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• Questionnaire Design | Methods, Question Types & Examples

Questionnaire Design | Methods, Question Types & Examples

Published on July 15, 2021 by Pritha Bhandari . Revised on June 22, 2023.

A questionnaire is a list of questions or items used to gather data from respondents about their attitudes, experiences, or opinions. Questionnaires can be used to collect quantitative and/or qualitative information.

Questionnaires are commonly used in market research as well as in the social and health sciences. For example, a company may ask for feedback about a recent customer service experience, or psychology researchers may investigate health risk perceptions using questionnaires.

Table of contents

Questionnaires vs. surveys, questionnaire methods, open-ended vs. closed-ended questions, question wording, question order, step-by-step guide to design, other interesting articles, frequently asked questions about questionnaire design.

A survey is a research method where you collect and analyze data from a group of people. A questionnaire is a specific tool or instrument for collecting the data.

Designing a questionnaire means creating valid and reliable questions that address your research objectives , placing them in a useful order, and selecting an appropriate method for administration.

But designing a questionnaire is only one component of survey research. Survey research also involves defining the population you’re interested in, choosing an appropriate sampling method , administering questionnaires, data cleansing and analysis, and interpretation.

Sampling is important in survey research because you’ll often aim to generalize your results to the population. Gather data from a sample that represents the range of views in the population for externally valid results. There will always be some differences between the population and the sample, but minimizing these will help you avoid several types of research bias , including sampling bias , ascertainment bias , and undercoverage bias .

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Questionnaires can be self-administered or researcher-administered . Self-administered questionnaires are more common because they are easy to implement and inexpensive, but researcher-administered questionnaires allow deeper insights.

Self-administered questionnaires

Self-administered questionnaires can be delivered online or in paper-and-pen formats, in person or through mail. All questions are standardized so that all respondents receive the same questions with identical wording.

Self-administered questionnaires can be:

• cost-effective
• easy to administer for small and large groups
• anonymous and suitable for sensitive topics

But they may also be:

• unsuitable for people with limited literacy or verbal skills
• susceptible to a nonresponse bias (most people invited may not complete the questionnaire)
• biased towards people who volunteer because impersonal survey requests often go ignored.

Researcher-administered questionnaires

Researcher-administered questionnaires are interviews that take place by phone, in-person, or online between researchers and respondents.

Researcher-administered questionnaires can:

• help you ensure the respondents are representative of your target audience
• allow clarifications of ambiguous or unclear questions and answers
• have high response rates because it’s harder to refuse an interview when personal attention is given to respondents

But researcher-administered questionnaires can be limiting in terms of resources. They are:

• costly and time-consuming to perform
• more difficult to analyze if you have qualitative responses
• likely to contain experimenter bias or demand characteristics
• likely to encourage social desirability bias in responses because of a lack of anonymity

Your questionnaire can include open-ended or closed-ended questions or a combination of both.

Using closed-ended questions limits your responses, while open-ended questions enable a broad range of answers. You’ll need to balance these considerations with your available time and resources.

Closed-ended questions

Closed-ended, or restricted-choice, questions offer respondents a fixed set of choices to select from. Closed-ended questions are best for collecting data on categorical or quantitative variables.

Categorical variables can be nominal or ordinal. Quantitative variables can be interval or ratio. Understanding the type of variable and level of measurement means you can perform appropriate statistical analyses for generalizable results.

Examples of closed-ended questions for different variables

Nominal variables include categories that can’t be ranked, such as race or ethnicity. This includes binary or dichotomous categories.

It’s best to include categories that cover all possible answers and are mutually exclusive. There should be no overlap between response items.

In binary or dichotomous questions, you’ll give respondents only two options to choose from.

White Black or African American American Indian or Alaska Native Asian Native Hawaiian or Other Pacific Islander

Ordinal variables include categories that can be ranked. Consider how wide or narrow a range you’ll include in your response items, and their relevance to your respondents.

Likert scale questions collect ordinal data using rating scales with 5 or 7 points.

When you have four or more Likert-type questions, you can treat the composite data as quantitative data on an interval scale . Intelligence tests, psychological scales, and personality inventories use multiple Likert-type questions to collect interval data.

With interval or ratio scales , you can apply strong statistical hypothesis tests to address your research aims.

Pros and cons of closed-ended questions

Well-designed closed-ended questions are easy to understand and can be answered quickly. However, you might still miss important answers that are relevant to respondents. An incomplete set of response items may force some respondents to pick the closest alternative to their true answer. These types of questions may also miss out on valuable detail.

To solve these problems, you can make questions partially closed-ended, and include an open-ended option where respondents can fill in their own answer.

Open-ended questions

Open-ended, or long-form, questions allow respondents to give answers in their own words. Because there are no restrictions on their choices, respondents can answer in ways that researchers may not have otherwise considered. For example, respondents may want to answer “multiracial” for the question on race rather than selecting from a restricted list.

• How do you feel about open science?
• How would you describe your personality?
• In your opinion, what is the biggest obstacle for productivity in remote work?

Open-ended questions have a few downsides.

They require more time and effort from respondents, which may deter them from completing the questionnaire.

For researchers, understanding and summarizing responses to these questions can take a lot of time and resources. You’ll need to develop a systematic coding scheme to categorize answers, and you may also need to involve other researchers in data analysis for high reliability .

Question wording can influence your respondents’ answers, especially if the language is unclear, ambiguous, or biased. Good questions need to be understood by all respondents in the same way ( reliable ) and measure exactly what you’re interested in ( valid ).

Use clear language

You should design questions with your target audience in mind. Consider their familiarity with your questionnaire topics and language and tailor your questions to them.

For readability and clarity, avoid jargon or overly complex language. Don’t use double negatives because they can be harder to understand.

Use balanced framing

Respondents often answer in different ways depending on the question framing. Positive frames are interpreted as more neutral than negative frames and may encourage more socially desirable answers.

Use a mix of both positive and negative frames to avoid research bias , and ensure that your question wording is balanced wherever possible.

Unbalanced questions focus on only one side of an argument. Respondents may be less likely to oppose the question if it is framed in a particular direction. It’s best practice to provide a counter argument within the question as well.

Avoid leading questions

Leading questions guide respondents towards answering in specific ways, even if that’s not how they truly feel, by explicitly or implicitly providing them with extra information.

It’s best to keep your questions short and specific to your topic of interest.

• The average daily work commute in the US takes 54.2 minutes and costs $29 per day. Since 2020, working from home has saved many employees time and money. Do you favor flexible work-from-home policies even after it’s safe to return to offices?
• Experts agree that a well-balanced diet provides sufficient vitamins and minerals, and multivitamins and supplements are not necessary or effective. Do you agree or disagree that multivitamins are helpful for balanced nutrition?

Keep your questions focused

Ask about only one idea at a time and avoid double-barreled questions. Double-barreled questions ask about more than one item at a time, which can confuse respondents.

This question could be difficult to answer for respondents who feel strongly about the right to clean drinking water but not high-speed internet. They might only answer about the topic they feel passionate about or provide a neutral answer instead – but neither of these options capture their true answers.

Instead, you should ask two separate questions to gauge respondents’ opinions.

Strongly Agree Agree Undecided Disagree Strongly Disagree

Do you agree or disagree that the government should be responsible for providing high-speed internet to everyone?

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You can organize the questions logically, with a clear progression from simple to complex. Alternatively, you can randomize the question order between respondents.

Logical flow

Using a logical flow to your question order means starting with simple questions, such as behavioral or opinion questions, and ending with more complex, sensitive, or controversial questions.

The question order that you use can significantly affect the responses by priming them in specific directions. Question order effects, or context effects, occur when earlier questions influence the responses to later questions, reducing the validity of your questionnaire.

While demographic questions are usually unaffected by order effects, questions about opinions and attitudes are more susceptible to them.

• How knowledgeable are you about Joe Biden’s executive orders in his first 100 days?
• Are you satisfied or dissatisfied with the way Joe Biden is managing the economy?
• Do you approve or disapprove of the way Joe Biden is handling his job as president?

It’s important to minimize order effects because they can be a source of systematic error or bias in your study.

Randomization

Randomization involves presenting individual respondents with the same questionnaire but with different question orders.

When you use randomization, order effects will be minimized in your dataset. But a randomized order may also make it harder for respondents to process your questionnaire. Some questions may need more cognitive effort, while others are easier to answer, so a random order could require more time or mental capacity for respondents to switch between questions.

Step 1: Define your goals and objectives

The first step of designing a questionnaire is determining your aims.

• What topics or experiences are you studying?
• What specifically do you want to find out?
• Is a self-report questionnaire an appropriate tool for investigating this topic?

Once you’ve specified your research aims, you can operationalize your variables of interest into questionnaire items. Operationalizing concepts means turning them from abstract ideas into concrete measurements. Every question needs to address a defined need and have a clear purpose.

Step 2: Use questions that are suitable for your sample

Create appropriate questions by taking the perspective of your respondents. Consider their language proficiency and available time and energy when designing your questionnaire.

• Are the respondents familiar with the language and terms used in your questions?
• Would any of the questions insult, confuse, or embarrass them?
• Do the response items for any closed-ended questions capture all possible answers?
• Are the response items mutually exclusive?
• Do the respondents have time to respond to open-ended questions?

Consider all possible options for responses to closed-ended questions. From a respondent’s perspective, a lack of response options reflecting their point of view or true answer may make them feel alienated or excluded. In turn, they’ll become disengaged or inattentive to the rest of the questionnaire.

Step 3: Decide on your questionnaire length and question order

Once you have your questions, make sure that the length and order of your questions are appropriate for your sample.

If respondents are not being incentivized or compensated, keep your questionnaire short and easy to answer. Otherwise, your sample may be biased with only highly motivated respondents completing the questionnaire.

Decide on your question order based on your aims and resources. Use a logical flow if your respondents have limited time or if you cannot randomize questions. Randomizing questions helps you avoid bias, but it can take more complex statistical analysis to interpret your data.

Step 4: Pretest your questionnaire

When you have a complete list of questions, you’ll need to pretest it to make sure what you’re asking is always clear and unambiguous. Pretesting helps you catch any errors or points of confusion before performing your study.

Ask friends, classmates, or members of your target audience to complete your questionnaire using the same method you’ll use for your research. Find out if any questions were particularly difficult to answer or if the directions were unclear or inconsistent, and make changes as necessary.

If you have the resources, running a pilot study will help you test the validity and reliability of your questionnaire. A pilot study is a practice run of the full study, and it includes sampling, data collection , and analysis. You can find out whether your procedures are unfeasible or susceptible to bias and make changes in time, but you can’t test a hypothesis with this type of study because it’s usually statistically underpowered .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Student’s  t -distribution
• Normal distribution
• Null and Alternative Hypotheses
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Data cleansing
• Reproducibility vs Replicability
• Peer review
• Prospective cohort study

Research bias

• Implicit bias
• Cognitive bias
• Placebo effect
• Hawthorne effect
• Hindsight bias
• Affect heuristic
• Social desirability bias

A questionnaire is a data collection tool or instrument, while a survey is an overarching research method that involves collecting and analyzing data from people using questionnaires.

Closed-ended, or restricted-choice, questions offer respondents a fixed set of choices to select from. These questions are easier to answer quickly.

Open-ended or long-form questions allow respondents to answer in their own words. Because there are no restrictions on their choices, respondents can answer in ways that researchers may not have otherwise considered.

A Likert scale is a rating scale that quantitatively assesses opinions, attitudes, or behaviors. It is made up of 4 or more questions that measure a single attitude or trait when response scores are combined.

To use a Likert scale in a survey , you present participants with Likert-type questions or statements, and a continuum of items, usually with 5 or 7 possible responses, to capture their degree of agreement.

You can organize the questions logically, with a clear progression from simple to complex, or randomly between respondents. A logical flow helps respondents process the questionnaire easier and quicker, but it may lead to bias. Randomization can minimize the bias from order effects.

Questionnaires can be self-administered or researcher-administered.

Researcher-administered questionnaires are interviews that take place by phone, in-person, or online between researchers and respondents. You can gain deeper insights by clarifying questions for respondents or asking follow-up questions.

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• Questionnaire Design Tip Sheet

This PSR Tip Sheet provides some basic tips about how to write good survey questions and design a good survey questionnaire.

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• Introduction to Surveys for Honors Thesis Writers
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Questionnaire Designing for a Survey

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Research Questionnaire

Research questionnaires format, research questionnaire samples, what is research questionnaires, types of research questionnaires, distinctions between surveys, polls, and research questionnaires, how to write a good research questionnaire, do’s and don’ts when making research questionnaires, what are the four types of questionnaire in research, what are the 5 questions to ask in a questionnaire, what are the 4 parts of questionnaire in research, what type of questionnaire is used in qualitative research, what are the three main qualities of a good questionnaire, what are the three parts of a research questionnaire, what are the five general rules in formulating questionnaires, what makes a good questionnaire for research, what are close-ended questions in research, how do you organize data in a questionnaire, how many questions should be in a research questionnaire, how do you structure a research questionnaire, can a survey be a questionnaire, why are questionnaires reliable.

• Research Title: State the title of the research project.

Introduction

• Purpose: Explain the purpose of the questionnaire.
• Confidentiality: Assure respondents of confidentiality.
• Instructions: Provide clear instructions on how to complete the questionnaire.

Demographic Information

• Occupation:
• Education Level:

Section 1: Topic-Specific Questions

• Question 1: [Likert Scale / Multiple Choice / Open-Ended]
• Question 2: [Likert Scale / Multiple Choice / Open-Ended]
• Question 3: [Likert Scale / Multiple Choice / Open-Ended]

Section 2: Attitudes and Opinions

• Question 4: [Likert Scale / Multiple Choice / Open-Ended]
• Question 5: [Likert Scale / Multiple Choice / Open-Ended]
• Thank You Note: Thank respondents for their time and participation.
• Contact Information: Provide contact details for follow-up questions.

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Wrapping Up

Types of questionnaires:.

• Structured Questionnaires : These include predefined questions with fixed response options, useful for quantitative research.
• Unstructured Questionnaires : These have open-ended questions allowing respondents to answer in their own words, ideal for qualitative research.
• Semi-Structured Questionnaires : Combine elements of both structured and unstructured questionnaires, providing a balance of fixed responses and open-ended questions.
• Computer-Assisted Questionnaires : Administered through digital means, they can include multimedia elements and adaptive questioning.

Key Questions:

• Demographic Questions : Gather basic information about respondents (e.g., age, gender, occupation).
• Behavioral Questions : Understand respondent actions and habits (e.g., purchasing behavior).
• Attitudinal Questions : Gauge opinions, attitudes, and perceptions.
• Knowledge-Based Questions : Assess the respondent’s knowledge on a specific topic.
• Preference Questions : Determine respondent preferences and choices. You should also take a look at our  Research Project Report

Main Parts:

• Introduction : Explains the purpose of the questionnaire and assures confidentiality.
• Instructions : Provides clear directions on how to complete the questionnaire.
• Question Body : Contains the main questions grouped by topic or theme.
• Conclusion : Includes closing statements and thank-you notes for participants. You should also take a look at our  Scientific Research Report

Types of Qualitative Questionnaires:

• Open-Ended Questionnaires : Allow respondents to express their thoughts freely.
• In-Depth Interviews : Structured like a questionnaire but conducted face-to-face.
• Narrative Questionnaires : Encourage respondents to tell their stories in detail.
• Focus Group Questionnaires : Used to guide group discussions around specific topics.
• Case Study Questionnaires : Collect detailed information about a single case or event. You should also take a look at our  Research Progress Report

Essential Qualities:

• Clarity : Questions should be clear and unambiguous.
• Relevance : Questions should be directly related to the research objectives.
• Brevity : Questions should be concise to maintain respondent engagement.
• Introduction : Sets the context and explains the purpose of the research.
• Main Body : Contains the core questions grouped by themes or topics.
• Demographic Section : Collects basic demographic information from respondents.

General Rules:

• Keep It Simple : Use straightforward language and avoid jargon.
• Be Specific : Ensure each question targets a specific piece of information.
• Avoid Leading Questions : Ensure questions do not bias the respondent’s answers.
• Pilot Test : Test the questionnaire with a small group before full deployment.
• Ensure Anonymity : Assure respondents that their answers will be confidential.

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Research Questionnaire

Questionnaire generator.

When a researcher creates a research paper using the scientific method they will need to use a gathering method that is adjacent to the research topic. This means that the researcher will use a quantitative research method for a quantitive topic and a qualitative method for a qualitative  one.  The research questionnaire is one of the quantitative data-gathering methods a researcher can use in their research paper.

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What Is a Research Questionnaire?

A research questionnaire is a physical or digital questionnaire that researchers use to obtain quantitative data. The research questionnaire is a more in-depth version of a survey   as its questions often delve deeper than survey questions .

How to Write a Research Questionnaire

A well-made research questionnaire can effectively and efficiently gather data from the population. Creating a good research questionnaire does not require that many writing skills , soft skills , or hard skills , it just requires the person to properly understand the data set they are looking for.

Step 1: Select a Topic or Theme for the Research Questionnaire

Begin by choosing a topic or theme   for the research questionnaire as this will provide much-needed context for the research questionnaire. Not only that but the topic will also dictate the tone of the questions in the questionnaire.

Step 2: Obtain or Use a Research Questionnaire Outline

You may opt to use a research questionnaire outline or outline format for your research questionnaire. This outline will provide you with a structure you can use to easily make your research questionnaire.

Step 3: Create your Research Questionnaire

Start by creating questions that will help provide you with the necessary data to prove or disprove your research question. You may conduct brainstorming sessions to formulate the questions for your research questionnaire.

Step 4: Edit and Have Someone Proofread the Questionnaire

After you have created and completed the research questionnaire, you must edit the contents of the questionnaire. Not only that but it is wise to have someone proofread the contents of your questionnaire before deploying the questionnaire. 

How does a research questionnaire help businesses?

A successful business or company utilizes research questionnaires to not only obtain data from their customers but also to gather data about the performance and quality of the employees in the business. The research questionnaire provides the business or company with actionable data, which they can use to improve the product, service, or commodity to obtain more customers.

Do I need to provide a consent form when I ask someone to answer the research questionnaire?

Yes, consent is very important as without this the data you have gathered from your questionnaires or surveys are useless. Therefore it is important to provide a consent form with your research questionnaire when you are asking a participant to answer the document.

What type of answers are allowed in the research questionnaire?

Research questionnaires can host a multitude of types of questions each with its specific way of answering.  A questionnaire can use multiple-choice questions, open-ended questions, and closed questions. Just be sure to properly pace the questions as having too many different types of answering styles can demotivate or distract the target audience, which might lead to errors.

A research questionnaire is a data-gathering document people can use to obtain information and data from a specific group of people. Well-made and crafted research questionnaires will provide much-needed information one can use to answer a specific research question.

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Assessing Research-Doctorate Programs: A Methodology Study (2003)

Chapter: appendix d: sample questionnaires.

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Appendix D Sample Questionnaires {These questionnaires are subject to further review and revision.) 1. Institutional Questionnaire 2. Program Questionnaire 3. Faculty Questionnaire 4. Student Questionnaires a. Questionnaire for Acimittecl-to-Cancliclacy Doctoral Students b. Questionnaire for Program Gracluates 105

106 Institutional Questionnaire To the institutional coordinator: This questionnaire is intended to collect data about university-provided resources that are available to all doctoral programs. Typically, the ideal respondent will be in the university's office of institutional research. Most of the questions apply to all programs. One, on laboratory space, applies only to the sciences (including some social sciences). In listing programs, please refer to the attached taxonomy and answer for those programs that are present at your institution. I. For the libraries at your institution: (Please enter the average over the past three years) a. What is the average size of your professional library staff in total FTEs? b. What is the average annual library budget? c. What is the average annual budget for acquisition of books? d. A, ~ What is the average annual budget for acquisition of: print journals electronic journals ? What is the average annual budget for microprint and electronic databases? 2. Is health care insurance available to graduate students uncler an institutional plan? Yes No a. If available, health care insurance is made available to: ~ Students only ~ Students end faculty b. If available, what is the level of institutional support? (Check all that apply) Institution covers premium costs for: Teaching assistants ~ Research assistants ~ All other full-time graduate students ~ Al] graduate students Institution covers partial premium costs for: Teaching assistants ~ Research assistants ~ All other full-time graduate students ~ All graduate students No institutional contribution for: ~ Teaching assistants ~ Research assistants ~ Other graduate students 3. Does the university provide childcare facilities that are available to graduate students? O Yes ~1 No a. If yes, is the cost subsidized by the institution? ~ Yes :] No b. If not, does the institution provide a listing of childcare providers to graduate students? O Yes ~ No 4. Is university-subsidized student housing available to doctoral students? :] Yes ~ No APPENDIX D

APPENDIX D If so, what is the percentage of the doctoral students who live in university-provided housing? 5. Are graduate students are unionized on your campus? ~ Yes ~ No If yes, ~ Some students ~ All students If yes, are teaching assistants unionized? ~ Yes ~ No If yes, ~ Some teaching assistants ~ All teaching assistants If yes, are research assistants unionized? ~ Yes ~ No If yes, ~ Some research assistants ~ All research assistants? 6. Which of the following apply to the doctoral program at the institutional level? a. The institution confers awards to honor graduate students for teaching and/or research. ~ Yes ~ No b. Awards are given to faculty for mentoring or other activities that promote scholarship of doctoral students. Yes ~ No c. The institution provides some form of travel support for doctoral students to attend professional meetings. ~ Yes ~ No d. There is an organized program at the institutional level to help doctoral students improve their teaching skills. ~ Yes ~ No e. The institution provides an office that assists doctoral students in learning about employment opportunities. ~ Yes ~ No 7. For the information displayed in the following table, please provide in a file sent by small to rdpilof~as~ed~ For the each doctoral program in science (including the social sciences) and engineering at your institution, what is the net assignable square feet (NASF) of research space dedicated to the program (exclude space that is used only for undergraduates)? Please use the same definitions for NASF and research space that are used in the NSF Survey of Scientific and Engineering Research Facilities. See "Taxonomy] for a list of the program iEelds in the study, and provide the information in the Emai! i ile for only those doctoral programs that are offered at your institution. 107

APPENDIX D Program #3 108 Program Research space NASF Shared space with other programs (Y/N) Program #1 Pro cram #2

APPENDIX D Background Information Program Questionnaire This information will enable the National Research Council to contact you if there are any questions about the data. It will also permit us to contact faculty for the purpose of administering a questionnaire to elicit reputational ratings and background! data ant! to contact students to obtain information about their perceptions of the practices and offerings ~ ~ ~ 1 of the doctoral program. Please note that in addition to the web questionnaire, we would like lists of faculty and previous employers to be sent to us via e-mail. Please indicate the doctoral program to which the following information applies 1. Please provide the name and e-mai! address of the program respondent who will serve as the primary contact with the graduate oro cram. Name: Title: E-mail address: Mailing Address: State Zip Cocle- If this is an interdisciplinary program, please list the departments affiliated with the program. For each individual identified in questions 2 and 3, please provide in a file sent by emai! to rdpilot~)nas.~du the information displayed in the table for the question. Program Faculty: For each faculty member or senior research fellow or associate who participates in your doctoral program by directing theses, serving on doctoral committees, or teaching graduate courses, please provide the following information. Name Rank Highest Gender Race/ US Citizen or Tenure E-mail l | Degree | (M or F) | Ethn city | Permanent | Status | Addres (Y/N) 1 1 1 1 1 1 1 = Faculty Employment History: For each faculty member listed in Question 2 who joined your program within the past five years, please provide the institution, company, or organization where he or she was employed immediately before joining your institution. pros

110 Name Prior employer Position at that employer 4. For the doctoral students in your program, please provide the number of students that fall into each of the following categories. a. Total number of students: b. Status: Full-time Part-time Unknown c. Gentler: Male Female Unknown d. Citizenship: U.S. Permanent Resilient Temporary Visa Unknown cI. Race/Ethnicity (if U.S. citizen or Permanent Residents) American Indian or Alaskan Native Asian or Pacific Islander Black White Hispanic Mexican American Puerto Rican Other Multiracial Unknown e. Percentage of doctoral students with master's degree Program Information 5. Does your program have a mission statement? If so, what is the mission statement? (50 words or less) ~ Yes :] No If there are particular areas of research emphasis in your doctoral program, please choose from the subfields in ETaxonomy]: APPENDIX D

APPENDIX D 6. How many Ph.D.s have been awarded in the program in each of the past five years? (Note: Years span from July ~ to June 30) 2001-02 2000-01 1999-00 1998-99 1997-98- 7. For each of the academic years listed in the following table, enter the number of students who entered the program in the year and the number who completed their degrees in 4, 6, or 8, years or are still in the program. (Note: Years span from July 1 to June 30) Entering Number Student of Academic Entering Year Cohort Doctoral Students 1992 1993 1993-1994 1994-1995 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 Number of Students admitted to candidacy by the end of the 4th year of enrollment Of those admitted to candidacy, number who complete within 4 years Of those admitted to candidacy, number who complete within 6 years Of those admitted to candidacy, number who complete within 8 years Of those admitted to candidacy, how many are still enrolled after 8 years? . I_ 7a. Averaged over the past three years, what percent of entering students withdrew from the program before completing two years of study? % 7b. Averaged over the past three years, what has been the median time to degree for those who completed the program? (Note: the median time is the number of years it takes half of the number of students from the same entering year who are admitted to candidacy to complete their degree.) 8. Is a master's degree required of students prior to admission to your program? ~ Yes ~ No 9. What proportion of your full-time first-year doctoral students receive full support throughout their first year (tuition and an adequate living allowance provided as stipend or salary in program related work (TA or RA)?

112 10. How many years of full financial support could students entering your doctoral program expect to receive from your institution or an external source? 1. Over the past five years approximately what fraction of the first-year students in your program received financial support either from your institution or from extramural grants or fellowships? Tuition only Tuition and stipend- Stipend only- 12. What proportion of currently enrolled doctoral students in your program (included in multiple categories if appropriate) are currently supported by: Externally funded fellowships: Externally funded traineeships: Externally funded research assistantships: University funded teaching assistantships: University funded research assistantships: University funded tuition waivers, fellowships, or stipends: 13. Averaged over the past three years, what are the average and minimum GRE scores for students accepted into the program? Average Verbal GRE: Minimum Verbal GRE: Average Quantitative GRE: Minimum Quantitative GRE: Do you require GRE subject scores for all students entering the program? ~ Yes ~ No 14. In each of the last three academic years, how many students did you accept into your doctoral program, and how many enrolled? 2000-2001 2001 -2002 2002-2003 Accepted Enrolled 15. What percentage of the doctoral students in your program have individually assigned workspaces for their exclusive use? TAs RAs All students 16. On average, how many courses per term is each graduate teaching assistant in the program expected to teach or assist a faculty member in teaching? With sole responsibility As an Assistant to a faculty member 17. Which of the following apply to your doctoral program? APPENDIX D

APPENDIX D a. The program confers awards to honor graduate students for teaching and/or research. ~ Yes ~1 No b. Awards are given to faculty for mentoring or other activities that promote scholarship of doctoral students. ~ Yes :] No The program provides some form of travel support for doctoral students to attend professional meetings. ~ Yes ~ No d. There is an organized program to help doctoral students improve their teaching skills. ~ Yes n No e. The program provides organized assistance to help doctoral students explore employment opportunities. Yes ~1 No 8. List up to 5 institutions with which your program normally competes for graduate students: Institution # 1 Institution #2- Institution #3 Institution #4 Institution #5 1 9. Does your program collect data about employment outcomes for your graduates? ~ Yes ~ No If yes, do you provide potential applicants with this information? ~ Yes ~ No 20. Please list those interdisciplinary centers in which doctoral students from your program participate (conduct research or teach). ~3

114 Faculty Questionnaire This questionnaire is part of the National Research Council's Pilot Test of the Assessment of Research Doctoral Programs. Your university has volunteered to participate in this pilot test to assist the National Research Council's study of the methodology used to assess doctoral programs. Further information about the methodology study may be found at www7.nationalacademies.org/resdoc/index.html You have been selected to receive this questionnaire because you are a member of the faculty who participates in the education of doctoral students at your university. This means that you either teach courses to doctoral students or supervise their dissertations. If this is not the case, please indicate that in question 1. The assessment of research doctoral programs is conducted approximately every ten years and consists of a reputational survey of doctoral programs and the collection of data about doctoral faculty and students in f~fty-seven areas of study. This questionnaire provides information that will assist the study in a number of ways: licit will help us construct a pool from which to select raters for the reputational survey; 2)it will provide us enough information about you that we can collect data on grants, citations, and publications from other sources; and Hit will permit a statistical description of the faculty in the graduate program or programs with which you are affiliated. Your answers will be treated as completely confidential by the National Research Council and will only be released as part of a statistical analysis. I. Program Identification a. Do you supervise dissertations, serve on doctoral committees, or teach graduate courses in a doctoral program? ~ Yes ~ No If your answer was "No", you do not need to complete the rest of the questionnaire. b. From the pulldown list, please choose the program of your primary affiliation/appointment tPull Down List of Res-Doc Programs] If you have difficulty locating your program on the list, please refer to the "Taxonomy] list with fields and subfields Please list all programs in which you supervise dissertations, serve on dissertation committees, or teach graduate courses and the average percentage of your time during the past year that you spent in all activities for each program with which you are associated. (Do not list programs where you are an outside reader.) Program Supervise dissertations Teach courses Serve on Percent of time spent in all (YIN) (YIN) dissertation activities for this program committees (YIN) ~ (total= IJ0%) ~ d. For the articles and books that you have published in the past five years, please list what fields you have published in Table 1. If you have a single publication that spans multiple fields, please indicate them and their fields in Table 2. APPENDIX D

APPENDIX D Table 1: Books and articles in a single field published in the past 3 years Field(see Taxonomy) ~ Articles ~ Books 1 1 ~ ' 1 1 1 Table 2: Books and articles in multiple fields published in the past 3 years Field (Enter all that apply) Articles Books II. Current Employment a. Department affiliation: b. Rank: ~ Instructor ~ Assistant Professor ~ Associate Professor ~ FullProfessor ~ Other c. Tenure status: ~ Tenure-track, not tenured Tenured ~ Non-tenure-track d. Year first employed at current institution: tIf employment was not continuous, please list year of most recent appointment at this institution.] Have you received an extramural grant or contract support in the past year? Yes ~ No f. Subfields of current research interest (refer to "Taxonomy] with subfields): Subfield # 1: Subfield #2: Subfield #3: g. Do you consider part of your research to be interdisciplinary? ~ Yes ~ No If so, what is the area of that research? h. Under what names or variants of your name have you published books or articles? III. Prior Experience What was your status prior to your current position? ~ Student ~ Postdoc ~ Faculty. ~ Other: Previous employer: Address: 115

116 IV. Educational Background City Title: Employment Sector: Industry (for profit) National laboratory State or local government Federal government agency International agency 4-year college or university 2-year college K- 12 school Hospital or clinic Foundation or nonprofit Military Other (specify: State/Country Zip Code- a. Highest degree earned: ~ Bachelor's ~ Master's ~ Ph.D. ~ Professional (M.D., J.D., D.V.M., for example) b. Institution that conferred highest degree: c. Field of highest degree: Other: d. Year of highest degree: tPulldown List] To what extent does the field of your current research, teaching, or professional activities differ from the field of your highest degree? ~ Very similar ~ Somewhat similar ~ Very different V. Demographic Information a. Date of birth: b. Gender: c. Citizenship Male Female U.S. Permanent Resident Temporary Visa (mmlddlyy) d. Race/Ethnicity (if U.S. citizen or permanent resident) American Indian or Alaskan Native Asian or Pacific Islander Black White APPENDIX D

APPENDIX D Hispanic (I Mexican American, ~ Puerto Rican, ~ Other) ~ Multiracial VI. Please provide your preferred e-mai! address (where you can be reached if there are questions.) Thank you for your time. ~7

118 Questionnaire for Admitted-to-Candidacy Doctoral Students This questionnaire is part of the National Research Council's Pilot Test of the Assessment of Research Doctoral Programs. Your university has volunteered to participate in this pilot test to assist the National Research Council's study of the methodology used to assess doctoral programs. One innovation we are considering is adding student responses about the educational processes of the program. We believe that students' input is important to improving the quality of the educational experience. Further information about the methodology study may be found at www7.nationalacademies.org/resdoc/index.htm! You have been selected to receive this questionnaire because you are a student who has completed over half of your doctoral program. If this is not the case, please indicate that in question 1. The assessment of research doctoral programs is conducted approximately every ten years and consists of a reputational survey of doctoral programs and the collection of data about doctoral faculty and students in fifty-four areas of study. This questionnaire will provide information that will assist the study in a number of ways: 1) it will provide a statistical description of students in your program; 2) it will provide information about practices in your program; and 3) it will help future students in the selection of graduate programs. Your answers will be treated as completely confidential by the National Research Council and will only be released as part of a statistical analysis. Individual answers will not be shared with faculty or administrators of your doctoral program except in aggregated form. Institution: Doctoral Program: Educational Program A. Year of enrollment in this doctoral program: B. Year you expect to receive your doctorate: C. Did you (or will you) receive a master's degree before this doctorate? ~ Yes ~ No D. Did you (or will you) receive a master's degree in your doctoral field as part of your training? ~ Yes ~ No Ifyes,didyouwritea master's thesis? ~ Yes ~ No E. During the course of your study for the Ph.D. will you also receive any of the following as part of a joint, concurrent, or combined degree program: Professional doctorate (e.g., MD, DDS, OD, JD)? ~ Yes Professional master's (e.g., MBA, MPA, MPH)? ~ Yes No ~ No F. During the course of your study for the Ph.D. will you also receive a certificate in another field? ~ Yes ~ No APPENDIX D

APPENDIX D G. What were your career goals at the time you entered graduate school? Check all that apply] U.S. Employment: Industry ~ Government ~ Nonprofit ~ University ~ 2-yr. college ~ 4-yr. college Other: Non-U.S. Employment: Industry ~ Government ~ Nonprofit ~ University 2-yr. college ~ 4-yr. college Other: ~ Unknown H. What are your current career plans? tcheck all that apply] U.S. Employment: Industry ~ Government ~ Nonprofit ~ University ~ 2-yr. college ~ 4-yr. college Other: Non-U.S. Employment: Industry ~ Government ~ Nonprofit ~ University 2-yr. college ~ 4-yr. college Other: ~ Unknown I. Of the following sources of support, which have been your primary sources during your doctoral studies? (Check the three largest) I. ~ Personal/family funds 2. ~ Research Assistant (RA) 3. ~ Teaching Assistant (TA) 4. ~ Training grant 5. ~ Fellowship 6. ~ Loans 7. ~ Concurrent employment related to your degree 8. ~ Concurrent employment unrelated to your degree 2. Program Characteristics A. Professional Development I. During your doctoral program have you received (or will you receive) instruction, practice or professional development training in: a. Oral communication and presentation skills: ~ Yes ~ No b. Writing proposals for funding: ~ Yes ~ No c. Preparing articles for publication: ~ Yes ~ No d. Working in collaborative groups: ~ Yes ~ No Conducting independent research/scholarship:~ Yes ~ No f. Project management ~ Yes ~ No g. Research / professional ethics ~ Yes ~ No h. Speaking to nonacademic audiences ~ Yes n No 119 Yes Yes Yes Yes Yes Yes

120 2. In your doctoral program did you have an opportunity to obtain teaching experience? Check the typets) of teaching experience you have had: a. mentoring a high school student b. mentoring an undergraduate student c. grading papers for undergraduate or graduate courses d. leading discussion sections of undergraduate or graduate courses e. leading laboratory sections of undergraduate or graduate courses f. lecturing in undergraduate or graduate courses g. tutoring undergraduates If you have had teaching experience, please answer the following, h. ~ received formal instruction in leaching. ~ Yes ~ No i. {received formal supervision end evaluation. ~ Yes ~ No j. ~ had opportunities to teach in a variety of academic environments. ~ Yes ~ No B. Program Environment 1. Does your program provide an annual or more frequent assessment of your progress? 2. Do you receive timely feedback on your research! 1 - - - - - _ Yes ~ No ~ Yes ~ No 3. Do you have access to career advice covering a variety of employment sectors? Yes ~ No ~ Yes ~ No a. If yes, are you encouraged to use it? 4. Do you have one or more faculty members at your institution that you consider mentors (i.e., individuals from whom you seek advice about your education, career development, and other matters of concern to you as a graduate student)? ~ Yes ~ No 5. How would you rate the quality of teaching by faculty in your program? ~ Excellent ~ Good ~ Fair ~ Poor 6. How would you rate the quality of your research experience? Excellent ~ Good ~ Fair ~ Poor 7. How would YOU rate the curriculum of your Ph.D. program? ~ Excellent ~ Good S. How would you rate the overall quality of your program _ ~ O ~ Fair ~ Poor ~ , , ~ ~ Excellent ~ Good ' ' ~ ~ ~ Lair ~ Poor 9. How would YOU rate the intellectual liveliness of your pro cram? ~ Excellent ~ Good 10. Considering the overall intellectual environment of your university, how much do you fee! you have benei ited from it? ~ A lot ~ Some APPENDIX D , — - - ~ o n Fair n Poor ~ A little ~ Not at all

APPENDIX D C. Infrastructure I. Does your program give you access to: a. Your own personal work space b. Computer facilities Yes ~ No ~ Yes ~ No c. Other research facilities; if so, describe: 2. Does your program provide adequate space for interaction among students? C] Yes O No 3. Are the library resources available to you adequate to support your research and education? ~ Yes C] No D. Research productivity I. How many research presentations (including poster presentations) have you made at research conferences a. on your campus? b. at national or regional meetings? 2. How many research publications have you authored or co-authored during your cloctoral studies (include pieces accepted for publication but not yet published)? a. Refereed articles b. Book chapters c. Reviews d. Books or edited volumes 3. Background information A. Date of birth: (mm/~/yy) B. Gender: ~ Male n Female C. Citizenship U.S. Permanent Resident Temporary Visa D. Race/Ethnicity (if U.S. citizen) American Indian or Alaskan Native Asian or Pacific Islander Black White Hispanic Mexican American, ~ Puerto Rican, ~ Other) ~ Multiracial E. Dependent care responsibilities: 1. Number of children living with you: Age 6 or under Over age 6 3. Parents or other dependents ~ Yes ~ No 121

122 APPENDIX D G. Marital Status: Do you have a spouse or partner who lives with you? ~ Yes ~ No F. Level of Parents' Education: Mother Father High school diploma or less Some college/Bachelor's degree Advanced degree

APPENDIX D Five-Seven Years Post-Ph.D Questionnaire This questionnaire is part of the National Research Council's Pilot Test of the Assessment of Research Doctoral Programs. Your university has volunteered to participate in this pilot test to assist the National Research Council's study of the methodology used to assess doctoral programs. One innovation that we are considering is to add student responses to questions about the educational process of the program. Further information about the methodology study may be found at www7.nationalacademies. org/resdoc/index.html You have been selected to receive this questionnaire because you are a student who has received a Ph.D. from this program five to seven years ago. If this is not the case, please indicate that in question 1. ~ 4, , I, The assessment of research doctoral programs is conducted approximately every ten years and consists of a reputational survey of doctoral programs and the collection of data about doctoral faculty and students in fifty-four areas of study. This questionnaire provides information that will assist the study in a number of ways: 1) it will help us learn whether a high enough percentage of students respond so that we can add student observations to the larger study; 2) it will provide us enough information about practices in your program that we can compare the practices of graduate programs in your field at different universities; and 3) it will permit a statistical description of the f~rst-year students in the graduate program. Your answers will be treated as completely confidential by the National Research Council and will only be released as part of a statistical analysis. Individual answers will not be shared with faculty or administrators of your former doctoral program except in aggregated form. Educational Program a. Name of the program where you received your Ph.D. degree: b. Year of enrollment in the above Ph.D. program: c. Year you received your Ph.D.: d. Did you receive a master's degree at this institution before this Ph.D.? ~ Yes ~ No e. Were you enrolled as a full-time student throughout your Ph.D. program? ~ Yes ~ No f. Did you attend graduate school prior to enrollment in the above Ph.D. program? ~ Yes ~ No If so, what degrees or certificates, if any, do you hold? ~ Certificate ~ Master's ~ Doctoral ~ Professional g. What was your career goal when you completed your Ph.D.? U.S. Employment: Industry ~ Government ~ Nonprofit ~ University 2-yr. college ~ 4-yr. college Other: 123

124 Non-U.S. Employment: Industry ~ Government ~ Nonprofit ~ University 2-yr. college ~ 4-yr. college Other: ~ Unknown h. Have your career goals changed since you received your Ph.D.? ~ Yes ~ No i. During your Ph.D. program, were you supported by funds from outside the institution? ~ Yes ~ No (Check all that apply) Type: ~ Fellowship ~ Training Grant ~ Research Grant ~ Your employer ~ Other(Specify: ! J. Did you receive institutional support? ~ Yes ~ No (Check all that apply) Type: ~ Teaching Assistantship ~ Research Assistantship ~ Fellowship ~ Tuition scholarship or waiver only ~ Loan ~ None ~ Other(Specify: ! 2. Employment and Career Status a. First employer or place of postdoctoral study after Ph.D. completion: Name: Address: City State/Country Zip Code- Title: b. Employment Sector: Industry (for profit) National laboratory State or local government Federal government agency International agency University 4-year college 2-year college K-12 school Hospital or clinic Foundation or nonprofit Military Other (specify) APPENDIX D

APPENDIX D c. If you hold or have held a postdoctoral position or positions, how many , and at what institutions, companies or government agencies were they located? List chronologically starting with the most recent. Position # 1: Position#2: Position # 3: Position#4: Dates: Dates: Dates: Dates: d. Current employer: Name: Address: City State/Country Zip Code- Title: e. Current Employment Sector: Industry (for profit) National laboratory State or local government Federal government agency International agency University 4-year college 2-year college K-12 school Hospital or clinic Foundation or nonprofit Military ~ Other (specify) 3. Ph.D. Program Characteristics a. During your Ph.D. education, in which of the following areas was training PROVIDED, which skills or experiences have you USED since graduation, and which area do you wish you had learned MORE about? (check all that apply) 1) Teaching experiemce 2) Oral communication; presentation skills 3) Writing proposals for funding 4) Manuscript preparation Provided Provided Provided Provided Experience working in collaborative groups ~ Provided 6) Critical analysis 7) Locating and applying information 125 Used ~ More Used ~ More Used ~ More Used ~ More Provided Provided Used ~ More Used ~ More Used ~ More

26 8) Experience working with people of varied educational levels ~ Provided ~ Used ~ More 9) Experience working with people from diverse backgrounds ~ Provided ~ Used ~ More 10) Experience working in teams b. Research Productivity Provided ~ Used ~ More How many books or edited books have you published or are currently accepted for publication? 2) How many articles or book chapters have you published or are currently accepted for publication? 3) How many books or articles have you reviewed for publication? 4) How many reviews, enumerated in 3), have been or will be published? 5) How many refereed papers have you or a coauthor presented at professional conferences? How many awards have you received? (Respond to all categories.) a) For teaching: b) For research: From professional societies: From your institution or employer: 7) How many patents or licenses have you received? 8) How many grants have you received from your employer or institution? 9) How many grants have you received from extramural funding agencies? 4. Background Information a. Date of birth: b. Gender: c. Citizenship APPENDIX D Male Female U.S. Permanent Resident Temporary Visa (mmlddlyy)

APPENDIX D 127 d. Race/Ethnicity (ifU.S. citizen) American Indian or Alaskan Native Asian Pacific Islander Black White Hispanic (~ Mexican American, ~ Multiracial e. Martial Status ~ Married ~ Single f. Number of Children: Age 6 and under Over age 6 g. Level of Parents' Education: Less than high school High school diploma Some college Bachelor's degree Master's degree Professional degree Doctoral degree h. Is English your first language? Mother Yes ~ No Puerto Rican, ~ Other) Father

How should we assess and present information about the quality of research-doctorate programs? In recommending that the 1995 NRC rankings in Assessing the Quality of Research-Doctorate Programs: Continuity and Change be updated as soon as possible, this study presents an improved approach to doctoral program assessment which will be useful to administrators, faculty, and others with an interest in improving the education of Ph.D.s in the United States. It reviews the methodology of the 1995 NRC rankings and recommends changes, including the collection of new data about Ph.D. students, additional data about faculty, and new techniques to present data on the qualitative assessment of doctoral program reputation. It also recommends revision of the taxonomy of fields from that used in the 1995 rankings.

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