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ERIC Number: ED191389
Record Type: RIE
Publication Date: 1980
Reference Count: 0
The American Doctorate in the Context of New Patterns in Higher Education. An Occasional Paper.
Harris, John W.; And Others
Historical antecedents of the American doctorate are reviewed, the functional differences between the Ph.D. and professional doctorates are compared, and the question of the quality associated with traditional versus nontraditional programs is addressed. Early origins of the doctorate, the influence of the German university, standardization of the American Ph.D., extension of the Ph.D. to the professions, and the current status of the American doctorate are covered. The cultural context in the development of graduate programs and the accreditation of doctoral degrees are analyzed, as is the process-production approach to the doctorate, in contrast to the admission-to-the-ranks process of the early European model. It is suggested that the American doctorate rests on the following broad achievements: a demonstrable mastery of a distinct, recognized field of graduate study; possession of a pertinent research or scholarship skill; and design and completion of a significant work of scholarship or research. Quality assurance in American graduate education has been generally indirect and process oriented rather than direct and results oriented. The key ingredient has been a strong majority of distinguished faculty. Performance criteria for doctoral candidates are suggested. (SW)
Descriptors: Academic Standards, Accreditation (Institutions), Curriculum Evaluation, Degree Requirements, Doctoral Degrees, Doctoral Programs, Educational Assessment, Educational History, Educational Quality, Graduate Study, Higher Education, Nontraditional Education, Professional Education
The Council on Postsecondary Accreditation, One Dupont Circle, NW, Washington, DC 20036 ($2.75)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Council on Postsecondary Accreditation, Washington, DC.