Relevant bibliographies by topics / Engineering doctorates

Academic literature on the topic 'Engineering doctorates'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Engineering doctorates"

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FUTAGAMI, Tsuneji. "Career Passes of Foreign Recipients of Engineering Doctorates." Journal of JSEE 63, no. 4 (2015): 4_22–4_26. http://dx.doi.org/10.4307/jsee.63.4_22.

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Denton, Maya, Maura Borrego, and David B. Knight. "U.S. postdoctoral careers in life sciences, physical sciences and engineering: Government, industry, and academia." PLOS ONE 17, no. 2 (February 2, 2022): e0263185. http://dx.doi.org/10.1371/journal.pone.0263185.

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Discussions about science and engineering postdoctoral researchers focus almost exclusively on academic postdocs and their chances of eventually securing tenure-track faculty positions. Further, biological sciences dominate policy research and published advice for new PhDs regarding postdoctoral employment. Our analysis uses the Survey of Earned Doctorates and Survey of Doctorate Recipients to understand employment implications for physical sciences and engineering (PSE) and life sciences (LS) graduates who took postdoctoral positions in government, industry, and academic sectors. We examine postdoc duration, reasons for staying in a postdoc, movement between sectors, and salary implications. There is considerable movement between employment sectors within the first six years post-PhD. Additionally, postdocs in PSE are shorter, better paid, and more often in nonacademic sectors than postdocs in LS. These results can help science and engineering faculty discuss a broader range of career pathways with doctoral students and help new PhDs make better informed early career decisions.
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Eskin, Suzanne G. "Bioengineering Doctorates: Future Prospects for Employment." Tissue Engineering 2, no. 3 (September 1996): 163–65. http://dx.doi.org/10.1089/ten.1996.2.163.

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Florman, Samuel C. "Harvard and Engineering Education." Mechanical Engineering 138, no. 01 (January 1, 2016): 42–45. http://dx.doi.org/10.1115/1.2016-jan-3.

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This article talks about a positive shift in engineering education and applied sciences in global educational institutions such as Harvard. In the past, students at universities such as Harvard suffered due to lack of emphasis on engineering education; however, this has changed now with funding from outside. The roots of engineering professionalization are to be found in France, where as early as 1675, the government organized a corps of military engineers to oversee construction of fortresses and harbors. In 1985, the academic year preceding Prince Charles’s condescending remarks, Harvard awarded only 38 undergraduate degrees in engineering science, plus six master’s degrees and eight doctorates. The boost in the funding for engineering programs brings hope for the students in Harvard at the least.
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Hosoi, S. Aki, and Silvia Sara Canetto. "WOMEN IN GRADUATE ENGINEERING: IS DIFFERENTIAL DROPOUT A FACTOR IN THEIR UNDER REPRESENTATION AMONG ENGINEERING DOCTORATES?" Journal of Women and Minorities in Science and Engineering 17, no. 1 (2011): 11–27. http://dx.doi.org/10.1615/jwomenminorscieneng.v17.i1.30.

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SELTZER, RICHARD. "Student awarded doctorates in both chemistry and physics." Chemical & Engineering News 72, no. 34 (August 22, 1994): 32. http://dx.doi.org/10.1021/cen-v072n034.p032.

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Curran, Patrick S., Barbra Bied Sperling, and Mark S. Sanders. "HFS Job Survey: What are we doing?" Proceedings of the Human Factors Society Annual Meeting 30, no. 11 (September 1986): 1091–95. http://dx.doi.org/10.1177/154193128603001111.

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In the summer of 1985 a survey was sent to a sample of 997 members of the Human Factors Society. Respondents indicated how important each of 63 different activities was in their work. Comparisons are made between masters and doctorates, those with degrees in engineering and those with degrees in psychology, and among those working in various types of organizations.
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Gavin, M. Katherine. "The Development of Math Talent: Influences on Students at a Women's College." Journal of Secondary Gifted Education 7, no. 4 (August 1996): 476–85. http://dx.doi.org/10.1177/1932202x9600700406.

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An examination of the distribution of women who earn doctorates in mathematics and science presents a picture of uneven advancement. Women are clustered in the life sciences with far fewer majoring in the physical sciences, mathematics, engineering, and computer sciences. Recent studies attempting to identify factors that influence a woman's choice of career in the mathematical fields have focused on either women who have completed doctorates or formal training in their chosen fields or women presently in graduate programs in mathematics. This study focuses on math majors still in college, specifically 16 females at a highly selective liberal arts women's college, and factors that influenced their choice of this major and future career plans. A qualitative research methodology was employed using questionnaires, interviews with the students and the mathematics faculty, participant observation in mathematics classrooms, and document reviews of college and departmental publications. Findings revealed that positive school experiences and certain shared personality characteristics were integral in students' decisions to continue the study of mathematics in college.
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Sperling, Barbra Bied, Patrick S. Curran, and Mark S. Sanders. "HFS Job Survey: What do we need to know?" Proceedings of the Human Factors Society Annual Meeting 30, no. 11 (September 1986): 1096–100. http://dx.doi.org/10.1177/154193128603001112.

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In the summer of 1985, a survey was sent to a sample of 997 members of the Human Factors Society (HFS) living in the continental United States. A part of the survey focused on what people need to know to perform their job effectively. Respondents indicated how important each of 101 subject-matter areas was in their work. This paper discusses these results, comparing masters and doctorates, those with degrees in engineering and in psychology, and those working in various types of organizations.
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Bavaresco, Milena, and Kevin Jose. "Developing high-performance heat exchangers for low-emission power systems." Project Repository Journal 14, no. 1 (August 27, 2022): 30–33. http://dx.doi.org/10.54050/prj1419215.

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Developing high-performance heat exchangers for low-emission power systems The InDEStruct project is a collaborative engineering design doctoral training programme that provides a model for developing technology leaders, enabling them to apply scientific methods from academia to interdisciplinary industrial design. InDEStruct is driven by the need to develop more efficient and lower emission engine systems, with air charge cooling identified as the key enabling technology. To meet the challenge, InDEStruct brought together a consortium of industrial and academic partners in a novel and bespoke doctoral training programme, with four doctorates covering diverse aspects of mechanical engineering: structural vibration, stress and thermal analysis, additive manufacturing, multifunctional metamaterials, fatigue and materials development.
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Dissertations / Theses on the topic "Engineering doctorates"

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Long, Graham. "Engineering Doctorate (EngD) in Environmental Technology." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310040.

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Kerr, Bradley Gray. "Sustaining and rapid response engineering in the reservoir sampling and pressure group of the commercial products and support organization at Schlumberger Sugar Land Technology Center." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4995.

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This record of study investigates twelve months of engineering industry experience, a required internship of the Doctor of Engineering degree program at Texas A&M University. The internship company was Schlumberger Limited. The record of study begins with a brief introduction to the company. Three projects undertaken by the intern during the internship are discussed. The projects show how a wide variety of knowledge, both technical and practical, is required to solve engineering problems. Issues facing newly graduated engineers in industry are discussed. Issues facing newly graduated engineers exposed to industry for the first time are quite different than a traditional engineering curriculum has prepared them to encounter. Industry today is demanding a well-educated engineer capable of tackling technical problems in several areas as well as engineers with the ability to easily communicate and interact with others and develop leadership potential. Academia, industry, and society all have a highly influential role in developing engineers. The engineer must consider the interaction of technology and society when searching for a solution to optimize the benefit to all. The study further investigates academic challenges as well as the declining number of engineers, international competition, industry responsibility, and observations made during the internship period. Research has shown that in the next few year as the Baby Boomer generation of approximately 77 million people begin to retire, the next generation of approximately 44 million will have difficulty keeping up with technical and scientific demands. Industry demand for science and engineering graduates is beginning to overwhelm academia’s ability to respond and produce. Few U.S. undergraduates are continuing education in graduate schools. This leaves a large student population base to be filled by international students. U.S. citizens accounted for only 35-percent of the total number of doctoral degree recipients in science and engineering during the 2005 academic year. Observations made during the internship period will be used to make recommendations to both industry and academia to help align industry demands and academic abilities in order to produce engineering graduates that are ready to accept the vastly different challenges encountered in industry.
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Launder, Brian. "Submission the to the University of Manchester Institute of Science and Technology for the award of the higher Doctorate in Engineering." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679470.

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Watkins, A. Paul. "Selected publications submitted to the University of Manchester Institute of Science and Technology for the award of the Higher Doctorate in Engineering (DEng)." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679244.

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Mishagina, NATALIA. "Labor Market Behavior of Sciences and Engineering Doctorates: Three Essays." Thesis, 2009. http://hdl.handle.net/1974/5120.

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In this dissertation I study the labor market behavior of sciences and engineering (S&E) doctorates trained and employed in the US. The first essay is an empirical study of task-to-task transitions based on the Survey of Doctorate Recipients (1973-2001). It first assesses the relevance of the careers of doctorates to S&E in general, and research and development (R&D) in particular. Second, it evaluates the participation rates and mobility patterns of doctorates in careers of different types using a transition model with independent competing risks. The second essay extends the empirical framework described above and specifies a dynamic model of occupational choices with symmetric learning about one of the task- specific abilities and dependence on past performance to explain the empirical career patterns described in the first essay. The predictions of the model are used to evaluate the effects of two counterfactual experiments on the supply of research skill. The third essay studies geographic choices for first employment of doctorates using the Survey of Earned Doctorates (SED) 1957-2005. Decisions of Americans, Canadians, and third country nationals to stay in the US after their PhD versus moving to Canada are compared. Individual characteristics and differences in political and economic conditions and career opportunities in the US versus Canada are evaluated to explain the observed differences in the choice of location.
Thesis (Ph.D, Economics) -- Queen's University, 2009-08-31 11:33:27.809
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Adams, Karen. "Reconciling image with innovative need: how employers determine the ’fit’ of engineering higher degree by research graduates for industry." Thesis, 2011. http://hdl.handle.net/2440/70822.

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A substantial proportion of engineering higher degree by research (HDR) graduates indicate an interest in a career in business and industry. However, little of substance is known about the ways these graduates and the engineering work they perform are perceived and valued by their industry employers. The purpose of this study was to research the beliefs and perceptions of employers of engineering HDR graduates, in order to gain a more complete understanding of how they perceive the abilities developed through higher degree by research study to contribute to the Australian industrial workplace. Constructionist grounded theory methodology was used to explore the perceptions of 22 employers of research masters and PhD engineers in the fields of mechanical and chemical engineering in two major urban settings, both strong manufacturing and science and technology centres in Australia. The participants were located in a range of workplace contexts: consulting engineering firms, manufacturing firms, public utilities and government funded research organisations. The study revealed that the employers viewed their engineering HDR employees with positive regard, but maintained a number of ‘theoretical’ concerns about engineering HDR graduates in general. Their concerns mainly emanated from (a) beliefs about the nature of engineering problem solving and how it contributes to the innovative needs of their workplaces, and (b) beliefs about, or the image of, personal characteristics of engineering HDR graduates. With respect to these latter beliefs, it is argued in this thesis that the employers maintained idiosyncratic, implicit personal theories of engineering HDR graduates. When considering accommodating engineering HDR graduates in the workplace, the employers resolved their concerns by engaging in a process of reconciliation between these two sets of beliefs. The reconciliation process occurred in three stages: establishing innovative context, invoking personal theories and determining workplace fit. The employers were found to accommodate engineering HDR graduates to different extents, depending on the following factors: the value the employers placed on creativity to achieve workplace outcomes; the employers’ tolerance of the perceived personal attributes they associated with engineering HDR graduates; and the perceived costs they perceived to the workplace of engineering HDR graduates who display personal creativity attributes. A decision pathway, or algorithm, is hypothesised in this thesis that illustrates the way these factors are taken into account by the employers. In keeping with grounded theory research practice, each of the stages detailed in the thesis is then shown to elaborate, extend or challenge notions found in extant literature on creative achievement, implicit theories of creative people, and recruitment biases. The findings are also argued to contribute to the literature on HDR graduates’ employability and, in particular, to what is already known from studies of industry collaborative PhD programs.
Thesis (Ph.D.) -- University of Adelaide, School of Mechanical Engineering, 2011
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Desbiens, Raphaël. "La fonction d'appareil en spectrométrie par transformation de Fourier: de la modélisation à l'algorithmique." Phd thesis, 2004. http://tel.archives-ouvertes.fr/tel-00201169.

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Les contraintes imposées par les environnements extrêmes dans lesquels nous désirons aujourd'hui employer les spectromètres par transformation de Fourier, notamment pour la télédétection et l'exploration spatiale, motivent la mise au point d'algorithmes de traitement des données qui permettent de tirer profit au mieux des technologies en constante évolution. Cette thèse vise donc à faire progresser davantage la modélisation et l'algorithmique en spectrométrie par transformation de Fourier. Plus spécifiquement, nous nous sommes intéressé aux effets physiques et aux algorithmes ayant une incidence sur le profil d'une raie spectrale tel qu'il est restitué par l'instrument. Nous avons commencé notre étude en nous penchant sur le principal effet de convolution intervenant dans le traitement algorithmique des données: les fenêtres d'apodisation. Nous exposons une nouvelle méthode de contrôle flexible du profil spectral des fonctions d'apodisation. Nous introduisons ensuite les concepts propres à la déconvolution à l'aide de la correction de phase et de l'étalonnage complexe. Un modèle radiométrique rigoureux de la fonction d'appareil (ILS) de la source jusqu'au détecteur est présenté, tenant compte des pupilles du système optique. Il permet de déduire les conditions pour lesquelles la fonction d'appareil obéira à l'effet d'échelle, c'est-à-dire un élargissement de l'ILS au fur et à mesure que le nombre d'onde augmente. Nous établissons la forme discrète des équations liant la fonction d'appareil et les mesures sous une forme matricielle en tenant compte de la fonction de résolution sinus cardinal. Les propriétés propres à cette forme discrète mèneront à la construction efficace et précise d'une matrice d'ILS et à l'établissement des conditions d'inversion de la fonction d'appareil. Nous avons développé également un algorithme rapide qui permet d'intégrer numériquement la fonction d'appareil à une densité spectrale théorique pour reproduire la mesure d'un spectromètre. Finalement, nous poursuivons la modélisation de la fonction d'appareil par une étude de cas: le spectromètre par transformation de Fourier non compensé. Cette configuration de spectromètre nous permet d'introduire la phase due à la dispersion comme nouvelle caractéristique de la fonction d'appareil.
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Books on the topic "Engineering doctorates"

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Tuckman, Howard P. On time to the doctorate: A study of the increased time to complete doctorates in science and engineering. Washington, D.C: National Academy Press, 1990.

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F, Massy William, ed. The PhD factory: Training and employment of science and engineering doctorates in the United States. Bolton, Mass: Anker Pub., 2001.

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Susan, Hill. Undergraduate origins of recent science and engineering doctorate recipients. Washington, D.C: National Science Foundation, 1992.

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Susan, Hill. Undergraduate origins of recent science and engineering doctorate recipients. Washington, D.C: National Science Foundation, 1992.

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Susan, Hill. Science & engineering doctorate awards are at an all-time high. [Arlington, VA]: Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1994.

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Susan, Hill. Science & engineering doctorate awards are at an all-time high. [Arlington, VA] (4201 Wilson Blvd., Suite 965, Arlington 22230): Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1996.

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Susan, Hill. Science & engineering doctorate awards are at an all-time high. [Arlington, VA]: Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1994.

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Susan, Hill. Science & engineering doctorate awards are at an all-time high. [Arlington, VA] (4201 Wilson Blvd., Suite 965, Arlington 22230): Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1996.

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Hill, Susan. Science & engineering doctorate awards are at an all-time high. [Arlington, VA] (4201 Wilson Blvd., Suite 965, Arlington 22230): Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1996.

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Susan, Hill. Science & engineering doctorate awards are at an all-time high. [Arlington, VA]: Science Resources Studies Division, Directorate for Social, Behavioral, and Economic Sciences, National Science Foundation, 1994.

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Book chapters on the topic "Engineering doctorates"

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Ganzarain, Jaione, Leire Markuerkiaga, and Juan Ignacio Igartua. "How Does Working on University-Business Collaborative Projects Foster the Industrial Doctorates’ Learning Process?" In Lecture Notes in Management and Industrial Engineering, 25–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96005-0_4.

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Somasundaram, Jay, and Prue Howard. "Engineering the Doctorate: Designing a Highway to Traverse." In Traversing the Doctorate, 91–113. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23731-8_6.

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Smith, Karl A., Holly Matusovich, and Tracy X. P. Zou. "Constructive Controversy in Engineering Undergraduate, Masters, Doctorate, and Professional Settings." In Konstruktive Kontroverse in Organisationen, 109–30. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-00263-3_6.

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Zdero, Radovan. "Why (and Why Not) to Get a Master's or Doctorate in Engineering." In Practical Career Advice for Engineers, 33–38. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003193081-5.

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Gaudio, Eugenio. "Conferral of the Doctorate Honoris Causa in Industrial and Management Engineering to Hendrik F. Moed—Address of Eugenio Gaudio." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 343–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_16.

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Tronci, Massimo. "Conferral of the Doctorate honoris causa in Industrial and Management Engineering to Hendrik F. Moed—Address of Massimo Tronci." In Evaluative Informetrics: The Art of Metrics-Based Research Assessment, 345–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47665-6_17.

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Burrell, Darrell Norman, Calvin Nobles, Maurice Dawson, Eugene J. M. Lewis, S. Raschid Muller, Kevin Richardson, and Amalisha S. Aridi. "Innovative Legitimate Non-Traditional Doctorate Programs in Cybersecurity, Engineering, and Technology." In Applications of Machine Learning and Deep Learning for Privacy and Cybersecurity, 175–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9430-8.ch009.

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According to the US Federal Bureau of Investigations (FBI) the number of complaints about cyberattacks to their cyber division is up to as many as 4,000 a day. Every year in the U.S., 40,000 jobs for information security analysts go unfilled, and employers are struggling to fill 200,000 other cybersecurity-related roles. Colleges and universities have created certificate, undergraduate, and graduate programs to train professionals in these job roles. The challenge to meeting the cybersecurity workforce shortage through degree programs is intensified by the reality of the limited number of cybersecurity and engineering faculty at colleges and universities. This chapter explores the essential need to develop more doctorate faculty in technology-related areas and explains some unique and non-traditional paths to doctoral completion that allow professionals with significant real-world work experience to complete a doctorate without career interruption and relocation from highly respected and established universities in the US and the UK.
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Vinet, L. "Geotechnical engineering: French universities postgraduate programs — Doctorate: D.E.A. + 3–4 years." In Geotechnical Engineering Education and Training, 501–2. CRC Press, 2020. http://dx.doi.org/10.1201/9781003078623-88.

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Uébe-Mansur, Andre Fernando, Giselle Rôças, Eduardo dos Santos de Oliveira Braga, Neila Ferreira da Silva Jesus, and Lohaine Miguez Martins. "COVID-19 Pandemic Effects on Brazilian Postgraduate Research." In Training Engineering Students for Modern Technological Advancement, 290–312. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8816-1.ch014.

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The education area is being deeply affected by COVID-19, and Brazilian students are trying to adapt. This chapter aims to research how postgraduate students are dealing with the challenges of the pandemic. From the following research question, “How did COVID-19 impact different dimensions of students´ lives enrolled at master and doctorate programmes?” the chapter describes the challenges that students from Master and Doctorate programmes of two federal institutes are dealing with and the future perspectives in the context of the pandemic. The research methodology is based on an exploratory approach, grounded on a survey for data regarding the impacts of COVID-19 in three dimensions: private life, professional life, and academic life, aiming to understand if and how their research and educational products development were affected. The results show that, despite stress and efforts, the students could adapt their research for the pandemic situation.
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Ho, Siu Cheung, and Kong Bieng Chuah. "Application of MSTAM Methodology in Project Management." In Advances in Human and Social Aspects of Technology, 298–323. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7152-0.ch015.

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Innovation technology development and commercialization are not new, but this is a hot topic in this decade in Hong Kong. The relevant researches are focused on two dimensions from research and development (R&D) technologist perspective (supply-side) and industry user perspective (demand-side). This is a part of the author's engineering doctorate thesis. The thesis title is “An Analysis of the Determinants of Innovation and Technology Fund (ITF) R&D Projects Commercialization in Hong Kong's Logistics and Supply Chain Industries.” A pilot implementation case study has been conducted and tested, and the MSTAM methodology are workable for ITF R&D project deliverables commercialization to the industry.
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Conference papers on the topic "Engineering doctorates"

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"Longitudinal Career Patterns of Engineering Doctorates: Gender Diversity in the Academic Sector." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316068.

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Dunhill, A., C. Scruby, Donald O. Thompson, and Dale E. Chimenti. "THE UK ENGINEERING DOCTORATE CENTRE IN NON-DESTRUCTIVE EVALUATION." In REVIEW OF PROGRESS IN QUANTITATIVE NONDESTRUCTIVE EVALUATION: 34th Annual Review of Progress in Quantitative Nondestructive Evaluation. AIP, 2008. http://dx.doi.org/10.1063/1.2902656.

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Rodes Carbonell, Ana Maria, Eduardo Garcia-Breijo, Luis Gil Sanchez, Eva Bou Belda, and Ignacio Montava Segui. "Incorporation of E-textile into the textile engineering master and doctorate program." In 2020 XIV Congreso de Tecnología, Aprendizaje y Enseñanza de la Electrónica (XIV Technologies Applied to Electronics Teaching Conference) (TAEE). IEEE, 2020. http://dx.doi.org/10.1109/taee46915.2020.9163705.

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Crede, Erin, and Maura Borrego. "Pursuing an engineering doctorate: Exploring the role of the combined BS/MS program." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673653.

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Yang, Hongqing, and Ricky Jeffrey. "Industrial Doctorate: A Case Study of Doctor of Engineering in the United Kingdom." In 2021 IEEE International Conference on Engineering, Technology & Education (TALE). IEEE, 2021. http://dx.doi.org/10.1109/tale52509.2021.9678565.

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Ivey, Paul C., Michael L. Sanderson, Vivien Morris, and Derek G. Ferguson. "The Engineering Doctorate — An ‘Enhanced’ Doctoral Programme for Engineers Incorporating Business Decision-Making Skills: A Gas-Turbine Engineering Perspective." In ASME Turbo Expo 2000: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/2000-gt-0582.

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This paper describes a new UK initiative in the post graduate education of Engineers. The new ‘enhanced’ degree of Engineering Doctorate educates graduate Engineers in their respective technical disciplines whilst at the same time integrating the world of commerce and business into the technical decision making process. The paper describes the initial candidate selection methodology, project selection, course structure, assessment, thesis structure and outputs. The advantages of this enhanced postgraduate training are demonstrated, as are the objectives for the UK in adopting such a scheme. An example is presented from a joint Rolls Royce / Cranfield case study of the Design, Development and Product launch of a new type of Gas Turbine Instrumentation. This is set in a Gas Turbine Engineering perspective, in particular the consideration of active control of compressor surge to benefit aircraft engine fuel burn and increased flight range.
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Roberts, John W. "The Nuclear Engineering Doctorate and NTEC CPD and Masters Programmes: Education, Training and Research for the Decommissioning Skillsbase." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16395.

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Since its establishment in 2005 the Nuclear Decommissioning Authority (NDA) has a remit to maintain the skillsbase for safe, secure and cost effective decommissioning of the existing UK civil nuclear power plants and associated facilities. With an aging workforce and a competitive tender process for each project a number of new companies are realising the potential of the UK decommissioning market. The Nuclear Engineering Doctorate and NTEC Masters Programmes have been designed to provide the nuclear workforce of the future. The doctorate is a partnership between industry, a university partner and the research engineer with the benefit to industry that the research engineer is based with the industrial partner. Technical and management modules are studied at the university whilst the research project is carried out in the industrial environment. The Masters programme draws on the expertise of 11 Higher Education Institutes and offers over 20 modules that are delivered in a short-fat format either as stand alone CPD courses or, by taking further modules, a certificate, diploma or on completion of a research project an M.Sc. Modules are available that cover the technical aspects of decommissioning as well as management of the decommissioning process. The availability of modules in a Distance Learning format now enables students based around the world to benefit from this programme. This paper will describe the two programmes in detail and provide examples of current projects that are delivering the research and workforce required for a successful decommissioning programme.
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Rennels, Kenneth E. "Future of Engineering Technology Education." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33964.

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Engineering technology education in the United States can trace its history back to the Wickenden and Spahr study of 1931, which identified the place of engineering technology education in the technical spectrum [1]. By 1945, the Engineering Council for Professional Development developed the first accreditation procedures for two-year engineering technology programs and by 1946, the first program was accredited. On this timeline the Purdue University engineering technology programs at Indianapolis can trace their history back to 1946 [2]. Over the last 70 years, engineering technology education in the United States has distinguished itself by a history of evolution, development and continuous improvement. Engineering technology education faces significant challenges during the next several years. These challenges are driven by the rapid evolution of computer technology and changing expectations of the educational process by the stakeholders. Stakeholders include not only students and faculty but also various groups in both the public and private sectors including industry, professional organizations, funding agencies, state government and the university system. Two specific challenges facing engineering technology educators are ‘basic faculty credentials’ and changing expectations for ‘creative activities’. These two challenges can be delineated by the following questions: • Will a doctorate degree be necessary for engineering technology faculty in the future for promotion and tenure in the university environment? • Will applied research or pedagogical research be ‘good enough’ for tenure? This paper addresses these two issues using a study of current engineering technology faculty hiring practices as a basis. Ultimately, critical future discussions must occur as engineering technology education continues to evolve and move into the future.
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Kaplan, Kathleen M., and John J. Kaplan. "Protecting Intellectual Property in Power." In ASME 2005 Power Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pwr2005-50007.

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Power Engineers sometimes lack an important area of the engineering profession: Intellectual Property Education. Intellectual Property (IP) encompasses the intangible “stuff” which is what power engineering is all about — original thought, invention, and progress. The three traditional areas of IP are copyrights, trademarks, and patents. A power engineer cannot protect his or her interest and truly benefit society, whether it be an invention, expression of idea, or some other non-tangible property, without understanding these three IP areas. Power engineers are not to be blamed; IP has not been incorporated into the engineering discipline. Unfortunately, with the lack of IP instruction, power engineers may be ignorant as to the protection of their creations. This impacts their futures as they will be entering the creative field of power engineering without IP knowledge and may miss precious opportunities to benefit from their creations. Of course, this lack of IP knowledge does not help the power engineer or the progression of power engineering. This paper, written by a patent agent and patent attorney, both holding doctorate degrees in computer science and electrical engineering, respectively, will introduce the concepts of intellectual property in an easy-to-understand format. The authors will cover all three traditional areas of IP: copyrights, trademarks, and patents. Within each, specific examples will be given with respect to power engineering. With the knowledge presented, the power engineer should be able to identify the type of intellectual property needed to protect his or her works.
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Salgado Sánchez, Pablo, Jose Miguel Ezquerro, Dan Gligor, Úrsula Martínez, Jose Fernández, and Ignacio Tinao. "The “Effect of Marangoni convection on heat transfer in Phase Change Materials” experiment, from a student project to the International Space Station." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.015.

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This manuscript summarizes the educational and scientific outcome of the Research-based learning activities performed in the bachelor’s, master’s, and doctorate programmes in aerospace engineering at the Technical University of Madrid. The activities are related to the line of research in Phase Change Materials in microgravity developed at the Spanish User Support and Operations Centre. The principal scientific results obtained during these years are outlined, drawing particular attention to those related to the “Thermocapillary Effects in Phase Change Materials in Microgravity” experiment and the “Effect of Marangoni convection on heat transfer in Phase Change Materials” project. The outcomes of this research are discussed from an educational perspective. Since 2016, we observe an increased interest from students to participate in research activities, which has had direct positive impact on the production of scientific results
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Reports on the topic "Engineering doctorates"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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