東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Funding and finishing the Ph.D.: Th...

Most, David.

FindBook

Google Book

Amazon

博客來

Funding and finishing the Ph.D.: The role of graduate support mechanisms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Funding and finishing the Ph.D.: The role of graduate support mechanisms./
作者:	Most, David.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3129.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063926
ISBN:	0493826416

Funding and finishing the Ph.D.: The role of graduate support mechanisms.
Most, David.

Funding and finishing the Ph.D.: The role of graduate support mechanisms. - 212 p.

Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3129.

Thesis (Ph.D.)--University of California, Los Angeles, 2002.

This study investigated how the type, amount, and timing of doctoral student funding are associated with the likelihood of completing the Ph.D. in five fields. Student-level data were obtained from the longitudinal database of the AAU/AGS Project for Research on Doctoral Education. A total of 5323 students clustered in 69 departments across 16 universities were selected for inclusion. Department-level data were obtained from two NSF surveys, and the NRC Study of Research-Doctorate Programs.

ISBN: 0493826416Subjects--Topical Terms:

543175
Education, Higher.

Funding and finishing the Ph.D.: The role of graduate support mechanisms.
LDR:03327nmm 2200325 4500 001 1840019
005 20050714101241.5
008 130614s2002 eng d
020 $a 0493826416
035 $a (UnM)AAI3063926
035 $a AAI3063926
040 $a UnM $c UnM
100 1 $a Most, David. $3 1928375
245 1 0 $a Funding and finishing the Ph.D.: The role of graduate support mechanisms.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3129.
500 $a Chair: Dean T. Jamison.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2002.
520 $a This study investigated how the type, amount, and timing of doctoral student funding are associated with the likelihood of completing the Ph.D. in five fields. Student-level data were obtained from the longitudinal database of the AAU/AGS Project for Research on Doctoral Education. A total of 5323 students clustered in 69 departments across 16 universities were selected for inclusion. Department-level data were obtained from two NSF surveys, and the NRC Study of Research-Doctorate Programs.
520 $a Multilevel (random coefficient, fixed effects conditional logit, and GEE) discrete-time survival analysis models were used to estimate the effects of funding. In general, the substantive findings were found to be robust to the choice of analytic approach for handling clustering. Ignoring the clustering of students within departments resulted in underestimated standard errors and instances of coefficient bias.
520 $a For models in which funding is measured as the cumulative proportion of funding received by mechanism, relative to students with teaching assistantships, students funded by research assistantships or fellowships were more likely to complete the Ph.D. over time, and students who received no funding were less likely to complete. For models in which funding is measured as the annual dollar amount of funding received by mechanism, the effects of receiving additional funding were found to vary over time. In years 1--3 of a doctoral program, higher amounts of funding are not associated with the chances of completion. In years 4--6, additional teaching funds are associated with decreased odds and additional fellowship funds are associated with increased odds of completion. Additional teaching and research funds are associated with a lower likelihood of completion during years 7--9. The effects of both measures of funding were not found to vary across field or demographic group.
520 $a Holding constant all else, having a master's degree prior to entering a doctoral program and a higher departmental student-faculty ratio are associated with a higher likelihood of completion. Foreign students are more likely and underrepresented minorities are less likely to complete than domestic White students. Gender, age at entry, and GRE scores, and all department-level variables other than field and student-faculty ratio are not associated with completion.
590 $a School code: 0031.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Finance. $3 1020300
690 $a 0745
690 $a 0288
690 $a 0277
710 2 0 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 63-09A.
790 1 0 $a Jamison, Dean T., $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3063926