Toward Improving Ph. D. Programs

By Ernest V. Hollis | Go to book overview

III
Employment Analyzed by Major Duties

FROM A GENERAL overview of the employment status of 22,509 persons who earned the Ph.D. degree during the 1930's, the survey now turns to a more detailed study of the 20,783 members of the group who were listed by their graduate schools as gainfully employed in September 1940. The data are presented from three perspectives: that of the proportion employed in university graduate schools, colleges, junior colleges, other educational agencies, and in public and private nonacademic agencies (see Tables VII, VIII, and IX); that of the number of persons engaged in teaching, research, administration, and other major duties (see Tables X, XI, and XII); and finally a picture (Table XIII) which puts the two together so that the reader can see, for instance, how the persons engaged in college work distribute among the categories of teaching, research, administration, and miscellaneous activities.

In response to lamentations that the field of education seems possessed of a spirit which troubles the waters of the pool of graduate study, the concluding section of this chapter is devoted to a comparison of two doctor's degrees in education. More specifically, the analysis shows the outcome of a decade's effort to exorcise this spirit from the Ph.D. degree in education, or at least to alleviate its untoward effects through the use of the professional degree of doctor of education.

The analyses of this and the preceding chapters are based on assumptions that are not universally accepted and which, therefore, should be explicitly stated. First, they rest squarely on the premise that the primary function of the graduate school at the

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