论文标题
通过分析等级过程评估和排名数学研究生教育入学标准
Evaluating and Ranking Criteria for Mathematics Graduate Education Admissions through the Analytic Hierarchy Process
论文作者
论文摘要
研究生院录取委员会考虑了录取数学博士学位计划的许多因素，有抱负的申请人经常想知道哪些因素更重要。申请人辨别最适合自己的时间的申请人可能会问诸如“我应该参加研究生水平课程或参加研究？”之类的问题？本文试图通过构建入学标准的序数排名来回答此类问题，并洞悉为什么某些因素更受重视。本文使用数学家托马斯·萨蒂（Thomas Saaty）的联合分析方法称为分析层次结构过程，本文评估了某些预测因素对进入数学博士学位计划的相对影响。此外，本文分析了不同人群之间因子排名的差异。例如，结果表明，与前30名以外的计划相比，与他们的同伴和助理同伴相比，排名前30位的教授往往与他们的同伴和助理同伴不同。我希望，我希望序列排名及其后续分析不仅可以解释某些因素对数学社区的影响，还可以解释某些因素在数学社区中提供更多的范围，从而使他们的时间更加多。
Graduate school admission committees consider many factors for admission into a mathematics PhD program, and aspiring applicants often wonder which factors are more important. Applicants discerning where to best dedicate their time may ask questions such as, "should I take graduate level courses or participate in research?" This paper seeks to answer such questions by constructing an ordinal ranking of admission criteria and provide insight on why some factors are more valued. Using a conjoint analysis method called Analytic Hierarchy Process from mathematician Thomas Saaty, this paper evaluates the relative influence certain predictors have on admissions into a mathematics PhD program. Additionally, this paper analyzes the difference in factor rankings between varying populations. For instance, results indicate that full professors tend to differ from their associate and assistant peers in their criteria rankings, and top 30 math PhD programs also differ in rankings when compared to programs outside the top 30. It is my hope that the ordinal rankings and its subsequent analyses will not only explain why some factors are valued more by the mathematics community but also provide some guidance to potential graduate school applicants on where to dedicate their time as undergraduates
