Empirical procedures for analyzing readily-available, regularly collected data are illustrated. The models described indicate that major research universities and other doctoral-granting institutions are different in terms of their expenditure and revenue patterns, and that student-related variables are of secondary importance in determining those…

Describes a new D.A. program for teachers with at least three years of experience. (AA)

A forthcoming report of the international Organization for Economic Development urges educators to provide better supervision of doctoral candidates and encourage them to take their research more seriously. (MSE)

Doctoral students (N=58) from counseling and clinical psychology programs were assessed for level of awareness of countertransference feelings and theoretical framework during the counseling hour. Results suggest that greater awareness of feelings relates to less withdrawal of involvement (a countertransference behavior) and that a combination of…

Graduate students in fields in which an advanced degree is gained traditionally as preparation for college teaching develop their self-images as scholars and teachers with faculty at selective research institutions as their only role models. A better approach would be to require graduate students to observe daily operations of a different…

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments should not become service departments for other academic departments. Urges the replacement of adjunct faculty members with tenure-earning assistant professor lines and claims that recognition through publication serves the…

Summarizes issues raised in speeches and group discussions at the Minnesota Conference on the Future of Doctoral Study in English and makes personal observations about the conference in general. (MM)

A national survey of doctoral programs in pharmacy concerning their research-related coursework and experiential activities found that while most programs have some required coursework, fewer have research methodology than statistics or professional literature evaluation courses. Less than half require a formal research project. (Author/MSE)

Surveys the extent and range of graduate writing courses nationwide and the rationale for offering them, as described by deans and faculty. Concludes that attention should be paid to the need for graduate composition courses and the attendant need for cross-disciplinary interest in the teaching of such courses. (MS)

A study of nonresponse bias for surveys of interest in external Doctor of Pharmacy degree programs found that surveys relying on only one mailing will likely provide biased results and suggested a division of respondents into three groups according to their interest in the program. (MSE)

Two experiences with academic program review illustrating different approaches are described: (1) the recent assessment of research-doctorate programs, conducted by a consortium of four national academic organizations, and (2) the experience of the University of California. (MSE)

Describes four research courses developed by the instructional systems faculty at the University of Florida which are designed to prepare doctoral students to plan and conduct high quality instructional systems research. Goals of each course are described, as well as course procedures and products, and evaluation methods. (MBR)

Because of dwindling financial resources, the doctoral program in music may be in jeopardy. Four options for the doctorate are examined: expand it, maintain it, reduce it, or discontinue it. Steps that must be taken to assure that a high quality music doctoral program continues are presented. (RM)

Published research on institutional characteristics associated with external research funding are reviewed. Principal points of agreement are that funding levels are related to previous funding levels; publications are related to funding; and funding is related to the existence of doctoral programs. No evidence of bias in federal funding was…

Student perceptions, observations, and evaluations concerning formal and informal instruction, other academic concerns, and related socialization dimensions of a first-time-functioning external doctoral program are examined. The unidentified institution's program sequence and faculty background are briefly described. (Author/MLW)