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The Professional Development of Graduate Students in Economics

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  • KimMarie McGoldrick
  • Gail Hoyt
  • Dave Colander

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Abstract

This 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.

Suggested Citation

  • KimMarie McGoldrick & Gail Hoyt & Dave Colander, 2008. "The Professional Development of Graduate Students in Economics," Middlebury College Working Paper Series 0811, Middlebury College, Department of Economics.
  • Handle: RePEc:mdl:mdlpap:0811
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    File URL: http://www.middlebury.edu/services/econ/repec/mdl/ancoec/0811.pdf
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    1. David Colander & Jessica Holmes, 2007. "Gender and graduate economics education in the US," Feminist Economics, Taylor & Francis Journals, vol. 13(2), pages 93-116.
    2. Jerry G. Thursby, 2000. "What Do We Say about Ourselves and What Does It Mean? Yet Another Look at Economics Department Research," Journal of Economic Literature, American Economic Association, vol. 38(2), pages 383-404, June.
    3. Wendy A. Stock & T. Aldrich Finegan & John J. Siegfried, 2006. "Attrition in Economics Ph.D. Programs," American Economic Review, American Economic Association, vol. 96(2), pages 458-466, May.
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