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ERIC Number: ED168444
Record Type: RIE
Publication Date: 1979-Feb
Pages: 57
Abstractor: N/A
Reference Count: 0
Young Doctoral Faculty in Science and Engineering: Trends in Composition and Research Activity. Higher Education Panel Report Number 43.
Atelsek, Frank J.; Gomberg, Irene L.
A study was conducted to determine the proportion of young doctoral faculty (i.e., received the Ph.D. within the past seven years), the extent of their activity in seeking research support, and the possible reasons for any slackening in their search for support in recent years. Trends based on earlier surveys on the same topic are analyzed. Department heads were also asked to estimate the number of faculty they expected to hire for 1978-79. The survey was limited to colleges and universities that award the Ph.D. degree, and inquiries were directed to departments in 16 science and engineering fields. Usable responses were recieved from 203 of 235 institutions and 1,366 of 1,684 departments. National estimates were derived from survey responses by a weighting procedure. Results of the survey were weighted to cover 1,809 doctorate-level departments at 288 institutions. In 1977-78, 24 percent of the full-time doctoral faculty of these departments were defined as young. The data show that the proportion of young doctorates in science and engineering departments continues a pattern of decline evident in three previous surveys going back to 1968. On the average the young faculty members submit research proposals with greater frequency than do the senior faculty, and they are only slightly less successful than their senior colleagues in obtaining funds for the research proposals. Statistical data and a sample survey are presented. (SW)
Higher Education Panel, American Council on Education, One Dupont Circle, Washington, DC 20036
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.; National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: American Council on Education, Washington, DC. Higher Education Panel.
Note: Tables may be marginally legible due to small type