Global Convergences and Divergences in Doctoral Education. Deirdre Mageean

Transcription

1 Global Convergences and Divergences in Doctoral Education Deirdre Mageean

2 What is the Council of Graduate Founded in 1960 Schools (CGS)? Association of 500+ universities in U.S. Over 40 international university members Activities: Best Practices, Benchmarking, Public Policy, Global Engagement Elected Board of Directors Washington, DC staff (22) Website:

3 CGS Policy Reports

4 Summit Consensus Points Measuring Quality (2010) Quality assessment must go beyond the assessment of research quality to address topics such as: Admission criteria and recruitment Student Learning Outcomes, including transferable skills Mentoring and supervising structures Infrastructure for (post)-graduate training Quality of student experience Measures of completion and attrition Career placement both inside and outside academe

5 Summit Consensus Points Career Outcomes (2011) (Post)graduate institutions and faculty require a solid understanding of the conceptual and personal skills needed to lead and contribute to the global knowledge community. These skills must be deep (within skills and fields of research) as well as broad (transferable to a range of professional activities).

6 Summit Consensus Points Brain Circulation (2012) It is important for universities & graduate schools to: Identify specific global competencies within and across degree programs. Prepare students and faculty to use emerging technologies to advance and share knowledge globally.

7 Global Competence What does it mean and how do you develop it?

8 Qualities of Globally Competent Graduates Ability to work effectively across countries Awareness of major currents of global change Knowledge of global organizations Capacity to communicate across cultural and linguistic boundaries Personal adaptability to diverse cultures (Brustein, 2003)

9 How do you develop it in graduate school today? International Collaborations Graduate School International Branches Joint/Dual Degrees Globally Competent Graduates

10 Benefits of Collaborations to Graduate Students Preparation to conduct global research & understand its implications Expanded research networks Access to specialized equipment and expertise Enhanced cultural diplomacy

11 How Dual and Joint Degrees Work Dual (or Double) Degree Students study at two or more institutions and upon completion of the program receive a separate diploma from each of the participating institutions Joint Degree Students study at two or more institutions and upon completion of the program receive a single diploma representing work completed at two or more institutions. Double-seal (award contains names or seals of each) Home institution s seal, with transcript notation of participation Home institution s seal, with certificate signifying participation in collaboration

12 How many collaborative degree programs of each type [do you] have with an international partner institution? Total = 119 Business Engineering Other Research Degree Total Joint Degree Dual Degree

13 Biggest Challenges in Establishing and Maintaining Joint and Dual Degrees with International Partners Ensuring sustainability Securing adequate funding Deciding fee structure Dual degrees: Recruiting students Joint degrees: Getting program accredited Mentoring and advising, plus Securing faculty buy-in; negotiating an MOU; determining duration of degree in each country

14 Modeling Effective Research Ethics Education in Graduate International Collaborations

15 Project Overview Funded by NSF s Ethics Education in Science and Engineering (EESE) program through the Office of International Science and Engineering (OISE) Goal: to advance the integration of research ethics education into graduate international collaborations in STEM fields and to enhance the preparation of graduate students for the ethical issues that arise in international STEM research.

16 Objectives 1. To identify general and field-specific research ethics skills needed for successful international collaboration and 2. To contribute to our understanding of how best to teach those skills at the graduate level.

17 University Activities Develop, integrate, and/or enhance research ethics education in graduate international collaborations Develop and test learning outcomes for research ethics education in international collaborations that address multiple aspects of learning in three core areas: cultural contexts, research practice, and ethical values and frameworks.

18 Pathways Through Graduate School and into Careers A Joint Commission of the Council of Graduate Schools (CGS) and the Educational Testing Service (ETS) 2012 For more information visit

19 Pathways Addressed an Information Gap What knowledge do students have about career pathways and programs to access those pathways? What do employers expect of graduate degree holders? What role are graduate schools playing in illuminating pathways? What is the right role of government? What needs to change to better support preparation of talent we need?

20 The Findings: What Students Know Graduate degrees provide real value added Insufficient information about careers is provided to them Faculty are now main source of career guidance

21 The Findings: What Employers Expect and Believe Graduate degree holders bring value to business and industry Graduate degree hires must possess transferable skills Employers should participate in education and training of students Stronger ties between graduate school experience and workforce needs are needed

22 The Findings: What Graduate Deans Report Students enter graduate school without good understanding of career options Many leave graduate school still lacking good knowledge of career options Graduate deans recognize importance of illuminating career pathways Graduate deans are dissatisfied with ability to track career outcomes

23 The Findings: How Responsive Is Federal Funding to Needs Identified? Support not routinely packaged to ensure student success Professional skills not addressed

24 Key Recommendations Universities Track career outcomes Broaden professional skills development Strengthen links to employers Policymakers Fund Prof Plus programs Fund career pathways research Implement key provisions of COMPETES act Employers Reach out to grad schools/program Plan for strategic investment in grad programs Encourage employee grad ed

25 For what purposes can the report be used? Improve Diversity Increase Funding Strategic Planning Career Outcomes & Issues Stimulate Discussions about Graduate Education

26 80% 70% 60% 50% 71% Using the list below, select the purposes for which you have used or plan to use the Pathways Through Graduate School and Into Careers materials INTERNALLY (WITHIN YOUR INSTITUTION). (check all that apply): 64% 60% 60% 52% 40% 30% 34% 20% 10% 0% Highlight nonacademic career opportunities Improve Partnerships with Career Guidance Offices Develop metrics Strategic Planning Increase Funding Improve Diversity Stimulate Internal to track outcomes Discussion about Graduate Education 7% 3% Other Career Outcomes & Issues Percentages based on total number of respondents (n=58) Source: CGS 2013 Pathways Survey

27 What key issues have been identified as a result of the discussions, events, and activities in which the Pathways Through Graduate School and Into Careers materials have been used? (check all that apply): Development of metrics to track student outcomes 55% Recruitment of graduate students 50% Private sector employment opportunities for graduate students Retention of graduate students Development of interdisciplinary graduate education 38% 41% 45% Funding for graduate education On-line graduate education Strengthening academic-industry-state legislature partnerships 28% 31% 31% Improving the diversity of the graduate student population Development of a Professional Science Master's program 22% 21% Faculty recognition program Percentages based on total number of respondents (n=58) Source: CGS 2013 Pathways Survey Other 5% 3% 0% 10% 20% 30% 40% 50% 60%

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29 Convergence of Thinking/Recommendations on Change in Graduate education Council of Graduate Schools Pathways Reports National Institutes of Health, Biomedical Research Workforce Working Group Report American Chemical Society, Advancing Graduate Education in the Chemical Sciences National Research Council, Research Universities and the future of America. GEM (Graduate education Modernization) mentioned in the FY2014 S&T priority directives provided by the U.S. OMB and OSTP

30 OSTP, NSF and NIH convene an informal Graduate Education Modernization (GEM) Working group With the evolution of STEM careers, graduate education is not well aligned with the breadth of U.S. workforce needs. Needed greater emphasis on interdisciplinary research connected to areas of national need vs. current focus on disciplinary research. Expand opportunities for professional development and training of doctoral students to meet U.S. workforce needs.

31 Desired Outcomes (In progress) Academic institutions will prepare graduate students for the 21 st century by providing expanded and enhanced skills needed for success in the full range of (professional STEM) career paths without compromising the research enterprise. Federal agencies will provide incentives for increased educational opportunities Program funding, and policy modifications Evaluation strategies Harmonization and integration across agencies

32 Challenges Globally Prepared Doctoral Students Preserving quality and rigor of research Ensuring students avail themselves of optional training courses Extending time to degree Budgetary challenges at state and federal levels

33 Questions? For more information on the Council of Graduates Schools, visit