LEADER 05507nam 2200817Ia 450 001 9910807651803321 005 20230120084205.0 010 $a1-282-46326-8 010 $a1-282-93577-1 010 $a9786612935770 010 $a9786612463266 010 $a1-4008-3152-0 024 7 $a10.1515/9781400831524 035 $a(CKB)2520000000007006 035 $a(EBL)537630 035 $a(OCoLC)638860535 035 $a(SSID)ssj0000416493 035 $a(PQKBManifestationID)11294496 035 $a(PQKBTitleCode)TC0000416493 035 $a(PQKBWorkID)10420801 035 $a(PQKB)11739613 035 $a(OCoLC)659563980 035 $a(MdBmJHUP)muse36582 035 $a(DE-B1597)446778 035 $a(OCoLC)979742011 035 $a(DE-B1597)9781400831524 035 $a(Au-PeEL)EBL537630 035 $a(CaPaEBR)ebr10359256 035 $a(CaONFJC)MIL293577 035 $a(Au-PeEL)EBL4968558 035 $a(CaONFJC)MIL246326 035 $a(OCoLC)741250482 035 $a(MiAaPQ)EBC537630 035 $a(MiAaPQ)EBC4968558 035 $a(EXLCZ)992520000000007006 100 $a20090312d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducating scholars$b[electronic resource] $edoctoral education in the humanities /$fRonald G. Ehrenberg ... [et al] 205 $aCourse Book 210 $aPrinceton, N.J. $cPrinceton University Press$dc2010 215 $a1 online resource (369 p.) 300 $aDescription based upon print version of record. 311 $a0-691-14266-1 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tContents -- $tList of Figures -- $tList of Tables -- $tPreface and Acknowledgments -- $tList of Abbreviations -- $tChapter 1. Introduction -- $tPart I. Data, Methods, and Context -- $tChapter 2. Data Collection, Outcome Measures, and Analytical Tools -- $tChapter 3. The Departments -- $tPart II. Influences on Attrition, Completion, and Time-to-Degree -- $tChapter 4. The Impact of the Graduate Education Initiative on Attrition and Completion -- $tChapter 5. The Influence of Financial Support -- $tChapter 6. The Influence of Doctoral Program Designs -- $tChapter 7. The Role of Gender and Family Status -- $tPart III. Transition from Graduate Study to Career -- $tChapter 8. Attrition and Beyond -- $tChapter 9. Early Careers -- $tChapter 10. Publications: Patterns and Influences -- $tPart IV. Lessons and Findings -- $tChapter 11. Redesigning Doctoral Programs: Lessons Learned -- $tChapter 12. Principal Findings and Implications -- $tAppendixes -- $tAppendix A. Data Collection -- $tAppendix B. Questionnaire for the Graduate Education Survey -- $tAppendix C. Outcome Measures -- $tAppendix D. Methodology -- $tAppendix E. Additional Tables and Figures -- $tReferences -- $tIndex 330 $aDespite the worldwide prestige of America's doctoral programs in the humanities, all is not well in this area of higher education and hasn't been for some time. The content of graduate programs has undergone major changes, while high rates of student attrition, long times to degree, and financial burdens prevail. In response, the Andrew W. Mellon Foundation in 1991 launched the Graduate Education Initiative (GEI), the largest effort ever undertaken to improve doctoral programs in the humanities and related social sciences. The only book to focus exclusively on the current state of doctoral education in the humanities, Educating Scholars reports on the GEI's success in reducing attrition and times to degree, the positive changes implemented by specific graduate programs, and the many challenges still to be addressed. Over a ten-year period, the Foundation devoted almost eighty-five million dollars through the GEI to provide support for doctoral programs and student aid in fifty-four departments at ten leading universities. The authors examine data that tracked the students in these departments and in control departments, as well as information gathered from a retrospective survey of students. They reveal that completion and attrition rates depend upon financial support, the quality of advising, clarity of program requirements, and each department's expectations regarding the dissertation. The authors consider who earns doctoral degrees, what affects students' chances of finishing their programs, and how successful they are at finding academic jobs. Answering some of the most important questions being raised about American doctoral programs today, Educating Scholars will interest all those concerned about our nation's intellectual future. 606 $aHumanities$xStudy and teaching (Higher)$zUnited States 606 $aDoctor of philosophy degree$zUnited States 606 $aScholars$zUnited States 606 $aLearning and scholarship$zUnited States 606 $aUniversities and colleges$zUnited States$xGraduate work 615 0$aHumanities$xStudy and teaching (Higher) 615 0$aDoctor of philosophy degree 615 0$aScholars 615 0$aLearning and scholarship 615 0$aUniversities and colleges$xGraduate work. 676 $a001.2 700 $aEhrenberg$b Ronald G$089045 702 $aGroen$b Jeffrey A., 702 $aZuckerman$b Harriet, 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807651803321 996 $aEducating scholars$94069484 997 $aUNINA