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).
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)
Download: Widening the Circle: Another Look at Women Graduate Students
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
Download: Postdoctoral Patterns
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.
Download: From Rumors to Facts: Career Outcomes of English PhDs
Breaking out of its traditional administrative role, the Graduate Division at the University of California, Berkeley, undertook research and used the findings to design and implement programs which encouraged students to complete their degrees and to do so in a reasonable amount of time. An excellent example of how a graduate school can play an active role in improving graduate education.
Nerad, M., & Cerny, J. (1991). From Facts to Action: Expanding the Education Role of the Graduate Division. Communicator, Special Edition – May.
Reprinted in Leonard L Baird (ed), Increasing Graduate Student Retention and Degree Attainment, New Directions for Institutional Research No 80, Winter 1993, Jossey-Bass.
Download: From Facts to Action