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Category Archive for: ‘CIRGE Publication’

Professional Development for Doctoral Students

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Today, governments worldwide want world-class research capacities in order to attract investment and create new jobs. In this context, the next generation of researchers needs more than traditional research skills. They need to prepare themselves to work in many sectors of society post–PhD. Therefore, in addition to acquiring traditional research skills, doctoral students also need to formulate clear career goals, be introduced to a variety …

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The American-type of Central Graduate Division: Would it be a good model for Japan

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Dr. Maresi Nerad was invited to give a talk on the US model of Graduate School at the University of Tsukuba- Japan. In this presentation, she analyzes whether and how the American model of Graduate School could be suitable for Japanese Universities. See here the  presentation.

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Seminar about Globalization & Education: Creating a social academic space

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Organized by a group of faculty and students from the College of Education at the University of Washington (UW), this seminar is an invitation to reflect on the way global dynamics affect the agenda setting in education worldwide.  The main goal of this seminar is to make visible the intersections between globalization and education which influence the ways in which educators, …

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New book of CIRGE: Globalization and its Impacts on the Quality of PhD Education

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Each year, U.S. universities churn out enough new PhD graduates–50,000 of them–to populate a small city. Worldwide, more PhDs are produced now than ever before.    With anecdotes about out-of-work or underemployed PhDs receiving broad publicity, governments and university administrators in industrialized societies have started asking whether or not too many people are pursuing doctoral degrees. Yet that’s the wrong question …

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Conceptual Approaches to Doctoral Education: A Community of Practice

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 A silent paradigm shift has occurred in doctoral education. Preparing the next generation of PhDs to function successfully in and contribute to today’s and tomorrow’s global environment requires an approach that goes beyond conceptualizing an apprenticeship model and institutes communities of practice, which should include recognition of peers as learning partners. Coordinated efforts are also needed across many levels inside …

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International Assessment: Developing a Research Agenda for (Post)graduate Education and Collaboration

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This article assesses the current state of internationalisation and international experiences, focusing in particular on science and engineering fields. It discusses initial results from a workshop, sponsored by the US National Science Foundation and organised by the Center for Innovation and Research in Graduate Education at the University of Washington, to develop an interdisciplinary research agenda aimed at launching and …

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Peers in Doctoral Education: Unrecognized Learning partners

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This chapter explores the unique, often horizontal, peer education dynamics found in doctoral education, which are far less understood than the role of undergraduate peer educators. Flores, E., & Nerad, M. (2012). Peers in Doctoral Education: Unrecognized Learning partners. New Directions for Higher Education. No 157, Spring 201, pp.73- 83. Download: Peers in Doctoral Education: Unrecognized Learning partners  

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Early Career of Recent U.S. Social Science PhDs. Learning and Teaching

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In this article, we analyze findings of the largest, most comprehensive survey of the career paths of social science PhD graduates to date, Social Science PhDs Five+ Years Out (SS5). SS5 surveyed more than 3,000 graduates of U.S. PhD programmes in six social science fields six to ten years after earning their PhD. The survey collected data on family, career and graduate school …

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What Matters for Excellence in PhD Programs?: Latent Constructs of Doctoral Program Quality Used by Early Career Social Scientists

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This paper unpacks how social science doctorate-holders come to evaluate overall excellence in their PhD training programs based on their domain-specific assessments of aspects of their programs. Latent class analysis reveals that social scientists 6-10 years beyond their PhD evaluate the quality of their doctoral program with one of two approaches. Graduates of elite programs rely heavily on perceptions of …

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It takes a global village to develop the next generation of PhDs and postdoctoral fellows

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Preparing the next generation of PhDs to function successfully and contribute to the global world currently and in the future requires broadening the conceptual approaches to doctoral education beyond the apprenticeship model to a community of practice. It also requires coordinated efforts of many levels within and beyond a university. This next generation of researchers must acquire traditional academic research …

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