Academic Science/Engineering: Graduate Enrollment and Support, Fall 1983. Detailed Statistical Tables. Surveys of Science Resources Series.

Institution	National Science Foundation, Washington, DC. Div. of Science Resources Studies.
Titel	Academic Science/Engineering: Graduate Enrollment and Support, Fall 1983. Detailed Statistical Tables. Surveys of Science Resources Series.
Quelle	(1985), (300 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Science; Engineering; Engineering Education; Enrollment; Enrollment Trends; Federal Aid; Financial Support; Full Time Students; Graduate Students; Graduate Study; Higher Education; Medical Education; Part Time Students; Postdoctoral Education; Sciences; Surveys + Suchen Sie Ihr Suchwort? Maschinenbau; Ingenieurausbildung; Einschulung; Finanzielle Förderung; Vollzeitstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medizinische Ausbildung; Part-time students; Teilzeitstudent; Science; Wissenschaft; Survey; Umfrage; Befragung
Abstract	The 12th Annual Survey of Graduate Science and Engineering Students and Postdoctorates requested data from all institutions of higher education in the United States in which there was at least one science or engineering program leading to a master's or doctoral degree, including medical schools and other components granting first-professional doctorates in health-related fields. These data are presented in detailed statistical tables provided in five parts labelled A-E. The first part includes summary data for all institutions, both doctorate- and master's-granting for fall 1983. The second part presents summary trend statistics from all graduate institutions, 1976-1983. The third and fourth parts show similar trend statistics for doctorage-granting and master's-granting institutions. The tables in the last part provide information on total departmental coverage along with rankings of individual institutions on the basis of fall 1983 data. Among the variables considered are sex, race, citizenship status, geographic distribution, type of control, full-time status, and part-time status. Also provided are technical notes, and copies of 1983 survey forms together with survey instructions and summaries of institutional responses. (JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC