasing debt burden may attract and retain trainees in this demanding path. To ensure mentorship programs align with trainee priorities, program directors should directly collaborate with students in their development and evaluation.
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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 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs.
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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 Engineering.
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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 number of factors, and the impact of the GEI on each and the impact of each on attrition and graduation probabilities are estimated. The article estimates the routes via which the GEI influenced attrition and graduation rates and indicates which aspects of PhD programs departments should concentrate on to improve their programs’ performance.
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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.
Full textAbstract:
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 Philosophy (M.Phil.). Both are important and valuable in their own place. The M.Phil. program is a kind of research based master’s program and similar to the Masters of Research (M.Res.) programs available in many countries. M.Phil. is also a smaller and previous part of Doctor of Philosophy (PhD). Normally it requires less time than a PhD program. The program available worldwide and in India also it has offered by the universities. In India, the degree is available in different platform or stream i.e. Arts, Science, and Commerce. Even in Technology and Management stream as well the programs have been started in recent. This paper is conceptual in nature and primary study based on the availability of M.Phil. program nationwide. The research work mainly focuses on the varieties of M.Phil. programs available in IT and Computer fields and especially offered by Private Universities in India. Keywords: M.Phil., PhD, Research Degree, Indian Higher Education, Research & Development, Universities, M.Res, M.Tech. (Research), UGC Norms, Private Universities
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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, mainly of chapters of books and publications in journals with Qualis/Capes, in comparison the the period before joining the Program. By February 2017, time of information gathering from the curricula, nine graduates were already registered and working on post-graduation programs. This demonstrates that the Program is being consolidated in the Amazon region with outlook for a growth in research and an increase in the number of Science and Mathematics Teaching Masters Programs.
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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 facilities, school infrastructure, access to Doctoral Theses, dialog between academia and students, doctoral coordinator and committee proficiency, staff attitude and multiple way of communication are some important factors that have positive influence over the quality of the higher education in the PhD program and the students’ integration on labour market in Romania. The open questions of survey revealed new interesting suggestion for improving PhD programs in Romania.
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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 PhD success rates in Kenyan universities. Background: This cross-sectional study set out to establish how PhD students’ background and program characteristics are related to their success. This knowledge will inform policies and strategies to enhance PhD training and success in Kenya. Methodology: Data on 1,992 PhD students was collected from 10 universities by using the Microsoft Excel data tool to collect administrative data. The researchers utilized the data collection to construct a quantitative research design. The PhD students were enrolled in the following program domains/clusters: Humanities and Social Sciences, Business and Economics, Physical and Life Sciences, Applied Sciences and Medical Sciences. Contribution: PhD success factors have been extensively studied in developed countries. This paper builds on this body of knowledge with a specific focus on developing countries like Kenya. Findings: Students’ background characteristics (age, nationality, gender, financial support and marital statuses) were not related to PhD students’ success, however, full-time employed PhD students had better progression than their part-time colleagues. Program characteristics (program cluster and mode of study) were significantly related to students’ success. Students who had delayed for two years or more years had limited chance to graduate. Recommendations for Practitioners: To improve the PhD education system, practitioners should endeavor to monitor and track the progress of their PhD students. To do this, the researchers recommend that the universities collect and keep good records of these types of data. Universities should come up with strategies to build on or mitigate against the factors that have been identified to influence PhD success. Recommendation for Researchers: The researchers recommend further research, especially in developing countries, to understand the PhD study systems and inform effective interventions. Impact on Society: To identify, conceptualize or mitigate against the factors which influence PhD success lead to higher success in PhD training in order to enhance knowledge to solve societal problems. Future Research: Further research is recommended especially in the context of developing countries to establish how supervisor–student interactions, availability of infrastructural resources, and students’ motivation, efficacy and well-being relate to PhD success in Kenyan universities
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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 status on MD-PhD program matriculant racial and ethnic diversity.Design, Setting, and ParticipantsThis qualitative study used a positive deviance approach to identify 9 high-performing and 3 low-performing MSTPs based on the percentage of students underrepresented in science who matriculated into the program between 2014 and 2018. This study, a subanalysis of a larger study to understand recruitment of students underrepresented in science at MSTPs, focused on in-depth qualitative interviews, conducted from October 26, 2020, to August 31, 2022, of 69 members of MSTP leadership, including program directors, associate and assistant program directors, and program administrators.Main Outcomes and MeasuresThe association of NIH funding with institutional priorities, programs, and practices related to MD-PhD program matriculant racial and ethnic diversity.ResultsThe study included 69 participants (mean [SD] age, 53 [10] years; 38 women [55%]; 13 African American or Black participants [19%], 6 Asian participants [9%], 12 Hispanic participants [17%], and 36 non-Hispanic White participants [52%]). A total of 51 participants (74%) were in administrative roles, and 18 (26%) were faculty involved in recruitment. Five themes emerged from the data: (1) by tying MSTP funding to diversity efforts, the NIH created a sense of urgency among MSTP leadership to bolster matriculant diversity; (2) MD-PhD program leadership leveraged the changes to MSTP grant review to secure new institutional investments to promote recruitment of students underrepresented in science; (3) MSTPs increasingly adopted holistic review to evaluate applicants to meet NIH funding requirements; (4) MSTP leadership began to systematically assess the effectiveness of their diversity initiatives and proactively identify opportunities to enhance matriculant diversity; and (5) although all MSTPs were required to respond to NIH criteria, changes made by low-performing programs generally lacked the robustness demonstrated by high-performing programs.Conclusions and RelevanceThis study suggests that NIH funding requirements may be a powerful incentive to promote diversity and positively affect representation of students underrepresented in science in the biomedical scientific workforce.
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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 education, as evidenced by the majority of respondents expressing interest in pursuing a PhD in Education. The study also found that LSPU has an adequate number of qualified faculty members who meet the minimum requirements set by the Commission on Higher Education (CHED) policies and guidelines. Additionally, LSPU's status as a Center of Development in Teacher Education reflects the university's commitment to excellence in teacher education, which is directly relevant to the proposed PhD in Education program. The study concluded that LSPU is well-positioned to offer a PhD in Education program, given its available resources, qualified faculty, and high demand from potential students. This study's findings can provide valuable insights for LSPU in making informed decisions regarding the development and implementation of a PhD in Education program. The study's implications extend beyond LSPU, as other universities interested in offering similar programs can use these findings as a reference for their own feasibility studies.
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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 these, PhD is most common. However, it is worthy to note that M.Phil. Program is not offered and not so much popular in some countries. M.Tech by Research is considered as another program of research level offered to the B.Tech. / BE degree holders and in some cases MSc degree holders. In India, M.Phil. and PhD are available in IT and Computing fields for the science candidates, though engineering post graduate in related fields may also join the program. M.Phil. program in India is offered only at universities. In recent past, the number of private universities has been significantly increased and thus many of them are offer M.Phil. And many of those private universities offer M.Phil.in the field of IT and Computing. The traditional M.Phil. Programs are concentrated on broad areas viz. Computer Science/ Applications. Though, a significant move was undertaken by the Srinivas University, Karnataka for offering M.Phil.in subfields of IT. The paper discusses in detail of M.Phil. Program available in India with a special focus on specialized M.Phil.in Cloud Computing, Big Data Analytics etc. Paper also tries to move into healthy educational policy related work for future potentialities.
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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 guidelines into a 21st-century health sciences PhD program. Results: The PPHS started in 2012 based on the European Union (EU) guidelines for PhD education. This article describes the resulting interdisciplinary PhD program’s conceptual underpinnings, rationale, structures, and 10 building blocks, like student portfolios, thematic training, interdisciplinary research seminars, student-initiated interdisciplinary activities, financial support of course participation, top-up and extension stipends, PhD supervision, research integrity, alumni follow-up network, and promotional tools including a dedicated website. Students enter from Clinical Research, Medicine Development, Nursing Science, Epidemiology and Public Health including Insurance Medicine, Sport Science (all from the Faculty of Medicine), and Epidemiology (Faculty of Science). Discussion and Conclusion: The Basel PPHS exemplifies state-of-the-art PhD education in Health Sciences based on European guidelines and offers guidance to other groups from conceptualization to rollout of an interdisciplinary health sciences PhD program.
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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 completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students’ confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid “default postdocs.” Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.
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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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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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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 more STEM PhD and MS graduates. The DOST identified ten (10) and eight (8) out of 1900 HEIs, to partner with, in the initial implementation of ASTHRDP and the ERDT, respectively. From 2008 the total number of PhD and MS scholarships awarded per fiscal year both increased at an average annual rate of 18% (PhD: 302 to 893; MS: 956 to 2,832, respectively). The PhD and MS scholarship packages enable an awardee to study fulltime for three and two academic years, respectively. From 2007 to 2015, 662 ASTHRDP PhD scholarships were awarded and produced 373 PhD graduates from 2007 to 2018, with a graduation efficiency rate of 56.34%. The corresponding ERDT rate was 48.13% with 268 PhD scholarships awarded and 129 PhD scholars graduated. The ASTHRDP partner institutions performed at varying individual efficiencies, with the Visayas State University at 100% (with all 16 PhD scholars graduated), University of the Philippines Diliman at 34.34% (34 out of 99), UP Los Baños at 65.59% (162 out of 247). For ERDT, UP Diliman had a graduation rate of 61.1%. The availability of more dissertation research supervisors was identified as a key factor towards improving the ASTHRD and ERDT PhD graduation rates. A number of recommendations are proposed with the aim of improving the program graduation efficiency and producing more highly trained scientists and researchers to serve the national interest.
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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 psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.
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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.
Full textAbstract:
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 Philosophy (M.Phil.). Both are important and valuable in their own place. The M.Phil. program is a kind of research based master’s program and similar to the Masters of Research (M.Res.) programs available in many countries. M.Phil. is also a smaller and previous part of Doctor of Philosophy (PhD). Normally it requires less time than a PhD program. The program available worldwide and in India also it has offered by the universities. In India, the degree is available in different platform or stream i.e. Arts, Science, and Commerce. Even in Technology and Management stream as well the programs have been started in recent. This paper is conceptual in nature and primary study based on the availability of M.Phil. program nationwide. The research work mainly focuses on the varieties of M.Phil. programs available in IT and Computer fields and especially offered by Private Universities in India.
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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 sample of stakeholders (n = 24) in the labor market. Three main results emerged from the study: a) the educational labor market needs to acquire knowledge about a competitive leadership degree at the PhD level in educational administration. b) A good program for leadership in educational management would provide universities a competitive advantage at the doctoral level. The educational labor market needs academic and professional knowledge from people with doctoral degrees in educational management.
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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.
Full textAbstract:
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, PhD is most common. However, it is worthy to note that MPhil program is not offered and not so much popular in some countries. MTech by Research is considered as another program of research level offered to the BTech/ BE degree holders and in some cases MSc degree holders. In India, MPhil and PhD are available in IT and Computing fields for the science candidates, though engineering post graduate in related fields may also join the program. MPhil program in India is offered only at universities. In recent past, the number of private universities has been significantly increased and thus many of them are offer MPhil. And many of those private universities offer MPhil in the field of IT and Computing. The traditional MPhil programs are concentrated on broad areas viz. Computer Science/ Applications. Though, a significant move was undertaken by the Srinivas University, Karnataka for offering MPhil in subfields of IT. The paper discusses in detail of MPhil program available in India with a special focus on specialized MPhil in Cloud Computing, Big Data Analytics etc. Paper also tries to move into healthy educational policy related work for future potentialities.
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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 qualitative instruments and was deployed in June 2020 via email to 45 alumni who had graduated at least two years prior. Investigators assessed mean and median Likert scale data and they conducted a qualitative content analysis on all open-ended narrative survey data using inductive analysis to identify themes. Of the 45 contacted, 26 PhD graduates of the MolMed program responded to the survey. Overall, graduates felt the MolMed curriculum prepared them well for their current career (mean 3.4 out a 4-point Likert scale); and, knowing what they know now, they would likely pursue a PhD degree again (mean 3.7 out of 4). Four overarching themes emerged from the content analysis of the narrative survey data: curriculum and other training experiences; professional skills; importance of a strong advisor/mentor; and, networking and career development. Overall, alumni were satisfied with their MolMed Program experience. They found the curriculum to be strong and relevant, and they believed that it prepared them well for their careers. There may be opportunities to embed additional skills into the curriculum, and the program should continue to offer a strong mentoring and clinical experience, as well as train students for diverse career trajectories.
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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 and social experiences within and outside their programs. Using a phenomenological approach and analytic induction, we examined students’ transition experiences during their MD–PhD programs. Five broad themes emerged centering on multiple needs: mentoring, facilitating integration with students in each phase, integrating the curriculum to foster mastery of skills needed for each phase, awareness of cultural differences between MD and PhD training, and support. None of the respondents attributed their transition experiences to gender or race/ethnicity. Students emphasized the need for mentoring by MD–PhD faculty and better institutional and program supports to mitigate feelings of isolation and help students relearn knowledge for clinical clerkships and ease re-entry into the hospital culture, which differs substantially from the research culture.
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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 Meyerhoff students were 4.8 times more likely to complete STEM PhDs than comparison sample students. To enhance understanding of potential mechanisms of influence, the second study used data from the 22nd (Fall 2010) to 25th (Fall 2013) cohorts (N = 109) to test the hypothesis that perceived program benefit at the end of freshman year would mediate the relationship between sense of community at the end of Summer Bridge and science identity and research self-efficacy at the end of sophomore year. Study 2 results indicated that perceived program benefit fully mediated the relationship between sense of community and both criterion measures. The findings underscore the potential of comprehensive STEM intervention programs to enhance PhD completion, and suggest mechanisms of influence.
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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 expertise, peer/faculty/staff interactions, and opportunities for research as strengths of the hybrid option. Weaknesses included lack of course offerings in hybrid formats and inadequate guidance for completing degree processes. Hybrid students were satisfied with the program and felt similar levels of preparedness for careers in academia as students in the on-campus option. Recommendations were provided for administrators and faculty of AMD-related hybrid doctoral programs.