The PhD in the US: Criticisms, Facts, and Remedies

Autor/in	Nerad, Maresi
Titel	The PhD in the US: Criticisms, Facts, and Remedies
Quelle	In: Higher Education Policy, 17 (2004) 2, S.183-199 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/palgrave.hep.8300050
Schlagwörter	Doctoral Programs; Doctoral Degrees; Educational Change; Graduate Students; Career Choice; United States + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral degree; Doktorgrad; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; USA
Abstract	Doctoral education in the United States has in recent years received a number of criticisms. In response, several initiatives have been developed to address some of these criticisms. In addition, three major surveys have been undertaken to better understand the process, content, and outcome of doctoral education. This paper explores the criticisms and outlines the initiatives for change. It argues that initiatives for change in doctoral education are important first-step responses to the criticisms; however, they must be accompanied by ongoing research that can provide empirical data on doctoral student experiences, career paths, and on the impacts of the initiatives themselves. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10