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The impact of institutional student support on graduation rates in US PhD programmes

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The impact of institutional student support on graduation rates in US PhD programmes. / Bolli, Thomas; Agasisti, Tommaso; Johnes, Geraint.
In: Education Economics, Vol. 23, No. 4, 2015, p. 396-418.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Bolli, T, Agasisti, T & Johnes, G 2015, 'The impact of institutional student support on graduation rates in US PhD programmes', Education Economics, vol. 23, no. 4, pp. 396-418. https://doi.org/10.1080/09645292.2013.842541

APA

Bolli, T., Agasisti, T., & Johnes, G. (2015). The impact of institutional student support on graduation rates in US PhD programmes. Education Economics, 23(4), 396-418. https://doi.org/10.1080/09645292.2013.842541

Vancouver

Bolli T, Agasisti T, Johnes G. The impact of institutional student support on graduation rates in US PhD programmes. Education Economics. 2015;23(4):396-418. Epub 2013 Oct 1. doi: 10.1080/09645292.2013.842541

Author

Bolli, Thomas ; Agasisti, Tommaso ; Johnes, Geraint. / The impact of institutional student support on graduation rates in US PhD programmes. In: Education Economics. 2015 ; Vol. 23, No. 4. pp. 396-418.

Bibtex

@article{3cf3917638bd4d1ba48f0334cab13b4a,
title = "The impact of institutional student support on graduation rates in US PhD programmes",
abstract = "Using National Research Council data, we investigate the determinants of graduation rates in US PhD programs. We emphasise the impact that support and facilities offered to doctoral students have on completion rates. Significant, strong and positive effects are found for the provision of on-site graduate conferences and dedicated workspace, though there are differences across disciplines in the impact that these have on completion. Other facilities have more limited impact, though results from a quantile regression analysis suggests that some support measures – including student appraisal – may have a stronger positive impact at the bottom end of the distribution.",
keywords = "research, doctoral programmes, skills, education production function",
author = "Thomas Bolli and Tommaso Agasisti and Geraint Johnes",
year = "2015",
doi = "10.1080/09645292.2013.842541",
language = "English",
volume = "23",
pages = "396--418",
journal = "Education Economics",
issn = "0964-5292",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - The impact of institutional student support on graduation rates in US PhD programmes

AU - Bolli, Thomas

AU - Agasisti, Tommaso

AU - Johnes, Geraint

PY - 2015

Y1 - 2015

N2 - Using National Research Council data, we investigate the determinants of graduation rates in US PhD programs. We emphasise the impact that support and facilities offered to doctoral students have on completion rates. Significant, strong and positive effects are found for the provision of on-site graduate conferences and dedicated workspace, though there are differences across disciplines in the impact that these have on completion. Other facilities have more limited impact, though results from a quantile regression analysis suggests that some support measures – including student appraisal – may have a stronger positive impact at the bottom end of the distribution.

AB - Using National Research Council data, we investigate the determinants of graduation rates in US PhD programs. We emphasise the impact that support and facilities offered to doctoral students have on completion rates. Significant, strong and positive effects are found for the provision of on-site graduate conferences and dedicated workspace, though there are differences across disciplines in the impact that these have on completion. Other facilities have more limited impact, though results from a quantile regression analysis suggests that some support measures – including student appraisal – may have a stronger positive impact at the bottom end of the distribution.

KW - research

KW - doctoral programmes

KW - skills

KW - education production function

U2 - 10.1080/09645292.2013.842541

DO - 10.1080/09645292.2013.842541

M3 - Journal article

VL - 23

SP - 396

EP - 418

JO - Education Economics

JF - Education Economics

SN - 0964-5292

IS - 4

ER -