The Professional Development of Graduate Students in Economics
AbstractThis paper provides insight into the skill development activities of graduate students at U.S. institutions providing graduate education in economics. It documents the extent of student participation in and preparation for research and teaching activities while in graduate school. Over fifty percent of students are involved in teaching related activities including grading, leading recitation sections, and teaching their own sections with and without guidance. Most were generally satisfied with their preparation. About fifty-five percent of graduate students attend economic conferences, twenty percent present papers, twenty-two percent submit papers and ten percent have published. Important differences by assistantship assignments, institutional rank, and gender in such activities are highlighted. Findings suggest that programs could do more to prepare students for participation in professional activities post graduation.
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Bibliographic InfoPaper provided by Middlebury College, Department of Economics in its series Middlebury College Working Paper Series with number 0811.
Length: 11 pages
Date of creation: Jul 2008
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This paper has been announced in the following NEP Reports:
- NEP-ALL-2008-09-20 (All new papers)
- NEP-EDU-2008-09-20 (Education)
- NEP-HPE-2008-09-20 (History & Philosophy of Economics)
- NEP-LAB-2008-09-20 (Labour Economics)
- NEP-PKE-2008-09-20 (Post Keynesian Economics)
- NEP-SOG-2008-09-20 (Sociology of Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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Middlebury College Working Paper Series
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