Within-Year Retention Among Ph.D. Students: The Effect of Debt, Assistantships, and Fellowships

Mendoza, Pilar; Villarreal, Pedro A.; Gunderson, Alee

doi:10.1007/s11162-014-9327-x

Cited by 40 publications

(41 citation statements)

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“…University's financial support is often approached as the key factor of doctoral student success [Zhou, Okahana 2016]. A number of studies reveal a significant relationship between financial support and doctoral completion [Ehrenberg, Mavros 1992;Valero 2001;Mendoza, Villarreal, Gunderson 2014;Ampaw, Jaeger 2012;Zhou, Okahana 2016].…”

Section: Supervision and Monitoring Progress Of Doctoral Studentsmentioning

confidence: 99%

“…Due to the lack of empirical data on research productivity of Russian doctoral students receiving financial support, no definitive conclusion can be made yet on whether this practice is useful. However, the supporting evidence accumulated by universities in other countries [Ehrenberg, Mavros 1992;Valero 2001;Mendoza, Villarreal, Gunderson 2014;Zhou, Okahana 2016] indicates that the practice is worth disseminating among Russian universities.…”

Section: Comparing Doctoral Program Enhancement Practices Of Russian mentioning

confidence: 99%

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Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

Геннадьевна¹,

Андреевич²

2019

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In the era of knowledge-based economy, improving the quality and efficiency of doctoral programs is a key aspect of ensuring economic growth and national competitiveness in the global arena. Doctoral education in Russia today is redefining its goals and organizational models in light of global challenges as well as the revised Federal Law On Education in the Russian Federation and the new Regulations on Awarding Academic Degrees. This transitional period, complicated with low completion rates and institutional problems, contributes to the urgency of devising improvement practices for doctoral education. Interviews with doctoral students and doctoral program administrators are used to analyze Russian universities' practices designed to enhance doctoral studies. Those practices are grouped in accordance with the traditionally identified aspects of doctoral education that are directly related to its success: admissions, graduate curriculum, supervision, monitoring progress, financial support, institutional climate, practices and procedures. The article also discusses the opportunities for disseminating best practices to improve doctoral education as well as the restrictions that must be taken into account.

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Section: Supervision and Monitoring Progress Of Doctoral Studentsmentioning

confidence: 99%

Section: Comparing Doctoral Program Enhancement Practices Of Russian mentioning

confidence: 99%

Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

Геннадьевна¹,

Андреевич²

2019

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“…These appointments are not part of the curriculum, but are central to socialization, particularly within a discipline (Golde and Walker ; Mendoza ). Although many might anticipate that a research assistantship would be more conducive to efficiently attaining success in graduate school, studies indicate that a teaching position is more beneficial (Mendoza, Villarreal, and Gunderson ), arguably because of the likelihood that teaching duties bring graduate students into working relationships with faculty who are not their research advisors. It stands to reason, then, that by adding another academic context (that of educational development) similar benefits would accrue.…”

Section: Graduate Student Identity and Socializationmentioning

confidence: 99%

The Impact of Extra‐Disciplinary Socialization on Graduate Student Educational Developers

Riviere

Stewart

2019

New Drctns for Teach & Learn

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Section: Supervision and Monitoring Progress Of Doctoral Studentsmentioning

confidence: 99%

Untitled

2019

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The mission of the journal is to provide a medium for professional discussion on a wide range of educational issues. The journal publishes original research and perceptive essays from Russian and foreign experts on education, development and policy. "Educational Studies Moscow" strives for a multidisciplinary approach, covering traditional pedagogy as well as the sociology, economics and philosophy of education. Conceptually, the journal consists of several parts: • Theoretical materials and empirical research aimed at developing new approaches to understanding the functioning and development of education in modern society • Papers on current projects, practical developments and policy debates in the field of education, written for professionals and the wider public • Statistical data and case studies published as "information for reflection" with minimal accompanying text • Information about and analysis of the latest pedagogical projects • Reviews of articles published in international journals Target audience: Leading Russian universities, government bodies responsible for education, councils from federal and regional legislatures, institutions engaged in education research, public organizations and foundations with an interest in education.

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Within-Year Retention Among Ph.D. Students: The Effect of Debt, Assistantships, and Fellowships

Cited by 40 publications

References 27 publications

Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

Towards the New Model of Doctoral Education: The Experience of Enhancing Doctoral Programs in Russian Universities

The Impact of Extra‐Disciplinary Socialization on Graduate Student Educational Developers

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