ERIC Number: ED345665
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Master's Degree, The Comprehensive University, and The National Interest.
Casanova, Sally L.; And Others
CGS Communicator, v25 n3-5 p1-5 Mar-May 1992
This article offers opinions and insights from four graduate deans at California State University institutions concerning the master's degree and the direction of master's level education. It is noted that U.S. graduate education is increasingly concentrated at the master's degree level, and that this degree level serves a particularly important transitional function (to doctoral level work) for students from underrepresented groups enrolled in comprehensive institutions of higher education. It is argued that the nation's comprehensive universities play a special role, therefore, in providing the nation's master's degree programs, programs essential in training people who can help the nation compete within a global economy. Such national needs make federal funding and institutional support (to provide easier access to graduate study) of master's degree programs a critical component in helping students, particularly minority students, gain the mentored research experience needed for entrance into prestigious doctoral programs. Examples are provided that illustrate the importance of funding merit-based fellowships for such students in master's programs. The need for increased student loan programs, particularly for non-traditional, minority students is stressed. The use of loan-forgiveness programs as an incentive for these types of students to make the necessary commitment to obtain graduate degrees is recommended. (GLR)
Descriptors: Access to Education, Degrees (Academic), Educational Trends, Financial Needs, Government Role, Graduate Study, Higher Education, Masters Degrees, Masters Programs, Minority Groups, Nontraditional Students, Student Financial Aid, Trend Analysis
Council of Graduate Schools, One Dupont Circle, Suite 430, Washington, DC 20036-1173.
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A