This paper highlights major findings regarding postdoctoral appointments and employment outcomes of science and engineering doctoral recipients ten to thirteen years after receiving the PhD. These results are part of comprehensive study, PhDs -Ten Years Later.
Nerad, M. & Cerny, J. (2002). Postdoctoral Appointments and Employment: Patterns of Science and Engineering Doctoral Recipients Ten-plus Years after Ph.D. Completion. Communicator, VXXXV(7).
From the findings of the PhDs – Ten Years Later survey, a list of actions required to improve doctoral education programs for students.
Nerad, M. (2000). Improving Doctoral Education: Recommendations from the PhDs – Ten Years Later Study. Communicator, vol XXXIII, no. 2, p. 6. Washington DC.
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Professor Nerad assumed as a Dean In Residence in the Council of Graduate School in March 2000. See more
Communicator, XXXIII (2), March 2000
A discussion of the author’s approach to conducting and reporting on research.
Nerad, M. (2000). Association of Higher Education, V13 (2), Summer.
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Today, graduate women are still lagging behind their male counterparts. In this paper we will try to explain, both historically and empirically, the situation of women doctoral students and what problems keep them from parity with male students. We will present practical suggestions for graduate deans on how to improve the present situation and how to truly welcome women into the circle of doctoral students.
Nerad, M. & Cerny, J. (1999). Communicator Vol XXX11 (6)
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Postdoctoral appointments can have different functions and meanings, depending on the field and whether the postdoc is a man or a woman. This papers summarizes the findings from the Ph.D.s—Ten Years Later survey for biochemists and mathematicians.
Nerad, M. & Cerny, J. (1999). Postdoctoral Patterns, Career Advancement, and Problems, Science, Vol. 285, pp. 1533-1535
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The cohorts of English doctorates sampled for this study have been called “the lost generation of humanists.” But were they really lost? This article traces the often difficult transition from receiving the PhD to stable employment, examines the level of satisfaction or dissatisfaction English PhDs have with their current employment, and discusses the value they place on their doctoral education.
Nerad, M. & Cerny, J., (1999). Communicator, Vol XXXII (7). Reprinted in ADE Bulletin no 124, winter 2000. Association of Departments of English, New York: the Modern Language Association.
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This paper examines the relationship between family status and career patterns among women with PhDs in English and biochemistry, who were employed in academia ten to 13 years after completing their doctorates.
Nerad, M., Armstrong, E., & Gupta, D. (1998). Graduate Women’s Expectations in Doctoral Programs and Beyond: Marriage, Family, and Career. Proceedings of the 54th Annual Meeting MAGS, pp 109-125. Chicago
In the humanities and social sciences, the time to finish a doctoral degree, and especially the dissertation-writing stage of the doctoral degree, can be significantly influenced if students work in a collaborative environment; are not left alone in their struggle to progress with their disserations; interact with their advisors frequently; are given information about academic publishing; and have a financial support package that fits their particular program and research structure.
Nerad, M. & Sands Miller, D. (1997). Rethinking the Dissertation Process: Tackling Personal and Institutional Obstacles in Goodchild, L. Green, C.E., Katz, E., & Kluever, R. C., eds. The series New Directions in Higher Education. San Francisco: Jossey-Bass Publishers, no. 99, pp. 75-90.
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In 1997, Congress and professional associations called for a reduction in PhD production, claiming that American universities unnecessarily overproduce doctorates. However in 1989 the Bowen and Sosa study (Prospects for Faculty in the Arts and Sciences) projected a substantial excess demand for faculty in the arts and sciences beginning in 1997 and continuing through 2002.
Why these contradictory messages? In this introduction we discuss the current and recurring issues in the graduate education debate, that are the result of the external and internal pressures faced by graduate education, and the way institutions have responded to these issues.
Nerad, M., June, R., & Sands Miller, D. (1997). in the book series Contemporary Higher Education: Graduate Education in The United States. New York: Garland Press, spring 1997.
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