Professionaldevelopmentopportunitiesandclimatefor
diversity,equityandinclusion
Findings of the 2011 Graduate Student Survey, UCSC
Anna Sher, PhD
Institutional Research Analyst
asher@ucsc.edu
Institutional Research & Policy Studies
UC Santa Cruz
July 2012
TABLE OF CONTENTS
1. Background
2. Executive Summary
Results
3. Students’ demographic characteristics
4. Professional development classes/workshops
5. Interest in and preparation for an academic career
o Preparation to write scholarly articles for publication
o Preparation to write proposals to obtain funding
o Preparation to find an academic job following graduation
6. Faculty assistance and advice on professional careers
7. Professional preparedness and perceptions of departmental climate for diversity and
inclusion
Appendix (tables and charts)
Results by Division:
Offerings of classes/workshops and demand
Table A. Preparation for an academic career
Table B. Expected professional employment
Table C. Preparation for teaching and other aspects
By race/ethnicity and international student status:
Table D-E. Preparation for a professional career
By Division:
Faculty assistance and advice on different types of career
By program:
Offerings of classes/workshops and demand
Preparation to write funding proposals and scholarly articles for publication (charts)
2 Background
The Division of Graduate Studies and Institutional Research & Policy Studies have conducted a
biennial survey of graduate students since 2004. The survey collects comprehensive data on
student satisfaction with various aspects of their graduate studies including curriculum, faculty
teaching and mentorship, availability and quality of resources, TA training, and climate in the
department. Students also evaluate their preparedness to carry out various professional tasks
including conducting independent research, preparing scholarly articles for publication, making
presentations etc. Program-specific results of this survey are provided to departments for selfstudy and external program review.
In 2011 the Graduate Student Survey was part of the UCSC Diversity and Community Building
Study. In addition to the existing climate and diversity-related questions, we added a set of
questions related to the support in the program for students with diverse backgrounds, identities,
and physical and not readily apparent disabilities. Students were asked about their perception of
a supportive climate and about availability of professional development classes and workshops at
the department, as well as their need for such workshops/classes.
The survey questions on professional development opportunities discussed in the present report
were prepared at the request of the Graduate Student Subcommittee of the Advisory Council on
Campus Climate, Culture, and Inclusion (ACCCCI) that met during the 2010/11 and 2011/12
academic years.
Conducted online in May 5th - June 30, 2011, the Graduate Student Survey yielded a 51 percent
response rate.
3 Executive Summary

Students who were in doctoral programs (PhD respondents) reported irregular availability
and shortage of professional development classes/workshops in the following four areas
(program-specific results are provided in Appendix):
a)
b)
c)
d)
writing and publishing scholarly articles,
conducting dissertation research, and
conducting academic and
non-academic job search and interviews.

Among PhD respondents who had completed coursework1 many felt underprepared in these
areas. For example, from about a third (PBSciences) to two thirds (Social Sciences) of
respondents did not feel that they had good preparation to write scholarly articles for
publication.

At the same time, 70-80% of respondents in the PhD programs in the Humanities, Social
Sciences and PBSci, 40% in the School of Engineering and 93% in the Arts Division
expected to find an academic position, including a tenure- and non-tenure track faculty and
postdoctoral or other researcher position in academia.

Areas in which students felt underprepared varied by division as well as by respondents’
demographic characteristics such as gender and race/ethnicity. For example:
a) In the Social Sciences Division and in the School of Engineering female graduate
students felt significantly less prepared to produce scholarly publications than their
male colleagues.
b) Across academic divisions and among students who completed their coursework,
almost 40% of underrepresented ethnic minority respondents (including
Hispanic/Latino, African-American/Black, and American-Indian students and
students with multi-racial/ethnic backgrounds) reported having poor preparation to
write and publish scholarly articles. Poor preparation for producing scholarly
publications was reported by 12% of white, non-Hispanic, 15% of Asian-American,
and 21% of international students.
c) Within each of three divisions: Social Sciences, Humanities, and PBSci,
underrepresented ethnic minority students were at least twice as likely as white, nonHispanic students to report poor preparation to produce scholarly publications.

Feeling well prepared to engage in various professional tasks (such as independent
research, writing scholarly articles, and making presentations) was associated with
student perceptions of supportive climate in the department. The survey asked students to
1
This self-reported level of advancement in the program may not be equivalent to being advanced to candidacy.
4 evaluate the extent to which their department provided a supportive environment for
students with different backgrounds, identities, and physical and other not readily
apparent disabilities. We found statistically significant, positive correlations for all
students between preparedness to conduct independent research and scholarly writing and
student perceptions of a supportive environment.

These findings suggest that providing all students with more opportunities to improve
their professional preparation for academic and non-academic employment is an
important step towards creating a more supportive and inclusive environment for a
diverse graduate student population.
RESULTS
Students’ demographic characteristics
For this comparative analysis, we needed to group respondents based on their race/ethnicity to
form sufficiently large comparison groups. Domestic students were assigned to one of three
groups based on a series of survey questions that allowed students to select more than one
racial/ethnic category. International students formed their own group. Respondents who did not
answer these demographic questions were excluded from the analysis.
Chart 1. PhD respondents by race/ethnicity and international student status
3%
13%
Underrepresented ethnic
minorities
16%
Asian‐American non‐
Hispanic
11%
White non‐Hispanic
Foreign students
58%
Unknown
Domestic students

underrepresented ethnic minority students included respondents who identified as
Hispanic or Latino of any race (64%), exclusively African American/Black (18%),
5 

exclusively Native Hawaiian and other Pacific Islander (1%), or who identified as multiracial/ethnic and identified as African American and/or American Indian (17%);
Asian American, non-Hispanic respondents included those who identified as Asian
American of East Asian (53%), Southeast Asian (11%), South Asian (9%), or other Asian
(5%) origins, or who identified as multiracial of white and Asian descent (22%);
white non-Hispanic respondents included students of European (90%) or Middle Eastern
(4%) origin, or identified as “other” white (6%).
International respondents included





47% Asian origins,
31% white of European or other origin, non-Hispanic,
15% Hispanic or Latino,
3% African, and
3% of multiracial/ethnic backgrounds.
Chart 2 shows the relative size of the racial/ethnic groups as defined for this analysis and
a proportion of international students within each division. Chart 2 includes all students enrolled
in a PhD program in 2010-11 based on institutional data (that is, both survey respondents and
non-respondents). Note that the Social Sciences Division had a relatively higher proportion
(20%) of underrepresented ethnic minority students compared to about 12% in other academic
divisions.
Chart 2. Ethnic composition of PhD students by Division 100%
90%
80%
14%
6%
15%
Unknown
12%
31%
70%
International
students
60%
50%
43%
55%
42%
57%
40%
39%
30%
20%
10%
14%
10%
7%
14%
12%
Arts
Humanities
0%
20%
Social
Sciences
7%
11%
12%
9%
Physical & School of
Bio Sci Engineering
White non‐Hispanic
Asian‐American
non‐Hispanic
Underrepresented
ethnic minorities
6 Statistical analysis of group differences was based on chi-square measures of association.2
Professional Development Classes/Workshops
The survey asked students whether their program offered professional development
workshops/classes and whether their program should offer workshop/classes in the following
four areas:
a)
b)
c)
d)
writing and publishing scholarly articles,
conducting dissertation research,
conducting academic and
non-academic job search and interviews.
Charts 3 and 4 provide an overview of the results by division. Chart 3 shows that the majority of
respondents across divisions thought that their program should offer professional development
workshops/classes in each of these four areas.
Chart 3. Percent of respondents in each division who said that their program should offer classes/workshops in these areas
100%
90%
80%
Writing and publishing
scholarly articles
70%
60%
Conducting dissertation
research
50%
40%
Academic job search and
interviews
30%
20%
Non‐academic job search
and interviews
10%
0%
Arts
Humanities
Social
School of Physical &
Sciences Engineering Bio Sci
Chart 4 provides an overview of the extent to which programs offered professional
development opportunities in these areas. Fewer than 50% of respondents in each division
2
Statistically significant differences among groups were ascertained by comparing column proportions. The level of
statistical significance is reported in parentheses. Detailed results are available upon request. 7 reported that their program offered such opportunities (with an exception of academic job search
– related workshops reported by 64% of Humanities respondents).
Chart 4. Percent of respondents in each division reporting that their PhD program offers classes/ workshops in these areas
100%
90%
80%
Writing and publishing
scholarly articles
70%
60%
Conducting dissertation
research
50%
40%
Conducting academic job
search and interviews
30%
20%
Non‐academic job search
and interviews
10%
0%
Arts
Humanities
Social
School of Physical &
Sciences Engineering Bio Sci
It is important to note that the observed differences among the divisions were NOT due to
some programs offering such workshops while others did not. Rather, in every program there
were respondents who said that such workshops/classes were offered while other students in the
same program said that they were not. See, for example, Chart 5 for program-specific results in
Social Sciences (Tables in Appendix contain program-specific results for every division).
Chart 5. Classes/workshops on writing/publishing scholarly articles: percent reported as offered by program and needed
100%
93%
80%
70%
88%
85%
90%
71%
67%
88%
76%
88%
83%
75%
65%
57%
60%
48%
50%
offered
35%
40%
30%
21%
needed
25%
20%
10%
0%
Anthro
Education Env. StudiesIntern. Econ
Politics
Psych
Sociology Soc Sci Div
8 In sum, these findings indicate irregular availability and shortage of professional
development classes/workshops in these four areas across programs, and/or insufficient and
inconsistent visibility of departmental offerings in these areas.
Preparation for certain key aspects of an academic and non-academic career
The survey asked students to evaluate their current preparation3 to:









Conduct independent research/scholarship,
Write scholarly articles for publication,
Write proposals to obtain funding,
Make presentations for academic and non-academic audiences,
Find academic and non-academic jobs following graduation,
Teach undergraduate and graduate students,
Work with people from diverse backgrounds,
Work with people of varied educational levels, and
Adhere to research and/or professional ethics.
For the analysis of student preparation by division and program, we selected PhD
respondents who had completed their coursework and excluded students who were in the
beginning of their doctoral studies at UCSC. We found that among PhD respondents who had
completed their coursework many felt underprepared in these areas. Based on self-evaluation,
students’ level of preparedness to carry out professional tasks varied within and among divisions
as well as among racial/ethnic groups and by gender.4
Social class background was not found to be directly associated with student’s level of
professional preparedness with one exception. Students from low-income backgrounds felt better
prepared to work with people of diverse backgrounds and educational levels than students from a
“middle class background.”5
3
We did not differentiate between the skills acquired at UCSC and somewhere else prior to one’s enrollment at
UCSC.
4
The analysis compared men’s and women’s experiences. We did not have a sufficiently large number of
respondents with other gender identities for inclusion in a statistical analysis as a separate group(s).
5
“Social class background” was measured based on students’ responses about their family’s social class status when
they were growing up.
9 Interest in and preparation for an academic career
As Table 1 shows, 70-80% of doctoral respondents in all divisions except SOE expected to find
an academic position, including a tenure- and non-tenure track faculty and postdoctoral or other
researcher position in academia (these results include all PhD respondents).
Table 1. Expected professional employment immediately after receiving a doctoral degree
Arts
Humanities
Social
Sciences
School of
Engineering
Physical
& Bio Sci
All
graduate
students
Tenure track faculty position
31%
21%
36%
11%
17%
22%
Non-tenure track faculty position
(incl. visiting, adjunct)
23%
41%
10%
4%
2%
10%
Postdoctoral researcher, fellow or
associate
31%
18%
20%
12%
46%
27%
Researcher in academic setting
8%
0%
7%
13%
5%
7%
Non-academic positions (e.g.,
researcher in industry or
government)
7%
20%
27%
60%
30%
34%
13
68
137
112
177
507
N of respondents
Given that most doctoral students intended to pursue academic employment following PhD
completion, the training areas more pertinent to a successful launch of an academic career are
discussed below in more detail. They include being prepared to write and publish scholarly
papers, to write proposals to apply for funding (i.e., research grants and fellowships) and to
compete on an academic job market.
Chart 6 shows the proportion of respondents who thought that they had excellent
preparation to carry out these key tasks. For this analysis we selected PhD respondents who had
completed their coursework and excluded students who were in the beginning of their doctoral
studies at UCSC.
10 Chart 6. Percent of PhD students who reported "excellent" preparation for starting an academic career*
30%
25%
20%
15%
write proposals to obtain
funding
10%
write scholarly articles
5%
find an academic job
0%
Humanities Social Sciences
School of Physical & Bio All graduate
Engineering
Sci
students
*PhD students who completed coursework, Grad Student Survey 2011
As Chart 6 shows, among students who completed their coursework, 13% of PBSci and
21% of Social Sciences respondents thought that they had excellent preparation to write and
publish a scholarly article. Please note that the Arts Division had too few respondents who had
completed their coursework to report on separately but their responses were included in the
campus total.
Also, we found that about a third (PBSciences) to two thirds (Social Sciences) of
respondents felt that they did not have good preparation to write scholarly articles for
publication. A quarter of Humanities and over a third of Social Sciences respondents thought that
they were not well prepared to make a presentation to an academic audience. Please see Tables
in Appendix for more information and for program-specific results.
Students’ levels of preparation to write scholarly articles and to find an academic job
were significantly associated with their confidence in their ability to find a job that they wanted
(p<.001). For example, 73% of respondents with “excellent” preparation and 14% of students
with “poor” preparation to find an academic job indicated that they were confident in their ability
to find their dream job.6
6
Among students who completed their coursework.
11 Preparation to write scholarly articles for publication
Among graduate respondents who completed their coursework, about half reported having
excellent or good preparation to write scholarly articles for publication, and 18% evaluated their
skills in this area as poor. There were significant differences among the four divisions (p<.001).
PBSci and SOE had the lowest proportion of respondents with poor skills in this area (11% and
7% of respondents respectively) compared to 36% in the Humanities and 28% in the Social
Sciences (see tables in Appendix).
Across academic divisions, underrepresented ethnic minority respondents
(Hispanic/Latino, African-American/Black, American-Indian students, and students who
indicated a multi-ethnic background) were significantly more likely to report having poor
preparation to write scholarly articles than white non-Hispanic students (p<.05).
Specifically, among students who completed coursework, poor preparation for writing
scholarly articles was reported by 12% of white non-Hispanic respondents, and 38% of
underrepresented minority students (including Hispanic, African-American, and AmericanIndian students). Also, 15% of Asian-American students and 21% of international students
reported having poor preparation.
We examined ethnic background and gender differences within divisions by comparing
responses of all doctoral students, that is, including those who were finishing their first or
second year of graduate studies at UCSC. Otherwise, we would not have a sufficient number of
respondents in each ethnic and gender group within academic divisions.
Ethnic differences in levels of student preparation were evident in the Humanities
Division where poor preparation to write scholarly articles was reported by 17% of white nonHispanic respondents and about 60% of underrepresented ethnic minority and Asian-American
students.
In the Social Sciences Division, 18% of white non-Hispanic, 21% of international
students, 31% of Asian-American, and 38% of underrepresented ethnic minority students
reported being poorly prepared for writing scholarly articles.
In the PBSci Division, poor skills were reported by 6% of Asian-American respondents,
9% of white non-Hispanic, 11% of international students, and 22% of underrepresented ethnic
minority students.
As noted above, SOE students’ preparation to write scholarly articles was above the
campus average and we found no significant ethnic differences in the levels of preparation of
SOE students.
Moreover, women reported significantly lower levels of preparation to write and publish
scholarly work in the Social Sciences (p<.01) and in the School of Engineering (p<.05).
12 In the Social Sciences excellent skills were reported by 14% of women and 33% of men
whereas poor skills were reported by 28% of women and 14% of men.
In the School of Engineering 18% of women and 35% of men reported excellent
preparation whereas 13% of women and 3% of men reported poor preparation in the area.
We found no statistically significant gender differences in preparation in the Humanities
and PBSci Divisions.
Preparation to write proposals to obtain funding
Among graduate respondents who completed their coursework, about 36% reported having
excellent or good preparation to write proposals to obtain funding such as research grants and
fellowships (see Chart 7 by division). Almost 30% of respondents evaluated their skills in this
area as poor. See Appendix for a chart with department-specific results.
Student experiences in grant writing during their studies at UCSC varied by division. For
example, only 3% of respondents in Humanities and 22% in Social Sciences assisted faculty in
writing a grant proposals compared to 32% in PBSci and 39% in SOE (Chart 7). Only 13% of
respondents in Humanities and around 30% in PBSci and SOE took a grant writing workshop or
class in contrast to 50% of Social Sciences respondents. Almost 50% in Humanities and over
50% in other divisions submitted a grant proposal for own research to funding agencies outside
UCSC. Nevertheless, as mentioned above, excellent or good preparation to write funding
proposals ranged from 23% in Humanities to around 40% in other divisions.
13 70%
Chart 7. Funding proposals: experience at UCSC and a current level of preparation by division
60%
Assisted faculty in writing a grant
proposal
50%
Took a grant‐writing
class/workshop
40%
Submitted a grant proposal for
own research to outside funding
agencies
30%
Excellent or good preparation to
write funding proposals
20%
10%
0%
Humanities
Social Sciences
School of
Engineering
Physical & Bio Sci
all graduate
students
Across the academic divisions, underrepresented ethnic minority respondents
(Hispanic/Latino, African-American/Black, American-Indian and students with multiracial/ethnic background) were more likely to report poor preparation to write proposals to
obtain funding than other students (p<.05).
Among students who completed their coursework, poor training in this area was reported
by 15% of Asian-American respondents, 29% of white non-Hispanic respondents, and 39% of
underrepresented ethnic minority respondents.
Among all doctoral students in the Humanities Division 22% of white non-Hispanic
students and 60% of underrepresented ethnic minority students reported poor preparation to write
proposals.
In the Social Sciences Division poor preparation to write proposals was reported by 19%
of Asian-American, 23% of white non-Hispanic students, and 42% of underrepresented ethnic
minority students.
In the PBSci Division, men were significantly more likely to report poor preparation to
write proposals to obtain funding compared to their female colleagues (p<.001). Lack of
preparation in this area was reported by 35% of men and 12% of women in PBSci. Overall,
14 among PBSci respondents with completed coursework 23% evaluated their grant writing skills as
poor.
Preparation to find an academic job following graduation
Among graduate respondents who completed their coursework, 47% reported having excellent or
good preparation to find an academic job. Over 20% of respondents thought that they were
poorly prepared to obtain a job in the academia.
Among all doctoral students in the Humanities, women were less likely to report having
excellent preparation than men (p<.05) and they were also less likely to report poor preparation.
Excellent skills were reported by 5% of women and 24% of men while 19% of women and 28%
of men reported poor preparation.
Faculty assistance and advice on professional careers
A majority of respondents (around 70%) across the divisions reported that faculty provided
excellent or good advice on an academic career (see Chart 8). The quality of faculty advice on
“other types of careers” varied among the divisions: only 17 percent of Humanities respondents,
around 40% of Social Sciences and PBSci respondents, and 66% of SOE students received
excellent or good advice regarding non-academic careers.
Chart 8. Faculty assistance and advice regarding academic and non‐academic careers
90%
77%
80%
71%
70%
71%
71%
66%
64%
60%
50%
41%
39%
40%
44%
Excellent/good assistance
in helping to find
professional employment
Excellent/good advice on
an academic career
30%
20%
17%
Excellent/good advice on
other types of careers
10%
0%
Humanities
Social Sciences
School of
Engineering
Physical & Bio
Sci
All grad
students
15 Professional preparedness and student perceptions of departmental climate for diversity
and inclusion
In the 2011 survey graduate students evaluated the extent to which their program/ department
provided a supportive environment for students with different backgrounds, identities, and
physical and other not readily apparent disabilities. Specifically, the survey asked: “To what
extent do you agree or disagree that your graduate program provides a supportive environment
for students ... (responses: strongly agree, agree, disagree, strongly disagree)
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
from a low income background
from a middle income background
who are immigrants
of all political orientations
of all sexual orientations
of all gender identities
of all religious/spiritual beliefs
who are foreign (international) students
of all ages
with physical or other observable disabilities
with learning, psychological or other disabilities that are not readily apparent.”
We found statistically significant, positive correlations for all students between
preparedness to conduct independent research and scholarly writing and student perceptions of a
supportive environment.7 These findings indicated that feeling well prepared to engage in
various professional tasks (such as independent research, writing scholarly articles, and making
presentations) was associated with student perceptions of a supportive climate in the department.
Conclusion
Overall, these findings suggest that providing all students with more opportunities to improve
their professional preparation for academic and non-academic employment is an important step
towards creating a more supportive and inclusive environment for a diverse population of
graduate students.
7
Details of this analysis are available upon request.
16 APPENDIX
Professional Development Opportunities by Division (PhD respondents)
Should the program/department offer classes or workshops?
Arts
Writing and publishing
scholarly articles
Conducting dissertation
research
Conducting academic job
search and interviews
Humanities
Yes
92%
80%
No
8%
No answer
0%
School of
Engineering
Physical &
Bio Sci
83%
77%
77%
12%
5%
10%
18%
8%
12%
13%
6%
100%
80%
84%
67%
58%
No
0%
12%
3%
21%
37%
No answer
0%
8%
13%
12%
5%
100%
88%
83%
81%
80%
0%
3%
6%
12%
15%
Yes
Yes
No
No answer
Non-academic job search
and interviews
Social
Sciences
0%
9%
11%
8%
5%
Yes
85%
66%
75%
77%
72%
No
15%
27%
13%
14%
22%
0%
7%
12%
9%
5%
13
74
143
113
192
No answer
Total N
Chart 3. Percent of respondents in each division reporting that their programs
should offer classes/workshops in these areas
100%
90%
80%
Writing and publishing
scholarly articles
70%
60%
Conducting dissertation
rsearch
50%
40%
Academic job search and
interviews
30%
20%
Non-academic job search
and interviews
10%
0%
Arts
Humanities
Social
Sciences
School of Physical &
Engineering
Bio Sci
Does the program/department offer classes or workshops?
Arts
Writing and publishing
scholarly articles
Conducting academic job
search and interviews
Non-academic job search
and interviews
Social
Sciences
School of
Engineering
Physical &
Bio Sci
Yes
8%
24%
48%
50%
39%
No
92%
70%
50%
42%
60%
No answer
Conducting dissertation
research
Humanities
0%
5%
2%
9%
1%
Yes
31%
36%
50%
34%
26%
No
72%
69%
58%
48%
58%
No answer
0%
5%
2%
9%
2%
Yes
8%
64%
52%
27%
28%
No
69%
92%
31%
45%
65%
No answer
0%
5%
3%
8%
3%
Yes
0%
11%
28%
27%
23%
100%
81%
68%
64%
74%
0%
8%
4%
9%
3%
13
74
143
113
192
No
No answer
Total N
Note: Respondents did not have an option "don't know" but they could give "no answer." The Graduate Survey in
Spring 2013 will include the option "don't know" in these questions to surface problems of communication and
visibility of programming.
Chart 4. Percent of respondents in each division reporting that their PhD
program offers classes/ workshops in these areas
100%
90%
80%
Writing and publishing
scholarly articles
70%
60%
Conducting dissertation
research
50%
40%
Conducting academic job
search and interviews
30%
20%
Non-academic job search
and interviews
10%
0%
Arts
Humanities
Social
Sciences
School of Physical &
Engineering
Bio Sci
Students were asked to rate their preparation to do the following tasks based on the
training and experience they received at their department/program.
Table A. Preparation for an academic career (PhD respondents who completed
their coursework)
Divisions*
Humanities
Conduct
Excellent
independent
Good
research/scholarship
Fair
Poor/very poor
Total N
Write proposals to
obtain funding
School of
Engineering
Physical &
Bio Sci
All graduate
students
17%
28%
31%
32%
29%
50%
28%
44%
54%
44%
27%
36%
25%
14%
24%
7%
9%
0%
0%
3%
30
47
59
65
203
0%
17%
9%
8%
9%
Good
23%
23%
29%
30%
27%
Fair
37%
26%
36%
38%
34%
Poor/very poor
40%
34%
25%
23%
29%
Excellent
Total
Write scholarly
articles for
publication
Social
Sciences
30
47
55
60
194
Excellent
10%
21%
27%
13%
19%
Good
35%
13%
42%
36%
33%
Fair
19%
38%
24%
39%
31%
Poor/very poor
35%
28%
7%
11%
18%
31
47
59
61
200
39%
30%
31%
44%
36%
35%
34%
51%
42%
41%
19%
23%
17%
11%
17%
6%
13%
2%
3%
5%
64
203
Total
Make presentation to Excellent
academic audiences
Good
Fair
Poor/very poor
Total
Find an academic
job following
graduation
31
47
59
Excellent
15%
13%
13%
8%
12%
Good
Fair
Poor/very poor
26%
26%
30%
38%
36%
29%
43%
30%
35%
31%
33%
20%
22%
19%
22%
Total
27
40
55
53
177
17%
27%
23%
27%
25%
53%
23%
41%
38%
37%
20%
30%
32%
25%
27%
10%
20%
4%
10%
10%
30
44
56
63
195
Excellent
65%
42%
44%
51%
49%
Good
Fair
Poor/very poor
19%
12%
40%
11%
42%
11%
33%
11%
35%
11%
4%
7%
4%
5%
5%
26
45
57
63
193
Manage multiple
Excellent
projects and tasks at
Good
once
Fair
Poor/very poor
Total
Adhere to research
and/or professional
ethics
Total
* The Arts Division had too few respondents who had completed their coursework to report on
separately but they were included in the campus total.
Chart 4. Percent of PhD students who reported "excellent" preparation for starting
an academic career*
30%
25%
20%
15%
write proposals to obtain
funding
10%
write scholarly articles
5%
find an academic job
0%
Humanities
Social
Sciences
School of Physical & Bio All graduate
Engineering
Sci
students
*PhD students who completed coursework, Grad Student Survey 2011
Table B. Expected professional employment immediately after receiving a doctoral degree
Arts
Humanities
Social
Sciences
School of
Engineering
Physical &
Bio Sci
All graduate
students
Tenure track faculty position
31%
21%
36%
11%
17%
22%
Non-tenure track faculty position (incl.
visiting, adjunct)
23%
41%
10%
4%
2%
10%
Postdoctoral researcher, fellow or
associate
31%
18%
20%
12%
46%
27%
Researcher in academic setting
8%
0%
7%
13%
5%
7%
Non-academic positions (e.g.,
researcher in industry or government)
7%
20%
27%
60%
30%
34%
13
68
137
112
177
507
N of respondents
Table C. Preparation for teaching and other aspects of a professional career
(PhD students who completed their coursework)
Divisions
Humanities
Teach
undergraduate or
graduate students
School of
Engineering
Physical &
Bio Sci
Campus
total
Excellent
47%
23%
18%
29%
27%
Good
33%
34%
44%
35%
37%
Fair
20%
21%
30%
27%
25%
0%
21%
9%
10%
11%
30
47
57
63
199
12%
15%
25%
22%
21%
28%
20%
39%
38%
32%
36%
33%
32%
28%
31%
24%
33%
5%
12%
16%
25
46
57
58
188
19%
23%
25%
22%
23%
46%
30%
39%
48%
41%
19%
30%
25%
20%
24%
15%
18%
10%
10%
13%
26
44
59
60
191
Excellent
32%
30%
29%
34%
31%
Good
32%
34%
43%
40%
39%
Fair
29%
18%
24%
16%
21%
7%
18%
3%
10%
9%
28
44
58
62
194
Poor/very poor
Total N
Make presentation to Excellent
non-academic
Good
audiences
Fair
Poor/very poor
Total
Work with people of Excellent
varied educational
Good
levels
Fair
Poor/very poor
Total
Work with people
from diverse
backgrounds
Social
Sciences
Poor/very poor
Total
Find a nonExcellent
academic job
Good
following graduation
Fair
Poor/very poor
Total
0%
3%
17%
8%
9%
10%
21%
39%
22%
25%
48%
38%
28%
35%
35%
43%
38%
17%
35%
31%
21
39
54
51
167
Table D. Preparation for an academic career by race/ethnicity and international
student status (PhD respondents who completed their coursework)
Underrepres
AsianWhite nonented Ethnic American
Hispanic
Minority* non-Hispanic
Conduct independent
research/scholarship
33%
19%
29%
31%
29%
Good
39%
62%
46%
28%
44%
Fair
18%
19%
22%
41%
24%
9%
0%
3%
0%
3%
202
33
21
119
29
Excellent
12%
0%
11%
7%
9%
Good
15%
55%
29%
17%
27%
Fair
33%
30%
32%
48%
34%
39%
15%
29%
28%
29%
Poor/very
poor
Total
Write scholarly articles
for publication
33
20
111
29
193
Excellent
22%
5%
19%
28%
19%
Good
19%
40%
36%
28%
33%
Fair
22%
40%
33%
24%
31%
38%
15%
12%
21%
18%
Poor/very
poor
Total
Make presentation to
academic audiences
32
20
118
29
199
Excellent
41%
15%
39%
34%
37%
Good
35%
70%
39%
41%
42%
Fair
15%
15%
15%
24%
16%
9%
0%
7%
0%
5%
Poor/very
poor
Total
Find an academic job
following graduation
34
20
119
29
202
Excellent
20%
6%
11%
11%
12%
Good
44%
33%
33%
32%
35%
Fair
16%
44%
30%
39%
31%
20%
17%
25%
18%
22%
Poor/very
poor
Total
Manage multiple
projects and tasks at
once
25
18
105
28
176
Excellent
28%
15%
27%
21%
25%
Good
38%
45%
35%
43%
38%
Fair
22%
30%
28%
25%
27%
13%
10%
10%
11%
10%
Poor/very
poor
Total
Adhere to research
and/or professional
ethics
Total
Excellent
Poor/very
poor
Total
Write proposals to
obtain funding
International
student
32
20
114
28
194
Excellent
53%
45%
51%
43%
49%
Good
27%
50%
33%
39%
35%
Fair
13%
0%
11%
14%
11%
7%
5%
4%
4%
5%
30
20
114
28
192
Poor/very
poor
Total
*Underrepresented ethnic minority students included respondents who identified as Hispanic or Latino of any race,
exclusively African American/Black (including African, Caribbean, and other descent), exclusively Native Hawaiian and
other Pacific Islander, and respondents who identified as multiracial and indicated African American and/or American
Indian background.
Table E. Preparation for teaching and other aspects of a professional career by
race/ethnicity and international student status (PhD students who completed
their coursework)
Underrepres
AsianWhite nonented Ethnic American
Hispanic
Minority
non-Hispanic
Teach undergraduate or Excellent
graduate students
Good
Fair
Poor/very
poor
Total
Make presentation to
non-academic
audiences
Total
22%
24%
31%
21%
27%
38%
38%
35%
41%
37%
31%
29%
22%
28%
25%
9%
10%
11%
10%
11%
32
21
116
29
198
Excellent
31%
5%
21%
23%
21%
Good
17%
50%
35%
23%
32%
Fair
21%
40%
30%
38%
31%
31%
5%
14%
15%
16%
187
Poor/very
poor
Total
Find a non-academic job Excellent
following graduation
Good
Fair
Poor/very
poor
Total
Work with people of
Excellent
varied educational levels Good
Fair
Poor/very
poor
Total
Work with people from
diverse backgrounds
International
student
29
20
112
26
18%
5%
5%
19%
9%
18%
21%
26%
33%
25%
41%
53%
33%
26%
35%
23%
21%
37%
22%
31%
22
19
98
27
166
30%
25%
22%
18%
23%
33%
50%
41%
43%
41%
30%
25%
21%
25%
23%
7%
0%
16%
14%
13%
30
20
112
28
190
Excellent
29%
40%
32%
25%
32%
Good
35%
40%
39%
43%
39%
Fair
19%
20%
20%
21%
20%
16%
0%
9%
11%
9%
31
20
114
28
193
Poor/very
poor
Total
Student evaluation of faculty assistance and advice on professional careers
Faculty assistance in helping you Excellent
find professional employment
Good
Social
Sciences
School of
Engineering
Physical &
Bio Sci
All grad
students
Column %
Column %
Column %
Column %
Column %
14%
15%
34%
23%
22%
30%
29%
32%
37%
33%
Fair
24%
31%
21%
17%
23%
Poor
32%
26%
14%
23%
22%
37
62
73
75
249
Excellent
25%
34%
44%
31%
34%
Good
39%
37%
33%
40%
38%
Fair
19%
20%
15%
21%
19%
Poor
16%
9%
8%
8%
9%
67
132
100
170
477
Total N
Quality of faculty advice
regarding an academic career
Humanities
Total N
Quality of faculty advice regarding Excellent
other types of careers
Good
5%
13%
28%
14%
16%
12%
26%
38%
27%
28%
Fair
34%
29%
21%
33%
29%
Poor
49%
32%
13%
26%
27%
41
112
92
132
382
Total N
Note 1: In the survey these questions also included a "Not applicable/Don't know" response, which has
been excluded from these calculations. Students early in their graduate studies were most likely to choose
the "non-applicable" response.
Note 2. Arts had very few respondents who answered these questions.
Humanities
PhD students
Does the program/department offer classes or workshops on the following topics?
History of
Consciousne
ss
History
Writing and
publishing
scholarly articles
Yes
Conducting
dissertation
research
Academic job
search and
interviews
Yes
No
Linguistics
Literature
Philosophy
Humanities
Division
0%
8%
75%
23%
18%
24%
100%
92%
25%
65%
73%
70%
0%
0%
0%
12%
9%
5%
Yes
31%
25%
33%
50%
27%
36%
No
69%
75%
67%
38%
64%
58%
0%
0%
0%
12%
9%
5%
77%
8%
83%
73%
64%
64%
23%
83%
17%
19%
27%
31%
Not Answered
0%
8%
0%
8%
9%
5%
Non-academic job Yes
search and
No
interviews
Not Answered
8%
0%
42%
8%
0%
11%
92%
92%
58%
77%
91%
81%
0%
8%
0%
15%
9%
8%
13
12
12
26
11
74
No
Not Answered
Not Answered
Total N
Should the program/department offer classes or workshops on the following topics?
History of
Consciousne
ss
History
Linguistics
Literature
Philosophy
Humanities
Division
writing and
publishing
scholarly articles
Yes
92%
67%
75%
77%
91%
80%
No
8%
25%
17%
12%
0%
12%
Not Answered
0%
8%
8%
12%
9%
8%
conducting
dissertation
research
Yes
100%
67%
58%
85%
82%
80%
No
0%
25%
33%
4%
9%
12%
Not Answered
0%
8%
8%
12%
9%
8%
academic job
search and
interviews
Yes
92%
83%
83%
88%
91%
88%
No
0%
8%
8%
0%
0%
3%
Not Answered
8%
8%
8%
12%
9%
9%
non-academic job
search and
interviews
Yes
77%
75%
67%
73%
27%
66%
No
23%
25%
25%
15%
64%
27%
0%
0%
8%
12%
9%
7%
13
12
12
26
11
74
Not Answered
Total N
Program-specific results
Division of the Arts
PhD students
Does the program/department offer classes or workshops on the
following topics?
Arts
Division*
Music
Writing and
publishing scholarly
articles
Yes
13%
8%
No
88%
92%
Total N
Conducting
Yes
dissertation research No
8
13
38%
31%
63%
69%
Total N
Academic job search Yes
and interviews
No
8
13
0%
8%
100%
92%
Total N
Non-academic job
Yes
search and interviews No
8
13
0%
0%
100%
100%
8
13
Total N
Should the program/department offer classes or
workshops on the following topics?
Arts
Division*
Music
writing and publishing Yes
scholarly articles
No
Total N
conducting
Yes
dissertation research No
Total N
academic job search
and interviews
Yes
No
Total N
non-academic job
Yes
search and interviews No
Total N
100%
92%
0%
8%
8
13
100%
100%
0%
0%
8
13
100%
100%
0%
0%
8
13
100%
85%
0%
15%
8
13
* Arts Division includes respondents in FDM, Music, and Visual
Studies
Social Sciences Division
PhD respondents
Does the program/department offer classes or workshops?
Anthro
Writing and publishing Yes
scholarly articles
No
Economics
Politics
Psych
Sociology Soc Sci Div
35%
57%
21%
25%
65%
75%
48%
27%
55%
43%
79%
75%
35%
25%
50%
7%
10%
0%
0%
0%
0%
0%
2%
Yes
73%
55%
90%
45%
25%
27%
38%
50%
No
20%
35%
10%
55%
75%
73%
63%
48%
7%
10%
0%
0%
0%
0%
0%
2%
Yes
73%
30%
76%
28%
19%
62%
88%
52%
No
20%
60%
19%
72%
81%
38%
13%
45%
7%
10%
5%
0%
0%
0%
0%
3%
7%
0%
67%
21%
13%
27%
63%
28%
80%
80%
33%
79%
88%
73%
38%
68%
13%
20%
0%
0%
0%
0%
0%
4%
15
20
21
29
16
26
16
143
No answer
Academic job search
and interviews
Env.
Studies
67%
No answer
Conducting
dissertation research
Education
No answer
Non-academic job
Yes
search and interviews No
No answer
Total N
Should the program/department offer classes or workshops?
Anthro
writing and publishing
scholarly articles
conducting
dissertation research
academic job search
and interviews
Env.
Studies
Economics
Politics
Psych
Sociology Soc Sci Div
Yes
93%
85%
71%
76%
88%
88%
88%
No
0%
0%
10%
10%
6%
4%
0%
5%
No answer
7%
15%
19%
14%
6%
8%
13%
12%
Yes
93%
80%
81%
79%
94%
77%
94%
84%
No
0%
0%
0%
3%
0%
15%
0%
3%
No answer
7%
20%
19%
17%
6%
8%
6%
13%
Yes
87%
80%
76%
76%
100%
85%
81%
83%
No
7%
5%
10%
10%
0%
8%
0%
6%
No answer
7%
15%
14%
14%
0%
8%
19%
11%
67%
70%
71%
69%
75%
85%
88%
75%
20%
15%
10%
14%
25%
8%
6%
13%
13%
15%
19%
17%
0%
8%
6%
12%
15
20
21
29
16
26
16
143
non-academic job
Yes
search and interviews No
No answer
Total N
Education
83%
Social Sciences Division
Classes/workshops on writing/publishing scholarly articles: percent
reported as offered by program and needed
100%
93%
90%
88%
88%
83%
76%
80%
70%
88%
85%
75%
71%
67%
65%
57%
60%
48%
50%
40%
offered
needed
35%
30%
25%
21%
20%
10%
0%
Anthro
Education Env. Studies Economics
Politics
Psych
Sociology Soc Sci Div
Classes/workshops on conducting dissertation research: percent reported
as offered by program and needed
100%
93%
94%
90%
94%
90%
80%
80%
81%
84%
79%
77%
73%
70%
60%
55%
50%
50%
45%
38%
40%
30%
25%
27%
20%
10%
0%
Anthro
Education Env. Studies Economics
Politics
Psych
Sociology Soc Sci Div
offered
needed
Social Sciences Division
Classes/workshops on conducting academic job search and interviews:
percent reported as offered by program and needed
100%
100%
90%
87%
85%
80%
80%
73%
76%
88%
81%
83%
76%
70%
62%
60%
52%
50%
offered
40%
needed
30%
28%
30%
19%
20%
10%
0%
Anthro
Education
Env.
Studies
Economics
Politics
Psych
Sociology Soc Sci Div
Classes/workshops on conducting non-academic job search and
interviews: percent reported as offered by program and needed
100%
90%
85%
80%
70%
67%
70%
71%
67%
88%
75%
75%
69%
63%
60%
50%
offered
40%
needed
27%
30%
21%
20%
10%
28%
13%
7%
0%
0%
Anthro
Education
Env.
Studies
Economics
Politics
Psych
Sociology Soc Sci Div
The School of Engineering
PhD students
Does the program/department offer classes or workshops?
Biomolec.
Bioinformatic
Eng.&
Computer
s
Bioinformatic Engineering
s
Computer
Science
Electrical
Statistics &
Engineering Applied Math
SOE*
Writing and
publishing
scholarly
articles
Yes
38%
57%
57%
53%
48%
38%
50%
No
63%
43%
22%
40%
48%
54%
42%
0%
0%
22%
8%
5%
8%
8%
Conducting
dissertation
research
Yes
25%
43%
35%
30%
38%
38%
34%
No
75%
57%
48%
63%
52%
54%
58%
Not Answered
Not Answered
Academic job
search and
interviews
0%
0%
17%
8%
10%
8%
8%
Yes
13%
29%
35%
40%
19%
0%
27%
No
88%
71%
52%
50%
76%
92%
65%
Not Answered
Non-academic
job search and
interviews
0%
0%
13%
10%
5%
8%
8%
Yes
13%
29%
30%
38%
29%
0%
27%
No
88%
71%
57%
50%
67%
92%
64%
0%
0%
13%
13%
5%
8%
9%
8
7
23
40
21
13
113
Not Answered
Total N
Should the program/department offer classes or workshops?
Biomolec.
Bioinformatic
Eng.&
Computer
s
Bioinformatic Engineering
s
writing and
publishing
scholarly
articles
Yes
conducting
dissertation
research
SOE*
86%
74%
75%
95%
46%
77%
No
0%
14%
4%
10%
0%
38%
8%
Not Answered
0%
0%
22%
15%
5%
15%
13%
Yes
50%
71%
70%
70%
86%
38%
67%
No
50%
29%
13%
15%
14%
46%
21%
0%
0%
17%
15%
0%
15%
12%
Yes
75%
71%
78%
85%
95%
62%
80%
No
25%
29%
4%
8%
5%
31%
11%
0%
0%
17%
8%
0%
8%
8%
Yes
75%
71%
78%
78%
95%
54%
77%
No
25%
29%
4%
13%
5%
38%
14%
0%
0%
17%
10%
0%
8%
9%
8
7
23
40
21
13
113
Not Answered
non-academic
job search and
interviews
Electrical
Statistics &
Engineering Applied Math
100%
Not Answered
academic job
search and
interviews
Computer
Science
Not Answered
Total N
*SOE includes 1 respondent in TIM
PBSci Division
PhD students
Does the program/department offer classes or workshops?
Microbiol
Astrono Biomed
Ecology
ogy &
my &
Sci & Chemistr
Mathem
MCD
Earth Sci & Evol
Env
Astrophy Engineer
y
atics
Biology
Biology
Toxicolo
sics
ing
gy
Writing and
publishing
scholarly
articles
Conducting
dissertation
research
Physics
PBSci
Division
Yes
8%
86%
32%
54%
52%
9%
64%
23%
87%
12%
39%
No
92%
14%
68%
46%
48%
82%
36%
73%
13%
88%
60%
No answer
0%
0%
0%
0%
0%
9%
0%
5%
0%
0%
1%
Yes
0%
71%
29%
8%
41%
9%
18%
36%
27%
27%
26%
100%
29%
71%
88%
59%
82%
82%
59%
73%
73%
72%
0%
0%
0%
4%
0%
9%
0%
5%
0%
0%
2%
Yes
23%
71%
26%
12%
48%
9%
9%
23%
47%
27%
28%
No
77%
14%
74%
85%
52%
73%
91%
68%
53%
73%
69%
0%
14%
0%
4%
0%
18%
0%
9%
0%
0%
3%
0%
71%
26%
19%
19%
0%
9%
18%
47%
35%
23%
100%
14%
74%
77%
81%
91%
91%
73%
53%
65%
74%
0%
14%
0%
4%
0%
9%
0%
9%
0%
0%
3%
13
7
34
26
27
11
11
22
15
26
192
No
No answer
Academic job
search and
interviews
Ocean
Sci
No answer
Non-academic Yes
job search and
No
interviews
No answer
Total N
Should the program/department offer classes or workshops?
Astrono Biomed
Microbio
Ecology
my &
Sci & Chemistr
Mathem & Env
MCD
Earth Sci & Evol
Astrophy Engineer
y
atics
Toxicolo Biology
Biology
sics
ing
gy
writing and
publishing
scholarly
articles
conducting
dissertation
research
Physics
PBSci
Division
Yes
62%
100%
79%
85%
89%
36%
91%
82%
67%
65%
77%
No
38%
0%
15%
12%
7%
64%
0%
18%
7%
27%
18%
0%
0%
6%
4%
4%
0%
9%
0%
27%
8%
6%
Yes
31%
100%
74%
54%
70%
9%
82%
64%
40%
50%
58%
No
69%
0%
24%
42%
26%
91%
18%
32%
40%
42%
37%
0%
0%
3%
4%
4%
0%
0%
5%
20%
8%
5%
Yes
69%
86%
82%
85%
85%
36%
73%
95%
87%
73%
80%
No
31%
0%
12%
12%
7%
64%
18%
5%
7%
19%
15%
0%
14%
6%
4%
7%
0%
9%
0%
7%
8%
5%
54%
71%
79%
81%
81%
9%
73%
91%
80%
62%
72%
46%
14%
15%
15%
11%
91%
18%
9%
13%
31%
22%
0%
14%
6%
4%
7%
0%
9%
0%
7%
8%
5%
13
7
34
26
27
11
11
22
15
26
192
No answer
No answer
academic job
search and
interviews
Ocean
Sci
No answer
non-academic Yes
job search and
No
interviews
No answer
Total N
Astronomy & Astrophys
Mathematics
Biomol Eng & Bioinfo
Computer Science
Linguistics
Physics
Computer Engineering
Bioinformatics
Ocean Sciences
Environmental Studies
Stat & Applied Math
History of Consciousness
Anthropology
Music
Psychology
Earth Sciences
MCD Biology
Microbio & Envir Toxic
Economics
Electrical Engineering
Ecology & Evol Biology
Education
Chemistry
Politics
Literature
History
60%
Sociology
Philosophy
Percent of PhD students who reported having excellent or good preparation to write
scholarly articles for publication
100%
90%
80%
70%
campus average 58%
50%
40%
30%
20%
10%
0%
Ocean Sciences
Anthropology
Environmental Studies
Biomol Eng & Bioinfo
Music
Microbio & Env Toxic
Ecology & Evol Biology
History
Stat & Applied Math
Astronomy & Astrophys
MCD Biology
Earth Sciences
Mathematics
Psychology
Bioinformatics
Physics
Computer Science
Electrical Engineering
Economics
Literature
Linguistics
Computer Eng
Sociology
Education
History of Consc
Chemistry
Politics
Philosophy
Percent of PhD students who reported excellent or good preparation to write funding
proposals
100%
90%
80%
70%
60%
50%
40%
campus average 41%
30%
20%
10%
0%