Different Types Of Institutions Research Articles

Developing safety-zone rules: Based on an institutional choice framework

Under Section 11 of the Artemis Accords, signatories propose the establishment of safety zones to prevent harmful interference and emphasise the imperative to develop relevant rules in the future. However, existing research fails to shed light on whether the chosen institutions by signatories are suitable for addressing safety-zone issues and which institutions should be developed to tackle future safety-zone concerns. Current theories, such as institutional design theory, do not comprehensively summarise the various types of institutions and strategies for their selection. Therefore, this paper presents an institutional choice framework to address these research gaps. Within this research framework, establishing international institutions is perceived as a selection process among different types of institutions. Drawing from previous studies, the framework outlines sixteen distinct institution types, six crucial features of institutions, and three strategies for selecting suitable institutions. After proposing the framework, this study employs it to analyse existing safety-zone rules, identify the optimal institution of safety zones, and devise strategies for making institutional choices. The contribution of this study lies in advancing institutional design theory and facilitating research on safety-zone rules while providing insights for constructing international institutions in other domains.

Study of Job Satisfaction of Secondary School Teachers of Amritsar

This study aims to explore the job satisfaction levels of secondary school teachers concerning their gender, locale, and type of institution. The job satisfaction scale developed by Dr. Meera Dixit (2013) was employed for data collection. The sample comprised 100 secondary school teachers, including 40 males and 60 females, 42 from rural areas, and 58 from urban areas, with 45 teaching in government schools and 55 in schools located in Amritsar District. Data analysis was conducted using the “t” test. The findings indicate significant differences in job satisfaction mean scores between male and female secondary teachers, between rural and urban secondary teachers, and among different types of institutions.

Enforcement actions against European banks in the years 2005–2022. Do financial penalties imposed on European banks follow any patterns?

AbstractThis study aims to identify, by year and over the entire period under study (2005–2022), the countries with the most restrictive bank sanctioning policies in terms of amounts and numbers of penalties to point out the most active institutions in terms of imposing penalties, and to determine the regularities governing the process of imposing these burdens. Using linear ordering methods, groups of countries with similar levels of supervisory stringency identified with one of the supervisory actions, which are financial penalties, are distinguished. A total of 53 banks (the 50 largest European banks and an additional three banks designated as G-SIIs by the EBA) are identified from a constructed database of more than 300 European banks with penalties imposed between 2005 and 2022. The study’s conclusions indicate that the frequency of penalties cannot be clearly equated with the restrictiveness of supervisory institutions, as evidenced by the example of Hungary (multiplication of small penalties). The positioning of countries regarding the number of penalties, their value and grouping using linear ordering allows the conclusion that highly developed countries are characterized by relatively high restrictiveness. The results also show the difference between the Anglo-Saxon and continental models. The analysis in this article is the first comprehensive study of penalties imposed on banks by different types of institutions in 36 jurisdictions from the pre-GFC period up to the year in which the COVID-19 pandemic expired. The multi-faceted approach also provides a basis for formulating practical regulatory implications by redirecting sanctioning policy towards banks to their management and reducing the frequency of penalties while increasing their severity.

What Is in a <unittitle>? Cross-lingual Topic Detection & Information Retrieval in Archives Portal Europe

Archives Portal Europe (APE, www.archivesportaleurope.net ) is the portal of European archives, an aggregator that connects on a single research point the catalogues and digitised archival material of all archives in and about Europe. It currently hosts material from more than 30 countries and from a variety of archival institutions (such as State archives, city archives, university and parish archives, private institutions, and more). It is maintained by the Archives Portal Europe Foundation, an international consortium of State archives and other archival institutions that aim to connect the archival material of single institutions into one digital repository to allow universal access to the archival heritage of Europe, promoting new forms of archival research beyond national or local boundaries. One of the research tools made available by Archives Portal Europe is by topics; however, these are currently maintained manually by the archivists, and the vast amount of archival material ingested in the portal makes it impossible to have a comprehensive body of topics that describe the whole of the APE repository. Archives are traditionally not organised by their subject content, but around the entity (person, organization, body) that created and/or collected the documents in the course of their activities. While this is an undisputed pillar of archival management, the availability of online digital repositories for archival research requires new tools for digital archival research, particularly when different archival traditions from different countries and different types of institutions are merged into a unique research portal. Topic detection becomes a fundamental tool to guide archival research and to allow archives to be accessible to potentially world-wide users in a situation where national and linguistics barriers blur or are re-defined. This article presents the preliminary results and plan for future iterations of an AI tool for automated topic detection in a multi- lingual environment, where human-created taxonomies act as bases for the algorithms to aggregate relevant material around a specific topic. The development is based on supervised machine learning, with a combination of human inputs in different languages, and of the usage of Wikipedia pages to model the relevant vocabulary and entities.

What High-Impact Practices Work for Minoritized Students? Institutional Inequities in College Learning Opportunities and Outcomes

This mixed-methods study examines what high-impact practices (HIPs) help improve the chances of college and career success among minoritized students. Building on transformative and ecological perspectives of HIPs, the study tracks U.S. 4-year college students’ learning opportunities towards bachelor’s degree completion followed by job employment or graduate/professional school enrollment. It explores a more comprehensive and diverse set of HIPs: academic and sociocultural engagement, study abroad, foreign language, co-op/internship, student teaching, advanced math and writing courses, research, and volunteer activities. Statistical analyses of the Beginning Postsecondary Students (BPS) data reveal racial and socioeconomic inequities in HIP participation among different types of institutions, with relatively favorable opportunities and outcomes in private or research (doctorate-granting) universities. The qualitative analyses of college student interviews offer insights into the questions of why and how HIPs work (or not) for minoritized students. The study gives evidence-based policy guidelines for improving minoritized students’ college and career success by tackling institutional inequities in high-impact practices and learning opportunities.

Learning and institutional support for youth in higher education institutions during the COVID-19 pandemic in South Africa

IntroductionAs higher education institutions (HEIs) moved from in-person to online learning during the COVID-19 pandemic, various challenges were presented. Using a large online survey conducted during the pandemic, this paper investigates the impact of COVID-19 on learning and institutional support offered to students in HEIs in South Africa.MethodsThe study utilized a closed-ended questionnaire on a data-free online platform. The study sample included South African youth aged 18–35 years who were enrolled for some type of educational training or in higher education institutions (including private colleges). Data was benchmarked to the 2019 estimates of the youth population in educational institutions. Descriptive statistics are presented.ResultsAmong the 7011 student participants, the main challenges experienced during lockdown were loss of study time (57.9%), insufficient money for essential personal items for studying (55.8%), loss of social contact (42.2%) and insufficient money for food (40.1%). Overall, 47.0% of students reported having free access to the internet, 49.5% used personal internet or paid for internet access and 3.5% indicated having no access to internet. The majority rated their institution’s eLearning portal as good or excellent, and 23.4% thought their eLearning portal was of poor quality. Significantly fewer (38.1%) technical and vocational education and training (TVET) college students indicated that their institution provided the capacity to conduct virtual learning compared to those enrolled at other types of institutions. Almost two thirds of students (66.2%) from TVET colleges experienced difficulty in communicating with their institutions. Half of the students (49.9%) reported that they had a suitable place to study during lockdown, while 78.6% had regular access to electricity during lockdown. Significantly more TVET and University of Technology students received transport to return home and fee refunds.ConclusionWhile it was encouraging that most HEIs had capacity for online learning and made provision of internet access for students, it was concerning that students who are enrolled at TVET colleges faced more learning challenges during the lockdown. This highlights the inequality in learning support at different types of institutions, and that effective support from HEIs to students during the COVID-19 pandemic was not fully implemented.

The Role of Occupational Therapy in People with Mental Health

Unfortunately, in our country, in some situations, the level of occupational therapy activities is limited to the precarious material conditions in different types of institutions. Despite the current improvements, there is still an acute need for adequate spaces and materials to carry out quality occupational therapy activities. The presence of these negative aspects, which is added to the lack of qualified personnel in the field, diminishes the quality of the recovery process in the institutions. The scientific challenge that is the subject of this paper is to highlight the role of occupational therapy in the exploration of specific resources for institutionalized persons, necessary for the development of autonomy. The objective of the research is to implement an intervention program, through remedial activities, that will contribute to direct involvement in daily life for people with mental health problems. The main conclusion of the research is that by applying remedial activities adapted to the specific needs of the client, the components of occupational performance can be improved, by increasing the degree of involvement in daily activities for institutionalized people.

Hits and misses in the last decade of open science: Researchers from different subfields and career stages offer personal reflections and suggestions

The success of Open Science in addressing the replication crisis and restoring credibility in psychology can be understood more completely by examining the successes and challenges of adapting the recommended best practices by researchers at different types of institutions, different career stages, and from different subfields within social and personality psychology. In this article, we offer personal reflections about the impact and future of the Open Science movement in a conversational form between three researchers at varying career stages who focus on different subdisciplines (relationship science, diversity science, and social neuroscience and social cognition) and work at universities that place a different emphasis on research (relative to teaching and service). We see many successes of the open science movement, but we also note that implementation has trailed behind its full potential because (a) the incentive structures of our existing rigid system remain misaligned with some open-science goals, and (b) some open science solutions were designed by researchers with certain types of scientific practices in mind. We all feel encouraged by the focus on larger samples, greater data sharing, and pre-registration both for experimental design and analytical decisions. However, there are areas that need attention. Our perspective is that the open science movement has not been as strong of an ally as it could be to another goal of psychological science: increasing diversity, equity, and inclusion. Additionally, more careful consideration of how to facilitate data sharing and pre-registration is needed and may necessitate a shift in the incentive structure of our field.

Vielgestaltigkeit von Uniformität: Zur Bedeutung von Kleidung in totalen Institutionen

The essential features of total institutions include complete closure to the outside world and almost total surveillance of inmates within. All activities are concentrated in one place and under one authority. Inmates are condemned to a meticulously planned daily routine and their activities are carried out in pursuit of the institution’s goal. Finally, the model distinguishes between staff and inmates. The former are responsible for supervising the latter. According to Goffman, five different types of institutions can be distinguished. In addition to welfare institutions and institutions for the rational performance of certain work-like tasks (barracks, ship, boarding school), he calls prisons, asylums and monasteries total institutions. They serve to protect or rehabilitate the community, are havens from the world or places of contemplation, and provide healing or care for people who are unable to care for themselves and pose an unintended threat to others. Entry into the total institution involves a permanent loss of role through separation from the rest of the world. In addition, the newcomer must undergo a series of procedures that are seen as a profound break from the previous life. These include undressing and dressing in (institutional) clothing, which is imbued with symbolic meaning. This is the point of departure for this article, which seeks to answer the following research question: How does the clothing of monastic inmates, prison inmates and psychiatric patients differ both in terms of design and in terms of their supportive functions in the context of achieving the institutional goal?

A Review of Tools for the Design and Development of Online Interactive Gamified Content : A Simulation Study

Nowadays on-line education has become extremely popular, mainly due to COVID-19 and social distancing. While more and more companies already offer on-line courses, a vast group of institutions stay away from such methods, mostly due to the belief that on-line learning may not be as effective as classroom training, the infrastructure required to deliver on-line courses is costly, the transformation of course content into digital interactive content is time consuming, and so forth. But the reality is that more and more learners find a lot of advantages in on-line learning. They wish to attend courses anytime, anywhere. There are thousands of pieces of open-source software and tools to choose from in order to create interactive content without the need of costly software, and infrastructure or coding. Even so, converting course materials to on-line digital interactive courses can be time consuming since a trainer needs to research for the appropriate tool in a vast market of free or low-cost open-source software, evaluate them, master their usage and then transform the content into digital interactive content. Time and human resources can be considerably minimised if organisations have access to a complete framework for the development of interactive, gamified courses by using open-source or low-cost software. The objective of this paper is to present and compare a set of selected digital tools which can be successfully used for the development of on-line interactive content in different types of institutions e.g., educational organisations, but also in companies during the process of organising training or courses for employees. Such a review is useful especially for the staff who teach the students using digital tools in order to improve the interest of the students and the effectiveness of their work i.e.: teachers, adult educators, VET educators, trainers, mentors or coaches. The paper offers them the opportunity to select the most appropriate tools for the teaching process. On the other hand, the target audience can also be the students who decide for self-learning. In this case, they can choose the tools which seem to be the most interesting and effective in their learning process. The identified tools were assessed by the VET trainers/educators in five European countries: Poland, Italy, Greece, Cyprus, and the United Kingdom (n=172). The research results indicate the most appropriate, friendly and free of charge open-source software used for the development of the interactive content. The originality of this paper comes from the fact that so far there has been no complex comparative analysis of the tools which can be supportive in the process of the development of the on-line training content with the use of interactive elements.

Mapping the scientific and technological landscape: an analysis of Nobel Prize-producing institutions

As a prestigious international accolade in science and technology, the Nobel Prize laureates gain significant attention from researchers. Scholars strive to distill patterns and insights from various aspects of this award. This article specifically examined the institutions generating Nobel Prize-winning work, discussed the distribution and mobility patterns of laureates among different types of institutions to roughly map the scientific and technological landscape. Our research findings indicate that universities are the primary generators of Nobel Prize-winning work, accounting for approximately 70% of the institutions, and demonstrate particular adeptness in “attracting” and “retaining” laureates in mobility analysis. The remaining 30% of institutions include governmental research institutions, enterprises, and non-profit organizations. Notably, North America and Europe lead the count with over 300 counts of prize-producing institutions each, establishing themselves as major centers for Nobel Prize production. However, over the past decade, there has been a slight decline in the aggregation effect of the distribution of these institutions.

Can family determine competition within the college campus? the effect of family background on college students’ human capital accumulation

Using the Panel Survey of Chinese University Students, this paper systematically analyzes the effect of family background on the human capital accumulation of college students. This study finds that family background has little influence in elite universities, where the selective elimination effect is a determinant. In nonelite universities, however, family background and cultural reproduction mechanisms have significant influence, although individual efforts also factor in the process. In vocational colleges, neither cultural reproduction nor meritocracy is significantly effective. The universalization of higher education has caused divergence in different types of institutions, sorting college students into different competitive fields with different rules. Both the cultural reproduction mechanism and the selective elimination hypothesis can be identified in all kinds of colleges, but their effect varies in relation to institutional types.

The fictional animal project: A flexible tool for helping students learn physiology

Several years ago, my colleagues and I developed a project-based assignment where students create a fictional animal and predict its ability to thrive in a hypothetical environment by examining the interactions between different combinations of designs for selected body systems. This assignment, which was implemented at different types of institutions and for different levels of students, can be readily adapted to either lecture-based or laboratory courses. Here I describe how students design a fictional animal as a semester-long collaborative group project in an interactive lecture course on comparative animal physiology of vertebrates. The fictional animal project aligns with several course learning goals including 1) Acquire a fundamental knowledge of “how animals work” and 2) Exercise responsibility and teamwork. Students learn integration of body systems as they choose a random fictional animal, consider if this animal can survive in a specific environment, and create the animal. Creation of the animal, which cannot closely resemble an extant animal, is scaffolded throughout the semester as students complete question sets where they describe the structure and function of the systems and consider potential trade-offs and physiological constraints. At the end of the semester, we hold a fictional animal showcase where students share highlights about their animal and its environment. Student learning is assessed through the questions sets, which are submitted as homework, and the class presentation; this group project contributes to 25% of the overall course grade and replaces more traditional assessments such as exams. Examples of fictional animals demonstrate how students must consider interactions and functions between different systems in their design; in addition, they must think about the metabolic requirements of their animal as they decide its lifestyle. Reflection data from students strongly supports that designing a fictional animal helps them understand how physiological systems function together; students gain a new or deeper awareness and appreciation of trade-offs in function as well as constraints on physiological processes. As this project continues to evolve, students will have the freedom to choose a creative format for the fictional animal showcase, such as a recorded or live oral presentation, a podcast, a tri-fold brochure, a poster, an educational game, or an illustrated story. All protocols were approved by Rice University IRB (Protocol FY2017-294). Rice University Office of Undergraduate Research and Inquiry (OURI). This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Corporate governance and risk management in Islamic and convectional financial institutions: explaining the role of institutional quality

PurposeThis study aimed at exploring the differential effects of different corporate governance (CG) indicators on risk management practices in Islamic financial institutions (IFIs) and conventional financial institutions (CFIs) of Pakistan. It also investigated the moderating role of institutional quality (IQ) in shaping the effects of CG practices on financial institutions of Pakistan.Design/methodology/approachA sample of 57 financial institutions including commercial banks, insurance companies and Modarba companies over the period 2006–2017 is used to carry out the empirical analysis. The authors applied the robust two-step system-generalized method of moments estimator, which is also called the dynamic panel data estimator. They also built the PCA-based composite index of CG and IQ by using different indicators to investigate the moderating role of IQ. They used three proxies for risk taking, five for CG and one for Shari’ah governance. To test the validity of the instruments, they applied the Arellano and Bond’s (1991) AR (1) and AR (2) tests and the J-statistic of Hansen (1982).FindingsThe results provided strong evidence that several individual characteristics of CG and the composite index are significantly related to the operational risk, the liquidity risk and the Z-score (a proxy for solvency risk). The results also revealed that IQ significantly and substantially contributes in reducing the level of risks. Finally, the estimation results indicated that the effects of CG on risk management are significantly different at IFIs and CFIs. This differential impact is mainly attributed to the fundamental differences in business models, operational strategies and contractual obligations of both types of institutions.Practical implicationsThe findings of this study are important for enhancing our understanding of how CG relates to risk taking in Islamic and conventional financial services industries and how good quality institutions are important for formulating the governance effects on the risk-taking behavior of financial institutions. The findings suggest that a suitable size of board should be chosen to manage the risk effectively. As the findings show that the risk-taking behavior of IFIs differs from that of CFIs, the regulators and international standard setting bodies should tailor the regulatory frameworks accordingly.Originality/valueThis paper is different from the existing studies in four aspects. First, to the best of the authors’ knowledge, this is the first empirical investigation in Pakistan, which does the comparison of IFIs and CFIs while examining the impacts of CG on risk management. Second, the paper constructs the composite index of CG by considering several different indicators of governance and examines the combined effect of governance indicators on risk management process. Third, this paper adds to the growing literature on the role of IQ by investigating whether it acts as a moderator between CG structures and risk management and if yes, then whether this moderating role is different for IFIs and CFIs. Finally, the paper builds upon the existing research work on the CG effects for different types of financial institutions by proposing a single regression based analytical framework for comparing the effects across two different types of institutions, harvesting the benefits of higher degrees of freedom and avoiding/minimizing the measurement error.

Medico-social conditions of educational activity, quality of life and aspects of psychophysiological adaptation of modern pupils and students: features of interrelation and their hygienic assessment

The purpose of the study is a comprehensive hygienic assessment of the relationship between medico-social conditions of educational activities, quality of life and adaptive capabilities of students. During the research conducted on the basis of 5 modern educational institutions of different types: university, college, specialized school, lyceum and school, the significant deviations of indicators of hygienic assessment of daily regimen of pupils and students from generally accepted normative values (p<0.05-0.001)were revealed, which, first of all, concerned the excess of the maximum allowable duration of their daily stay in educational institutions, the length of time required to complete homework, low levels of physical activity, etc. It was found that the highest levels of quality of life among boys and girls are recorded according to the scales of Physical Functioning (PF), Bodily Pain (BP) and Role-Physical (RP), the lowest ones were Mental Health (MH), Vitality (VT) and Social Functioning (SF). The relationships between the values that indicate the characteristics of quality of life and features of the psychophysiological adaptation of pupils and students were revealed. Moreover, the largest number of relationships (r=0.36-0.77; p<0.05-0.001) which characterize quality of life indicators belong to boys according to the scales of Physical Functioning (PF), Mental Health (MH), Vitality (VT) , Bodily Pain (BP); to girls – Bodily Pain (BP), Vitality (VT), Mental Health (MH), General Health (GH), Role-Emotional (RE). When determining the features of intersystem relationships between components of quality of life and indicators of psychophysiological functions, it was found that the closest relationship (r=0.37-0.99; p<0.05-0.001) is observed between the characteristics of the speed of visual-motor reactions, mobility and balance of nervous processes, coordination of movements and indicators of quality of life according to the scales of General Health (GH), Physical Functioning (PF), Social Functioning (SF) and Mental Health (MH).

Considerations for continued expansion of the Brazilian post-graduate system

The number of programs and students in the Brazilian postgraduate system has doubled in the last 10 years. This has implications for the quality and financing of these programs as well as for the development of the regions where they are set. This study aims to investigate the reasons and limitations for the continued expansion of the Brazilian postgraduate system. Data (2011 to 2020) for this study came from: (i) the “Sucupira” postgraduate database from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), (ii) Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), (iii) Brazilian Institute of Geography and Statistics (IBGE), (iv) InCites® and Web of Science data, and (v) questionnaire and meetings with the deans for Higher Education Institutions (HEIs) in Brazil. Data analyses included regression over time, frequency chi-square, and correspondence analyses. Different types of institutions in different regions showed varying opinions, with higher expectations for expansion in smaller, newer institutions, especially private ones. While the HEIs in the Northern region believe that the master’s degree is to correct undergraduate flaws, the HEIs in the South and Central regions and the community believe that the master’s degree should develop professional skills. In contrast, the larger HEIs with older postgraduate programs in all regions believe in direct doctorate strategy. The reasons for creating new post-graduate programs involved following the institution’s general guidelines for private and community HEIs and granting the lecturers’ wishes or constant expansion depending on region, North, Northeast, and Central regions, as well as for creating medium-sized state universities. State-of-the-art research or the interests of society were prevalent for the largest and oldest HEIs. Continued expansion of the Brazilian postgraduate system needs to take into account factors including the demand for the program, regionalization, the quality of the programs, the means of funding, and the student vacancies existing in programs with high grades, among other challenges.

Institutions, assortative matching and cultural evolution

This paper studies the role of institution in a Darwinian evolutionary process of cultural selection. The primary function of an institution is to determine how citizens in a society are matched pairwisely to interact. We examine three different types of institutions: utilitarian, egalitarian, and Nash. Two cultural types stand out in the long run through the evolutionary process. The opportunistic cultural type maximizes individual payoff against another opportunistic cultural type, while the civic-minded cultural type maximizes the total payoff of a pair. We show that the structure of the underlying interactions among citizens plays a critical role. On the one hand, the evolutionary stability of the civic-minded cultural type requires supermodularity of the citizens’ payoff function under the utilitarian institution and log-supermodularity in addition under the Nash institution. On the other hand, the evolutionary stability of the opportunistic cultural type requires submodularity of the citizens’ payoff function under the utilitarian institution and log-submodularity under the Nash institution. Neither type’s evolutionary stability is guaranteed under the egalitarian institution.

Rebundling Institutions: How property rights and contracting institutions combine for growth

This study provides empirical evidence for the joint workings of property rights and contracting institutions as fundamental causes of growth. In a two-step panel estimation procedure that uses data from 130 countries over the period 2005–2015, I find that the income effects of legal reforms in property rights institutions vary with the prevalent quality of legal contracting institutions and vice versa. Decomposing the interaction effects for groups of countries with different quality combinations reveals that the quality fit of the two types of institutions matters for not only the size but also the direction of the interaction effects. In countries with absent or bad legal institutions, legal reforms considering only one type can even reduce income. Piecemeal reforms work best when they close quality gaps and they can backfire when the gap widens. The findings remain robust after tackling endogeneity issues, extending the period of analysis, estimating alternative models, and using alternative estimators. The findings imply that legal reforms have to be coordinated across different types of institutions and consider possible interferences with extra-legal rules and practices.

Inward FDI and the quality of domestic institutions: A cross-country panel VAR analysis

Domestic institutions are recognized as important factors in attracting foreign direct investment (FDI), and spurring economic development in host countries. There is increasing evidence, however, that FDI may in turn affect and shape domestic institutions, and it is generally difficult to disentangle these two effects. The present paper aims to shed light on this issue using extensive data on the quality of institutions and on inward FDI in 102 countries over a period of 25 years. We distinguish between different types of institution, FDI, and country, and we adopt a panel vector autoregression (VAR) approach to identify the direction of causality between the two variables. Our findings suggest that the quality of institutions matters for attracting FDI, but also that higher inflows of FDI have a significant short-term impact on the institutional quality of recipient economies. We also find that such a relationship varies with the type of FDI considered, and differs between transition and developing economies.

Research productivity and training support for doctoral students in the biological and biomedical sciences.

Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these trainees comprise an important part of the workforce at these institutions. Federal investment in the support of doctoral students in the biological and biomedical sciences is distributed differently than the distribution of students across different types of institutions, for example, public vs private. Institutions in states that historically receive less federal support for research also receive less support for doctoral student training. Doctorates at different types of institution exhibit little difference in research productivity, with the exception of citations, and subsequent receipt of additional NIH awards. Thus, training outcomes, which are related to the quality of the student and training environment, are similar across different institutions. Research productivity of doctoral students does not correlate with the number of F31s awarded to an institution. Factors that correlate with F31 funding include R01 funding levels and program size. The findings suggest strategies for institutions to increase success at securing F31s and modification of policy to promote more equitable distribution of F31s across institutions.