PRESS RELEASE

EMBARGOED UNTIL: October 18, 2018 at 12:01 a.m. EDT

Contact: Katherine Hazelrigg
(202) 461-3888 khazelrigg@cgs.nche.edu

Washington, DC – The Council of Graduate Schools today released a research brief that reports on humanities PhD holders’ perceptions of the relevance of their doctoral programs to their current jobs. The brief, which draws on data from the CGS PhD Career Pathways project, indicates that the vast majority of humanists, regardless of employment sector, believe their doctoral education prepared them well for their current jobs.

Key Findings:

• Three years post-PhD, humanists working in non-academic jobs saw their training less aligned with their jobs than did those in academia; 52% of those in non-academic jobs reported that their PhD prepared them well for their current job, as compared to 77% of those in academia. For humanities PhDs eight- and 15-years postgraduation, however, there was no statistical difference in perception of preparation between those working in academia and those working elsewhere.
• Most humanities PhDs would pursue a PhD in general or in the same field, if they had to start over again.
• Between humanities PhDs working in academia and those working elsewhere, there are more similarities than differences in key skills and attributes important for successfully performing work. Attributes such as “leadership,” “adaptability and flexibility,” and “analytical thinking” were rated as almost identically important across both groups.

The findings are based on survey responses from 882 doctoral degree recipients from 35 institutions; fields included Anthropology and Archeology, English Language and Literature, Foreign Language and Literature, History, Philosophy, Religion and Theology, and Arts and Humanities. The data were collected as part of the project Understanding PhD Career Pathways for Program Improvement and represent a small subset of the data available.

“While these findings represent the first wave of our data, they provide a strong indication that humanities PhDs find their training relevant to diverse career contexts,” said CGS President Suzanne Ortega. “Perhaps the most intriguing finding is that people eight and 15 years out of their PhDs find their training more relevant to their jobs than the earlier cohort.”

It’s not clear whether alumni views grow more positive over time because they have had the time to find a job that is a better fit for their skills, or whether those eight- and 15-years post-graduation come to have a different appreciation of their preparation. “Whatever the reason,” said Ortega, “this is good evidence that recent PhDs can use extra support in finding a job that’s right for them.”

This phase of PhD Career Pathways builds upon a decade of CGS initiatives dedicated to illuminating PhD career pathways and encouraging universities to value diverse career options for graduate students. Previous research from the Council of Graduate Schools conducted in partnership with the National Endowment for the Humanities indicates that humanities programs can successfully broaden options and opportunities for humanities PhDs by choosing vocabulary that supports the goals of PhD career diversity (e.g., using the term “flexible career paths” instead of “Plans A and B”); actively listening to and engaging important voices (such as students, alumni, and faculty); developing external partnerships; and removing administrative roadblocks.

CGS plans to release additional research briefs this fall that will include all fields of study, and in early 2019, the first results from a survey of PhD students in their second and fifth years of study.

About the project:

CGS PhD Career Pathways is a coalition of 65 doctoral institutions working to better understand and support PhD careers across all broad fields of study. Universities collect data from current PhD students and alumni using surveys that were developed by CGS in consultation with senior university leaders, funding agencies, disciplinary societies, researchers, and PhD students and alumni. The resulting data allow universities to analyze PhD career preferences and outcomes at the program level and help faculty and university leaders strengthen career services, professional development opportunities, and mentoring. Additionally, participating universities are able to compare their data on PhD career preferences and outcomes with CGS’s national dataset.

This project is supported by The Andrew W. Mellon Foundation (grant #31600612) and the National Science Foundation (grant #1661272).

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PRESS RELEASE

EMBARGOED UNTIL:   October 3, 2018, 12:01 a.m. EDT

Contact: Katherine Hazelrigg / (202) 461-3888 / khazelrigg@cgs.nche.edu

Washington, DC — Today the Council of Graduate Schools (CGS) reported that growth in first-time graduate enrollment remains flat, according to its most recent data, while the number of graduate applications to U.S. universities has decreased. Between Fall 2016 and Fall 2017, first-time graduate enrollment dropped by -0.1% and the number of applications for admission to U.S. graduate schools decreased -1.8%. Although the overall number of applications for admission declined, several broad fields of study saw increases, including business (4.5%), public administration and services (1.9%), education (1.8%), and mathematics and computer sciences (1.7%). The data is part of the latest CGS/GRE Graduate Enrollment & Degrees: 2007-2017 report.

Decrease in International Enrollments

First-time graduate enrollment for U.S. citizens and permanent residents increased 1.1% between Fall 2016 and Fall 2017. In contrast, first-time graduate enrollment of international students decreased -3.7%, but the five-year (4.7%) and ten-year average annual increase (5.6%) rates remain strong. Universities with an R1 Carnegie Classification, or highest research doctoral institutions, saw no negative impacts, posting a 3.0% increase between Fall 2017 and Fall 2017.

“The decrease in application and flat first-time enrollment rates are not unexpected given the robust economy and job market. After years of steady growth, the slow down aligns with typical cycles in the economy,” said CGS President Suzanne Ortega. “What is worrisome, however, is the decline in the number of international students pursuing graduate education in the U.S. The 3.7% drop in first-time enrollment between Fall 2016 and Fall 2017 is the second consecutive decrease we’ve seen since 2003. While it is difficult to pinpoint what caused the decline, the current policy climate around U.S. visas and immigration may be a contributing factor.”

Enrollments Align with Fastest Growing Fields

Enrollment trends by broad field of study are consistent with last year. The largest one-year gains in first-time enrollment by broad field of study were in mathematics and computer sciences (3.8%) and business (3.7%) between Fall 2016 and Fall 2017. The largest five- and ten-year average (2012-2017) percent changes by broad field were in mathematics and computer sciences (12.8%, 12.1%) and the health sciences (4.0%, 6.9%). In contrast, the one-year change in first-time graduate enrollment in engineering was -3.8%, compared to -0.9% between Fall 2015-2016; engineering also posted the biggest application decline in the one-year period (-7.3%). These results are consistent with CGS’s International Graduate Applications and Enrollment: Fall 2017, indicating that the decline in engineering enrollment is largely driven by a decrease in international students.

“The continued growth in applications and first-time enrollment in the health sciences indicates graduate education is aligning with the increasing workforce demand for advanced degree holders,” said Ortega. “According to the most recent Bureau of Labor Statistics data on employment projections, many of the fastest growing fields are in mathematics and computer sciences and the health sciences, including physician assistants, occupational therapists, mental health and substance abuse social workers, mathematicians, and computer and information research scientists. These jobs all require at least a master’s degree for a typical entry-level position.”

Institutions responding to the CGS/GRE Survey of Graduate Enrollment & Degrees for Fall 2017 enrolled more than 1.8 million graduate students. Nearly three quarters (74.0%) of total graduate enrollment was in master’s programs. Over one million of those graduate students, or 57.9%, were women. Academic year 2016-17 marked the eighth consecutive year in which women earned the majority of degrees awarded. However, in many STEM fields, men still earned the majority of graduate degrees and certificates.

Other report findings are summarized below. 

Findings by Broad Field

• The three largest broad fields of study: business, education, and health sciences, were also the fields with the largest proportions of part-time graduate students.
• Graduate applications decreased in engineering (-7.3%), arts and humanities (-1.8%), physical and earth sciences (-0.6%), and biological and agricultural sciences (-0.4%) between Fall 2016 and Fall 2017.
• The largest one-year increases in graduate applications occurred in the broad fields of business (4.5%), public administration and services (1.9%), education (1.8%), and mathematics and computer sciences (1.7%).

Findings by Degree Level

• About 70% of the applications received for Fall 2017 were to master’s/other programs. The large majority of all first-time graduate students in Fall 2017 were enrolled in programs leading to a master’s degree or a graduate certificate (83.4%).
• The number of doctoral degrees awarded increased 1.7% and the number of master’s degrees awarded increased 4.6% between 2015-16 and 2016-17.
• The largest one-year percent increases in master’s degrees were in mathematics and computer sciences (13.6%), health sciences (4.7%), and “other fields” (4.7%).

Findings by Student Demographics

• In Fall 2017, approximately 23.9% of all first-time U.S. citizens and permanent resident enrollees were underrepresented minorities. American Indian/Alaska Native, Black/African American, and Hispanic/Latino first-time graduate students remain particularly underrepresented in STEM fields.
• In Fall 2017, the majority of first-time graduate students at all degree levels were women – 59.2% at the master’s degree and certificate level and 53.5% at the doctoral level.
• Among first-time graduate enrollment, 79.7% were U.S. citizens and permanent resident graduate students in the Fall of 2017 and about 20.3% were international.
• International students comprised the largest share of first-time graduate students in mathematics and computer sciences (56.3%), followed closely by engineering (52.9%).

About the report

Graduate Enrollment and Degrees: 2007 to 2017 presents the findings of an annual survey of U.S. graduate schools, co-sponsored by CGS and the Graduate Record Examinations (GRE) Board. It is the only annual national survey that collects data on graduate enrollment by all fields of study and is the only source of national data on graduate applications by broad field of study. The report includes responses from 619 institutions and presents statistics on graduate applications and enrollment for Fall 2017, degrees conferred in 2016-17, and trend data for one-, five- and ten-year periods.

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Media Kit

FOR IMMEDIATE RELEASE 

CONTACT: Katherine Hazelrigg / khazelrigg@cgs.nche.edu / 202.461.3888

Washington, DC— Council of Graduate Schools (CGS) President Suzanne Ortega released the following statement on reversal of guidance that aims to promote diversity:

“Diversity is critical to the quality of U.S. graduate programs. Our programs must be able to prepare master’s and doctoral students to work in diverse teams, to understand the impact of research and practice on different U.S. communities, and to consider our nation’s greatest challenges from different perspectives. In light of these needs, the Council of Graduate Schools supports the ability of graduate programs to consider race as one factor in admission decisions. CGS data show modest growth in first-time enrollments for underrepresented minority groups— a trend that must be allowed to flourish. Given these factors, the recent announcement by the Trump Administration to rescind guidance to colleges and universities to promote diversity within the bounds of the law would limit, rather than advance, the quality of U.S. graduate education.”

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For more information about holistic admissions and graduate education, view CGS’s Holistic Review in Graduate Admissions report. Visit Graduate Enrollment and Degrees: 2005-2015 to view trends in admissions.

FOR IMMEDIATE RELEASE:

Contact: Katherine Hazelrigg   (202) 461-3888/ khazelrigg@cgs.nche.edu

Washington, DC – The Council of Graduate Schools today announced that four federally-recognized Minority-Serving Institutions (MSIs) will join an existing coalition that are working to gather and use data about the careers of PhD students and alumni. A grant from the National Science Foundation (NSF grant #1661272) has been supporting data collection about PhD careers in STEM fields.

The universities selected to receive awards to participate as funded project partners are:

• Howard University
• North Carolina A&T State University
• University of Arizona
• University of Nevada, Las Vegas

In addition to the 33 universities participating in the project as grant recipients, 31 additional institutions are participating in the project as affiliate partners.

Over the course of the multi-year project, universities will collect data from current PhD students and alumni with surveys that were developed by CGS in consultation with senior university leaders, funding agencies, disciplinary societies, researchers, and PhD students and alumni. The resulting data will allow universities to analyze PhD career preferences and outcomes at the program level and help faculty and university leaders strengthen career services, professional development opportunities, and mentoring in doctoral programs.

“We are thrilled to include four doctoral-granting, MSIs to our PhD Career Pathways project. We know that PhD students aspire to a wide variety of careers, including academic research and teaching,” said CGS President Suzanne Ortega. “We need to gain a better understanding of what the career pathways for our alumni look like. Our university partners are leading the way for the entire community of doctoral institutions.”

Universities from across the country will be able to compare their data on PhD career preferences and outcomes with CGS’s national dataset. Universities will also be able to use the data to communicate the career trajectories of PhD alumni to current and prospective students, helping them to make more informed selections of PhD programs. By analyzing the processes of survey administration, CGS will identify promising practices for implementing the surveys and share them with graduate schools nationwide.

The Andrew W. Mellon Foundation is supporting the PhD Career Pathways project focused on the humanities. This supplemental grant from NSF will support the data collection in STEM fields at the previously mentioned four MSIs.

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FOR IMMEDIATE RELEASE 

CONTACT: Katherine Hazelrigg / khazelrigg@cgs.nche.edu / 202.461.3888

Washington, DC— Council of Graduate Schools (CGS) President Suzanne Ortega released the following statement on recent immigration proposals

“Recent proposals stemming from Congress and the Administration have focused the nation’s attention on immigration issues impacting students and families. The Council of Graduate Schools remains steadfast in its support of policies that help ensure individuals are afforded opportunities to pursue their graduate studies here in the United States, including those with DACA status and those from the international student community.

“As the House of Representatives continues to debate the future of DACA recipients who, at a young age, were brought to the U.S. and have grown to call it home, CGS implores Congress to yield a solution that will ensure they can continue to live, work, pursue higher education, and strengthen our nation’s economy.

“CGS also remains supportive of policies that bolster the ability of U.S. higher education institutions to recruit and retain international talent. Immigration policies, including the visa process, should strive for greater efficiency without imposing additional barriers so that international graduate students and faculty can enroll, graduate, and apply their education in ways that increase our country’s global competitiveness.

“We remain committed to working in a bipartisan manner and urge Congress to find solutions that support DACA recipients and the international graduate student community.”

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FOR IMMEDIATE RELEASE:

Contact: Katherine Hazelrigg  (202) 461-3888 / khazelrigg@cgs.nche.edu

Washington, DC —Today the Council of Graduate Schools (CGS) announced that Lauren Inouye has been named the Council’s vice president for public policy and government affairs. Her tenure at CGS begins May 1, 2018. She succeeds Beth Buehlmann, who had served in the role since 2013.

Inouye comes to CGS from the American Association of Colleges of Nursing (AACN), where she was the director of government affairs. In her prior role, Inouye served as AACN’s primary liaison to Congress on workforce, research, higher education, and practice issues. She also led their University Government Relations Collaborative, working to bolster unified advocacy on issues impacting nursing schools, and developed their Principles for Higher Education Act reauthorization.

CGS President Suzanne T. Ortega commented, “Lauren Inouye has a deep understanding of the contributions of graduate institutions to our country and workforce and is equally attune to the challenges faced by institutions of higher education. CGS members will benefit from her experience and knowledge as the organization continues to advance the graduate education agenda in Washington.”

In accepting the appointment, Inouye emphasized the role of elevating CGS’s voice in the federal sphere. “I look forward to helping CGS members speak with a powerful and unified voice for graduate education,” Inouye said. “I value the opportunity to use my skills as a leader, collaborator, and coalition builder while developing a policy agenda that moves our country forward.”

Inouye holds a Master’s in Public Policy from Georgetown University and a Bachelor of Science in Nursing from the University of Michigan. Prior to her public policy work, Inouye served as a registered nurse in the medical intensive care unit at MedStar Georgetown University Hospital.

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FOR IMMEDIATE RELEASE:

Contact: Katherine Hazelrigg, CGS: (202) 461-3888 / khazelrigg@cgs.nche.edu

Washington, DC — The Council of Graduate Schools (CGS) has announced that JoAnn Canales, founding dean of the College of Graduate Studies and professor in the College of Education and Human Development at Texas A&M University-Corpus Christi, has been named the CGS Dean-in-Residence for the 2018-19 academic year. Dr. Canales brings to the post significant experience leading graduate education, including launching a professional development program specifically for graduate students. Canales will join CGS on August 1.

The CGS Dean-in-Residence program was created to infuse a campus-based perspective and vision across a variety of the Council’s programs and initiatives. The Dean-in-Residence works on multiple projects aligned with his or her interests and the Council’s needs.

“Dr. Canales has spent her academic career ensuring a diverse community of scholars has access to quality graduate education,” said CGS President Suzanne T. Ortega. “Her expertise in assessment and facilitating the development of assessment skills will also greatly benefit CGS and its members.”

In accepting the appointment, Canales remarked, “I am honored to have been afforded the privilege of working with the graduate education enterprise at the national level.  I look forward to working with the very talented and dedicated team at the Council of Graduate Schools and its partners to enhance the initiatives of our colleagues.”

Dr. Canales holds a PhD in Curriculum and Instruction with an emphasis in Bilingual Education from The University of Texas at Austin. She began her academic career as an assistant professor in the College of Education at the University of North Texas. In 2002-2003 she was recognized as a fellow in the American Council on Education Leadership Training Program. As founding Dean of the College of Graduate Studies and Professor in the College of Education and Human Development at Texas A&M University-Corpus Christi, Canales established the AC & Ende Canales Si Se Puede Scholarship.

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FOR IMMEDIATE RELEASE 

CONTACT: Katherine Hazelrigg / khazelrigg@cgs.nche.edu / 202.461.3888

Majority of Decline in Master’s and Certificate Programs

Washington, DC —New data from the Council of Graduate Schools (CGS) reveal that for the first time since Fall 2003, international graduate application and first-time enrollment rates declined at U.S. universities. For Fall 2017, the final application counts from prospective international students declined by 3%, while the first-time enrollment of international graduate students declined by 1%.

The overall decline is primarily in master’s and certificate programs, with responding institutions reporting a 4.8% decrease in applications and a 2.8% decrease in first-time enrollment. In contrast, first-time international doctoral enrollment grew by 1.8%. Given that 77% of first-time international graduate enrollment was in master’s and certificate programs and 23% was in doctoral programs, the discrepancy by degree objective is notable.

Recent changes in immigration policy, including the executive order barring entry or return of U.S. visa holders from specific countries, are being closely watched by members of the graduate education community. While students directly affected by the ban constitute a relatively small percentage of international graduate students, there has been significant concern that new immigration policies will tarnish the U.S.’s image as a welcoming destination for international students and scholars.

CGS President Suzanne Ortega noted, “While the declines we see this year are concerning, the good news is that the application acceptance rates and admission yield rates are comparable to last year. This suggests that prospective international graduate students remain highly likely to accept offers of admission to U.S. graduate schools. This may be due to increased efforts on the part of graduate schools and universities to assure international students that they will be welcomed and supported.”

Application and enrollment numbers saw wide variations by sending country. The 2016-2017 admissions cycle marks the second year in a row that applications and first-time enrollment of international graduate students from the Middle East and North Africa declined. In aggregate, responding institutions reported a greater decline in applications between Fall 2016 and Fall 2017 (-17%) than was seen in the prior admission cycle (-5%). However, first-time graduate enrollment declined at a slower rate (-5%) compared to the prior year (-11%). Iran and Saudi Arabia historically represent the largest share of international graduate students from the Middle East and North Africa region, and applications from the two countries dropped by 18% and 21% respectively.

China and India continue to represent the largest shares of international graduate applications, first-time international graduate enrollment, and total international graduate enrollment. However, the final application and first-time graduate enrollment of Indian students decreased (-15%, -13% respectively) during the Fall 2016 to Fall 2017 admission cycle. This is the first decline in applications from India since Fall 2012.

Application counts for prospective European graduate students to U.S. institutions grew by 18%. However, first-time enrollment of European graduate students at U.S. institutions in Fall 2017 only increased by 1%. In Fall 2016, first-time enrollment rates for European graduate students rose by 8%.

The report also includes data trends by field of study. By total application and first-time enrollment counts, the most popular fields of study continue to be Business (15% and 19% respectively), Engineering (28% and 26% respectively), and Mathematics and Computer Sciences (22% and 19% respectively). By contrast, U.S. institutions that participated in the study reported a 10% decline in graduate applications and first-time enrollment to engineering programs.

As the only report of its kind to offer data on the current academic year, International Graduate Applications and Enrollment: Fall 2017 reports applications, admissions, and enrollments of international master’s, certificate, and doctoral students at U.S. colleges and universities.

About the survey and report

Conducted since 2004, the CGS International Graduate Admissions Survey tracks the applications and enrollments of international students seeking U.S. master’s and doctoral degrees. In Fall 2016 the survey was redesigned to collect data by degree objective (master’s and graduate certificate vs. doctorate), and for all seven regions of origin, eight countries of origin, and all eleven broad fields of study, yielding the only degree-level data currently available for graduate admissions and enrollments. 377 U.S. graduate institutions who are members of CGS or its regional affiliates responded to the 2017 survey.

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FOR IMMEDIATE RELEASE 

CONTACT: Katherine Hazelrigg / khazelrigg@cgs.nche.edu / 202.461.3888

“Over the past few weeks, the Council of Graduate Schools joined a coalition of organizations raising serious concerns about the proposed tax legislation and its effects on higher education, particularly on graduate education and graduate students. We were pleased to see our community join forces to raise awareness about the consequences of the proposed tax reforms. As a result, many proposals that would have negatively impacted graduate education were defeated. This is an excellent example of what we can achieve when we work together. Our efforts will help ensure that graduate students are able to pursue and achieve their educational goals.”

“The bill passed by the House and Senate remains far from perfect, and we continue to have serious reservations about its overall impact on institutions of higher education. We maintain our belief that master’s and doctoral education are the backbone of America’s national security and greatly contribute to our economic standing in a global economy. Any tax provisions that affect the financial stability and accessibility of institutions of higher education could negatively impact our nation’s future.”

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FOR IMMEDIATE RELEASE:             

Contact: Katherine Hazelrigg
(202) 461-3888 / khazelrigg@cgs.nche.edu

Washington, DC – The Board of Directors of the Council of Graduate Schools (CGS) has announced that Dr. John C. Keller, dean of the Graduate College, associate provost for graduate and professional education, and interim vice president for research and economic development at the University of Iowa, is the 2017 winner of the Debra W. Stewart Award for Outstanding Leadership in Graduate Education. The awards ceremony was held during the CGS 57th Annual Meeting in Scottsdale, AZ.

The award was created in 2016 by the CGS Board of Directors to recognize outstanding leadership in graduate education, and particularly those leadership qualities exemplified by the Council’s fifth President, Debra W. Stewart. The selection committee gives consideration to nominees with a strong reputation for ethics and integrity, a history of active participation in the graduate community, and a record of strategic vision and actions resulting in meaningful impacts. Areas of special consideration include evidence-based innovation, program development, diversity and inclusion, student learning and career outcomes, personnel management, policy advocacy in support of graduate education and research, and fiscal responsibility.

For his invaluable contributions to the University of Iowa graduate community, Dr. Keller becomes the second Debra W. Steward Award recipient. A passionate advocate for graduate education, Dr. Keller undertook several major initiatives at the University of Iowa to enhance graduate education. He oversaw the development of 14 new graduate programs – including three interdisciplinary programs. Keller also developed and implemented a model for systematic assessments aimed towards program improvement. Under his leadership, time to degree was reduced while completion rates improved. In addition to his academic oversight, Keller promotes publicly accessible research, holistic career preparation, diversity and inclusion initiatives, and institutional research support.

“I echo the Council of Graduate Schools’ recognition of Dean Keller for nearly two decades of outstanding leadership in graduate education,” said University of Iowa President Bruce Harreld. “John holds graduate student success at the core of his vision for graduate education. His national engagement, advocacy, and unwavering commitment to our students continues to advance the research and scholarship enterprise at Iowa.”

“John’s leadership has extended well beyond the University of Iowa’s campus,” said Dr. Nancy Marcus, dean emeritus of the Graduate School at Florida State University and chair of the Council’s Board of Directors. “Dr. Keller’s leadership in the Big Ten Academic Alliance, the AAU Association of Graduate Schools, the CGS Board of Directors and Committee on Advocacy and Public Policy has benefited the graduate education community across the country.”

Nominees for the award must be a current senior, graduate dean at a CGS member institution (Regular or Associate) and cannot be an active member of the CGS Board of Directors. Nominations are made by CGS member institutions and are reviewed by a selection committee of former graduate deans in the CGS community. The winner receives a $4,000 prize to support continuing innovations at the awardee’s institution.

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