Canadian Graduate Education in the News

Canadian graduate education has been all over the news lately. A number of recent articles have stirred the pot, so to speak, on a number of debates going on in the higher education arena, particularly with regards to times to completion and the poor job market new Ph.D.'s are currently facing. At Queen's, the dean of the School of Graduate Studies responded to a column expressing concern over a new policy that aimes to lower graduate student times to completion. Meanwhile, Speculative Diction blogger Melonie Fullick revisits the job crisis and the purpose of doctoral education in a Globe and Mail article

PhD Reform?

Attention has been drawn to doctoral education in the popular media lately. An article and blog post in University Affairs call for PhD reform in Canada, prompted by the release of exclusive date on completion rates and times to completion that have not been published elsewhere. While this data is not comprehensive, representing only eight of the 15 top research-intensive universities- none of them identified, it helps to create a picture, of what has been termed elsewhere the ‘crisis’ in doctoral education. This data, provided by a group of the country’s leading research-intensive universities, known as the U-15, shows that of a 2001 PhD cohort, 55.8% of those in humanities, and 65.1% of social science students completed their programs, compared to 78.3% in the health sciences and 75.4% in the physical sciences. Times to completion were also highest in these disciplines, with humanities students taking, on average, 18.25 terms, or just over six years, and those in social science programs averaging 17 terms. This data substantiates earlier research that found that fewer than half of those who start a doctoral program in the humanities and social sciences actually graduate; these faculties have the lowest completion rates at both the master’s and doctoral degree levels. Doctoral students in these fields of study are also reported to have the longest times to completion, with averages hovering around 77 months, according to statistics released by the Canadian Association of University Teachers.

Graduate Student Professional Development

A new report has recently been released by the Canadian Association of Graduate Students (CAGS). Drawing on findings from earlier reports and studies, as well as survey that was administered to graduate deans across the country, the report highlights the increasing importance of prioritizing professional skills training for graduate students that goes beyond discipline-specific knowledge.

Canadian Graduate Student Satisfaction with Academic Experience and Student Life

A new report released today by the Higher Education Quality Council of Ontario (HEQCO) shows that graduate students remain satisfied with their education, although satisfaction has dropped slightly since 2007. Using data from the 2007 and 2010 Canadian Graduate and Professional Student Survey (CGPSS), the report explores what influences graduate students’ satisfaction with their universities, programs of study, academic experiences and faculty supervisors; what influences students’ perceptions of the quality of teaching and learning; and how graduate student satisfaction levels differed between 2007 and 2010. The report uses data from 15 Ontario universities in 2007 and 17 in 2010. While the satisfaction levels of doctoral students have decreased slightly, the study showed greater satisfaction with the quality of professional skills development they received in 2010 compared to 2007. This may suggest the success of some institutions’ initiatives – such as the Graduate Professional Skills (GPS) Program at the University of Toronto. Policy recommnendations suugest that the government continue to work with universities and their graduate deans to promote and support initiatives and best practices that improve graduate student preparation for the labour market.

Graduate Student and Faculty Trends from the CAUT Almanac

Some interesting tidbits from the 2012-13 CAUT Almanac: In 2009-10, women accounted for 54% of degree enrollment at the Master's level (down from 56% last year); holding steady at 47% at the Ph.D. level for 2009-2010. In 2010, 44,919 master's, and 5,736 degrees were awarded in Canada. Women accounted for 61.5% of Master's degrees; 44.3% of Doctorates that were awarded for 2009-2010. In 2011, 2,034 new full-time university teachers were appointed in Canada. 44.2% were women. The proportion of full-time university teachers employed beyond the age of 65 more than quadrupled between 2001 and 2011, to 5.1% of males and 3.8% of females. The number of 'senior' full-time university teachers exceeded the number of 'junior' teachers in 2010-11: 5.7% were within the 30-34 age bracket; 5.8% were between 65-69 years of age.

Graduate Student Life Initiative

McMaster University has once again stepped up to the plate where graduate students are involved, starting up the Graduate Student Life Initiative. The brainchild of the Graduate Student Services Committee, comprised of individuals from Student Affairs, Graduate Studies, and the Graduate Students' Association,the goal is to determine the needs of graduate students and develop a framework to meet those needs. Prompted by feedback from a survey conducted by the Student Success Centre, key areas of concern have been identified, such as time management skills; academic support; and employment and career advice. Two years ago, McMaster created the position of assistant dean of Graduate Student Life and Research Training, the first of its kind at a Canadian university. That position is currently filled by Peter Self. Graduate student enrolment at the university currently stands at over 4,000 students, an increase of over 75% since 2000. But McMaster has made it clear that the management and servicing of this growing student population is a key priority, along with recruitment efforts, setting a great example for other Canadian universities to follow. Let's hope that they do.

Congress 2012

This weekend I am headed off to Wilfrid Laurier and the University of Waterloo for Congress, the annual convention of the social sciences and humanities in Canada. I will be attending meetings and conference proceedings for the Canadian Society for the Study of Higher Education (CSSHE) and the Canadian Sociological Association (CSA). I will be part of a panel discussion for graduate students on publishing, presenting a poster on graduate student transitions, and giving a presentation on access and retention in higher education.

Graduate Student Support Services

Two weeks into a new semester, I am gearing up to begin research for my doctoral dissertation, "Student support services and graduate student persistence in the social sciences and humanities disciplines." The purpose of this study is to identify graduate students' needs, particularly with regards to academic success, and the role of institutional-based support services in addressing these needs. This study aims to contribute to the existing literature on graduate student persistence, the role of student support services, and the experiences of graduate students, while filling a gap in the literature on Canadian graduate education and identifying future directions for research. The overall aim of this research is to elicit feedback that may better enable the provision of support services to the burgeoning graduate student community at Canada's universities.

Mentoring Graduate Students

While scanning the literature for another topic, I recently came across two articles on graduate student mentoring published this year. Both focused on faculty mentorship, as much of the work in this area seems to. The first article, looks the significant impact of faculty mentorship on graduate student success an retention, acknowledging the changing demographic of the graduate student body, as well as the role of technology as important considerations for faculty setting out to provide guidance to the next generation of scholars. The second article, looks at faculty's perceived roles and responsibilities in their mentoring relationships with their graduate students.

There is a paucity of literature examining the effects of peer mentoring at the graduate level. There is much to be said for the establishment (whether formally or informally) of ties between fellow graduate students; opportunities for mentoring and even research and writing collaborative relationships can evolve among members of a program cohort, or even across institutions as graduate students network at conferences and meetings of professional associations. Further research would do well to explore this form of mentoring, the role peers may play in the development, success and retention of graduate students, and how to foster such relationships.

SKills Development

This weekend, I will be taking part in the Canadian Federation of Students- Newfoundland and Labrador's (CFSNL) 2011 skills development symposium as a member of Memorial University's Graduate Student Union (GSU). This event brings elected representatives together from across the province to develop skills that will assist them with the day-to-day operations of their students' unions.

Graduate Programs for Student Services Professionals on the Rise in Canada

An article appeared today on University Affairs about the growth of graduate programs for student services professionals in Canada. In recent years, masters and doctoral programs with specializations in the student services field have been implemented. As the article notes, Memorial University was one of the first to offer such a program, introducing the master's of education in post-secondary studies with a specialization in student services in 1998. Next fall, the University of Toronto will introduce a master's of education degree with a specialization in student affairs and student development. Many graduate programs in student services are offered part-time and online to accommodate working professionals. While such initiatives are fairly new to Canada, "the field is quite old in the U.S." according to Tony Chambers, associate professor of higher education at the University of Toronto's Ontario Institute for Studies in Education (OISE).

Canadian Trends in Graduate Education

The Canadian Association of University Teachers (CAUT) has released its annual Almanac of Post-Secondary Education in Canada. Highlights with regards to graduate education include the following:

- In 2008, Canadian universities awarded 36,423 Master's and 4,962 Doctorates.

- Women accounted for 56% of Master's program enrollments and 47% at the PhD level in 2008-2009.

- In 2008-2009, International students made up 15% of Master's and 21% of PhD program enrollments.

- In Newfoundland and Labrador, at the Master's level, the majority of Master's degrees awarded in 2008 went to women in all disciplines, with the exception of Architecture, Engineering, and Related Technologies, where they accounted for only 22.2%; and Mathematics, Computer and Information Sciences (28.6%). Overall, women accounted for 58.5% of Master's degrees that were awarded in the province.

- at the national level, women lagged behind men in the number of Doctorates awarded in 2008 in most fields, with the exception of the following fields: Business, Management and Public Administration (50.8%); Education (67.8%); Health, Parks, Recreation and Fitness (59.1%); Social and Behavioural Sciences, and Law (60.2%).

The full Almanac can be read here.

Trends in U.S. Graduate Education II

A new report, “Graduate Enrollment and Degrees: 2000 to 2010”, was released last week by the Council of Graduate Schools (CGS). According to the press release, enrolment of new graduate students at U.S. schools decreased for the first time since 2003, by 1.1% from 2009 to 2010. This, despite an 8.4% increase in applications; the report states that approximately 42% of all graduate applications were accepted.

Other findings from the report include the following:

- women accounted for 58% of first time graduate students, and 59% of all graduate students, in fall 2010. They also earned two-thirds of graduate certificates, 60% of master’s degrees, and 52% of doctorates awarded in 2009-10. The academic year of 2009-10 academic year marks the second consecutive year women have earned the majority of doctoral degrees in the U.S.

- While approximately three-quarters of all graduate students were enrolled in masters’ degree or graduate certificate programs, total enrolment increased faster at the doctoral level (3.3%) than at the master’s degree and graduate certificate level (0.5%) between fall 2009 and 2010. First-time graduate enrolment increased 1.5% at the doctoral level, but fell 1.6% at the master’s degree and graduate certificate level.

- More than half of all graduate students in fall 2010 were enrolled in programs in education, business, or health sciences.

The full report can be read here.

The PhD Movie

The PhD Movie, based on PhD Comics, is being screened tonight at Memorial University. The trailer, along with a screening schedule, can be found here.

Canadian and Local Trends at the Highest Levels of Tertiary Education

A new report has been released by the Canadian Education Statistics Council, entitled Education Indicators in Canada: An International Perspective 2011. With regards to graduate education, here are some highlights:

- Graduation rates at the tertiary-type A level (bachelor and masters degrees; other university degrees or certificates above a bachelor's degree but below a doctorate) for first-time graduates were higher for women in all Canadian provinces in 2008. The Canadian average was 45.8% for women and 28.3% for men. The earnings of women with any kind of tertiary education were still only 63% of men's however, an increase of only 2% since 1998.

- International students accounted for 1/5 (20.2%) of enrollment in advanced research programmes (doctorates and post-doctorates) in Canada in 2008. In Newfoundland and Labrador, international students accounted for 30% of those enrolled in these programmes.

-At the highest levels of tertiary education (Type-A and advanced research), Canada exceeded the international figure (25% versus 21%) for completion.

-While Newfoundland and Labrador exceeded the Canadian average (40.3% versus 36.9%)for completion of tertiary-type A education as a first-time graduate, the province had the lowest employment rates of those aged 25-64 years at all levels of educational attainment.

A Profile of Graduate and First-Professional Students in the U.S.

A new report was recently released by the U.S. department of education; prepared by the National Center for Education Statistics. The report draws on data from the 2007-08 National Postsecondary Student Aid Study and takes a look at the enrolment characteristics of graduate and first-professional students, when they started their programs, how they combined school and work; the costs of attending, and the sources used to pay for their education, including amounts provided. Highlighted key findings from the report include the following:

* About 65% of all graduate/first-professional students were enrolled in master’s degree programs (31% in education). 15% were enrolled in doctoral programs (60% in a PhD program); 9% were in first-professional programs (51% were in law).

* Students in MBA programs and master’s or doctoral programs in education were more likely to have delayed enrolment in graduate education after completing their undergraduate degrees, to work full time, and to be enrolled part time, compared to medical, health science and law students who tended to be enrolled full time and within two years of earning a Bachelor’s degree, and not work full time,

* Average total costs of full time, full year attendance ranged from $28,400 for a Master’s degree program at a public institution to $52,500 for a first-professional program at a private non-profit institution.

* 91% of doctoral students received some type of financial aid. Doctoral students (except for those in education) were most likely to receive grants and the least likely to take out loans; borrowing was more common amongst first-professional students than master’s or doctoral students. Education doctoral students received financial aid less commonly than other doctoral students; relied solely on loans more commonly than Ph.D. students in other fields.

The full report can be found here:

An Overeducated Populace

Recently, The New York Times devoted a special issue to graduate school. Among the advice columns and opinion pieces, an article titled “The Master’s as the New Bachelor’s” takes a look at credential inflation and the difficult task facing new university graduates of marketing their degree to potential, often disinterested employers. According to Debra W. Stewart, president of the Council of Graduate Schools, a master’s level education is quickly becoming the entry degree in many professions. Partly responsible for this trend is the fact that increasing numbers of graduates are returning to school at the graduate level, a common reason for this was the recent economic downturn. The high numbers of job applicants with multiple degrees is leaving employers with little choice but to use education as a way of sorting through applications, and those with graduate degrees come out on top. Rising in popularity in the U.S. is the professional science mater’s degree, which combines job specific training with business skills, and demonstrates a shifting focus towards professionalizing degrees and “learning for the real world”. This trend is spreading beyond the master’s degree to the Ph.D. level, and humanities departments are being urged to get on board. People are frequently heard joking that soon one will need a Ph.D. for the most mundane of jobs, but at what point will universities and society at large determine that enough is enough?

Funding Issues for International PhD Students at Canadian Universities

According to Western News, six philosophy Ph.D. students at the University of Western Ontario have recently raised concerns about funding for students who take more than four years to complete the degree. Western guarantees funding for all doctoral students for four years, or five for those who have been admitted directly from a n undergraduate program. This benchmark is based on criteria set by the Ontario Ministry of Training, Colleges, and Universities’ (MTCU). As a result of recent federal policy changes, international student applicants who formerly qualified for the Federal Skilled Worker program will not longer be eligible. These changes restrict international students from applying for permanent residency status while on a study permit, and those students who do not complete their degree within four years risk being deported. Previously, PhD students who qualified for permanent residency status could pay domestic tuition fees, which at Western are less than half of what international students pay. It is being argued that this is not only an international issue. Both Canadian and international students sometimes require more than four years to complete the Ph.D. But while Canadian students are eligible for government funding programs such as the Social Sciences and Humanities Research Council (SSHRC), international students are not. The Associate Dean of Research for the Faculty of Arts at Western notes that there has been an issue of slow completion that the university is working to improve. Nonetheless, Western, along with other Canadian universities, has brought its concerns about the policy revisions to the federal government.

Funding Awarded to Study STEM Master's Completion

The Council of Graduate Schools (CGS), with funding from the Alfred P. Sloan Association, has selected five U.S. universities to take part in a study on completion and attrition in STEM (science, technology, engineering and math) master's programs. Each institution will receive $30,000 for their participation. Further information can be found here.

Student Diversity in Higher Education: Conflicting Realities

This week I am in Amsterdam for the European Access Network's 20th Anniversary Conference. I am looking forward to the paper sessions; in particular a presentation about widening assess and opportunities for graduate students, and plenary panel speaker Dr. Michael Nettles of Educational Testing Services in the U.S.