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An Assessment of Research-Doctorate Programs in the United States
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The genius of American higher education is often said to be in the close association of training and research —that is, in the nation's research-doctorate programs. Consequently, we are not surprised at the amount of worried talk about the quality of the research doctorate, for deterioration at that level will inevitably spread to wherever research skills are needed—and that indeed is a far-flung network of laboratories, institutes, firms, agencies, bureaus, and departments. What might surprise us, however, is the imbalance between the putative national importance of research-doctorate programs and the amount of sustained evaluative attention they themselves receive. The present assessment, sponsored by the Conference Board of Associated Research Councils—comprised of the American Council of Learned Societies, the American Council on Education, the National Research Council (NRC), and the Social Science Research Council—seeks to correct the imbalance between worried talk and systematic study. In this effort the Conference Board continues a tradition pioneered by the American Council on Education, which in 1966 published An Assessment of Quality in Graduate Education, the report of a study conducted by Allan M.Cartter, and in 1970 published A Rating of Graduate Programs, by Kenneth D.Roose and Charles J.Andersen. The Cartter and Roose-Andersen reports have been widely used and frequently cited.
Lyle V. Jones, Gardner Lindzey, and Porter E. Coggeshall - Personal Name
0-309-56949-4
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English
1-263
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