The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study

The paper examines the impact of the transformations in doctoral education in the arts, humanities and social sciences in the United Kingdom over the past decade. It focuses on the introduction of formal research training and codes of research practice and in the first longitudinal candidate cohort study examines their impact on doctoral outcomes, especially Ph.D. submission rates. Results from this quantitative study show that engagement with research training, completion of a project outline and plan and appointment of a supervisory team were statistically positively associated with submission of the thesis within four years. It is concluded that the professionalisation of doctoral education by research training and codes of research practice has had a positive impact on doctoral educational outcomes.     

Evidence and education policy – some reflections and allegations1

The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur.     

Show me the money! An empirical analysis of mentoring outcomes for women in academia

This paper discusses and comprehensively evaluates a mentoring scheme for junior female academics. The program aimed to address the under‐representation of women in senior positions by increasing participation in networks and improving women’s research performance. A multifaceted, longitudinal design, including a control group, was used to evaluate the success of mentoring in terms of the benefits for the women and for the university. The results indicate mentoring was very beneficial, showing that mentees were more likely to stay in the university, received more grant income and higher level of promotion, and had better perceptions of themselves as academics compared with non‐mentored female academics. This indicates that not only do women themselves benefit from mentoring but that universities can confidently implement well‐designed initiatives, knowing that they will receive a significant return on investment.     

Organizational Learning: A Perspective from the Choice and Pattern of Sequential Modes of Foreign Market Entry

This study examines the choice, pattern, and timing of sequential modes of entry among multinational corporations investing in China. Specifically, we examine how earlier choices of entry modes influence decisions ahout subsequent modes of entry in a targeted host country. Six hypotheses are developed and tested using a longitudinal sample of 228 Fortune Global 500 firms that have had multiple entries in China between 1979 and 1996. The results provide supportive evidence of our hypotheses. Specifically, firms employed entry modes reflecting low commitment in early stages that were gradually escalated to higher commitment in subsequent decisions. This is consistent with the “incremental in vestment” approach that underlies traditional and contemporary theories and research in market entry decisions. An analysis of entry mode choices over time reveals different learning patterns: the logic of incremental investments (i.e., the escalation of low to high resource commitments); the logic of the “catch‐up” follower (i.e., relatively heavy commitment at later stages); and the logic of stable, consistent investments (i.e., the continuation of the same entry mode throughout the time period. There is moderate but inconclusive support for country of origin as a moderating factor. The implications of this study for theory and practice are discussed, as well as its limitations.