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ERIC Number: ED187177
Record Type: RIE
Publication Date: 1977-Jul
Pages: 156
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Efficiency in Graduate Education: An Attempted Reform. A Report to the Ford Foundation. Revised.
Breneman, David W.
The results of a seven-year program designed to reform graduate education in the humanities and social sciences sponsored by the Ford Foundation and 10 leading university graduate schools are reported. Evaluation focused on the Ford Foundation Graduate Program, original proposals submitted by the 10 universities, annual reports and data submitted by each university, and interviews with presidents, deans, and faculty from the 10 universities participating in the program. Chapter I, (The Program), discusses the development of the program, the experimental design employed, and procedures followed at the Ford Foundation. In Chapter II, (The Outcomes: Data Analysis), the statistical results of the program are examined drawing on the annual reports submitted to the Ford Foundation and on the separate analyses performed using Doctorate Records File data. Chapter III, (The Outcomes: Site Visits), presents findings from site visits conducted at each of the 10 supported universities. The final chapter offers major conclusions drawn from the study as well as an evaluation of where and why the program went wrong. Among the several conclusions are: the weakened academic labor market undermined the program rationale in the eyes of most faculty and students; staff changes during the program added instability; and the differences of the 10 universities participating in the program made it difficult to form broad generalizations. Appendices provide comparisons of proposed budgets and actual expenditures under the program by university, and lists of individuals interviewed on site visits at the 10 universities. (LC)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY. Education and Research Div.
Authoring Institution: N/A
Identifiers: Ford Foundation Graduate Program; Site Visits