Quality Of Graduate Education Research Articles

Graduate Education of the Top Contributors to the School Psychology Literature: 1987-1995

This study examined who has been publishing in the major school psychology journals, the universities where they received their graduate training, and the categories of publications of graduates of selected universities as one measure of the quality of graduate education in school psychology. The journals included were the Journal of School Psychology, School Psychology International, School Psychology Revieuw, School Psychology Quarterly, Journal of Psychoeducational Assessment, and Psychology in the Schools as these are the major journals representingthe profession. Results indicated E. Scott Huebner as the most prolific author in the school psychology literature during the period under investigation and graduates of the University of Georgia as making the greatest contribution to the literature. Results are discussed in relation to previous research and surveys evaluating graduate program quality.

Japanese graduate education and its problems

This paper analyses why the highly developed Japanese system ofschool and undergraduate education seems inversely proportional to studentnumbers proceeding to graduate education. Only a few do proceed. Traditionalattitudes, which are not supportive of graduate education, are shown to stemfrom the view generally taken by the world of business and industry thatgraduate education is not of significance when recruiting staff. Adistinction is, however, drawn between the humanities (in which graduateeducation is seen as appropriate only for those planning an academic career)and more recent developments in the fields of engineering and the naturalsciences indicating a growing recognition of the value of post-graduatetraining. The work of the government University Chartering Commission– the body which authorises the establishment of graduate schools, isdescribed – focusing on its measure to maintain the quality ofgraduate education. The author shows that university-based doctoral studentsmay be at a disadvantage in terms of job-prospects, financial provision andlaboratory-funding in comparison with industry-based students.

Refocusing quality assessment on student learning

AbstractA theory of program quality is presented that is centered around a new definition of quality. Constructed on the basis of interviews with nearly eight hundred stakeholders in master's‐level education, the theory advances a conceptual template and a set of criteria for assessing program quality in graduate and professional education.

How I demystified academe and got a Ph.D.

Graduate education is more than simply taking courses, taking comprehensive exams, and writing theses and dissertations. It is also a process of personal intellectual growth that results in a redefinition of identity. This transformation of self is tantamount to a demystification process such that students must debunk the “Ph.D. mystique” to identify with sociologists and become members of the sociological community. Faculty can aid this process by sharing their own transformative experiences, but the structured inequality of the faculty-student relationship is a harrier against such personal disclosures. Yet transcending those structural barriers may be necessary to enhance the quality of graduate education in sociology.

A Perspective on the Market for Agricultural Economists: Background, Trends, and Issues

This paper summarizes broad trends in the market for and training of agricultural economists, models of professional labor markets, and key issues facing the agricultural economics profession. The number of U.S. Ph.D. agricultural economists grew at a 7 percent rate during 1973 to 1983. An increasing share of them are being employed in business-industry. Some issues facing the profession are: potential imbalance in Ph.D.s supplied and demanded, type and quality of graduate education needed to meet diverse job roles of doctorates, demand growth potential for masters level agricultural economists.

The Quality of Graduate Education in Political Science: A Report on the New Rankings

The Quality of Graduate Education in Political Science: A Report on the New Rankings

The Quality of Graduate Education in Political Science: A Report on the New Rankings

The Quality of Graduate Education in Political Science: A Report on the New Rankings

The Quality of Graduate Education in Political Science: A Report on the New Rankings

The Quality of Graduate Education in Political Science: A Report on the New Rankings

Graduate Training and Productivity: A Look at who Publishes

I David R. Morgan and Michael R. Fitzgerald, Recognition and Production Among American Science Departments, Western Quarterly, 30 (September 1977), 342-350; and John S. Robey, Political Science Departments: Reputations Versus Productivity, PS, 12 (Spring 1979), 202-209. 2 See the rankings by Albert Somit and Joseph Tanenhaus, American Science: Profile of a Discipline (New York: Atherton Press, 1964), 34; Allan M. Cartter, An Assessment of Quality in Graduate Education (Washington, D.C.: American Council of Education, 1966), 40-41; and the Ladd and Lipset survey as reported in Malcolm G. Scully, Well-Known Universities Lead in Ratings of Faculties' Reputations, The Chronicle of Higher Education Uanuary 15, 1979), 6-7.

Assessing quality in graduate programs: An internal quality indicator

Many approaches are used to measure quality in graduate education. In this study, the literature related to four approaches is reviewed: the reputational approach, the productivity approach, the correlational approach, and the multidimensional approach. This investigation examined one quality indicator that can be incorporated into the multidimensional approach. In this paper, we describe and analyze faculty judgments of doctoral examinations in the Graduate School at The Ohio State University. Graduate School representatives judge doctoral examinations and report their judgments to the dean of the Graduate School. The judgments are tabulated and presented as quantitative and qualitative indicators of quality. How these judgments are converted to useful data and illustrations of how these data are used and presented are discussed.

Graduate Education in the Arts and Sciences: Prospects for the Future

the quality of graduate education in the arts and sciencesand ultimately the continuity of scholarship in basic fields of knowledgemay well be the single most serious educational challenge facing American universities over the next decade and a half. With job opportunites in academia declining dramatically, with costs rising rapidly, and with financial aid for graduate students becoming increasingly scarce, many of the ablest students nationwide are being discouraged from considering academic careers at the same time that the overall number of Ph.D. candidates in many fields remains too large. Thus, paradoxically, American universities are likely to award too many Ph.D.'s ia the arts and sciences relative to job opportunities over the next fifteen years, while simultaneously failing to educate and place enough truly outstanding individuals. From a national standpoint, I believe it essential that we find ways over this difficult period to improve the quality of graduate education (or, at minimum, to maintain quality) in all major fields of knowledge, while reducing overall numbers of graduate students and Ph.D. programs in an orderly way. We also need to assure that opportunities for graduate study of the highest quality will be available to outstanding individuals of all races, both sexes, and varying economic circumstances.

GRADUATE TRAINING IN WATER TRACK ENVIRONMENTAL ENGINEERING: RESULTS OF A SURVEY OF EMPLOYERS1

ABSTRACT: The authors conducted a mail survey of 600 employers in the government and private sectors who were thought to hire water track environmental engineers. Of a total of 148 respondents, over 80 percent employed a combined total of over 2,800 environmental engineers. The survey addressed two basic questions: (1) what is the quality of graduate education recently trained engineers have received, and (2) what effect does a nonengineering undergraduate degree have on an engineering graduate student's employment potential.In answer to the first question, respondents indicated that engineering graduates were deficient in report writing, business law (contracts and specifications), economics and finance, and practical design. Many employers stated that students could better prepare themselves for employment by (1) obtaining professional experience through internships and summer or part‐time jobs, and (2) learning to communicate effectively, both orally and in writing. In answer to the second question, 50 percent of the respondents indicated that engineers without an engineering undergraduate degree would not necessarily be limited in their abilities to perform engineering duties.

The Intradiscipline Status Hierarchy: Prestige Ranking of Sociology's Specialty Areas

An expanding literature in the sociology of sociology, evidenced by works such as those of Horowitz (1968), Curtis and Petras (1970), Friedrichs (1970), Gouldner (1970), and Reynolds and Reynolds (1970), reflects the increasing interest of sociologists in the structure of their discipline and, as Oromaner (1972) has noted, with its patterns of stratification. In particular, the relative prestige relationship of the areas of specialization in sociology (see ASA Directory of Members, 1970:viii) has been explored in several studies, and specialty area prestige hierarchies have been proposed (e.g., Simpson, 1961; Brown and Gilmartin, 1969; McCartney, 1970; and Akitani, 1971). The basic method for determining these hierarchies focuses upon rates, or volume, of a specialty area's publication in the leading sociology journals. The relationship between the prestige of a specialty area and its volume of publication is, as stated by Brown and Gilmartin (1969:284), such that . . sheer number of publications may ... be taken as indicative of the relative importance and prestige of an area. A similar relationship between volume of publication and prestige has been demonstrated between the prestige rankings of graduate departments of sociology and indices of publication productivity (Lewis, 1968; Knudsen and Vaughan, 1969; Glenn and Villemez, 1970; Light field, 1971; and Solomon, 1972). The major difference between these departmental prestige and specialty area prestige comparisons is that the index of departmental prestige has been derived from the ratings of graduate departments in Cartter's An Assessment of Quality in Graduate Education (1966:42-43), Roose and Andersen's A Rating of Graduate Programs (1970:68-69), or both. In concluding his report of departmental prestige and publication rates, Solomon (1972:14) states ...that there are strong relations

Objective Versus Subjective Indicators of Quality in Graduate Education

While various investigators have explored the correlates of the Cartter report's ratings of quality in graduate education, none have concentrated on how these correlates might differ across disciplines. Using both original data and data from published sources, this study examines the relationship of the rated quality of university departments to other possible quality indicators in two physical and two social sciences. The reputations of individual faculty members were found to be more closely associated with departmental reputation in the physical than in the social sciences. Discriminant analyses of financial data and other objective indicators were 95-100 percent successful in discriminating the Cartter report ratings of quality for a stratified random sample of 20 departments in each of four scientifc fields. Similarly, multiple regression analyses gave large R2 for each field with rated quality of departments as the dependent variable. However, the same variables were not the best predictors for all fields with either technique, and no objective measure is linearly, or even monotonically related to the Cartter ratings across fields. These findings are discussed in terms of Kuhn's ideas of raradigm development: existing structures of knowledge in various disciplines differ in ways that have implications for the relationships between other variables and rated quality.

The departmental rating game: Measure of quantity or quality?

What constitutes quality in graduate education? The most widely accepted definition has been proposed by Cartter who asked recognized scholars to rate departmental excellence in 30 disciplines. Cartter's instructions to the raters could have allowed the influence of a “halo effect” to operate. This is an error in rating which is produced when the particular characteristics being rated are contaminated by the rater's notion of the general worthiness of the object being rated. This study demonstrated that the halo effect related to size variables occurred in the Cartter study.

Purposes and Quality of Graduate Education in the Management Sciences

The questions asked in Professor Churchman's letter of November 17, 1969, sound simple enough, but it would take a book to answer them fully. They are questions fundamental to the future of the management sciences. The statement below attempts to summarize the purpose and aims of the OR/Systems Section of the Department of Industrial Administration in the University of Aston in Birmingham, and to relate these to present and planned graduate courses. Since the present courses commenced less than two years ago and planned courses are some way off, most of our aims have yet to be achieved.

The American council on education rankings of quality in graduate education and membership in the national academy of science

AbstractRankings in physics, chemistry, and mathematics are determined for Universities of the United States according to the number of members of each department who have been elected to the National Academy of Science. A strong correlation was found to exist between these rankings and the rankings published by the American Council on Education. In fact, the top ten departments in each of these fields could probably be selected by simply counting the number of Academy members in each of the respective departments.

Academic Discipline as Predictive of Faculty Religiosity

Data from a probability sample of a state university faculty are analyzed to determine whether academic discipline is predictive of faculty religiosity. Wide variations observed on four of Glock's proposed dimensions of religiosity are compared to the scientist-nonscientist dichotomy of fields and to distance from a construct delineated in the paper. scientist-nonscientist scheme is not predictive of religiosity scores. Scholarly distance from religion successfully orders the scores. A relationship between scholarly distance from religion and religiosity seems to be interpreted partly by the effect of scholarly distance from religion on cognitive differentiation of religion and on social support for religiosity, especially the former. Selectivity of discipline and present religiosity appear to be based on childhood religious background, but controlling for childhood religiosity does not alter the original relationships greatly. D iscussions of religion and the American university usually dwell on the questions of possible conflict between science and religion and whether a person can adhere to traditional religion and still be an intellectual.1 While the early approach to these issues was highly polemical,2 recent studies concentrate on the more analytical problem of discovering conditions under which persons are more or less likely to participate in religion. These investigations typically compare academicians with nonacademicians to test the hypothesis that involvement in higher education is predictive of irreligiosity.3 present study seeks to investigate variations amiong academicians rather than to make gross comparisons of collegians with noncampus persons. Here the specific problem involves a search for conditions associated with academia under which academicians themselves are more or less likely to be religious. Reliable data on this question are relatively scarce. few relevant studies to date tend to concentrate on type of school (parochial or secular) and quality of undergraduate and graduate education.4 variable with which this paper deals is *The authors gratefully acknowledge the support of the Washington University Computing Facility through its National Science Foundation Grant G-22296, the assistance of the Faculty Research Committee of the University of Missouri at St. Louis in the form of a Summer Research Fellowship and a Research Grant, and the Experimental Study of and Society, Raleigh, North Carolina, operating under a grant from the Mary Reynolds Babcock Foundation. 1 Rodney Stark, On the Incompatibility of and Science: A Survey of American Graduate Students, Journal for the Scientific Study of Religion, 3 (Fall 1963), pp. 3-20; Andrew M. Greeley, The Religious Behavior of Graduate Students, Journal for the Scientific Study of Religion, 5 (Fall 1965), pp. 34-40, Religion and the Intellectuals, Partisan Review (PR Series #3, 1950); and Fred Thalheimer, Continuity and Change in Religiosity: A Study of Academicians, Pacific Sociological Reviezv, 8 (Fall 1965), pp. 101-108. 2 Leuba, for example, a psychologist who first studied the problem empirically in 1914, felt that no self-respecting scholar would be involved in traditional religion, an orientation which unfortunately shows rather clearly in his analysis of data. See James H. Leuba, Belief in God and Immortality (Boston: Sherman, French & Co., 1916), esp. p. 213 et passim. For general discussions of the controversy, see A. D. White, A History of the Warfare of Science with Theology (New York: Dover Press, 1960); and Ian G. Barbour, Issues in Science and (Englewood Cliffs, New Jersey: Prentice-Hall, 1966). 3 For a summary of the basic issues involved in this research, see Thalheimer, loc. cit. 4 Supra, footnote 1. This content downloaded from 207.46.13.131 on Sat, 15 Oct 2016 04:22:59 UTC All use subject to http://about.jstor.org/terms

Pre-Industrial Patterns in the Colonial Family in America: A Content Analysis of Colonial Magazines

Cartter, Allan M. 1966 An Assessment of Quality in Graduate Education. Washington, D.C.: American Council of Education. Cole, Stephen and Jonathan R. Cole. 1967 Scientific output and recognition: a study in the operation of the reward system in science. American Sociological Review 32 (June). Crane, Diana. 1965 Scientists at major and minor universities: a study of productivity and recognition. American Sociological Review 30 (October):710. Kessler, M. M. 1965 M.I.T. Technical Information Project. Physics Today 18 (March):28-36. Lazarsfeld, Paul F. and Wagner Thielens, Jr. 1958 The Academic Mind. Glencoe, Illinois, The Free Press. Merton, Robert K. 1957 Social Theory and Social Structure. Glencoe, Illinois: The Free Press. 1968 Matthew effect in science. Science 159 (January):56-63. Waterman, A. T. 1966 Science 151 (January):61-64. Zuckerman, Harriet A. 1965 Laureates in the United States. Unpublished Ph.D. dissertation, Department of Sociology, Columbia University. 1967a Patterns of name-ordering among authors of scientific papers. Read at Annual Meetings of the American Sociological Association in 1967. 1967b Nobel laureates in science: patterns of productivity, collaboration, and authorship. American Sociological Review 32 (June) :400.

Cartter, Allan M. As Assessment of Quality in Graduate Education. Washington, D.C. 20036 (1785 Massachusetts Avenue N.W.): American Council on Education, 1966. 132 P. $3.00

Science EducationVolume 51, Issue 4 p. 401-401 Book Review Cartter, Allan M. As Assessment of Quality in Graduate Education. Washington, D.C. 20036 (1785 Massachusetts Avenue N.W.): American Council on Education, 1966. 132 P. $3.00 First published: October 1967 https://doi.org/10.1002/sce.3730510436AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume51, Issue4October 1967Pages 401-401 RelatedInformation