Suchergebnisse

This is a speech that Dr. Fai-nan Perng delivered for the acceptance of an honorary Ph.D. degree in economics at National Tsing Hua University, Taiwan. Dr. Fai-nan Perng was appointed as the Governor of the Central Bank of the R.O.C. (Taiwan) by President Teng-hui Lee in February 1998. He served in this position for 20 years. During this 20-year period, he faced the 1998 Asian financial crisis, terrorist attack on the World Trade Center on September 11, 2001, and the 2008 U.S. financial crisis. He handled monetary policy smoothly and led the economic growth in Taiwan very well. Overall, he is one of the longest-serving and most well-known governors in the world. He represented Taiwan in the 2000 APEC Economic Leaders' Meeting, was The Banker Magazine's 2009 Central Banker of the Year, Asia, and received Central Banking Publications' Lifetime Achievement Award in 2018. He also served as the associate editor for the Review of Pacific Basin Financial Markets and Policies (RPBFMP) from 2005 to 2018.

Research into higher education as a field of study is impeded by the lack of an authoritative databaseof all graduate programs in the United States. One resource used frequently is the Association for theStudy of Higher Education (ASHE) database, which is self-reported by the host institutions. In 2008,this database indicated that approximately 77 higher education (HIED) programs awarded the Doctorof Education (Ed.D.), 91 offered the Doctor of Philosophy (Ph.D.), and 35 awarded both degrees. Thisdistribution recalls questions that have marked research in the field for 80 years: how do HIEDprograms differentiate between the two degrees? Are both degrees really necessary?

Regression analysis using panel data for 42 colleges and universities over 14 years suggests that the economics faculty size of universities offering a Ph.D. in economics is determined primarily by the long-run average number of Ph.D. degrees awarded annually; the number of full-time faculty increases at almost a one-for-one pace as the average number of Ph.D.s grows. Faculty size at Ph.D. granting universities is largely unresponsive to changes in the contemporaneous number of undergraduate economics degrees awarded at those institutions. Similarly, faculty size at colleges where a bachelor's is the highest degree awarded is responsive to the long and short term average number of economics degrees awarded but not the annual changes in BS and BA degrees awarded in economics.

As any recent Ph.D. recipient can attest, the writing of a doctoral dissertation is at times a process fraught with uncertainty and anxiety over the "meaning" of one's work and its implications for the growth of knowledge in the discipline. The dissertation usually marks the first opportunity for a graduate student to exercise a great deal of independence and autonomy on a research project of one's own choosing; and the successful defense of the completed dissertation represents the final phase in a socialization process designed to initiate the newcomer into the sacred "holies" of academic folkways and mores.From its inception in 1861, when Yale became the first American university to grant the Ph.D. degree, the doctoral degree was viewed as a "research degree" and the writing of a dissertation was justified in terms of making an "original contribution" to the scholar's own discipline. A casual glance through several recent graduate school catalogues indicates that the official rhetoric concerning the dissertation continues to stress the notion of an "original contribution."

As any recent Ph.D. recipient can attest, the writing of a doctoral dissertation is at times a process fraught with uncertainty and anxiety over the "meaning" of one's work and its implications for the growth of knowledge in the discipline. The dissertation usually marks the first opportunity for a graduate student to exercise a great deal of independence and autonomy on a research project of one's own choosing; and the successful defense of the completed dissertation represents the final phase in a socialization process designed to initiate the newcomer into the sacred "holies" of academic folkways and mores.From its inception in 1861, when Yale became the first American university to grant the Ph.D. degree, the doctoral degree was viewed as a "research degree" and the writing of a dissertation was justified in terms of making an "original contribution" to the scholar's own discipline. A casual glance through several recent graduate school catalogues indicates that the official rhetoric concerning the dissertation continues to stress the notion of an "original contribution."

ABSTRACT: Recently, concerns have been raised regarding the shortage of Ph.D. students in accounting. In the immediate future, the number of retirements in accounting academia is likely to exceed the number of qualified replacements. Many speculate that accountants are deterred from pursuing a Ph.D. by the opportunity costs involved. This study places those concerns in a larger context by comparing those opportunity costs to the potential financial payoff to the degree recipient from a career in accounting academia. We conduct a simulation, exploring several hypothetical career paths. Results indicate that it is possible to earn a positive return on investment for a Ph.D. degree across a variety of assumptions. In the scenarios we examine, the return on investment is higher for those leaving public accounting sooner and for those spending less time in Ph.D. programs. This finding informs current efforts to promote academia as a viable career path in accounting, providing potential students with a financial justification to pursue a Ph.D.