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Doctoral education, a key component of higher education in the United States, is performing well. It educates future professors, researchers, innovators, and entrepreneurs. It attracts students and scholars from all over the world and is being emulated globally. This success, however, should not engender complacency. A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. This report features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data. It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings.

\"Qualitative research instructors seek information to help students actively engage in qualitative inquiry. They desire to learn about innovative, constructivist approaches that connect and empower students as a community of learners. Empowering Students as Self-Directed Learners of Qualitative Research Methods meets these needs with practices and approaches instructors may use to position students as active, empowered, self-directed learners who learn to do qualitative research by doing qualitative research. Students will find this book useful because it includes authentic student work, student reflections, factual classroom scenarios depicting professors guiding students as they devise research questions and determine the qualitative genre to best answer those questions as well as a chapter that includes a checklist to help students plan, revise, and edit the academic writing critical for communicating qualitative research. The book blends the thoughts of international scholars with the voices of students of qualitative research methods who participated in the transformative practices described in the book. The collective ideas meet the instructional, cultural, and psychological needs of diverse learners, including students from various disciplines, exceptionally able students, those with creative and artistic aptitudes, those from marginalized populations, English language learners, and those who struggle to master qualitative research methods\"-- Provided by publisher.

Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers. 

Today's physician education system produces trained doctors with strong scientific underpinnings in biological and physical sciences as well as supervised practical experience in delivering care. Significant financial public support underlies the graduate-level training of the nation's physicians. Two federal programs-Medicare and Medicaid-distribute billions each year to support teaching hospitals and other training sites that provide graduate medical education. Graduate Medical Education That Meets the Nation's Health Needs is an independent review of the goals, governance, and financing of the graduate medical education system. This report focuses on the extent to which the current system supports or creates barriers to producing a physician workforce ready to provide high-quality, patient-centered, and affordable health care and identifies opportunities to maximize the leverage of federal funding toward these goals. Graduate Medical Education examines the residency pipeline, geographic distribution of generalist and specialist clinicians, types of training sites, and roles of teaching and academic health centers. The recommendations of Graduate Medical Education will contribute to the production of a better prepared physician workforce, innovative graduate medical education programs, transparency and accountability in programs, and stronger planning and oversight of the use of public funds to support training. Teaching hospitals, funders, policy makers, institutions, and health care organizations will use this report as a resource to assess and improve the graduate medical education system in the United States.

Accompanying The Routledge Doctoral Student’s Companion this book examines what it means to be a doctoral student in education and the social sciences, providing a guide for those supervising students. Exploring the key role and pedagogical challenges that face supervisors in students’ personal development, the contributors outline the research capabilities which are essential for confidence, quality and success in doctorate level research. Providing guidance about helpful resources and methodological support, the chapters: frame important questions within the history of debates act as a road map through international literatures make suggestions for good practice raise important questions and provide answers to key pedagogical issues provide advice on enabling students’ scholarly careers and identities. While there is no one solution to ideal supervision, this wide-ranging text offers resources that will help supervisors develop their own personal approach to supervision. Ideal for all supervisors whether assisting part-time of full-time students, it is also highly suitable for helping academics to support international students who confront Western doctoral traditions and academic cultures, helping both supervisor and student to understand why things are as they are. Part I Introduction Why the doctoral companions? Melanie Walker and Pat Thomson Notes on Contributors Illustrations (Tables/Figures) Using this book 1. The changing nature of the doctorate and doctoral students Pat Thomson and Melanie Walker Part II: Supervision as pedagogy/ies 2. Doctoral education as ‘capability formation’ Melanie Walker 3. Perhaps I should be more proactive in changing my own supervisions': student agency in 'doing supervision Jackie Goode 4. From poster to PhD: the evolution of a literature review Kerryn Dixon and Hilary Janks 5. Understanding doctoral research for professional practitioners Terry Evans 6. Critical transcultural exchanges: educational development for supervisors Catherine Manathunga 7. Negotiating the layered relations of supervision Barbara M. Grant 8. Adapting signature pedagogies in doctoral education: The case of teaching how to work with the literature Chris M. Golde Part III: Challenges in supervision pedagogy/ies 9. Supervising part-time doctoral students: issues and challenges Jacqueline H. Watts 10. Supervising part-time doctoral students Terry Evans 11. Fortunate travellers: learning from the multiliterate lives of doctoral students Sue Starfield 12. Internationalization of higher education: challenges for the doctoral supervisor Anna Robinson-Pant 13. International Students and Doctoral Studies in Transnational Spaces Fazal Rizvi 14. The doctorate in the life course Diana Leonard 15. Rhythms of place: Time and space in the doctoral experience Sue Middleton 16. Global social justice, critical policy, and doctoral pedagogical spaces Elaine Unterhalter 17. Coming to terms with research practice - Riding the emotional rollercoaster of doctoral research studies Angus Morrison-Saunders, Susan A. Moore, Michael Hughes and David Newsome 18. Doctoral education in global times - ‘Scholarly quality’ as practical ethics in research Terri Seddon 19. The truth is not out there: becoming ‘undetective’ in social and educational inquiry - Crime fiction and social inquiry: intertextual continuities Noel Gough 20. A personal reflection on doctoral supervision from a feminist perspective Miriam E. David 21. Writing in, writing out: Doctoral writing as peer work Claire Aitchison and Alison Lee 22. Creating discursive and relational communities through an international doctoral student exchange Julie McLeod and Marianne Bloch 23. The relationship between doctoral students’ approach to research and experiences of their research environment Keith Trigwell 24. Educating the doctoral student: don’t forget the teaching Tony Harland Pat Thomson is Professor of Education at the University of Nottingham, and an Adjunct Professor at the University of South Australia and a Visiting Professor at Deakin University, Victoria, Australia. Melanie Walker is Professor of Higher Education at the University of Nottingham, and is also Extraordinary Professor at the University of the Western Cape, South Africa.

\"With the continued growth of PhD programs in architecture and the simultaneous broadening of approaches, InterVIEWS: Insights and Introspection in Doctoral Research in Architecture begins a timely survey into contemporary research at academic institutions internationally, in the context of the expanding landscape of architectural inquiry. The eighteen interviews with scholars who direct or contributed to doctoral research programs in areas of architecture history and theory, theory and criticism, design research, urban studies, cross-disciplinary research, and practice based research, expose a plurality of positions articulating a range of research tactics. Renowned scholars narrated the stories, the experiences, and the research that shaped and are shaping doctoral education worldwide, providing an invaluable knowledge resource from which readers may find inspiration for their work. InterVIEWS acknowledges the diversity in approaches to research to evidence meaningful differences and the range of contributions in academic institutions. The relevance of this self-reflection becomes apparent in the exposition of vibrant and at times divergent viewpoints, that offer a thought-provoking opportunity to consider the openness and breadth of a field that is unrelenting in redefining its boundaries along with the probing questions\"-- Provided by publisher.

Within a context of rapid growth and diversification in higher degree research programs, there is increasing pressure for the results of doctoral research to be made public. Doctoral students are now being encouraged to publish not only after completion of the doctorate, but also during, and even as part of their research program. For many this is a new and challenging feature of their experience of doctoral education. Publishing Pedagogies for the Doctorate and Beyond is a timely and informative collection of practical and theorised examples of innovative pedagogies that encourage doctoral student publishing. The authors give detailed accounts of their own pedagogical practices so that others may build on their experiences, including: a program of doctoral degree by publication; mentoring strategies to support student publishing; innovations within existing programs, including embedded publication pedagogies; co-editing a special issue of a scholarly journal with students; ‘publication brokering’, and writing groups and writing retreats. With contributions from global leading experts, this vital new book: explores broader issues pertaining to journal publication and the impacts on scholarly research and writing practices for students, supervisors and the academic publishing community takes up particular pedagogical problems and strategies, including curriculum and supervisory responses arising from the ‘push to publish’ documents explicit experiences and practical strategies that foster writing-for-publication during doctoral candidature. Publishing Pedagogies for the Doctorate and Beyond explores the challenges and rewards of supporting doctoral publishing and provides new ways to increase research publication outputs in a pedagogically sound way. It will be a valued resource for supervisors and their doctoral students, as well as for program coordinators and managers, academic developers, learning advisors, and others involved in doctoral education. List of Figures List of Contributors Chapter 1 Introduction and Framing the Collection Claire Aitchison, Barbara Kamler and Alison Lee Chapter 2 When the article is the dissertation: Pedagogies for a PhD by publication Alison Lee, University of Technology, Sydney Chapter 3 Slow the presses: Concerns about premature publication Anthony Paré, McGill University, Montreal Chapter 4 Dovetailing Under Impossible Circumstances Christine Pearson Casanave, Temple University, Japan Chapter 5 Revise and Resubmit: The role of publication brokers Barbara Kamler, Deakin University, Melbourne Chapter 6 Learning together to publish: Writing group pedagogies for doctoral publishing Claire Aitchison, University of Western Sydney Chapter 7 Becoming Rhetorical Rowena Murray, Strathclyde University, Glasgow Chapter 8 Mentoring of Doctoral Students toward Publication within Scholarly Communities of Practices Amanda Hartling Thein, University of Pittsburgh and Richard Beach, University of Minnesota Chapter 9 Learning about journal publication: The pedagogies of editing a ‘special issue’ Pat Thomson, Tina Byrom, Carol Robinson and Lisa Russell, University of Nottingham Claire Aitchison is Senior Lecturer in Postgraduate Literacies at the University of Western Sydney, Australia. Barbara Kamler is Emeritus Professor of Education at Deakin University, Australia. Alison Lee is Professor of Education at the University of Technology, Sydney, Australia.