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ERIC Number: ED368074
Record Type: RIE
Publication Date: 1993-Nov
Pages: 16
Abstractor: N/A
The Dissertation Requirement for Educational Administration Programs.
Denny, George; And Others
Dissertations have been an important aspect of doctoral degrees for many years. However, some educators feel that dissertations are an outdated and ineffective part of the doctoral program. A study examined the role dissertations play in doctoral programs. Questionnaires sent to educational administration faculty at the University of Arkansas, Fayetteville, asks questions involving; (1) functions of the dissertation; (2) characteristics of the doctoral students being advised; (3) role of dissertation advisors; and (4) possible alternatives to the dissertation requirement. Questionnaires also were sent to 317 administrators of 52 institutions, all members of the University Council for Educational Administration; the response rate was 51.2 percent. Educational administration advisors ranked intense study of a narrow topic as the highest function the dissertation requirement plays in the doctoral program. Of the doctoral students, 94 percent have their master's degree. A majority of educational administration advisors view approving the dissertation topic as the key role the dissertation advisors play in the doctoral process. More than half of the dissertation advisors follow up on their students regularly. A little more than 50 percent of the Educational Administration advisors note one or more acceptable alternatives to the dissertation requirement. Includes three tables and a dissertation survey. (Contains seven references.) (KDP)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (22nd, New Orleans, LA, November 10-12, 1993).