The Need for a Renaissance in
Doctoral Education in Engineering
Adnan Akay
Civil, Mechanical and Manufacturing Innovation
National Science Foundation
Mechanical Engineering Department
Carnegie Mellon University
Outline
• Introduction
• A view of PhD in Engineering
• Overarching themes
– Recruitment
– Economics of PhD Education
– Added values
• Desired Attributes
• Suggestions
• Over the last 30 years, technology has fueled
economic growth and paved the way to
globalization and a “flattened world.”
• Last 30 years have also shown us “the other
side” of technology – environment, increased
energy needs, safety …..
• Specialization – driving force behind the
stunning technical advances – is it now an
impediment to sustain it?
• Globalization, new technologies, and the rise
of competitive engineering have placed
increasing demands on universities to
educate a new kind of engineer
• In addition to technical expertise – a broader
understanding of the context in which he or
she works, strong communication skills, the
ability to adapt and change, and an
understanding of the importance of teamwork
and leadership.
The focus for change has been on
engineering undergraduate education.
A near-complete silence
on doctoral programs.
S&E PhD education and Technological
Superiority – A Symbiotic Relationship
Graduate engineering education contributes
directly to the broader national goals of
technological and economic development
Provides future researchers, technology
leaders and faculty.
“Graduate schools of science and engineering
are … an indispensable underpinning of
national strength and prosperity”
Some Reasons for the Silence
• Much fewer PhD students than UG
students
• Role of PhD students within the
academic research enterprise – breadth
is distraction
• The current model has made the US
graduate education the best in the world
“The Best Education in the World”
• Attracts the best and the brightest from around the
world
• Employs 70% of the world’s Nobel laureates
• Includes the highest ranked universities in the world
• Ranked first in technology and innovation, in
technological readiness, in company spending
research and technology
Inherent value or lack of competition?
The Economist
Global High-Technology Market Share
by Selected Country or Region
35.00
30.00
25.00
20.00
%
15.00
10.00
5.00
0.00
US
NSF
EU
Japan
China
S. Korea
Science & Engineering
Doctoral Degrees
25,000
20,000
US
US
Germany
15,000
China
UK
Japan
10,000
S. Korea
UK
5,000
China
01
20
99
19
97
19
95
19
93
19
91
19
89
19
87
19
85
19
83
19
81
19
79
19
77
19
C Vest
19
75
0
Source: Science and Engineering Indicators 2004, National Science Foundation, Washington, DC
The Technology “Race”
• China, India, and Russia have the three highest
GDP growth rates
• Patent applications
– in China, South Korea, and Japan has risen by 24%
– In the same time period, the patent application
growth rate in the U.S. is at 3.8%
The US still provides the most nurturing
environment required for innovation.
However, there are indications that other nations
are starting to attract talent that U.S.
universities previously had no trouble recruiting
Recent Trends – Numbers
PhDs Granted 1994-2003
25,000
20,000
15,000
10,000
5,000
0
Engineering
Sciences
Non-S&E
5,000/Yr ENG PhDs out of a total of 40,000 / Yr in all fields
NSF
S&E Doctorate Holders in the US
1975 - 2001
Employment of Doctorate Holders 1975 - 2001
60
50
40
30
20
10
0
Research universities
NSF
Other academic
institutions
Nonacademic
Engineering Employment
Engineering Employment
Academe
For Profit
How well are they prepared?
Are there missed opportunities?
Perceptions & Criticisms
• Non-Academic Employers
– PhD students are educated and trained too narrowly
– They lack key professional skills
•
•
•
•
effective collaboration, working in teams,
organizational and managerial skills;
appreciation of applied problems;
knowledge and culture of other fields
• Academic Employers (Teaching institutions)
– Ill-prepared to teach
• National policy makers
– Too long to complete their degrees
• Current and former students
– Ill-informed about non-academic employment opportunities
Nerad 2004, Griffiths – Reshaping Grad Ed
Three Overarching Themes
• Economics of PhD education
• Recruitment of PhD students
• Added-value of PhD education
Median Annual Salary of Recent (1-3 yrs) PhDs
By Percentile
120,000
100,000
10th
80,000
25th
60,000
50th
75th
40,000
90th
20,000
Sc
i
So
cia
l
Sc
i
Ph
ys
M
at
h/
CS
Sc
ie
n
Li
fe
er
in
g
En
gi
ne
Al
lS
&E
0
Differences Among Engineering Disciplines
40 Year Trend
2000
1800
1600
1400
1200
1000
800
Aerospace Engineering
Chemical Engineering
Civil Engineering
Electrical Engineering
Mechanical Engineering
Materials Engineering
Industrial Engineering
600
400
200
19
66
19
70
19
74
19
78
19
82
19
86
19
90
19
94
19
98
20
02
0
NSF
Other Engineering
Differences
• Alignment of education, research and
market needs have been different for
different disciplines
• EE/CE – most well aligned
• ME – some alignment
• CEE – ??
Industrial R&D 2000
120.0%
100.0%
80.0%
SERVICES
60.0%
MFG.
40.0%
20.0%
Ja
pa
n
Fi
nl
an
d
S.
Ko
re
a
G
er
m
an
y
EU
K
U
Ca
na
da
U
S
0.0%
Source: Science and Engineering Indicators 2004, National Science Foundation, Washington, DC
C Vest
Labor Force by Sector 2004
100%
90%
80%
70%
60%
Services
Mfg. Goods
Agriculture
50%
40%
30%
20%
10%
U
.S
Ja .
pa
Ru n
G ssi
a
er
m
an
y
Br
a
In
do zil
ne
si
a
C
Ba
h
ng ina
la
de
sh
In
d
N ia
ig
er
ia
0%
Source: IBM Research
C Vest
http://www.research.ibm.com/ssme/
U.S. % Employment by Sector
History and Projection
100
90
80
70
60
50
40
30
20
10
0
1800
Services (Info)
Services (Other)
Industry (Goods)
Agriculture
1850
1900
1950
2000
2050
Source: Stuart Feldman, IBM Research, Presentation at Carnegie-Mellon University, 29 June, 2005
C Vest
Trend is to Increase the Distance
from Manual Labor
• In agriculture distance is through
automation
• In Manufactured goods distance is
geographical
What are the implications of these
trends for the next generation PhDs?
Desired Attributes of a PhD
Results of an Informal Survey
• World class knowledge in some specialty
• Ability to develop world class knowledge in related areas
• Understanding how their specialized knowledge fits within the
larger context of knowing and understanding.
• Aware of all effects of globalization and technology – and the
price with which it comes.
• Leadership, as reflected in breadth of knowledge and ability to
articulate ideas, confidence, poise, and focus.
• Can deal with predicaments and not just problems
• A thinker, a strategist
A Renaissance PhD
Preparing Renaissance Engineers
Value Individuality
Multiple intelligences*
Musical intelligence
Bodily-Kinesthetic intelligence
Logical-Mathematical intelligence
Linguistic intelligence
Spatial intelligence
Interpersonal intelligence
Intra-personal intelligence
Naturalist intelligence
Existential intelligence
Customized (individualized) education
Flexibility
“Train a child according to his way.”
* H. Gardner
(Book of proverbs 22:6)
“Blue-collar” PhDs
or Thought Leaders
Students and the education providers have
different interests and talents
PhD Education can to take advantage of
these rich differences.
Some Suggestions
• Flexible programs – Introduce incentives to faculty
and students to include studies in areas of interest
and talent
• Minors, modules, apprenticeships – management,
sciences, psychology, finance, negotiations…..
• Intensive short training sessions – communications,
management, business plan development,…..
• It is imperative for the community to re-examine the
current model of PhD Education
• Broaden the basis of incoming students
Impediments to Broader
Preparation
• Requires breadth of knowledge and expertise that most
advisors may not possess.
• Takes away student time from research project
– That provides financial aid to student
– That has to produce to meet deadlines
• No clear incentives or road-map for the education
providers to make changes
• Students are self-selected, assisted by
– Admission requirements
– Types of perceived employments that await them
Community Responsibility
Government
In proposals require plans for educating PhD students
Support systemic changes in PhD education
Industry/Business
Participate in the education enterprise – fellowships, apprenticeships
Professional Societies
Need to go through a Renaissance of their own
Academe
Reduce the conflict between institutional needs (teaching & research)
and PhD education
Establish clear incentives for PhD education – separate from research
Ignore or improve USNWR ranking methods
Faculty
Awareness of how important PhD education is to the well being of the
nation.
The best time to improve is when one is
still the best – a maxim that Detroit
missed in the 1950s.
There is no room for complacency.
Every morning in Africa a gazelle wakes up.
It knows it must outrun the fastest lion or it will
be killed.
C. Vest, N. Augustine
Every morning in Africa a gazelle wakes up.
It knows it must outrun the fastest lion or it will
be killed.
Every morning in Africa a lion wakes up.
It knows it must outrun the slowest gazelle
or it will starve.
C. Vest, N. Augustine
Every morning in Africa a gazelle wakes up.
It knows it must outrun the fastest lion or it will
be killed.
Every morning in Africa a lion wakes up.
It knows it must outrun the slowest gazelle
or it will starve.
It doesn’t matter whether you’re a lion or a gazelle when the sun comes up, you’d better be running.
-Richard Hodgetts
C. Vest, N. Augustine
Thank you.