Number Of PhD Students Research Articles

Исследование инновационной активности университетов РФ через призму международных рейтингов

In the current geopolitical and economic situation, the innovative activity of universities is becoming one of the factors of the activation of the economy as a whole. Of research interest are Russian universities included in international rankings and their indicators, which have a strong correlation with the scores of universities in the rankings. The research methodology is formed on the basis of correlation analysis, clustering method, scientometric tools of research analytics. The study includes 3 international rankings, 48 Russian universities, analyzed indicators for the period from 2017 to 2022. The aim of the study is to study the indicators of Russian universities with significant correlation coefficients (more than 0.5) with scores in THE.Research, ARWA and QS international rankings. A significant relationship was recorded between the rating scores and the cohort of university indicators: the average USE scores of applicants who entered the budget, the number of “Olympiad applicants”, the volume of R&D, the number of PhD students with PhD degrees per 100 students, the number of scientific publications jointly with foreign organizations and the income of the university. In addition, the article presents the dynamics of the number of Russian universities in the rankings for the period from 2017 to 2022, the percentage increase/ decrease in the number of points of each university, and also shows the dynamics of the number of Russian universities in comparison with the dynamics of universities in Germany and China. The hypotheses put forward about a high correlation between the “quality” of incoming applicants, the percentage of settled employees, total income and the volume of R&D of the university with the number of points of Russian universities in international rankings are confirmed.

Intra-regional mobility of PhD students in the European Union: the outcomes of region-making policy?

ABSTRACT This paper examines the flow of intra-European Union (EU) students for doctoral (PhD) studies to identify reasons for differences in international student mobility and migration (ISM) among member states. Rather than conceptualising intra-EU PhD student ISM only through push–pull forces, we theorise the intra-EU PhD ISM is associated with relative levels of national resources or levels of capital. We investigate the intra-EU PhD ISM through dyadic country pairings allowing the use of Gravity models to estimate the effect of variables associated with stocks of capital ascribed to a country to the change in the number of PhD students. The findings of this study indicate while there is asymmetry among EU member states, investment in strengthening the higher education systems within individual EU countries can strengthen the overall cohesion and competitiveness of the EU in the global science competition. Thus, policy focused on enhancing developing national higher education systems can pay dividends throughout the EU.

PhD supervision in Public Health

Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.

Is the doctor in? PhD to professional: complementary perspectives in research libraries

Aim: This paper considers how changes in the research landscape are simultaneously changing the skills needs of library staff, and opening up new opportunities for researchers to pursue careers within libraries. It explores what skills, competencies and knowledge staff with doctoral qualifications can bring to library research support services. Context: Librarians working in research support areas need different skills to the skills academic librarians have traditionally needed. There is currently a gap in the training which those undertaking professional librarianship qualifications receive, in relation to the skills needed for research roles. Simultaneously, expansion in the numbers of PhD students in the UK in recent years has been accompanied by the professionalisation of researcher skills development, equipping students with transferable skills for careers outside, as well as inside, academia. Methodology: This paper compares the skills’ needs of research librarians with the competencies and skills of doctoral graduates, specifically in the UK context (as articulated in the Vitae Researcher Development Framework). It also surveys and discusses the skill-set and qualifications of research support staff employed at three UK research libraries. Results: Understanding the needs and, importantly, the behaviours, of researchers is integral to the provision of a successful library research support service. Many of the skills which are necessary for library graduates to have, are those that are already identified as essential researcher skills. The peer-level support offered by library staff with research backgrounds has a role in developing stronger relationships between the library and the academy.

The Second Mediterranean Seminar on Science Writing, Editing and Publishing (SWEP - 2018), Sarajevo, December 8th, 2018.

Introduction:The PhD program represents the biggest step in the education and the PhD itself is the crown of the work of one scientist (1). Each PhD thesis represents the contribution of the author to the development of the area in which he/she is active, and must present something new, unknown or unsufficiently explored until then, with direct implication for the practice.Aim:To present the difference between PhD program during 50 years period, with the presentation of the advantages that development and availability of science brought.Results:When different literature was not available in digital form, writing a PhD thesis after a postgraduate study and a long-term specialist work was the crown of the work of medical professional. Unfortunately, this process was sometimes difficult and was dependent on many parameters and subjective opinions, and was subject of numerous manipulations. In the present age, following the reform of education, and the implementation of Bologna Education System, the number of PhD students has increased and the study started to be held at all Universities in Bosnia and Herzegovina (2). All those who completed the six-year study are able to attend the PhD studies. The main obligation for student and requirement for obtaining PhD degree is article from PhD thesis published in the Current Contents database. This criterion was removed over time and the situation now is that obligation is article that is published in journal thatis in the reference database (without clear definition in which databases). Quantity is achieved but we cannot say that for quality. During the year 2017, in Bosnia and Herzegovina, 11 original articles in the field of clinical medicine were published (indexed in the journals that are in the Current Contents Indexed Publications (journals that belong to CC, SCI and SCI-E base) (3,4). These 11 papers are from the field of gastroenterology, psychiatry and ophthalmology (2,3). If this is the scientific opus of already experienced scientist, the question remains what is expected from young researchers.Conclusion:Which system is better, on this question answer cannot be given, because both systems have shortcommings and advantages. The fact is that there is a gap between generations, which is unlikely to be resolved. It is also a fact that the Bologna system is not ideal, but it is currently our present (5, 6,7). A lot of students are enrolled, and the system must help them, in the process of successfully completing their PhD programs. This help cannot be achieved through the lowering of criteria (publications in science remain the only weapon in evaluation). This step leads to decreasing of quality. Quality is what needs to be taught, quality is the only one that science needs. The results in 2017 for Bosnia and Herzegovina and even the worst experience in the past few years is the red alert and only together, both professors and students, can find a way out of one of the most difficult situations.

2017 BPS DART-P/PsyPAG Award for Excellence in Teaching winner: Should PhD students teach?

The number of PhD students in the UK is growing exponentially, and in an increasingly competitive labour market, postgraduate research students are facing unprecedented pressure to demonstrate a range of skills within and beyond research management. Due to the popularity and broad-ranging nature of the discipline, psychology students will face particularly fierce competition throughout their careers and must be acutely aware of the need to produce publishable, fundable, and impactful work. Given these pressures on PhD students and their supervisors, does teaching during postgraduate study give worthwhile experience, or is it a needless tax on time that is both limited and strained?

Going for a PhD: Joys and Pitfalls

Going for a PhD: Joys and Pitfalls

Helping hands: Organizations, institutions work to assist and mentor early career investigators.

Helping hands: Organizations, institutions work to assist and mentor early career investigators.

Self-efficacy and vicarious learning in doctoral studies at a distance

Even though there are increasing numbers of PhD students in the distance mode, our current understanding of PhD candidature at a distance is limited and incomplete. On the one end of the spectrum are accounts of unhappy and isolated doctoral students who are separated from communities of practice. At the same time, literature offers accounts of PhD students at a distance who view themselves as agential and autonomous and are happy not to get sidetracked by others. In this reflection we ask what distinguishes the conventional PhD student from one who is studying at a distance, and invite more research on self-efficacy and vicarious learning of PhD students at a distance.

Science and Technology Activities in the Emerging Economies: Options for Nigeria1

This study identifies how two emerging economies developed science and technology capabilities through science and technology (S&T) education/training, research and experimental development. This was done in order to recommend policy options for Nigeria for the development of its industrial sector and improvement of its global competitiveness. The study used secondary data sources. Data were sourced from different published sources, the Internet and company records. Two Asian countries (China and South Korea) were purposively selected for this study due to their global contribution in the areas of electronics and semiconductors, coupled with their volume of exports. The study showed that China acquired S&T knowledge mainly through research and experimental development. This was achieved by increasing the amount of GDP allocated to R&D by 87.5% within 17 years to overtake the USA, Japan and South Korea. Also, within this period, China grew their scientific and technological research output by 16.5% annually. China's science and technology education/training approach increased its annual doctorate degree holders by 18.7%, above Japan (2.9%), Germany (1.0%) and the USA (0.4%); this was achieved by sponsoring a large number of PhD students in the USA within this reference period. About the same time, China increased the percentage of GNP allocated to S&T education between 1975 and 1990 from 2.2% and to 4.5% between 1975 and 1985; this made China's economy grow by 9% between 1979 and 1990 and by 12% between 1990 and 2010. These efforts, amongst others, made China the world's second largest economy with 8.5% of the world's GDP and the highest contributor to world growth, closely followed by the USA, India, Korea and Brazil. South Korea, on the other hand, developed their S&T knowledge through research and experimental development skills but indigenously by initiating, imitating, improving and innovating on knowledge from external sources. This strategy worked so well that Korean firms overtook their pioneers in the USA and Japan within 12 years in the semiconductor industry. Samsung (a Korean company) exceeded Sony (a Japanese company) in 2005 to become the world's largest producer of electronics, and surpassed Motorola in 2007 to become the world's second largest mobile phone maker. In 2009, Samsung became the world's largest technology company with sales of KRW139 trillion globally, thereby overtaking Hewlett-Packard (USA) and Siemens (Germany); while only joining the industry in the 1980s, Samsung concentrated efforts on R&D investments in electronics and building core competence in the semiconductor industry. In conclusion, the study found that Nigeria can adopt and adapt any combinations of these strategies. Though some of these strategies cannot be directly deployed in Nigeria due to the peculiarity of Nigeria, which is characterized by vision volatility which in turn aggravates policy precariousness. There are other potential limiting factors like social acceptability, limited infrastructure and poverty level that would influence which policy strategy fits well. The study ends by recommending strategic implications for practice by the industry while advising government on policy.

Study on Criteria for Chinese Researchers of Environmental Area

Abstract In order to achieve the purpose of EU-China long-term exchanges and cooperation, Chinese excellent researchers in environmental area must be identified. According to the existing assessment systems of researchers in EU and China, and considering the characteristics of environmental area, the principles of index system were proposed, and the index system was established. The index system consisted of five first-level indexes, which were publications and patents, number of PhD students, research projects, titles and awards, and experience. The index system was used to assessment researchers from twenty-five 211 universities and national research institutes. The results showed all researchers were divided into four categories, which were world leading, internationally excellent, nationally excellent and nationally general. The assessment results accorded with the reality, therefore the assessment method was applicable and feasible.

After 10 years as Editor: some thoughts

After 10 years as Editor: some thoughts

Modeling, Identification and Control at Telemark University College

AbstractMaster studies in process automation started in 1989 at what soon became Telemark University College,and the 20 year anniversary marks the start of our own PhD degree in Process, Energy and Automa-tion Engineering. The paper gives an overview of research activities related to control engineering atDepartment of Electrical Engineering, Information Technology and Cybernetics.Keywords: modeling, simulation, identi cation, control, sensor technology 1 Introduction The Norwegian research journal MIC was initiated bylate Professor Jens Glad Balchen, with the rst issuepublished in 1980. MIC has played a central role inNorwegian cybernetics research, as it coincided with adramatic growth in the number of PhD students andgave these an arena to publish. Telemark UniversityCollege (HiT) salutes the journal, and those who madethe journal possible.The master studies in engineering at HiT started in1988, and the initial board was led by Finn Lied andincluded Inge Johansen and Sven G. Terjesen, all cen-tral people in the engineering community of Norwayin the last part of the 20th century. The leader of theengineering studies was May-Britt Hagg, now professorat The Norwegian University of Science and Technol-ogy (NTNU). In 1989, a study in Process Automationstarted; this study was planned by Terje Hertzberg,Steinar Sˆlid, Gudolf Kjˆrheim, Sven G. Terjesen,Ivar Loe, Jens I. Ytreeide, and Rolf Ergon. Later,Ytreeide became professor in these studies, while Loewas adjunct professor for many years. The Process Au-tomation study was led by Rolf Ergon, now professoremeritus. In 1994, these studies became part of HiT,organized under Faculty of Technology (HiT-TF).From the start, the MSc studies in Porsgrunn hadtheir accreditation from the Ministry of Education andResearch, while the PhD study was formally a degreeat NTNU, where HiT-TF operated almost as a facultyunder NTNU. In April 2009, the Ministry of Educa-tion and Research gave HiT the right to give our ownPhD-degree, in Process, Energy, and Automation En-gineering.The current MSc studies are in Process Technol-ogy, Systems and Control Engineering, and Energyand Environmental Technology, and they are taughtin English. Initially, the strong position of the re-gional process industry shaped the process automationstudy, which had a strong emphasis on modeling of dy-namic systems, numeric methods, process chemistry,separation technology, thermodynamics, etc. Controlengineering was also important, with topics in multi-variable control, optimal and predictive control, stateestimation, and control structures for industrial pro-cesses. Instrumentation technology and process safetywere core topics, and laboratory exercises widely used.With a compact group of teachers in close touch withthe students, this enabled necessary changes in pacewith the developments in the regional and nationalindustry, and today, the core topics are modeling ofdynamic systems, model based control, model based

Out With the Old and in With the New: the RAE, Bibliometrics and the New REF

For decades, the UK’s Research Assessment Exercise (RAE) has been a familiar, if unloved, feature of its higher education landscape. Every few years, UK universities have to prepare detailed submissions explaining how their various departments and research units have conducted research, the outputs from that research, and have to provide a mass of statistics on, for example, the numbers of staff in each so-called UoA (Unit of Assessment – i.e. subject area), the amount of research income, numbers of PhD students, and so on. This mass of documentation, including copies of selected published outputs from each nominated academic in the university, is then sent to peer panels comprising experts in the subject for them to evaluate the quality of research from that particular department or unit. The result, after much expenditure of time and money, is a grading for each UoA for each university. To get a high grade is not just a matter of pride or something that can be used in advertising materials; it translates to serious government cash for the relevant department or unit, so can make or break a given department. The results of each RAE are subsequently made public; for example, the results of the last one in 2001 can be found at http://www.hero.ac.uk/rae/Results/. Another RAE was conducted at the end of 2007, and its results will be issued at the end of 2008. There have been many complaints about the RAE over the years; in particular, that it is bureaucratic, expensive to run, involves massive opportunity costs for UK universities and the evaluation suffers all the familiar problems of peer review, i.e. that discussions are confidential, that the panel is biased in favour of well-known departments and in favour of conservative research, is backward looking at past research glories rather than evaluating the future of research in the departments, and is biased against little known individuals or departments, or against interdisciplinary or highly speculative research. It is difficult to judge how justified these criticisms are, though it is clear that the panels who undertake the evaluations make strenuous efforts to be as fair as possible. The RAE, indeed, is arguably schizophrenic as it is trying to be an evaluator of quality of research and at the same time it is acting as a way of distributing money for the future; the two aims are not always compatible. A further complaint is that the RAE represents a ‘double whammy’ for academics, as first they submit their research outputs to a conference, monograph editor or journal editor, and the material is peer reviewed and probably amended, and then the same published outputs are peer reviewed again, possibly by the same people who peer reviewed it in the first place, for the RAE. There are also accusations that the RAE has led to a ‘transfer market’, whereby star academics are offered large sums to move to another employer, as the new employer hopes that the academic’s publications will enhance the RAE return for them. In 2007, the UK Government made the surprise announcement that henceforth (i.e. after the 2007 RAE), for many subjects the RAE based on peer review would be scrapped in favour of the use of bibliometrics to evaluate them. The statement was made by the then Chancellor of the Exchequer in a budget announcement. This was surprising because hitherto the Chancellor had not shown the slightest interest in the matter of research evaluation of UK universities, and it is EDITORIAL

The Knowledge Production Function for University Patenting

We estimate a knowledge production function for university patenting using an individual effects negative binomial model. We control for R&D expenditures, research field and the presence of a TTO office. We distinguish between three kinds of researchers who staff labs: faculty, postdoctoral students and PhD students. We also examine whether PhDs and postdoctoral scholars contribute equally to patent activity or whether there is a differential effect depending upon visa status. We find patent counts relate positively and significantly to the number of faculty, number of PhD students and number of postdocs. Our results also suggest that not all graduate students and postdocs contribute equally to patenting but that contribution is mediated by visa status.

Sociolinguistics: a profile of the discipline in Britain

There appear to be few courses in Sociolinguistics in Britain if one relies purely on the title of undergraduate and postgraduate degrees. However, the study of the intersection and interaction of language and society is more widespread than a cursory survey might reveal. In a number of social science, linguistic and anthropology courses the discipline is thriving as a module or option if not as a core subject. There are a substantial number of PhD students in the discipline. The research areas that are most favoured in Britain and which attract national research funding seem to be language variation among urban groups and attendant issues of identity. European funding supports a wide range of projects ranging from the effect on language of new technologies through emerging European public spheres to questions of cultural inclusion in multicultural societies. British publishing houses have growing lists of work in Sociolinguistics in its widest interpretation.

A PhD is for life

Since the 1980s there has been an explosion in the number of students undertaking PhDs in the UK. The number of full-time research students increased from 30000 in 1991 to 54000 in 2001, while the number of part-time students rocketed from 15000 to 60000 over the same period. This increase is partly due to more students choosing research in the arts and humanities. In physics, the number of PhD students who are funded by the Engineering and Physical Sciences Research Council (EPSRC) and the Particle Physics and Astronomy Research Council (PPARC) has remained pretty stable since the early 1990s, at about 450 new students each year.

Correlates of career advancement in Australian universities

Academics in Australian universities who were lecturers in 1978 and senior lectures by 1988, or senior lecturers in 1978 and readers/associate professors by 1988, are compared with academics who had remained at the same level of appointment over this period. Career advancement was associated not only with demographic variables, but with work habits, and level of performance in research-related academic roles. These measures were themselves intercorrelated. The variables that most distinguished the academics in the sample who had been promoted from those who had not included rate of publication in refereed journals, level of citation, research grants applied for and obtained, and the number of PhD students under a person's supervision. Likelihood of promotion was correlated negatively with self-reported commitment to teaching. This demonstration that career advancement is associated primarily with an academic's record of achievement in research is consistent with claims in the literature about the incentive and reward system operating within Australian universities.

Engineering Geology Programs in the United States: Where Are They and Where Might They Be Headed?

The curricula of engineering geology in the United States are diverse, strongly influenced by the geographic location of the school, the academic training of the instructor, and the professional practical experiences of the instructor. The divergence between the growing numbers of students entering colleges and universities with interests in engineering geology courses and programs and the number of PhD students being prepared to teach them may be an indication of future program quality reduction unless unique and controversial solutions are applied, such as appointing non-PhD degree holders to tenure track positions.