ERIC Number: ED367282
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
A Silent Success: Master's Education in the United States.
Conrad, Clifton F.; And Others
This book reports on a national study of the master's degree, how people involved view their experiences, development of a typology of four "idealized" program types, and identification of characteristics associated with positive master's experiences. The study used an open-ended, multicase design grounded in interviews with 781 individuals (students, alumni, and employers, and administrators) representing 47 master's programs in 11 fields of study. Part 1 of the book provides the setting for the study including a review of the literature and a discussion of the study's approach. Part 2 organizes the interview material around choices stakeholders make in key decision situations. In part 3, a chapter is given to each of the four idealized program types: ancillary, career advancement, apprenticeship, and community centered. In part 4, the interview material is organized around those program attributes that most contributed to quality master's experiences. These focus on four clusters: culture, planned learning experiences, resources, and leadership and the human dimension. The book concludes that master's programs appear to be remarkably successful with stakeholders expressing a high degree of esteem for the programs. Recommendations are made to policymakers, professional and accrediting associations, employers, institutional administrators, faculty and program administrators, and students. A technical appendix is provided as are reference notes keyed to each chapter. (Contains 110 references.)
Descriptors: Administrator Attitudes, Alumni, Educational Quality, Employer Attitudes, Graduate Study, Higher Education, Interviews, Masters Degrees, National Surveys, Program Effectiveness, Program Evaluation, Student Attitudes
Johns Hopkins University Press, 2715 Charles St., Baltimore, MD 21218-4319 ($34.95).
Publication Type: Books; Reports - Research; Opinion Papers
Education Level: N/A
Authoring Institution: N/A