Gender differences in educational attainment: the case of doctoral degrees in Norway

Mastekaasa, Arne

doi:10.1080/01425690500128908

Cited by 30 publications

(28 citation statements)

References 23 publications

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“…When controlling for this uneven spread, however, women do not perform as well as men in terms of doctoral success. With the exception of Booth and Satchell (1995), other studies performed elsewhere show little or no gender difference in completion probability (Mastekaasa, 2005;Baker, 1998;Ehrenberg & Mavros, 1995), suggesting either that other contextual elements not included in these models have an additional impact, or that the leaky pipeline phenomenon for women in scientific careers (Long & Fox, 1995) might start at an earlier stage in Flanders than in other countries.…”

Section: Discussionmentioning

confidence: 99%

“… Gender: While Seagram, Gold & Pyke (1998) did not find significant gender differences in time to degree when controlling for other variables such as scientific discipline at a Canadian university, two other studies do observe differences. Wao's (2010) study of completion rates at a large college in the U.S shows faster completion by females while Mastekaasa (2005) in Norway suggests slightly faster completion by males.  Nationality: Espenshade & Rodriguez (1997) found that foreign students in the US outperform their 'native' counterparts: slightly higher fractions complete the Ph.D. (54 versus 50 percent), and the average completion time for the former is about one year less than for the latter.…”

Section: Introductionmentioning

confidence: 99%

“…Ampaw & Jaeger, 2011) or the actual time of completion (e.g. Mastekaasa, 2005, Wao, 2010; and also include time-to-drop-out. (4) This is linked to an additional advantage: as the appointment information corresponds with 'sponsored time', excluding periods of unemployment, illness or leave of absence, time to degree/drop-out can be calculated using not only the calendar-based approach between admission and completion/drop-out but also the 'sponsored time' approach covering the actual funded period.…”

Section: Introductionmentioning

confidence: 99%

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The PhD track: Who succeeds, who drops out?

Groenvynck

Vandevelde

Rossem

2013

Research Evaluation

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Doctoral completion rates are an indicator of successful doctoral programmes and of a region's potential of highly skilled workforce. The Human Resources in Research -Flanders (HRRF) database contains data of all academic staff appointments, doctoral student registrations and doctoral degrees of all Flemish universities from 1990 on. Previous research has identified the following factors as affecting successfully completing the Ph.D.: cohort, scientific discipline, type of scholarship or appointment, gender, age and nationality. We present a competing risk analysis of factors determining Ph.D. completion and drop-out. This event history technique allows for determining the relative impact of each of these characteristics on the level of success/failure & time to degree. It predicts at what time periods the 'time to degree' and 'time till drop out' is most likely to occur, and why some individuals experience the event earlier than others. Our results show that scientific discipline and funding situation are the most important factors predicting success in obtaining the doctorate degree.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The PhD track: Who succeeds, who drops out?

Groenvynck

Vandevelde

Rossem

2013

Research Evaluation

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“…Indeed, many non-US studies apply the Biglan scheme to other contexts without comment on the potential differences in culture. For example, Mastekaasa (2005) uses it in the analysis of gender differences in recruitment to Norwegian doctoral programmes. In addition, although he noted clear differences between higher education in different countries, Becher (1989) merges Biglan's classification scheme (based on analysis of academics) with the one developed by Kolb (1981) -also derived in the US, but based on quite different sources of data 1 -to provide a framework for distinguishing disciplines to place disciplines into categories in general.…”

Section: Introductionmentioning

confidence: 99%

The surprising persistence of Biglan's classification scheme

Simpson

2015

Studies in Higher Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractIn a rather simple and narrowly focussed study in 1973, Anthony Biglan developed a classification scheme for academic disciplines that has become a standard part of educational vocabulary: for example, researchers commonly refer to mathematics as "hard-pure" or education as "soft-applied". However, the evidential base for this scheme is weak. The small number of attempts at validating the scheme have relied on discriminant function analysis with small samples. Almost all of these studies have been in the US and few have been undertaken in the last twenty years. However, this paper will demonstrate that Biglan's scheme appears to be an extremely close fit for the current higher education system in the UK. It suggests that the scheme remains at the heart of the organization of subjects at universities and, contrary to recent existing literature heralding the death of disciplines, they remain key for understanding how higher education is organized.

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“…Another group of studies are focused on specific topics, such as studies on gender (Mastekaasa, 2005;NRC, 2010), academic employment and mobility (J. Enders, 2001;Huisman, de Weert, & Bartelse, 2002;Musselin, 2004) or doctoral training (Bleiklie & Høstaker, 2004;J.…”

Section: Introductionmentioning

confidence: 99%

The Employment Status of Doctoral Recipients: An Exploratory Study in the Netherlands

Schoot

Yerkes

Sonneveld

2012

IJDS

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Studies of employment often focus on general labour market developments or the employment status of vulnerable groups concentrated at the lower end of the labour market. In contrast, the employment of highly educated individuals, in particular PhD recipients, has received less empirical attention. This article contributes to this area using data from a web survey carried out among respondents at four universities in the Netherlands. Dutch doctoral recipients have an above-average employment rate of 86 per cent. In addition, when looking at variables related to academic and non-academic employment, demographic variables, such as age and children living in the household, as well as publications submitted and accepted, are more closely related to contract type (permanent versus temporary) than factors such as PhD supervision and labour market preparation. Gender is a particularly important variable related to employment status, with male doctoral candidates more likely to be employed outside academia. We conclude with recommendations for PhD candidates, their supervisors and universities.

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Gender differences in educational attainment: the case of doctoral degrees in Norway

Cited by 30 publications

References 23 publications

The PhD track: Who succeeds, who drops out?

The PhD track: Who succeeds, who drops out?

The surprising persistence of Biglan's classification scheme

The Employment Status of Doctoral Recipients: An Exploratory Study in the Netherlands

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