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Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 241
Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 242
Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 243
Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 244
Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 245
Suggested Citation:"Appendix E: List of Variables." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
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Page 246

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APPENDIX E List of Variables VARIABLES USED IN THE RATINGS CALCULATION Publications per Allocated Faculty,∗ 2001-2006 (Non-Humanities): Data from the Thomson Reuters (formerly Institute for Scientific Information) were used to construct this variable. It is the average over the seven years, 2000-2006, of the number of articles for each allocated faculty member divided by the total number of faculty allocated to the program. Data were obtained by matching faculty lists supplied by the programs to the Thomson-Reuters list of publications and cover publications extending back to 1981. For multi-authored articles, a publication is awarded for each author on the paper who is also on a faculty list. For computer science, refereed papers from conferences were used as well as articles.1 The list of journals included in the ISI database can be found here: http://science.thomsonreuters.com/mjl/. To find the precise journal coverage for the 2005-2006 period, contact Thomson Reuters. Books were not counted for the non- humanities. Number of Published Books and Articles per Allocated Faculty (Humanities): Data from résumés submitted by the humanities faculty were used to construct this variable. It is made up of two measures; the number of published books and the number of articles published during the period 1986 to 2006 that were listed on the résumé. The calculated measure was the sum of five times the number of books plus the number articles for each allocated faculty member divided by the faculty allocated to the program. In computing the allocated faculty to the program, only the allocations of the faculty who submitted résumés were added to get the allocation. Book reviews were counted as articles. Average Citations per Publication (Non-Humanities): Data from Thomson Reuters were used to construct this variable. It is the per-year average of the number of allocated citations in the years 2000-2006 to papers published during the period 1981-2006 by program faculty divided by the allocated publications that could contribute to the citations. For example, the number of allocated citations for a faculty member in 2003 is found by taking the 2003 citations to that faculty member’s publications between 1981 and 2003. These counts are summed over the entire faculty in the program and divided by the sum of the allocated publications to the program in 2003. ∗ Because many faculty members supervise dissertations in more than one program, faculty members were allocated across the programs that they were associated with so that the total, taken across all programs, equaled one. 1 These papers were compiled from the résumés of individual faculty members. 241

242 APPENDIX E Percent of Faculty with Grants: Data from the faculty questionnaire were used to construct this variable. The faculty questionnaire asks whether a faculty member’s work is currently supported by an extramural grant or contract (E1). The total of faculty who answered this question in the affirmative was divided by the total respondents in the program and the percentage was then calculated. Percent Interdisciplinary: Data from the program questionnaire were used for this variable. Faculty were identified as either core, new, or associated. Percent interdisciplinary is the ratio of associated to the sum of core, new, and associated faculty. Allocations were not used in the construction of this variable. Percent Non-Asian Minority Faculty of Core and New Faculty, 2006∗∗: Data from the program questionnaire were used for this variable. For each program the data reported for question B7, the race/ethnicity of core and new faculty in the program, was used to compute the ratio of non-Hispanic Blacks, Hispanic, and American Indians or Alaska Natives to that of non-Hispanic Whites, non-Hispanic Blacks, Hispanic, Asian or Pacific Islanders, and American Indians or Alaska Natives. Faculty with Race/Ethnicity Unknown were excluded from the ratio, as were faculty who were neither American citizens not permanent residents. Allocations were not used in the construction of this variable. Percent Female Faculty of Core and New Faculty, 2006: Data from the program questionnaire were used for this variable. For each program the data reported for question B5, the gender of core and new faculty in the program, was used to compute the ratio of core or new female faculty to the total of core and new faculty as described above. Allocations were not used in the construction of this variable. Awards per Allocated Faculty: Data from a review of 1,393 awards and honors from various scholarly organizations were used for this variable. The awards were identified by the committee as “Highly Prestigious” or “Prestigious” with the former given a weight of 5. The award recipients were matched to the faculty in all programs, and the total awards for a faculty member in a program was the sum of the weighted awards times the faculty member’s allocation in that program. These awards were added across the faculty in a program and divided by the total allocation of the faculty to the program. Even though the awards spreadsheet provided on the website is separated by field, award recipients were matched to faculty members in all programs by broad field. Therefore, just because an award was omitted from a field on the online spreadsheet, this does not mean that faculty did not get credit for awards outside their field. Average GRE, 2004-2006 (Verbal Measure for the Humanities, Quantitative Measure for All Other Fields): Data from the program questionnaire were used for this variable. For each program, question D4 reported the average GRE verbal and ∗∗ “Core” faculty are those whose primary appointment is in the doctoral program. “New” faculty are those with tenure track appointments who were appointed in 2003-2006.

APPENDIX E 243 quantitative scores for the 2003-2004, 2004-2005, and 2005-2006 academic years and the number of individuals who reported their scores. A weighted average was used to compute the average GRE, which was calculated by multiplying the number of individuals reporting scores by the reported average GRE score for each year, adding these three quantities and dividing by the sum of the individuals reporting scores. Percent Students Receiving Full Support in the First Year (Fall 2005): Data from the program questionnaire were used for this variable. For each program question E5 reported the type of support that full-time graduate students received during the fall term each year of enrollment. For this variable the data for the first year were added for all types of support and divided by the total number of students. Percent First-Year Students with External Funding, 2005: Data from the program questionnaire were used for this variable. For each program question E8 reported the type of support full-time graduate students received during fall term each year of enrollment. For this variable the data for the first year were added for support by externally funded fellowships and combinations of external fellowships and other internal support and then divided by the total number of first year students. Percent First-Year Students with Institutional Fellowships Alone, Fall 2005: Data from the program questionnaire were used for this variable. For each program question E8 reported the type of support full-time graduate students received during fall term each year of enrollment. This variable is defined as the data for first-year students who were supported by institutional fellowships alone divided by the total number of first year students. Percent First-Year Students with Combination of Fellowships and Traineeships, Fall 2005: Data from the program questionnaire were used for this variable. For each program question E8 reported the type of support full-time graduate students received during fall term each year of enrollment. This variable is defined as the data for first year students who were supported by a combination of fellowships and traineeships divided by the total number of first-year students. Percent First-Year Students with Both Internal Fellowships and Internal Assistantships, Fall 2005: Data from the program questionnaire were used for this variable. For each program question E8 reported the type of support full-time graduate students received during fall term each year of enrollment. This variable is defined as the data for first-year students who were supported by both internal fellowships and internal assistantships divided by the total number of first year students. Percent First-Year Students with Multiple Internal Assistantships, Fall 2005: Data from the program questionnaire were used for this variable. For each program question E8 reported the type of support full-time graduate students received during fall term each year of enrollment. This variable is defined as the data for first year students who were supported by multiple internal assistantships divided by the total number of first-year students.

244 APPENDIX E Percent Non-Asian Minority Students, 2005: Data from the program questionnaire were used for this variable. Question C9c reported the race/ethnicity of doctoral students in the program. This was used to compute the ratio of non-Hispanic Blacks, Hispanics, and American Indians or Alaska Natives to that of non-Hispanic Whites, non-Hispanic Blacks, Hispanics, Asian or Pacific Islanders, and American Indians or Alaska Natives. Respondents with Race/Ethnicity Unknown where excluded from the ratio as were international students. Percent Female Students, 2005: Data from the program questionnaire were used for this variable. Question C9 reported the gender of doctoral students in the program. This was used to compute the percentage by taking the number of female graduate students divided by the total number of doctoral students. Percent International Students, 2006: Data from the program questionnaire were used for this variable. Question C9b reported the citizenship of graduate students in the program. These data were used to compute the percentage of international graduate students by taking the number with temporary visas and dividing it by the number of doctoral students with known citizenship status. Average Annual Ph.D.’s Graduated 2002-2006: Data from the program questionnaire were used for this variable. Question C1 reported the number of doctoral degrees awarded each academic year from 2001-2002 to 2005-2006. The average of these numbers was used for this variable. If no data were provided for a particular year, the average was taken over the years for which there were data. Average Completion Percentage (8-Year Completion Percentage for Humanities Fields, 6 Years for Other Fields): Data from the program questionnaire were used for this variable. Questions C16 and C17 reported for males and females separately the number of graduate students who entered in different cohorts from 1996-1997 to 2005- 2006 and the number in each cohort who completed in 3 years or less, in their 4th, 5th, 6th, 7th, 8th, 9th years, and in 10 or more years. To compute the completion rate, the number of doctoral students for a given entering cohort who completed their doctorate in 3 years or less and in their 4th, 5th, 6th years were totaled and the total was divided by the entering students in that cohort. This computation was made for each cohort that entered from 1996-1997 to 1998-1999 for the humanities and 1996-1997 to 2000-2001 for the other fields. Cohorts beyond these years were not considered, since the students could complete in a year that was after the final year 2005-2006 for which data were collected. To compute the average completion rate, an average was taken over 3 cohorts for the humanities and over 5 cohorts for other fields. Time to Degree (for Full- and Part-Time Graduates): Data from the program questionnaire were used for this variable. Question C2 reported the median time to degree for full-time and part-time students averaged over the years 2004-2006. That reported number was used for this variable.

APPENDIX E 245 Percent Ph.D.’s with Definite Plans for an Academic Position, 2001-2005: Data from the National Science Foundation 2005 Doctorate Records File (DRF) were used for this variable. A crosswalk was generated between the DRF Specialty Fields of Study and the fields in the study taxonomy. Data from the DRF for 5 years (2001-2005) were matched by field and institution to the programs in the research-doctorate study. The percentage was computed by taking the number of individuals who have a signed contract or are negotiating a contract for a position at an educational institution and dividing by the number of doctorates in those years. Positions included employment and postdoctoral fellowships. In the final version, this definition has changed. The denominator is now the number of survey respondents instead of the number of doctorates in those years. Student Work Space: Data from the program questionnaire were used for this variable. Question D12 reported the percentage of graduate students who have work space for their exclusive use. If reported percentage was 100 percent, then a value of 1 was given to this variable. Otherwise the value was -1. Health Insurance: Data from the institutional questionnaire were used for this variable. Question A1 reported whether or not the institution provided health care insurance for its graduate students. If the response to this question was yes, then a value of 1 was given to this variable. If it was no, then the value was -1. Student Activities: Data from the program questionnaire were used for this variable. Question D8 listed 18 different kinds of support for doctoral students or doctoral education. This variable is a count of the number of support mechanisms proved by the program or the institution. Data Not Used in Ranking Calculations but Presented in the On-line Tables Total Faculty: Sum of core, new, and associated faculty 2006 (Question B1 through B3 on the program questionnaire) Number of Allocated Faculty: Number of allocated faculty in 2006 (described in footnote on p. 46) Assistant Professors (%): Number of assistant professors as a percent of core and new faculty 2006 (Question B1 and B2 on the program questionnaire) Tenured Faculty (% of Core and new Faculty): Number of faculty with tenure as a percent of core and new faculty 2006 (Questions B1 and B2) Number of Core and New Faculty: Sum of core (B1) and new faculty (B2) Total Students Enrolled: Number of Students Enrolled Fall 2005 (C8) Average 1st Yr Enrollment: Average annual first year enrollment, 2002-2006 (C3)

246 APPENDIX E Research Assistants (%): Percent of students with research assistantships fall 2005 as a percent of enrollment. (E8) Teaching Assistants (%) (Percent of enrollment): Number of students with teaching assistantships, fall 2005 as a percent of enrollment (E8) Regional Code: 1=North East (Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, Pennsylvania, New Jersey) 2=Mid-West (Wisconsin, Michigan, Illinois, Indiana, Ohio, Missouri, North Dakota, South Dakota, Nebraska, Kansas, Minnesota, Iowa) 3=South Atlantic (Delaware, Maryland, District of Columbia, Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida) 4=South Central (Kentucky, Tennessee, Mississippi, Alabama, Oklahoma, Texas, Arkansas, Louisiana) 5=West (Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico, Alaska, Washington, Oregon, California, Hawaii)

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A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders.

The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included.

The book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings.

Included with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment.

As an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet.

PhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities.

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