ERIC Number: ED350932
Record Type: RIE
Publication Date: 1992
An International Prognostic Study, Based on an Acquisition Model, of Degree Philosophiae Doctor (Ph.D.).
Noble, Keith Allan
This thesis documents an exploratory study of the degree Philosophiae Doctor (Ph.D.). A Ph.D. acquisition model was used as the conceptual framework for the investigation. The model incorporated the three fundamental components of the degree (lengthy study, original research, thesis preparation), which were determined from the historical and regulatory literature. The study sought to answer the question of what effect, either positive or negative, the experts believed altering the fundamental components of the degree Philosophiae Doctor, would most likely have on the resultant degree. Data to answer this question were derived using the prognostic Delphi technique involving a panel of 67 (15 females, 52 males) English-speaking individuals associated with higher education. In Round 1 of the questionnaire study, panelists identified Ph.D. degree-related problems that were validated against the prescriptive literature (1960-1988). Round 2 generated predictive responses about the outcome of 18 hypothetical actions which address the most frequently raised problems in Round 1. A reiterative Round 3 resulted in acceptably stable prognoses for the majority of the responses. The implications of these programs as they relate to the traditional and four non-traditional Ph.D. degrees and to university administrators are discussed. Appendices include the questionnaire and several of the study's components. Contains approximately 250 references. (Author/GLR)
Descriptors: Academic Achievement, Academic Standards, Curriculum Research, Data Collection, Degree Requirements, Degrees (Academic), Doctoral Degrees, Doctoral Programs, Foreign Countries, Graduate Study, Guidelines, Higher Education, Literature Reviews, Models, Questionnaires, Research Methodology
Publication Type: Books; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Doctoral Dissertation, University of Ottawa.