Journal articles: '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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Yang, Hongqing. "A Triple Helix Model of Doctoral Education: A Case Study of an Industrial Doctorate." Sustainability 14, no. 17 (September 1, 2022): 10942. http://dx.doi.org/10.3390/su141710942.

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The knowledge economy requires a revolution in doctoral education. This article generalizes a triple helix model of doctoral education based on the existing literature. Further, it conducts a case study of a Center for Doctoral Training sponsored by the Engineering and Physical Sciences Research Council in the United Kingdom. This research adopts document and observation studies as instruments to examine the roles of university, industry, and government, and their interactions, in doctoral education. Through document and observation analyses, it finds that universities provide disciplinary, interdisciplinary, and professional training to doctoral students; industry offers research and training opportunities, research grants, and placements; and governments stimulate the cooperation between universities and industry through support policies and grants. Universities, industry, and governments benefit from these interactions, and these benefits reinforce their interactions. In the meantime, university autonomy is compromised by the involvement of industry and governments in doctoral education, although the rigor of the doctorates is not compromised because universities dominate the assessment. The curriculum, supervision, matching of research projects from industry with the research interests of doctoral students, and research outcomes, which are in the boundary spaces of the triple helix model of doctoral education, should be further developed for the development of industrial doctorates.

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Sanders, Mark S., Barbra Bied Sperling, and Patrick S. Curran. "HFS Job Survey: Implications for Accreditation, Certification and Education." Proceedings of the Human Factors Society Annual Meeting 30, no. 11 (September 1986): 1089–90. http://dx.doi.org/10.1177/154193128603001110.

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Almost from the beginning of the human factors profession, people have wrestled with defining what human factors people do. In general, we have more or less accepted that what human factors is, is what human factors does. The problem has been that there has really not been a systematic study of what HF professional actually do, or what knowledges are important in their work. In addition, in recent years the Society has initiated efforts to develop certification and educational accreditation programs. Both these programs have had to depend on general impression of a small number of individuals as to what HF people do and need to know. Recently, the Human Factors Society undertook a survey of its membership (Sanders, Bied, & Curran, 1986) with one of the goals being to collect systematic data on what HF people do and need to know in their work. The objective of this symposium is to present information obtained from that survey and to discuss the implications of those data for certification, accreditation, and graduate education. The symposium is organized around two paper presentations. The first focuses on the activities performed by human factors professionals (Curran, Bied Sperling, & Sanders, 1986). The second deals with subject-matter areas considered important in the work of HF professionals (Bied Sperling, Curran, & Sanders, 1986). Comparisons are made between masters and doctorates, those with degrees from engineering departments and those with degrees from psychology departments, and those working in various types of organizations. Following the paper presentations, three panel members discuss the implications of the results for certification, accreditation, and graduate education. The three panel members are Ken Laughery Sr. (Chair of the Professional Standards Committee), Colin Drury (Member of Accreditation Subcommittee), and Robert Blanchard (Chair of the Certification Subcommittee). In addition to their involvement in accreditation and certification, they also represent psychology and engineering graduate programs, and industry perspectives. The discussants will address the implications of the results presented in the papers. The questions to be addressed will include: What differences in accreditation criteria are suggested by the differences between masters and doctorates and between psychologists and engineers? Should there be separate certifications for those with psychology and engineering degrees? Should there be separate accreditation criteria and requirements for psychology and engineering programs? Are our education programs adequately preparing students? Can two or three specialized human factors courses make an experimental psychologist or industrial engineer a human factors specialist? Are we making the best use of the talents of masters and doctorate level people on the job? Are we requiring knowledges and skills in our graduate programs that do not seem to be important on the job? The discussion and information presented in this symposium will be valuable for: (1) assessing whether graduate programs are providing the knowledges and skills actually used and considered important on the job; (2) assuring that a HFS certification program has content validity and addresses competencies actually needed by HF specialists; and (3) counseling students considering human factors as a career field.

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Solorzano, Daniel G. "THE BACCALAUREATE ORIGINS OF CHICANA AND CHICANO DOCTORATES IN THE PHYSICAL, LIFE, AND ENGINEERING SCIENCES: 1980-1990." Journal of Women and Minorities in Science and Engineering 1, no. 4 (1994): 253–72. http://dx.doi.org/10.1615/jwomenminorscieneng.v1.i4.10.

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FUTAGAMI, Tsuneji. "On Why Southeast Asians Got Engineering Doctorates in Seven Japanese Universities and Where They Got Their Jobs." Journal of JSEE 65, no. 5 (2017): 5_93–5_97. http://dx.doi.org/10.4307/jsee.65.5_93.

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Coutinho, Isabel Ribau. "When we look at the supervisor image in the mirror, what do we see? The supervisors' mirror image regarding doctoral supervision." Advances in Social Sciences Research Journal 8, no. 2 (February 28, 2021): 398–410. http://dx.doi.org/10.14738/assrj.82.9714.

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Studies regarding doctoral education can focus the PhD student, the supervisor, higher education institution (policy, curriculum, professional career support, culture, among others). PhD students, supervisors and higher education institution, constitute three keys for the same door (doctoral education), and without one of them, the door can´t be well open. Choose which of them should be analyzed is the researcher responsibility, as present data and look carefully to it. During the last years' doctoral education and the doctoral supervision process at UNL as been studied, looking to PhD students, supervisors and institution [1-5]. In the present research, the focus is on supervisor perception. It is important to know supervisor opinion, to attempt and captures their perceptions regarding the doctoral supervision process. When the supervisor thinks and responds to surveys regarding supervision, he/she is presenting an image of himself/herself. This study occurred among the PhD supervisor population at a Science engineering school (Faculdade de Ciências Tecnologia) at Universidade Nova de Lisboa, a Portuguese Higher education institution, with a footprint in the research area. It was possible to capture the image that reflected in the mirror when the supervisor looked. The unexpected image reflected is of a researcher and not a supervisor. When they look to their doctorates, they generally see future technicians/ qualified workers and not a future researcher. Nonetheless, they consider that to finish the PhD, doctorates have to acquire the research profile. This mismatch is consistent with the reality, where attrition exists and many students think to live the academy after the enrollment in the PhD.

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Rudolph, Karl-Ulrich, Andreas Kluska, and Van Long Nguyen. "Water Doctoral Network of Engineering and Management." Journal of Vietnamese Environment 1, no. 1 (November 5, 2011): 25–26. http://dx.doi.org/10.13141/jve.vol1.no1.pp25-26.

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The lack of highly qualified labour force in the Vietnamese water and environmental sector as well as the problems in the mutual admission of doctoral students between German and Vietnamese Universities have motivated the Institute of Environmental Engineering and Management (IEEM) at the University of Witten/Herdecke to initiate the Water Doctoral Network (WDN). This network shall not be limited to tuition and conferral of doctorates in water sciences, engineering and economics, but serve as nursery for new, innovative research potentials and projects within the international academic co-operation. Applied learning and research, rather than basic research and pure science, are the main focuses of this project. Sự thiếu hụt lực lượng lao động chất lượng cao trong lĩnh vực nước và môi trường ở Việt Nam cũng như các vấn đề trong việc tiếp nhận nghiên cứu sinh tiến sỹ giữa các trường Đại học củaĐức và Việt Nam đã tạo động lực để Viện Kỹ thuật và Quản lý Môi trường (IEEM) của trường Đại học Witten/Herdecke đề xuấtmạng lưới đào tạo Tiến sỹ nghiên cứu về ngành nước (WDN). Mạng lưới này không chỉ giới hạn ở việc giảng dạy và cấp bằng tiến sĩ trong lĩnh khoa học, kinh tế và kỹ thuật về ngành nước, mà nó như là vườn ươm đối với các dự án và tiềm năng nghiên cứu sáng tạo mới trong hợp tác hàn lâm quốc tế. Học tập và nghiên cứu ứng dụng thực tế là các trọng tâm chính của dự án này chứ không đơn thuần là nghiên cứu cơ bản và khoa học thuần túy.

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Knight, David, Timothy Kinoshita, Nathan Choe, and Maura Borrego. "Doctoral student funding portfolios across and within engineering, life sciences and physical sciences." Studies in Graduate and Postdoctoral Education 9, no. 1 (May 14, 2018): 75–90. http://dx.doi.org/10.1108/sgpe-d-17-00044.

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Purpose This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit. Design/methodology/approach Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios. Findings The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables. Originality/value Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.

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Lee, Hsing-fen, and Marcela Miozzo. "How does working on university–industry collaborative projects affect science and engineering doctorates’ careers? Evidence from a UK research-based university." Journal of Technology Transfer 40, no. 2 (May 17, 2014): 293–317. http://dx.doi.org/10.1007/s10961-014-9340-4.

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Melles, Gavin. "Global perspectives on structured research training in doctorates of design – what do we value?" Design Studies 30, no. 3 (May 2009): 255–71. http://dx.doi.org/10.1016/j.destud.2008.09.003.

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Navickienė, Eglė. "DOCTORATE AT THE FACULTY OF ARCHITECTURE OF VGTU: DEVELOPMENT AND TENDENCIES OF EVOLUTION IN THE EUROPEAN CONTEXT / DOKTORANTŪRA VGTU ARCHITEKTŪROS FAKULTETE: RAIDA IR KAITOS TENDENCIJOS EUROPOS KONTEKSTE." JOURNAL OF ARCHITECTURE AND URBANISM 37, no. 4 (December 24, 2013): 279–91. http://dx.doi.org/10.3846/20297955.2013.859448.

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The article deals with doctoral dissertations prepared and defended at the Faculty of Architecture at current Vilnius Gediminas Technical University in spite of changes of its institutional subordination. It deepens into fields of scientific research investigated during doctoral studies that are considered an important part of research in architecture. The tendencies of evolution of doctorate at the Faculty of Architecture of VGTU are contextualised in architectural research and doctoral studies in architectural research and education institutions both in Lithuania and abroad. During the Soviet times, Lithuanian architects had a possibility to prepare and defend dissertations for a scientific degree of candidate of architectural sciences either at the Faculty of Architecture at Kaunas Polytechnic Institute (afterwards – at Vilnius Engineering Building Institute) or at institutions of architectural research and education in the Soviet Union, outside Lithuania, depending if Lithuanian institutions had the right to educate the aspirants for scientific degree and the right to defend their dissertations. It mostly influenced the dynamics of scientific degrees obtained (see Fig. 1). Architecture was defined as an autonomous research field under the Soviet classification and it helped to shape the identity of the discipline: its width, specific methods and questions. Architectural dissertations of Soviet times were rigorously specialised and empiric, closely connected with practice, deepening into urban issues more than architectural ones (see Fig. 2). Since 1998, architecture loses its integrity and becomes a subfield of Art Critics in Humanities. Since then doctoral dissertations defended at the Faculty of Architecture of VGTU investigate architectural history, theory and critics according traditional methodologies of humanities including interdisciplinary contexts; fundamental academic research dominates. Recent international dynamic changes in both doctoral studies and architectural research directs for the impact of research beyond academia generating more efficient contribution to architectural research and innovation related to ideas, forms, techniques, materials and practices based upon technological advances for the so-called society of knowledge; one of the means is creating various forms of doctorates. Nevertheless, the present situation of doctorate at the Faculty of Architecture of VGTU is not supportive for tuning to new tendencies – revision of national classification of research towards integrity of architecture field, and also introduction of a program of research by design, priorities for innovative, practice-embedded, interdisciplinary, future-oriented research in doctorate at the school might create much more positive medium for the progress. Santrauka Straipsnyje nagrinėjama doktorantūros (aspirantūros) Vilniaus Gedimino technikos universiteto Architektūros fakultete, nepaisant jo kitusios institucinės priklausomybės, raida. Pagrindinis dėmesys skiriamas apgintų disertacijų mokslinių tyrimų kryptims ir pobūdžiui kaip sudėtinei architektūros mokslo daliai, jų raidą ir kaitos tendencijas siejant su procesais kitose šalyse. Apžvelgiamos šiame amžiuje vykstančios aktualios dinamiškos permainos doktorantūros studijų sampratoje ir architektūros mokslo raidoje kaip architektūros doktorantūros studijų kaitą formuojančiuose veiksniuose. Naujų požiūrių kontekste įvertinamos doktorantūros studijų VGTU Architektūros fakultete pokyčių galimybės.

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Lee, Hsing-fen, and Marcela Miozzo. "Erratum to: How does working on university–industry collaborative projects affect science and engineering doctorates’ careers? Evidence from a UK research-based university." Journal of Technology Transfer 40, no. 2 (June 7, 2014): 361–62. http://dx.doi.org/10.1007/s10961-014-9344-0.

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Brent, Rebecca, Marisa Orr, Catherine E. Brawner, and Catherine Mobley. "Who Tells Your Story? A Card-Sort Activity for Eliciting Authentic Narratives." International Journal of Qualitative Methods 20 (January 2021): 160940692110531. http://dx.doi.org/10.1177/16094069211053104.

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Card sorting has been used in qualitative studies in various fields to better understand how individuals organize information and make choices based on it. As part of a mixed-methods study of why Black engineering students initially chose their major and why they subsequently decided to persist in or switch out of it, we developed a card-sort activity and used it in 79 semi-structured student interviews. Besides generating data relevant to the mission of our study, the activity shifted the students' focus to their own experiences and away from the interviewers, who were not matched with them on race or age and with whom there was a power differential (interviewers with doctorates talking with undergraduates). The article contains a brief overview of the broader study, a description of steps taken to promote authentic storytelling by the interviewees, an outline of the development and application of the card-sort activity, representative findings, and recommendations for other researchers contemplating using a similar technique. We believe our experience in using the card-sort technique and our subsequent mixed-method analysis of the resulting data will benefit qualitative researchers seeking authentic stories.

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Goodall, Roger. "All Systems Go for Engineering Doctorate." INSIGHT 10, no. 3 (July 2007): 13–14. http://dx.doi.org/10.1002/inst.200710313.

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Ferris, Timothy L. J. "Systems engineering professional doctorate to educate defence engineering leadership." International Journal of Intelligent Defence Support Systems 2, no. 3 (2009): 171. http://dx.doi.org/10.1504/ijidss.2009.030582.

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Wang, Jin. "Doing Doctorate Student Research Under Software Engineering." Data Research 3, no. 2 (2019): 20. http://dx.doi.org/10.31058/j.data.2019.33003.

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Pirbhai, Neelam F. "Taking the Bull by the Horns: A Mauritian Qualitative Study of the Doctoral Training in French Studies." 2018 International Conference on Multidisciplinary Research 2022 (December 30, 2022): 214–24. http://dx.doi.org/10.26803/myres.2022.18.

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Extant literature reveals that reports of the experiences of humanities doctoral students are relatively rare. In view of examining whether there is a need to review the traditional French studies doctoral training into the New-route PhD to reboot and reinvigorate the field, an inventory of how doctorates were and are still trained was conducted in 2019. An informal interview with five PhD holders, who have completed their PhD in the same field at different universities in France and Mauritius, was done. Two main themes were manually coded during data collection: research community, and doctoral training and career guidance. Despite major amendments over the centuries, the doctoral training for candidates enrolled in this PhD in both France and Mauritius still lags behind and is often accused of being completely irrelevant in solving social issues. In this empirical study, the focus group has enabled us to investigate the support doctoral students have received in order to make learning leaps and develop research and technical skills which can benefit them in or outside academia. Despite the resilience of all respondents to complete their PhD (French studies), it seems that some changes are needed in the field. The role of the university and Education 4.0 is not to simply produce and disseminate knowledge but must also prepare the student to face the labour market and to enable the doctoral candidate achieve what is called “doctorateness”, participate in (inter)-national research community and use advanced technology such as programming languages/artificial intelligence/metaverse/virtual reality among others.

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Emerging Technology, International Journal of Engineering and. "TOC." International Journal of Engineering and Emerging Technology 5, no. 1 (August 3, 2020): 0. http://dx.doi.org/10.24843/ijeet.2020.v05.i01.p01.

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Fomunyam, Kehdinga. "Post-Doctoral and Non-Faculty Doctorate Researchers in Engineering Education: Demographics and Funding." African Journal of Inter/Multidisciplinary Studies 4, no. 1 (2022): 286–95. http://dx.doi.org/10.51415/ajims.v4i1.988.

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The driving force behind research in many countries is funding for research and development. The research at postgraduate level is predicated on a core research group championed by one principal investigator which might include staff scientists, postdoctoral appointees, non-faculty doctorate researchers, or graduate students and they play major roles in supporting the day-to-day duties in a research laboratory in order to gain more knowledge to continue their own independent research careers. In this case study, postgraduate postdoctoral appointees and doctorate holding non-tenure researchers in engineering were the study group and secondary data from National Center for Science and Engineering Statistics (2018) was used in this study. From this result, it was noticeable that there were more of postdoctoral appointees in units much more than the other categories. There were more males than females among postdoctoral appointees and non-faculty doctorate researchers in engineering education. Findings reveal that the most prominent primary sources of support for postdoctoral appointees are federal and nonfederal domestic. From the primary mechanism of support, research grants were the most available for post-doctoral appointees. This study therefore recommends that there should be more inclusion for females in engineering education and efforts be intensified on increasing funding in postdoctoral engineering education.

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Prals, S. J. "Qualified Manpower in Engineering." National Institute Economic Review 127 (February 1989): 76–83. http://dx.doi.org/10.1177/002795018912700107.

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This article examines the numbers of skilled persons in engineering and allied occupations who qualify each year throughout the skill range—from an engineering doctorate to craftsmen and technicians—and compares Britain with other advanced industrial countries. The main quantitative difference between Britain and other countries lies in the numbers qualifying at the level of qualified craftsman; attention is also drawn to an important qualitative difference in practical content and length of university-degree courses in engineering.

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Ionescu, Lavinel. "RESUME." SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 24, no. 24 (December 20, 2016): 6–71. http://dx.doi.org/10.48141/sbjchem.v24.n24.2016.6_2016.pdf.

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Lavinel George Ionescu completed the doctorate in New Mexico State University, Las Cruces, USA in 1970. He is currently a scientific consultant - scienco scientific consulting services and editor of Southern Brazilian Journal of Chemistry. Published 92 articles in specialized journals and 190 works in annuals of events. It has 11 book chapters and ten published books. Guided the scientific work of more than 50 researchers, including doctorate thesis, masters dissertations, graduation works and scientific initiation in various north american and brazilian universities in the areas of chemistry, materials engineering and biology. Received 24 awards and / or tributes. Between 1972 and 2004, he coordinated 29 research projects. It works in the chemistry, physics, astronomy, and engineering area. In his professional activities, interacted with 161 employees in co-authorities of scientific works. In your lattes curriculum the most frequent terms in the contextualization of scientific, technological, and artistic-cultural production are noble gases, clathrates, thermodynamics of solutions, respiratory pigments, properties, physical appliances, physical applications models of membranes, history and philosophy of science and Latin American contributions in chemistry.

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Brazziel, William F., and Marian E. Brazziel. "MINORITY SCIENCE AND ENGINEERING DOCTORATE RECIPIENTS WITH JUNIOR AND COMMUNITY COLLEGE BACKGROUNDS." Community College Journal of Research and Practice 18, no. 1 (January 1994): 71–79. http://dx.doi.org/10.1080/1066892940180107.

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Tao, Yu. "WHERE DO THEY DO ENGINEERING? GENDER DIFFERENCES IN EMPLOYMENT AT THE POSITION LEVEL AMONG ENGINEERING DOCTORATE RECIPIENTS." Journal of Women and Minorities in Science and Engineering 22, no. 1 (2016): 69–89. http://dx.doi.org/10.1615/jwomenminorscieneng.2016011999.

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Burt, Brian A., Krystal L. Williams, and Gordon J. M. Palmer. "It Takes a Village: The Role of Emic and Etic Adaptive Strengths in the Persistence of Black Men in Engineering Graduate Programs." American Educational Research Journal 56, no. 1 (August 9, 2018): 39–74. http://dx.doi.org/10.3102/0002831218789595.

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Black men, underrepresented in engineering, constitute a missing segment of the population who could contribute to the global knowledge economy. To address this national concern, stakeholders need additional research on strategies that aid in Black men’s persistence. This study explores the experiences of 30 Black men in engineering graduate programs. Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors. The article concludes with implications for future research and professional practice that may improve the experiences of Black men in engineering graduate programs, which may also increase the chances that they will remain in the engineering workforce.

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Wodzicki, Tomasz J. "Creative engineering – introducing the progress of science to forestry." Forest Research Papers 80, no. 4 (December 1, 2019): 263–68. http://dx.doi.org/10.2478/frp-2019-0026.

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AbstractImplementing creative engineering, or in other words the progress of science, in forestry practice requires the integration of knowledge from its various branches concerning the impact of human activity on the Earth’s ecosystem. In fact, various aspects of development in the forest services are already associated with ecological engineering, which in practice includes biology, economy, sociology as well as technical and mechanical construction. Special attention was given to modelling as the most productive method of promoting progress in forest management. In the case of biological engineering in forest ecology, for example, various possibilities of applying genetic engineering as a potential future method for increasing productivity as well as for the preservation of genetic diversity and environmentalprotection are discussed in more detail. Literature recommendations concerning engineering in forestry accessible to students of the Extramural Doctorate Studies at the Forest Research Institute in Sękocinare also presented.

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George Fomunyam, Kehdinga. "Post-Doctoral and Non-Faculty Doctorate Researchers in Engineering Education: Demographics and Funding." International Journal of Education and Practice 8, no. 4 (2020): 676–85. http://dx.doi.org/10.18488/journal.61.2020.84.676.685.

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McGee, Ebony O., Derek M. Griffith, and Stacey L. Houston. "“I Know I Have to Work Twice as Hard and Hope that Makes Me Good Enough”: Exploring the Stress and Strain of Black Doctoral Students in Engineering and Computing." Teachers College Record: The Voice of Scholarship in Education 121, no. 4 (April 2019): 1–38. http://dx.doi.org/10.1177/016146811912100407.

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Background/Context It is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students. We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experiences would be vastly different, their experiences closely resembled those of students in other institutions. Research Design Each person participated in either an individual interview or focus group. Data were collected via video- and audio-recording. All focus groups took place at either a national engineering-/computing-related conference or at the students’ home institutions. Twenty-three participants were interviewed, while the remainder participated in focus groups of three to five students (maximum of ten). Interviews and focus groups were semistructured, using open-ended questions but allowing some flexibility to develop new ideas and order topics differently. Data Collection and Analysis This study employed transcendental phenomenology, using three steps to investigate and make meaning of participants’ experiences: examining the phenomenon with intentionality, eidetic reduction, and constitution of meaning. Transcendental reduction allowed for examining the experience of Black doctoral students in engineering and computing in general and separating what the research perspectives supplied from what our intuitions offered, guided by our theoretical frameworks of role strain and racial battle fatigue. Transcendental phenomenology also gave the authors a context to examine and disclose our own experiences and feelings. Findings Consistent with prior research on role strain and John Henryism (i.e., trying to overcome a chronic stressor by working harder), we found that seeking success in training, employment, work, or career was more important to these Black graduate students and postdocs than safeguarding their mental or physical health. Meeting the demands of a PhD program or postdoctoral fellowship were critical priorities congruent with their phase of life. Their focus and sacrifice may have helped them complete their degrees, but our findings suggest that these strategies exacted psychological, emotional, and physical costs. The study deepened our understanding of significant interrelated dynamics for this population in four key ways. We found that (a) the stresses and strains made students question their qualifications; (b) racialized experiences were often the source of stress, strain, and academic performance anxiety; (c) discordance between the racial make-up of their academic environments and their racialized engineering and computing identities appeared to exacerbate impostor phenomenon; and (d) the students’ proactive coping mechanisms took an emotional toll. Participants discussed the nature and sources of their feelings of self-doubt. The implications extend beyond the dwindling numbers of Black students earning STEM doctorates; this racial climate also affects the academic workforce and the professional landscape. Although Black researchers who leave academia after completing doctoral training can influence scientific innovation through other positions, it is alarming and problematic that potentially qualified future professors are dissuaded from pursuing academic careers because of their training experiences. Their absence from faculty can hinder critical innovation, breakthroughs, and the training of succeeding generations of scholars who might have learned from and collaborated with them. Conclusions and Recommendations The added stress, strain, and toll on Black students’ well-being is an underappreciated reason for their relinquishing of academic careers. Our findings illustrate the students’ resilience and strength. Continued research on added stressors (e.g., impostor syndrome, racialized stress) and strengths could add much-needed consideration of cultural, structural, and interpersonal racism and the ways that Black students earning doctoral degrees in STEM fields manage to succeed despite cultural and institutional barriers. Future research should explore how to modify the microculture of STEM programs and departments to allow Black students to feel that these are healthy, safe, and fair spaces in which they can make contributions. Otherwise, an invaluable diversity of perspectives may disappear altogether from academic environments. In addition, diversifying the faculty and students in doctoral engineering and computing programs could help to reduce impostor syndrome, isolation, and other damaging psychological stress. Forthcoming research, programs, and policies should consider what Black students in STEM endure, because simply surviving racially toxic environments should not be the end goal.

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Smith, Daniel W., and Nihar Biswas. "Environmental engineering education in Canada." Canadian Journal of Civil Engineering 28, S1 (January 1, 2001): 1–7. http://dx.doi.org/10.1139/l00-078.

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Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers.Key words: environmental engineering, education, courses, undergraduate environmental engineering, graduate environmental engineering.

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Frei, Irina, and Christian Grund. "Antecedents of overtime work: The case of junior academics." German Journal of Human Resource Management: Zeitschrift für Personalforschung 34, no. 4 (February 10, 2020): 371–97. http://dx.doi.org/10.1177/2397002220903247.

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Despite the ongoing public debate about precarious working conditions in academia, there is only little evidence on working hours and overtime work for the group of (non-tenured) junior academics. We make use of unique longitudinal survey data on the occupational situation and careers of doctoral students and doctorate holders in science, technology, engineering and mathematics fields in Germany. We find that overtime hours are less pronounced among firm employees holding a doctorate and among postdocs than they are among doctoral students. This result is prevalent both between individuals in the cross-section and with regard to individual fixed effects panel estimations. In contrast to firm employees, overtime hours are in a considerable way positively associated with part-time contracts for doctoral students. Furthermore, our results reveal that individuals’ career orientation is positively associated with extra hours. In contrast, individuals with family responsibilities spend significantly fewer hours at work.

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Solorzano, Daniel G. "The Doctorate Production and Baccalaureate Origins of African Americans in the Sciences and Engineering." Journal of Negro Education 64, no. 1 (1995): 15. http://dx.doi.org/10.2307/2967281.

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Campbell, Throy Alexander, and Maria Adamuti-Trache. "Science and Engineering Doctorate Recipients Entering the Labor Market: Income Disparities for Underrepresented Minorities." Career and Technical Education Research 41, no. 2 (August 1, 2016): 85–105. http://dx.doi.org/10.5328/cter41.2.85.

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Juhász, Csaba, and Julianna Mocsáriné Fricz. "Competence modules of the agro-environmental engineering bachelor course in Hungary." Acta Agraria Debreceniensis, no. I (October 5, 2010): 229–36. http://dx.doi.org/10.34101/actaagrar/i/8407.

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One of the most important goals of the Bologna Process is to introduce the three circle system: bachelor, master, doctorate courses. In Hungary from 2006/2007 academic year 132 bachelor courses are launched. One of the launched bachelor course is environmental engineering of which the scientific background and economical sector are rapidly changing. Hence, to help graduates from this area to find a job, it is very important to examine working activities, expectations of employers, to study requirements of the training programs, the system of competencies. Having examined these points, frameworks of professional requirements have been worked out by 27 validation tests. In this publication, the results of the research work related to the environmental engineering bachelor program were presented.

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Roh, Jin-Young. "What predicts whether foreign doctorate recipients from U.S. institutions stay in the United States: foreign doctorate recipients in science and engineering fields from 2000 to 2010." Higher Education 70, no. 1 (November 5, 2014): 105–26. http://dx.doi.org/10.1007/s10734-014-9828-8.

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Chiriac, F., Liviu Drughean, and Andreea Șerban. "Romanian research on refrigeration and air-conditioning." Journal of Engineering Sciences and Innovation 1, no. 1 (August 30, 2016): 17–33. http://dx.doi.org/10.56958/jesi.2016.1.1.17.

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This paper presents results of research developed on refrigeration and airconditioning systems by a group of professor from the Technical University of Civil Engineering in Bucharest. Theoretical and experimental investigations foccused on renewable energy sources were conducted within national research projects and allowed construction of stands and even modern research laboratories used for student activities as well as an experimental basis for bachelor, master and doctorate works. Research activity also concluded in building industrial pilot systems and papers published in technical journals and magazines, presented in national and international conferences and congresses and Ph.D thesis preparation.

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Neailey, Kevin. "Innovation by Degrees." Industry and Higher Education 11, no. 1 (February 1997): 59–63. http://dx.doi.org/10.1177/095042229701100111.

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The innovative ability of an individual is only partly inherent. With an appropriate balance of education, training and experience, this ability can be developed. This paper describes a new research degree – the Engineering Doctorate – which can provide this balance. The basic principles of the EngD are described, as are the benefits and industrial relevance of the programme. Its main features are a requirement for innovation in the application of knowledge to industrial business and a high level of flexibility. It is also shown to be suitable for engineers at all career stages from fresh graduate to director level.

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Ong, Ai Rene, Robert Schultz, Sofi Sinozich, Jennifer Sinibaldi, Brady T. West, James Wagner, and John Finamore. "A User-Driven Method for Using Research Products to Empirically Assess Item Importance in National Surveys." Journal of Official Statistics 38, no. 4 (December 1, 2022): 1235–51. http://dx.doi.org/10.2478/jos-2022-0052.

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Abstract Large-scale, nationally representative surveys serve many vital functions, but these surveys can be long and burdensome for respondents. Cutting survey length can help to reduce respondent burden and may improve data quality but removing items from these surveys is not a trivial matter. We propose a method to empirically assess item importance and associated burden in national surveys and guide this decision-making process using different research products produced from such surveys. This method is demonstrated using the Survey of Doctorate Recipients (SDR), a biennial survey administered to individuals with a science, engineering, and health doctorate. We used three main sources of information on the SDR variables: a bibliography of documents using the SDR data as a measure of item use and importance, SDR data table download statistics from the Scientists and Engineers Statistical Data System as an additional measure of item use, and web timing paradata and break-off rates as a measure of burden. Putting this information together, we identified 35 unused items (17% of the survey) and found that the most burdensome items are highly important. We conclude with general recommendations for those hoping to employ similar methodologies in the future.

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Huang, Ying, Brendan Cantwell, and Barrett J. Taylor. "Reasons for Becoming a Postdoc: Differences by Race and Foreign-Born Status." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–29. http://dx.doi.org/10.1177/016146811611801106.

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Background/Context The postdoctorate has become an important component of research careers in a growing number of science and engineering (S&E) fields. However, a tight academic job market, the growing number of postdocs, and the heightened internationalization of the position in the United States call the traditional definition of the position into question. Purpose/Objective/Research Question/Focus of Study Doctorate recipients who aspire to research careers may be forced to remain postdocs while waiting for their desired permanent position to become available. We hypothesize that foreign-born doctoral recipients, particularly those who are female and/or non-White, are more likely than their U.S.-born, male, or White counterparts to become a postdoc for reasons not related to professional training and development. Research Design To explore these hypotheses, we have analyzed individual-level data from the 2006 administration of the U.S. National Science Foundation's Survey of Doctorate Recipients using multinomial logistic regression. Findings/Results We find that the reasons for working as a postdoc differ by race, foreign-born status, and the interaction of these two factors. In particular, foreign-born Asians are much more likely than their White U.S. counterparts to accept a postdoc job because no other options are available.

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Shaheen, Muhammad. "The Concept of Originality in Academic Research of Engineering." Education Research International 2021 (December 11, 2021): 1–14. http://dx.doi.org/10.1155/2021/9462201.

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The definition of research appears to be a controversial subject in the academic community. It is almost becoming apparent that research remains a key element in master’s and doctoral degrees. Originality is, to varying degrees, the primary concern for the genuineness of research, but there is a difference of opinion on the concept of originality. In practice, a subjective analysis of originality is performed at the time of the assessment of the said degrees’ theses; therefore, the resulting evaluation is affected by the difference of opinion on the concept of originality. It has also emerged that the concept of originality in research is also marginally unique in various areas. This study is focused upon reaching a point of agreement for the definition of originality in the theses/dissertation of masters and doctorate degrees in engineering only. The outcome of the research should be something new and originally contribute to the body of knowledge. This study focused on to arrive at an accurate definition of originality in university degrees in the field of engineering. An online survey was designed and carried out on the basis of evidence and expert opinion. The survey was distributed amongst engineering peers. The results of the survey are systematically summed up in the study.

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Ong, Ardvin Kester S., Yogi Tri Prasetyo, Michael Nayat Young, John Francis T. Diaz, Thanatorn Chuenyindee, Poonyawat Kusonwattana, Nattakit Yuduang, Reny Nadlifatin, and Anak Agung Ngurah Perwira Redi. "Students’ Preference Analysis on Online Learning Attributes in Industrial Engineering Education during the COVID-19 Pandemic: A Conjoint Analysis Approach for Sustainable Industrial Engineers." Sustainability 13, no. 15 (July 26, 2021): 8339. http://dx.doi.org/10.3390/su13158339.

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The decline of enrollees for industrial engineering during the COVID-19 pandemic and the increasing demand for professional industrial engineers should be explored. The purpose of this study was to determine the preference of industrial engineering students of different educational levels on online learning during the COVID-19 pandemic. Specifically, this study utilized conjoint analysis with orthogonal design considering seven attributes: delivery type, layout, term style, final requirements, Coursera requirements, seatwork and practice sets, and platforms. Among the attributes, 20 stimuli were created through SPSS and were answered voluntarily by 126 respondents utilizing a 7-point Likert Scale. The respondents were comprised of 79 undergraduate, 30 fully online master’s degree, and 17 master’s and doctorate degree students collected through purposive sampling. One university from the two available universities that offer all educational levels of IE in the Philippines was considered. The results showed that undergraduate students considered the final requirements with multiple-choice as the highest preference, followed by non-modular term style, and no seatwork and practice sets. In addition, fully online master’s degree students considered delivery type with the mix as the highest preference, followed by layout, and no seatwork and practice sets. Finally, master’s and doctorate degree students considered final requirements with publication as the highest preference, followed by no seatwork and practice sets, and mix delivery type. The students are technologically inclined, want to learn at their own pace, know where and how to get additional online learning materials, but still need the guidance of teachers/professors. The results would help contribute to the theoretical foundation for further students’ preference segmentation, specifically on online learning during the COVID-19 pandemic worldwide. Moreover, the design created could be utilized for other courses in measuring students’ preference for online learning even after the COVID-19 pandemic.

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Dansereau, Blanche, and André Gosselin. "HORTICULTURE RESEARCH CENTER AT LAVAL UNIVERSITY (CRH)." HortScience 26, no. 5 (May 1991): 482f—482. http://dx.doi.org/10.21273/hortsci.26.5.482f.

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The CRH consists of 20 professors and researchers as well as more than 50 graduate students enrolled at the master or doctorate level in the various departments of the Faculty of Agriculture and Food. The scientific program of the CRH is articulated around the theme of quality and availability of Quebec horticultural products. This multi-disciplinary program comprises: production systems, plant pathology, in vitro culture and somatic hybridization, bio-climatology, and engineering of these processes as well as post-harvest technology and marketing of horticultural products. Our goals are evidently to improve production systems but they are also aimed at the quality and innocuity of horticultural products as well as using environment-friendly technologies.

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Shaw, Emily J., and Sandra Barbuti. "Patterns of Persistence in Intended College Major with a Focus on STEM Majors." NACADA Journal 30, no. 2 (September 1, 2010): 19–34. http://dx.doi.org/10.12930/0271-9517-30.2.19.

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In this study, we examined patterns of persisting in and switching from an intended college major (chosen in high school) in the third year of college. We focused on science, technology, engineering, and math (STEM) major persistence because of the national effort to increase those entering STEM careers. Results showed differences in persistence by academic field as well as by gender, parental income, and first-generation college student status with the largest variation by ethnicity. Further examination of STEM major persistence showed that high school performance in math and science, taking advanced placement exams in STEM, articulating positive science self-efficacy beliefs, and professing a goal of obtaining a doctorate were also related to persistence in varied ways across STEM majors.

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Journal articles on the topic 'Engineering doctorates'

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