The study contributes new evidence on the factors associated with graduate education outcomes within the first few years of completing college, with particular attention on the moderating influence of racial/ethnic identity. Drawing on Education Longitudinal Study, 2002–2012 data, analyses examined how students’ ascribed, entering college characteristics, and undergraduate educational experiences are associated with subsequent progression into and through graduate education across racial/ethnic groups. The results uncovered important evidence that graduate attainment is highly conditional on, or moderated by, racial/ethnic identity. The study’s findings improve our understanding of the factors most critical for increasing the likelihood of graduate education attainment among diverse student populations.
Purpose
The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions.
Design/methodology/approach
Using student-level data from nearly 2,400 early career PhD alumni from 50 US PhD granting institutions, this study uses a generalized ordered logit model with partial proportional odds to test the main and conditional effects of 14 areas of skill development on perceptions of career preparation.
Findings
This study contributes empirical evidence to show that research skills and communicating with non-technical audiences are positively linked with job preparation.
Practical implications
The combination of sophisticated research and noncognitive skills promotes the idea of a well-rounded PhD – a highly skilled and versatile researcher that can interact in both academic and industry settings – as a goal of doctoral education. The knowledge gained from this study will assist scholars and graduate educators, including faculty advisors, program directors, graduate deans, graduate education professionals and career development professionals to reconceptualize professional preparation for work in industry.
Social implications
For-profit businesses, particularly start-up companies, are vital for economic development and many require PhD-level employees across research and management roles. Developing PhDs with the appropriate skills for industry will better align higher education and economic interests.
Originality/value
The wide scope of doctoral institutions allows for a quantitative approach not appropriate for single-institution case studies of doctoral career pathways research.
us higher education has maintained a hegemonic position in global higher education despite reduced public spending in the us and the rise of global access in places such as China. The reasons include: English as lingua franca for study and research, expanding access (e.g. for-profit institutions), and technology adaptation (e.g. moocs). This article presents the argument that while this hegemony exists, us higher education has a responsibility to be a positive social force so that it does not face the backlash and loss in confidence the us has faced recently due to severe economic downturns and lengthy failed overseas military endeavors.
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