Professional Documents
Culture Documents
Table of Contents
Abstract II
Introduction 1
Literature Review 1
References 11
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
Abstract
This essay examines the importance of graduate education in America. Graduate education built its
foundations in the United States dating back to the early 19th century after expanding on European
models, particularly those of British and German university influences. This report outlines the
important role graduate students play in the 21st century in innovative research and providing skilled
members of the workforce to fuel the economy. The findings of Luna and Prieto suggest access to
back to their own communities. Further investigation into Garces study on recruitment and Borrego,
Boden and Newswanders look at sustainable programs suggest administrators, faculty and staff must
collaborate for the foreseeable future to create opportunities for generations of graduate students.
Finally, a deeper look at current day legislative action paints a challenging picture for how graduate
students pay for their degrees and why taxpayers have shared part of the burden.
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
Introduction
as attaining a higher level of success. The emphasis on postgraduate education has become
increasingly important since its inception. This paper aims to provide a timeline of graduate
education, including policies impacting it. In discussing the past of graduate education, knowledge is
gained in how American education was heavily influenced by Great Britain and Germany, the
adaptation of the aforementioned models to fit the American needs, the impact of research-based
learning and the national impact, and the progression of practices and teaching methods. In the
present, the development in enrollment and diversity, the importance of continuing ones education,
and the benefits to individuals and society are explored. Various factors that impact the future of
graduate education are displayed, such as accessibility, first generation students, global competition,
various models, and current policies. Graduate education has made significant strides in accessibility
and inclusion since its creation, as well as changed and adapted to who the audience is and what
students should be attending. While graduate education has continuously transitioned and worked
towards becoming inclusive and accessible, there is still work to be done. These changes come with
Literature Review
The concept of graduate education came to fruition during the early nineteenth century when
German education began to slowly shift from teaching to more innovative research. This process was
accelerated after the founding of University of Berlin in 1810, an institution that would be used as a
model for research based education. Over the next decade, institutions with an emphasis on training
and research would transition to focus more on instructional techniques. Because of their
overwhelming success in research, training, and producing high performing professionals, these
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
faculties would gain recognition as independent faculties equal to those of their superiors (Brubacher
While colleges during the colonial era were established using the British model, during the
early 1800s Americans followed suite in pursuit of research driven education, which was heavily
influenced by German universities teaching methods with an emphasis on scientific research. Since
the United States was lacking an establishment on domestic soil that could provide them the same
educational opportunities that the German educational system could, between 1815 and the start of
World War I in 1914, there were more than 10,000 American students attending German universities.
Of these students, more than half had a focus on philosophy, while other students pursued law,
theology, and medicine. The exchange of ideas that took place in the halls of University of Berlin and
other German universities was the basis for a greater interest in the sciences and research, thus
establishing a foundation for the creation of graduate education (Brubacher & Rudy, 1999).
Post-1840, the beginning of the Industrial Revolution, marked major change within American
higher education. Universities became more secular and there was a larger emphasis on specialized
training in professional skills and scientific methods. This led to the return of American faculty
members now having PhDs from the research-based, German institutions. From this group, men like
Richard T. Ely, G. Stanley Hall, Thomas C. Chamberlin, and John M. Coulter led a progressive
movement in the United States to create change in education and society as a whole (Brubacher &
Rudy, 1999). This movement made strides in the way classes were taught in America. German-
educated Americans brought back the practices of laboratory work, seminar, and lecture, all
Though multiple attempts were made to replicate graduate education on American soil,
including an attempt made by Ezra Stiles in 1777 to make Yale into a university that could possibly
be comparable to German institutions like Leyden and Edinburgh, these attempts often fell short due
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
to the lacking of funding (Brubacher & Rudy, 1999). It was not until 1876 that the first graduate
institution in the United States was founded by Daniel C. Gilman, a German educated American.
Johns Hopkins University marked the establishment of higher education in America and thus became
the model and catalyst of research as a major functional aspect of university (Bastedo, Albach, &
Gumport, 2016).
The birth of institutions like Johns Hopkins allowed for teaching and research methods to
come together in the classroom and create an entirely new experience for American students. With a
foundation was being set in place, other graduate schools linked with larger, undergraduate
universities began to emerge in the 1890s. Additionally, brand new universities, such as Stanford in
1891 and University of Chicago in 1892 were founded as both undergraduate and graduate
institutions (Kennedy, 1995). With universities serving students on both an undergraduate and
graduate level, the opportunity for departmentalization was afforded. Departmentalization allowed
graduate programs to maintain a sense of continuity and cohesion, as well as gave students the
chance to participate in apprenticeships related to their specified fields of interest. (Bastedo, et. al.,
2016).
During the turn of the twentieth century, sponsored research was integral to the expansion of
graduate education. By the 1930s, rather than donate money to university to focus on academics,
philanthropists were donating to fund project grants and postdoctoral fellowships. Because of this
massive financial shift in allocation, universities adapted and used the resources to have graduate
education and scientific research functioning as two, interdependent factors. Additionally, after World
War II ended, the federal government began to show greater support for doctoral education. Although
funding was already given for basic research that took place between 1958 and 1968, the main
priority was training science and engineering personnel to meet national needs. Recruitment for
talented students was the norm during this time period. Opportunities of fellowships, traineeships,
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
and being able to work as graduate student research assistants for grant funded projects were
common offers larger, research institutions would use to attract the best candidates (Bastedo, et. al.,
2016). A great example of this was the response to the potential threats of the Soviet Union after the
launch of Sputnik. The National Defense Education Act of 1958 was passed, thus cementing the
commitment to rebuilding and strengthening the research capabilities of the county. This was done
through effective training done at universities to support science education through a myriad of
fellowships and traineeship programs hosted by many government agencies (Harris and Miller,
2005).
Graduate education continued to grow at a constant rate. The field began to expand with
offerings of more fields of study, including sciences and other professional fields. However, between
1969 and 1975, the government no longer had the funds to support university research and graduate
education. While this seemed to be a drastic change from what institutions and students had grown
accustomed to, it set the path for what graduate education looks like now. It became common
practice for doctoral students to assist with faculty research in sponsored projects as well as serve as
teaching assistants in undergraduate courses to help alleviate the university stresses of enrollment
surges. The compromise allowed the graduate students to attain significant learning experiences
while enabling their institutions to expand their capacity for research and undergraduate education
Graduate school enrollment continues to rise as the benefits of obtaining a higher education
degree for an individual remains significant. This allows individuals to receive the added benefit of
being set apart from others applying within the same work force. Additionally, looking from a
socioeconomic lens, going to graduate school would be linked to a possibility for higher career
earnings, which can aid not only that individual pursuing graduate education, but their families in
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
cases of financial dependence. While receiving an education, students are exposed to experiences and
opportunities within their specialized field, giving them an upper hand in the job market to assert the
Economists Becker and Mincer believe that graduate students school choice comes down to
Human Capital theory. As stated in Graduate School Choice: An Examination of Individual and
Institutional Effects, Human Capital theory has been the most widely used approach for exploring
choice decision related to undergraduate and graduate education (English & Umback, 2016, p. 5).
There are different ways that they can be integrated into todays workforce just based on having our
graduate degrees. While human capital theory is a popular lens in dissecting graduate school choice,
the economic theory allows the graduate the ability to produce and act as additional added value to a
company or their career field, while also adding direct knowledge, training skills, and the already
There are many variables students must consider in the twenty-first century to have access to
graduate school. From a socioeconomic perspective, students must ask themselves what program is
going to set them up for the most success. From the perspective of first generation college graduates,
finding a place that they feel they belong and can form a close-knit family hold high importance.
Lastly, considering mentorship possibilities remains as prevalent today as it was in the past. In Lyons
The Mentor in Graduate Education, it is states that the late 1970s saw the placement of mentoring
on the agenda of issues of importance in higher education. The importance of mentorship has only
grown since then. With the societal and educational network growing so quickly, it is crucial to rely
on and look up to mentors for direction, teachable-learning moments, and hands on experience from
those already in the business. Through the research of Lyons, two hypotheses were tested, the first
stating a significantly higher percentage of doctoral students who have mentors will be male than
female (Lyons, 1990) and the second being a positive overall evaluation of ones graduate
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
experiences at the doctoral level is positively related to having a mentor (Lyons, 1990). The
networking, experience, and the day to day tasks of working in their fields of study.
Taking a look at the trend in diversity for higher education across the board, according to the
Census, the population of advanced higher education has increased. Looking at ethnic and racial
composition of higher education students in 2015, the enrollments are as followed: 12.2% White,
13.5% non-Hispanic white alone, 8.2% African American, 21.4% Asian, 4.7% Hispanic (Census,
2016, p.2). There has been an increase in overall enrollment because the benefit of higher education
is becoming more apparent. The overall increase in educational attainment documented over the
past 6 decades occurred as young and more educated cohorts replaces older, less educated cohorts in
the adult population (Census, 2016, p.2). As the value of higher education spreads via word of mouth,
The future of graduate education will very much align with access to graduate studies,
especially for underrepresented populations. Many of these students are first generational and their
success and ultimate admission to graduate programs will depend greatly on innovation and
creativity by the best administrators in the country. Studies suggest these students will benefit greatly
from mentorship programs and community outreach, creative recruitment practices, and innovative
and sustainable programs to attract talent from all sectors of the country that is more diverse from
what has been used in the past. However, the future of how graduate students pay for their education,
especially doctoral students and professionals attending graduate school on tuition waivers, is very
Luna and Prieto (2009) looked at the role mentoring played in first generation Latino
students pursuit of graduate degrees at the University of Texas (Luna & Prieto, 2009). The students
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
were part of the schools Intellectual Entrepreneurship (IE) Pre-Graduate School Internship Program.
The program focuses on diversity, lived experiences and the cultures these first generation students
grew up in. Luna et al. concluded students in the program did suffer environmentally in their attitudes
and knowledge of graduate school access, but their connection with their socioeconomic
backgrounds gave them a sense of responsibility to further their education in the hopes of one day
giving back to their communities. This kind innovative program offers a glimpse at what universities
are doing to create access for future generations of students from varied backgrounds.
To remain nationally and globally competitive, American research universities must look at
their own recruiting practices for diverse populations. State lawmakers can muddy the waters when it
comes to these efforts. Garces looked at four states which banned affirmative action (non-
discriminatory admissions) including Floridas 1999 One Florida initiative (Garces, 2012). These
bans have a negative effect on the candidate pool because it essentially places a limit on the number
of talented students research universities can recruit. Garces maintains with a shrinking talent pool,
theres less training, less research and less global impact. In fact, she showed a decrease in
enrollment of undergraduates and graduates from underrepresented populations in the first 13 years
of the 21st century (Garces, 2012). Garces did cite one study on the effects of affirmative action bans
in four states on enrollment by Hinrichs (2009). He showed that at four-year public serving
institutions as ranked in the top 50 by U.S. News and World Report (1995) the bans decreased
sustainable programs for graduate students despite funding challenges. Borrego, Boden and
Newswander (2014) used Richard Scotts 1995 three pillars of institutions to describe the necessary
changes needed for sustainable programs. Most of the study was based on the depletion of funding
from the National Science Foundation and universities proposed responses to keep programs afloat,
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
curriculum, and new sources of funding to phase out of date programs and create innovative and
fresh ones. Innovative programs and curriculum will help universities deepen their talent pool for
The Normative Modellooks at the value universities placed on training students in a variety of
disciplines when the funding is scarce. The theory here is training leads to innovative research,
collaboration and what Borrego et al. calls emerging opportunities for funding based on research
grants (Borrego et. al, 2014, p. 871). Federal and State leaders who support these universities and
find value in this research can justify their push for financial support.
Borrego et al. maintain a change in the culture and systems internally leads to the creation of new
programs and opportunities for graduate students. The Cultural-Cognitive approach suggests buy-in
from administrators, and collaboration between faculty and staff universities can transform courses
and programs that will widen the opportunity gaps for graduate education for all candidates across a
Access, recruiting and sustainable programs will lead talented graduate students of all
demographics to the universities, but there is a real question on how these students will pay for
school. Particularly the growing populations in the past decade of first generation students, minorities
Once these talented students reach universities of their choice some very real financial
decisions must be made. Some graduate students are facing years of debt due to loans they must take
out to attend school. Wilbert and Haddad (2014) looked at the various factors for this rising cost to
graduate students including loan debt, tuition, fees, books, decrease state and federal funding,
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
stagnant or depleting endowments and something he called premature affluence or the use of these
loans to maintain a lifestyle these students expect from their years in high school and co-dependence
on their parents (Wilbert & Haddad, 2014, p. 1). Wilbert and Haddad estimate that students on track
to graduate in four years to six years are borrowing nearly $24,000 (or approximately $6,000 per
year).
Perna, McLendon, and Monks (2014) takes the burden of student debt a step further in
looking at the decreases in state and federal aid in the last ten years, coupled institutions who have a
need-blind admission policy where students from lower socio economic backgrounds require
student loans to offset the cost of attending school in the first place. Couple that with the political
change which has led to a push to expand the Budget Control Act of 2011 which scaled federally
subsidized student loans six years ago. The concern here is graduate students make more money after
graduation and the taxpayers paying off the terms of their loans are in lower tax brackets. Another
issue facing graduate students is a very real possibility of having to take out these loans to pay for
taxes on their tuition waivers. The National Association of Graduate-Professional Students (NAGPS)
is condemning a U.S. House Ways and Means Committee proposed tax reform bill known as the Tax
Cuts and Jobs Acts because it includes a section that could potentially tax tuition waivers for
professionals seeking their graduate degrees. The silver-lining here, the U.S. Senates version of the
As political winds change funding, financing and paying for graduate education will continue
to be a concern for twenty-first century graduate student. Administrators, staff and faculty will have
to be conscience of the tuition inflation, student debt, not to mention work on collaborating to be
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
This expository essay aimed to discuss the past, present, and future of graduate education.
The strides that have been made since its inception are exceptional. Various models, theories, and
practices have been utilized, as well as the growth of the population of students and purpose of
education. There are many obstacles that have been faced by institutions and students and though
there has been exceptional growth, there is still growing that must be done by institutions as
addressed within this paper. The most prevalent policy issue impacting graduate education is
graduate tuition waivers, as they are currently under attack. With discussion on accessibility, this
policy could set back graduate education further as opposed to continuously moving forward and
focusing on other areas of accessibility. Accessibility, the globalization of campuses across the
United States, and a changing political and economic climate are going to challenge higher education
A. Focus programs and funding on accessibility for top students from all socioeconomic
see the light at the end of the tunnel to discourage dropping out, including loosening teaching
backgrounds from middle school to undergraduate work in universities across the United
States. Use successful programs at other universities as a template for these efforts.
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
References
Bastedo, M. N., Albach, P., & Gumport P. (2016) (4th Ed.) American higher education in the Twenty-
Borrego, M., Boden, D., & Newswander, L. K. (2014). Sustained change: Institutionalizing
Brubacher, J., Rudy, W. (1999). Higher education in transition: A history of American colleges and
Camille, L. Bauman, R. Bauman, K. (2016). Educational attainment in the United States, Census.
Retrieved from
https://www.census.gov/content/dam/Census/library/publications/2016/demo/p20-578.pdf
English, D. and Umbach, P. (2016), Graduate school choice: An examination of individual and
Garces, L. M. (2012). Racial diversity, legitimacy, and the citizenry: The impact of affirmative action
bans on graduate school enrollment. The Review Of Higher Education, 36(1), 93-132.
Harris, M. M. & Miller, J. R. (2005) Needed: Reincarnation of National Defense Education Act of
Hinrichs, P. (2009). The effects of affirmative action bans on college enrollment, educational
Kennedy, D. (1995). Another centurys end, another revolution for higher education. Change. 27(3),
p. 8-15.
Luna, V., Prieto, L. (2009). Mentoring affirmations and interventions. Journal of Hispanic Higher
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RUNNING HEADER: GRADUATE EDUCATION: PAST, PRESENT, AND FUTURE
Lyons, W., Scroggins, D., & Rule, P. B. (1990). The mentor in graduate education. Studies in Higher
Perna, L.W., Mclendon, M., Monks, J. (2014). The role of institutional and state aid policies average
student debt. The ANNALS of the American Academy of Political and Social Science. 665(1),
pp. 123-142.
Wilbert, J, and Haddad, M. (2014). Student loan debt: How are the funds spent? Journal of Academic
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