Despite an absence of distinctions in implementation, it is argued, there are perceived and actual differences between the Ed.D. and Ph.D. degrees in education. It is suggested that all doctoral degrees in education be changed to the Ph.D. with two tracks--one for researchers/professors and one for administration/teachers. (Author/MLW)

This study investigated affective characteristics of 31 doctoral students, using Clark's notion of concomitant problems and Dabrowski's construct of overexcitabilities. Results indicate that subjects perceived themselves as different from typical persons on factors reflecting internal motivation, positive aspects of overexcitability, and need for…

Analysis of responses of 55 graduates of a doctoral program in special education between 1975 and 1988 indicated that more postgraduation publication was reported by respondents who had published or presented a paper as students; were employed in academic or research positions; and had research apprenticeships. (DB)

It is proposed that action research, as distinguished from traditional research, has a role in graduate management education. It is suggested that the former is more appropriate for developing managerial competencies. Differences between master's-level and doctoral-level action research projects are noted, and related issues for curriculum design…

In fall 1989, 88 doctoral programs in higher education offered 124 different courses, a body of knowledge that offers great potential for improving and professionalizing higher education administration. The field appears to be evolving from a generalized area of inquiry into a curriculum of professional specialization. (Author/MSE)

Historically, higher education administrators have advanced through faculty ranks. In recent years, higher education as a field of study has developed significantly, but its potential for improving the profession is underutilized. A growing group of administrators needs formal training to meet the needs of more sophisticated and complex…

Reports on survey of doctoral-level rehabilitation programs in the United States. Identifies and describes 30 programs by degrees offered, admission requirements, curriculum, faculty, numbers of graduates, and employment obtained by graduates. Number of programs has decreased from 38 to 30 since 1985, with corresponding decrease in number of…

The structure, components, and anticipated outcomes of a University of Kentucky doctoral program in pharmacology are described. The program is designed to develop pharmacy-trained specialists who are interested in rigorous, intensive clinical experience, state-of-the-art coursework, and integrated laboratory-based and clinical dissertation…

Ambulatory care and family practice clerkships of the University of Arkansas' nontraditional pharmacy doctoral program are designed to minimize time the student is away from professional practice. They compel the student to take the initiative in identifying patients with specific disease states who would benefit from a pharmacist's knowledge and…

Research on substantive issues and concerns of higher education is handicapped by higher education's lack of status and recognition as an academic discipline or professional specialty. Theory-based and policy-related research should be recast as disciplined inquiry, doctoral programs strengthened, and preparation of scholars, professors, and…

Surveyed 50 student representatives from American Psychological Association-accredited doctoral programs in professional psychology on exposure to and type of ethics education, and perception of preparedness to deal with ethical dilemmas. Found that 94% of programs required training in ethics and that most students felt prepared for legal and…

This article proposes that preparation of a sponsored research proposal is a reasonable alternative to the doctoral dissertation as a means of demonstrating scholarly ability. The skills needed to complete a dissertation are seen as similar to those for developing, writing, and submitting a major proposal for federally sponsored research. (MSE)

Reviews and analyzes the survey of doctoral programs in rhetoric and composition published in the same issue. Questions whether the field's new status in the academy is secure. Asks whether a valuable diversity of agendas and perspectives will be lost if the field keeps trying to "discipline" itself. (HB)

Claims that the field of rhetoric and composition is leading the way in the increase in attention to the preparation of graduate students as future teachers. Explains how composition programs encourage the development of teacherly attributes. Suggests priorities for further thought and research. (HB)

According to responses from 157 of 218 higher education institutions, 122 offer human resources development/training degree programs, the majority master's. The average core credit hour requirement ranged from 20-28 hours; 90% offered internships, half required them. A 30-hour core master's curriculum resulted from the findings. (SK)