ERIC Number: ED331422
Record Type: RIE
Publication Date: 1991
The Role and Nature of the Doctoral Dissertation.
Council of Graduate Schools in the U.S., Washington, DC.
Findings and recommendations presented in this study of the role and nature of doctoral disserations are based on deliberations of a task force of graduate school deans and 48 reports submitted by selected universities. Findings are offered in the areas of: distinguishing characteristics of dissertation research and dissertations; originality, significance, independence; collaboration; content and form of the dissertation; publishability; intensive participation in doctoral research; time to completion of the dissertation; guidance for dissertation advisers; dissertation defense; and expert advice and editorial help. It was generally agreed that (1) dissertation research should provide students with hands-on, directed experience in the primary research methods of the discipline, and should prepare them for the type of research/scholarship that will be expected of them after they receive the Ph.D. degree. It was also agreed that: (2) where doctoral research efforts are part of a larger collaborative project, the individual student's contribution should be precisely delineated; (3) in cases where students' research is enmeshed in their advisers' projects, clear written understandings should be formulated at the outset about respective rights to the data generated and other intellectual products; and (4) the student's progress on the dissertation should be reviewed and the appraisal shared with the student on an annual basis. The report concludes with nine references, a working paper for the study, and a list of institutions participating in the study. (LPT)
Descriptors: Academic Advising, Doctoral Dissertations, Doctoral Programs, Higher Education, Program Effectiveness, Scholarship, Student Research, Teacher Student Relationship, Writing for Publication
Council of Graduate Schools of the U.S., One Dupont Circle, N.W., Suite 430, Washington, DC 20036-1173.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Students; Teachers; Practitioners
Authoring Institution: Council of Graduate Schools in the U.S., Washington, DC.