Toward Improving Ph. D. Programs

By Ernest V. Hollis | Go to book overview

II
A Decade of Graduate School Experience

GRADUATE FACULTIES engaged in planning improvements for their programs for the doctorate in philosophy have expressed a need for something more tangible than a sense of the force and direction of broad social trends that influence education. From time to time they want to gauge their judgment of proposals by the normative data of their collective experience. Many of them would also like to test the functional adequacy of graduate practice by the opinion of recent graduates and of employers of Ph.D. recipients. But the dearth of both types of material has hindered systematic work along these lines.

Because of the hearty cooperation of officials in 94 of the total of 96 graduate schools that awarded the Ph.D. degree during the 1930's, plus that of doctoral graduates and their employers, it is possible to present in this and the four succeeding chapters a substantial body of normative material that can be used in evaluating existing practice and in devising plans for improving it. This and the next chapter are devoted to an analysis of the education of 22,509 persons still living in September 1940 who received the Ph.D. degree during the period 1930-31 to 1939-40, and of their employment status as of September 1940. The facts are organized to show production and employment trends by institution, by department, by geographical area, and by years of the decade. The employment data show the proportion of the group in the several kinds and levels of teaching, research, and administration in collegiate, precollegiate, and nonteaching agencies.

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