ERIC Number: ED166238
Record Type: RIE
Publication Date: 1974-Oct
Reference Count: 0
The Assessment of Quality in Ph.D. Programs: A Preliminary Report on Judgments by Graduate Deans. GRE Board Preliminary Report (September, 1973). GRE Board Research Report GREB No. 72-7aR.
Clark, Mary Jo
Graduate school deans were surveyed to identify characteristics indicating Ph.D. program quality, as well as acceptable ways to measure such characteristics. Doctoral programs in many different fields of study were considered, but three purposes of a Ph.D. program were emphasized: the training of scholarly researchers, college teachers, and professional practitioners. Two separate questionnaires were sent to 63 deans; 60 responded to at least one questionnaire. The first involved program characteristics that indicate quality for each of the three training goals. The second dealt with the availability and adequacy of measures of these program characteristics. Data were also collected on the background characteristics of the respondents. The results indicated that the most important criteria included: (1) faculty training, research activity/productivity, and teaching effectiveness (2) student ability before and after the program, and graduates' accomplishments; (3) financial support for the program, library, laboratory, and facilities; and (4) program purposes, courses offered, and admission policies. Ways to measure these criteria were suggested; data were provided about their adequacy and availability, and percent of administrators preferring each measure. The respondents also ranked the importance of the major tasks performed in their own institutions. (GDC)
Descriptors: Administrator Attitudes, Deans, Doctoral Programs, Educational Objectives, Educational Quality, Evaluation Criteria, Graduate Study, Higher Education, Institutional Characteristics, Program Attitudes, Program Content, Program Evaluation, Success, Surveys
Graduate Record Examinations, Educational Testing Service, Princeton, New Jersey 08541 (free while supplies last)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Note: Parts marginally legible due to print quality