Program Design and Student Outcomes in Graduate Education

Autor/inn/en	Groen, Jeffrey A.; Jakubson, George H.; Ehrenberg, Ronald G.; Condie, Scott; Liu, Albert Y.
Titel	Program Design and Student Outcomes in Graduate Education
Quelle	In: Economics of Education Review, 27 (2008) 2, S.111-124 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2006.09.010
Schlagwörter	Graduate Study; Program Design; Research Universities; Outcomes of Education; Social Sciences; Doctoral Programs; Program Effectiveness; Humanities; Program Evaluation; Program Improvement; Student Attrition; Academic Persistence; Time to Degree; Models; Graduation Rate + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Programme design; Programmaufbau; Programmplanung; Forschungseinrichtung; Lernleistung; Schulerfolg; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Doktorandenprogramm; Geisteswissenschaften; Humanwissenschaften; Programme evaluation; Programmevaluation; Schülerbeurlaubung; Analogiemodell
Abstract	Doctoral programs in the humanities and related social sciences are characterized by high attrition and long times to degree. In 1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the quality of graduate programs and in turn reduce attrition and shorten time-to-degree. Over a 10-year period, the Foundation provided approximately $58 million to 54 departments at 10 major research universities. We estimate the impact of the GEI on attrition rates and time-to-degree using competing-risk duration models and student-level data. The data span the start of the GEI and include information for students at a set of control departments. We estimate that the GEI had modest impacts on student outcomes in the expected directions: reducing attrition rates, reducing time-to-degree, and increasing completion rates. The impacts of the GEI appear to have been driven in part by reductions in entering cohort size, increases in financial support, and increases in student quality. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10