The mission types of 105 current doctoral programs in higher education and the extent to which their missions have changed since a similar study was conducted by Dressel and Mayhew in 1974 was studied. The curricula offerings of these programs by degree type (e.g., Ed.D. & Ph.D.) were compared with Fife’s 1991 findings. Finally, the study examined the various modes of instruction (e.g., classroom, online, cohort, blended) these programs utilize. The population was the 131 U.S. higher education doctoral program coordinators or directors who were identified using the ASHE Higher Education Program Directory. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. An electronic survey, developed by utilizing an expert panel and the cognitive interviewing technique, was sent to each participant. A total of 46 hosted Ed.D. programs and 59 hosted Ph.D. programs for a combined total of 105 doctoral programs. A total of 77 institutions (59%) returned usable questionnaires, and six other universities (5%) indicated their doctoral higher education programs no longer existed. Twenty-three of the responding institutions identified with a research-focused mission; 25 institutions identified with a practitioner-based mission; and 28 institutions identified with both types of missions. Pearson r correlation analysis revealed no statistically significant relationship between degree type and course offerings (r = .123, p = .05). However, ? 2 revealed that, compared to Ed.D. programs, Ph.D. programs enrolled significantly more full-time students (? 2 (3) = 14.504, p < .05). Through further analysis, a core of nine courses emerged for more than 75% of all higher education doctoral programs. Those courses are general administration of higher education, finance of higher education, legal studies, history of higher education, philosophy and theoretical foundations of higher education, teaching/learning in higher education, student affairs administration, college student research, and a dissertation seminar. Nearly 80% of all doctoral programs utilize some form of alternate delivery method (e.g., online, cohort, blended) in addition to traditional classroom instruction. Furthermore, Ph.D. programs employ larger full-time faculties, conduct more research, obtain more external funding, and publish more scholarship than Ed.D. programs.

No description available.

The purpose of this study was to determine whether differences exist between characteristics and attitudes of graduates and those of non-graduates of doctoral programs in education. The subjects were the 256 students who had successfully completed the qualifying examinations in the College of Education at North Texas State University during the years of 1978 through 1980. Although the data findings from this study are too numerous to list within the restrictions of this abstract, the most notable findings include that (1) 74.2 per cent had graduated; (2) graduates were more likely to have selected the dissertation topic before the qualifying examinations; (3) graduates rated personal motivation higher than did non-graduates; and (4) there were no significant differences in Graduate Record Examination scores (verbal, quantitative, or total) between graduates and non-graduates. Among the conclusions drawn from this study are that (1) the process of going through a doctoral program discourages the less serious students before they reach the qualifying examinations and (2) graduates have high personal motivation and receive high support for dissertation efforts from many segments of life (spouse, family, friends, major professor, and doctoral committee). The recommendations drawn from this study are for (1) further research into the personal motivation of the candidate, (2) further research as to the effect of the candidate's attitudes toward and grades for courses in research and statistics, (3) universities to maintain records that allow for determination of completion rates of doctoral students and to consider these rates in the evaluation of doctoral programs, and (4) graduate faculty to encourage doctoral students to give serious consideration to possible dissertation topics early in their graduate programs.

The problem of this study was to analyze doctoral programs in mathematics and education for the preparation of teachers of undergraduate mathematics. The purpose of the study was to determine (1) the need for such programs, (2) the attitude of college and university officials toward them, (3) the composition of present offerings and (4) recommendations to the future course their development should take.

Esta pesquisa teve como objetivo levantar, caracterizar e analisar as fontes de informações utilizadas na construção das 48 teses apresentadas no período de 2002 a 2005 ao único programa de doutorado em Contabilidade do Brasil, desenvolvido pelo Departamento de Contabilidade e Atuária da FEA/USP, Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo. Trata-se de estudo quantitativo com abordagem bibliométrica sobre as plataformas teóricas dos trabalhos, complementado por outro de natureza qualitativa, com a utilização de análise de conteúdo, envolvendo as motivações dos autores para empreender tais pesquisas. Dentre as 5.737 referências analisadas, os livros foram os documentos mais citados, seguidos dos artigos de periódicos; os cinco autores mais citados são vinculados à FEA/USP, dos quais quatro orientaram um terço das teses examinadas; Administração, Contabilidade, Economia, Metodologia Científica e Direito foram as áreas do conhecimento mais referenciadas; no âmbito da Contabilidade, os campos mais citados foram Teoria da Contabilidade e Contabilidade de Custos, Gerencial e Financeira. As motivações para pesquisar tiveram origem no mestrado, no exercício da docência, em situações vivenciadas nas empresas ou no interesse por temas emergentes; apoiaram-se na experiência acadêmica e profissional, na facilidade de acesso a dados, na relevância econômica do país, na importância do objeto de estudo para a sociedade e em discussões sobre o tema no contexto internacional; objetivaram suprir a curiosidade intelectual e oferecer alternativas para o atraso científico e tecnológico observado na área contábil. / This study aimed to survey, characterize and analyze information sources used in the construction of 48 dissertations presented between 2002 and 2005 in the only doctoral program in Accountancy, developed by the Department of Accountancy and Actuarial Science of the FEA/USP, University of São Paulo School of Economics, Business Administration and Accountancy. We carried out a quantitative study, using a bibliometric approach to the studies? theoretical platforms. This was complemented by a qualitative study, using content analysis, involving authors? motivations to undertake these studies. Among the 5,737 references we analyzed, books were the most quoted documents, followed by journal articles; the five most cited authors were affiliated with FEA/USP, four of which served as the advisors for one third of the examined dissertations; Administration, Accountancy, Economics, Scientific Methodology and Law were the most referenced knowledge areas; in the Accounting area, the most mentioned fields were Accounting Theory and Cost, Management and Financial Accounting. Research motivations emerged from the masters program, teaching, situations experienced in companies or interest in emerging themes; they were supported by academic and professional experience, easy data access, the country?s economic relevance, the importance of the study object for society and discussions about the theme in the international context; they aimed to supply the intellectual curiosity and to offer alternatives for the scientific and technological delay found in the Accounting area.

Esta pesquisa teve como objetivo levantar, caracterizar e analisar as fontes de informações utilizadas na construção das 48 teses apresentadas no período de 2002 a 2005 ao único programa de doutorado em Contabilidade do Brasil, desenvolvido pelo Departamento de Contabilidade e Atuária da FEA/USP, Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo. Trata-se de estudo quantitativo com abordagem bibliométrica sobre as plataformas teóricas dos trabalhos, complementado por outro de natureza qualitativa, com a utilização de análise de conteúdo, envolvendo as motivações dos autores para empreender tais pesquisas. Dentre as 5.737 referências analisadas, os livros foram os documentos mais citados, seguidos dos artigos de periódicos; os cinco autores mais citados são vinculados à FEA/USP, dos quais quatro orientaram um terço das teses examinadas; Administração, Contabilidade, Economia, Metodologia Científica e Direito foram as áreas do conhecimento mais referenciadas; no âmbito da Contabilidade, os campos mais citados foram Teoria da Contabilidade e Contabilidade de Custos, Gerencial e Financeira. As motivações para pesquisar tiveram origem no mestrado, no exercício da docência, em situações vivenciadas nas empresas ou no interesse por temas emergentes; apoiaram-se na experiência acadêmica e profissional, na facilidade de acesso a dados, na relevância econômica do país, na importância do objeto de estudo para a sociedade e em discussões sobre o tema no contexto internacional; objetivaram suprir a curiosidade intelectual e oferecer alternativas para o atraso científico e tecnológico observado na área contábil. / This study aimed to survey, characterize and analyze information sources used in the construction of 48 dissertations presented between 2002 and 2005 in the only doctoral program in Accountancy, developed by the Department of Accountancy and Actuarial Science of the FEA/USP, University of São Paulo School of Economics, Business Administration and Accountancy. We carried out a quantitative study, using a bibliometric approach to the studies? theoretical platforms. This was complemented by a qualitative study, using content analysis, involving authors? motivations to undertake these studies. Among the 5,737 references we analyzed, books were the most quoted documents, followed by journal articles; the five most cited authors were affiliated with FEA/USP, four of which served as the advisors for one third of the examined dissertations; Administration, Accountancy, Economics, Scientific Methodology and Law were the most referenced knowledge areas; in the Accounting area, the most mentioned fields were Accounting Theory and Cost, Management and Financial Accounting. Research motivations emerged from the masters program, teaching, situations experienced in companies or interest in emerging themes; they were supported by academic and professional experience, easy data access, the country?s economic relevance, the importance of the study object for society and discussions about the theme in the international context; they aimed to supply the intellectual curiosity and to offer alternatives for the scientific and technological delay found in the Accounting area.

No description available.

This study explores Self-of-the-therapist (SOTT) training practices in accredited and candidacy status doctoral programs supported by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Seventy-seven (77) surveys were sent to full-time faculty to assess training structures, training implementation, and the common ethical concerns associated with SOTT training in Marriage and Family Therapy (MFT) doctoral programs. Chi-square tests and Independent Sample t-tests were run to assess for significant associations between various personal identifiers reported by respondents and attitudes toward required therapy for doctoral trainees. The 42% response rate represented 14 of the 18 MFT doctoral programs. The resulting data revealed disagreement within individual programs regarding training and ethical structures. In addition, the following four variables were found to be significantly associated with the belief that therapy should be required for doctoral trainees: a.) Therapy should be required for master trainees; b.) The type of therapy required for doctoral trainees; c.) "Authenticity" as a favorable characteristic in supervisors; and d.) The number of years a respondent had been a client in therapy. Suggestions are offered to COAMFTE regarding ethical concerns related to SOTT training. / Ph. D.

This mixed-method study explored how students in a doctoral educational leadership cohort at one university used the cohort structure as a learning community or as a method of social support. Survey data were collected from 45 past and present cohort students and qualitative data were collected from three focus groups of 15 participants total. The survey measured four factors: General Cohort Experience, Trust Within the Cohort, Network, and Community of Learners. Quantitatively, one cohort was found to be significantly different from the others in terms of Trust Within the Cohort; and the 60 hour cohorts were found to be more satisfied with the cohort experience than the 48 hour doctoral cohorts at the university studied. The theme of trust and support from and to fellow members both during and after the cohort had dissolved was a strong recurrent theme in this study. Cohort members felt that they developed and strengthened their skills professionally as a result of participating in the cohort; however, they first had to develop a sense of community and trust with their fellow members in order to learn from them.

No description available.