The purpose of the study was (1) to learn how graduates of doctoral programs evaluate the courses and major concepts of their doctoral programs In adult education in terms of how the courses and concepts contribute importantly to the employment related needs of the graduates, their employing organizations and the society, (2) to learn how faculty in adult education doctoral programs evaluate the courses and concepts of their programs, and how well these courses and concepts help the graduates meet employment related Individual and societal needs, (3) to establish the amounts of agreement between the Judgments of faculty and graduates, and (4) to learn what these two groups Judge should be the employment facilitating content of doctoral programs In adult education In the next five to ten years.The populations for the study were drawn from twenty-one universities across the United states of America. The administrator from each adult education program in the university contacted was asked to submit the names and addresses of three faculty and six alumni.Two questionnaires, one for alumni and the other for faculty were mailed to the faculty and alumni whose names were received. One hundred and thirty two questionnaires were sent to alumni and sixty five questionnaires were sent to faculty. Ninety two responses were received from alumni or approximately seventy percent. Fifty four responses were received from faculty or eighty-three percent.Data from the questionnaires were tabulated, analyzed, summarized and reported In table and narrative form. The findings and conclusions were that, in the judgments of graduates and faculty:1) Doctoral programs In adult education were effective In that they made important contributions in preparing graduates to succeed as professionals In programs that educate or reeducate adults.2) Courses completed in doctoral programs In adult education prepared graduates to meet the expectations of Prospective employers.3) Modifications should be made to adult education programs i n the 1990s to Include:a) Practical application experience or “externship”In the graduates' chosen field of employment after they have completed their doctoral program.b) The teaching of greater communication skills, both written and oral.c) Academic tracks which allow all graduates to select courses geared to their career goals. / Center for Lifelong Education

The selective success of women in traditionally male dominated fields is identified as a paradox whose explanation will have implications for the issue of the under representation of women in science and engineering programs. Trends in degree attainment by sex science and engineering are examined in the context of degree attainment in all traditionally male dominated degree programs in order to generate empirically based hypotheses. Because research designs in use for quantitative data in sociology are much better designed to test hypotheses than to generate new ones, an important aspect of this study is its development of a new analytical strategy. In order to effectively explore the available data, the existing statistics for degree attainment in traditionally male dominated fields for both sexes over the 1962-1989 period are converted to graphical display and analysed visually. The organization of the graphical displays developed is consistent with basic aspects of the comparative, exploratory research strategy advocated by Glaser and Strauss and graphical display techniques of Tufte. Findings show that the largest gains in representation in traditionally male dominated disciplines have been in those where the associated professions or occupations are typically autonomous self-employed professions rather than positions in large organizations. These findings further suggest processes that may be contributing the continued under representation of women in the physical sciences and engineering.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Appendix A in English and Chinese. Typescript. Vita. Includes bibliographical references (leaves 268-277). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Appendix A in English and Chinese. Typescript. Vita. Includes bibliographical references (leaves 268-277). Also available on the Internet.

Thesis (Ph. D.)--Columbia University, 1927. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 285. Bibliography: p. 162-163.

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 195-208) and appendices.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 101-112). Also available in print.

Thesis (Ph. D.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2007) Includes bibliographical references.

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