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SECOND SPOTLIGHT REPORT PLUS DISCIPLINE SPECIFIC REPORT FOR SOCIOLOGY NOW PUBLISHED

CIRGE has recently completed two reports from the findings of the Social Science PhDs – Five + Years Out survey.  The second is our series of reports spotlighting the main issues is on “Professional Development for PhD Students:  Do They Really Need It?” This analysis distinguishes between the PhD completion skills normally acquired in completing PhD research (critical thinking, data analysis and synthesis, writing and publishing, and research design) and the professional skills (working with diverse groups, working in interdisciplinary contexts, teamwork, presenting, grant writing, and managing people and budgets) that more and more PhD recipients are finding crucial to success in their employment.

Additionally, the fifth discipline specific report is complete, assessing the program quality, career paths and gender stratification of sociology PhD recipents.  Sociology, the field in this study with the most women, is also the only field with clear evidence of gender inequalities in careers.

Direct links:

Social Science PhDs—Five+ Years Out: History Report

Respondents give high marks to their history programs for “academic rigor,” and training in “critical thinking” and “data analysis and synthesis.” They also identified areas to target for improvement, including training in writing and publishing reports and articles and in how to teach, as well as providing concrete feedback to students on their progress, socializing students into the academic community and having a diverse student population. Surveyed historians urged programs to address the fact that the academic labor market cannot absorb all the doctorate holders, to be aware of opportunities for historians outside academia, and to recognize the value to society of historians working in diverse employment sectors. Even knowing what they know now about the history job market, more then 80% of respondents would get a PhD in history again.

Sclater, K., Rudd, E., Morrison, E., Picciano, J. &  Nerad, M. (2008). After the Degree: Recent History PhDs Weigh In On Careers and Graduate School. CIRGE Report 2008-04. CIRGE: Seattle, WA. www.cirge.washington.edu

Download: After the Degree: Recent History PhDs Weigh In On Careers and Graduate School


Social Science PhDs—Five+ Years Out: Communications Report

Communication PhDs find faculty positions more readily than doctorate holders in other social science fields. Whether in faculty positions or working in business, government, or non-profit sectors, the majority are satisfied with their jobs and career paths. When assessing careers from the perspective of balancing work and family, both men and women report problems combining work and family, but women delay parenting because of their career more often than men do. According to graduates’ assessments, communication PhD programs prepared them well for their careers. Jobs outside of academia are more likely than faculty positions to require skills in data analysis and synthesis, team collaboration, working in interdisciplinary contexts, and managing people and budgets. Most respondents rated their PhD programs as “excellent” in terms of academic rigor and training in critical thinking. However, major criticisms included a lack of training in skills important to obtaining and administering grants, less than adequate formal teaching training, and little guidance from mentors in publishing and in finding a job.

Hickerson, Andrea, Elizabeth Rudd, Emory Morrison, Joseph Picciano, and Maresi Nerad. 2008. Communicating the PhD Experience: Communication PhDs Five+ Years after Graduation. CIRGE Report 2008-03. CIRGE: Seattle, WA. www.cirge.washington.edu

 Download: Social Science PhDs—Five+ Years Out: Communications Report

Social Science PhDs—Five+ Years Out: Spotlight on Doctoral Education #2: Professional Development for PhD Students: Do They Really Need It?

This analysis distinguishes between the PhD completion skills normally acquired in completing PhD research (critical thinking, data analysis and synthesis, writing and publishing, and research design) and the professional skills (working with diverse groups, working in interdisciplinary contexts, teamwork, presenting, grant writing, and managing people and budgets) that more and more PhD recipients are finding crucial to success in their employment.

Rudd, E., Nerad, M., Morrison, E.,  & Picciano, J.  (2008). Professional Development for PhD Students: Do They Really Need It? CIRGE Spotlight on Doctoral Education #2. CIRGE: University of Washington, Seattle, WA. www.cirge.washington.edu.

Download: CIRGE Spotlight on Doctoral Education #2: Professional Development for PhD Students: Do They Really Need It?

Social Science PhDs—Five+ Years Out: Spotlight on Doctoral Education #1: Finally Equal Footing for Women?

The first in a series of spotlights on hot issues in doctoral education, this report focuses on the potential for gender equality in careers of social science doctorate holders using findings from Social Science PhDs—Five+ Years Out, CIRGE’s most recent national survey.

Rudd, E., Morrison, E. Picciano, J., & Nerad, M. (2008). Finally equal footing for women in social science careers? CIRGE Spotlight on Doctoral Education #1. CIRGE: University of Washington, Seattle, WA. www.cirge.washington.edu.

Download: Spotlight on Doctoral Education #1: Finally Equal Footing for Women?

Social Science PhDs—Five+ Years Out: Sociology Report

Presents key findings from the Social Science PhDs—Five+ Years Out based on sociology graduates’ views of the quality of training and on their career paths. The sociologists in this study, like respondents in other fields, reported positive evaluations of their graduate training programs.  They rated their programs highly with respect to academic rigor and training in thinking critically. However, ratings were substantially lower for training in skills for presenting, writing, and publishing. The study suggests that sociologists from these cohorts encountered a relatively strong job market, especially as compared to historians and anthropologists. Sociology, the field in this study with the most women, is also the only field with clear evidence of gender inequalities in careers.

Morrison, E., Rudd, E., Nerad, M. & Picciano, J. (2008). Sociology Report: PhD Program Quality, Early Careers, and Gender Stratification. CIRGE Report 2008-05. CIRGE: Seattle, WA. www.cirge.washington.edu

Download: Social Science PhDs—Five+ Years Out: Sociology Report

Social Science PhDs—Five+ Years Out: Sociology Report

Presents key findings from the Social Science PhDs—Five+ Years Out based on sociology graduates’ views of the quality of training and on their career paths. The sociologists in this study, like respondents in other fields, reported positive evaluations of their graduate training programs.  They rated their programs highly with respect to academic rigor and training in thinking critically. However, ratings were substantially lower for training in skills for presenting, writing, and publishing. The study suggests that sociologists from these cohorts encountered a relatively strong job market, especially as compared to historians and anthropologists. Sociology, the field in this study with the most women, is also the only field with clear evidence of gender inequalities in careers.

Morrison, E., Rudd, E., Nerad, M., & Picciano, J. (2008). Sociology Report: PhD Program Quality, Early Careers, and Gender Stratification. CIRGE Report 2008-05. CIRGE: Seattle, WA. www.cirge.washington.edu

Download: Social Science PhDs—Five+ Years Out: Sociology Report

CIRGE Report on Gender Equality Reviewed in Inside Higher Education

The recent CIRGE report:  “Finally Equal Footing for Women in Social Science Careers” has received national attention.  Inside Higher Education ran a feature-length overview of this important work which holds great potential for informing decision-making and speaks about progress for women that is still needed.

To read, click here: socsci

Best Practices for IGERT Sustainability

The National Science Foundation funds IGERT programs in order to incubate new practices, not to provide long-term program funding. Once initial funding peters out, program directors and graduate school administrators face the challenge of maintaining the generous funding levels that fostered excellence. CIRGE explored ways to meet this challenge and sustain the programming initiated with IGERT funds by collecting the successful experiences of IGERT program directors, the best practices put forth by institutions on the forefront of interdisciplinary innovation of doctoral education, and the recommendations by scholars and university committees concerned with reform of interdisciplinary study and research.

Download report: Best Practices for IGERT Sustainability