ERIC ED350932: An International Prognostic Study, Based on an Acquisition Model, of Degree Philosophiae Doctor (Ph.D.).

230 Pages·1992·3.6 MB·English

by  ERIC

DOCUMENT RESUME
HE 025 910
ED 350 932
Noble, Keith Allan
AUTHOR
An International Prognostic Study, Based on an
TITLE
Acquisition Model, of Degree Philosophiae Doctor
(Ph.D.).
PUB DATE
92
230p.; Doctoral Dissertation, University of
NOTE
Ottawa.
Doctoral
Dissertations/Theses
Books (010)
PUB TYPE
Dissertations (041)
MF01/PC10 Plus Postage.
EDRS PRICE
Academic Achievement; *Academic Standards; Curriculum
DESCRIPTORS
Research; Data Collection; *Degree Requirements;
Degrees (Academic); *Doctoral Degrees; *Doctoral
Programs; Foreign Countries; *Graduate Study;
Guidelines; Higher Education; Literature Reviews;
Models; Questionnaires; Research Methodology
ABSTRACT
This thesis documents an exploratory study of the
degree Philosophiae Doctor (Ph.D.). A Ph.D. acquisition model was
used as the conceptual framework for the investigation. The model
incorporated the three fundamental components of the degree (lengthy
study, original research, thesis preparation), which were determined
from the historical and regulatory literature. The study sought to
answer the question of what effect, either positive or negative, the
experts believed altering the fundamental components of the degree
Philosophiae Doctor, would most likely have on the resultant degree.
Data to answer this question were derived using the prognostic Delphi
technique involving a panel of 67 (15 females, 52 males)
English-speaking individuals associated with higher education. In
Round 1 of the questionnaire study, panelists identified Ph.D.
degree-related problems that were validated against the prescriptive
literature (1960-1988). Round 2 generated predictive responses about
the outcome of 18 hypothetical actions which address the most
frequently raised problems in Round 1. A reiterative Round 3 resulted
in acceptably stable prognoses for the majority of the responses. The
implications of these programs as they relate to the traditional and
four non-traditional Ph.D. degrees and to university administrators
are discussed. Appendices include the questionnaire and several of
the study's components. Contains approximately 250 references.
(Author/GLR)
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Reproductions supplied by EDRS are the best that can be made
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UNIVERSITE
UNIVERSITY
D'OTTAWA
OF OTTAWA
AN
INTERNATIONAL PROGNOSTIC STUDY,
BASED ON AN AnTISITION MDDEL, OF THE DEGREE
PHILOSOFRIAE DOCTOR (PH.D. )
by
Keith Allan Noble
U.S. DEPARTMENT OF EDUCATION
"PERMISSION TO REPRODUCE THIS
Othce of Educatonat Research and Improvement
MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Keith Allan Noble
Wets
document has been reproduced as
received from the person or OtgentzatIon
OrigInatng
C MtnOr changes he re been made to trnprove
reproduction quality
Points of view Or opinions stated m this oocu
TO THE EDUCATIONAL RESOURCES
ment do not necessarily represent offIc.ai
OE RI postlion or policy
INFORMATION CENTER (ERIC)."
A THESIS SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES AND RESEARCH
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
DOCTOR OF PHILOSOPHY DEGREE IN EDUCATION
Copyright: Keith Allan Noble, Ottawa, Canada. 1992
6
BEST COPY AVAILABLE
"After all, Albert Einstein took six
years to
complete his Ph.D. on the
second
attempt."
Sir Alwyn Williams [Principal]
University of Glasgow
Graduation Address
1987
ACKNOWLEDGEMENTS
I acknowledge and thank all those listed below; all have helped me with
my formal education, and thus, to attain the degree Philosophiae Doctor.
Dr. Edwin G. Belzer, Jr. for demonstrating humane objectivity
Dr. Jean -Marie Beniskos for encouraging me to question
Jill Bobroff for always showing me kindness
Barbara 8, Dr. Thomas Carney for being academic models for me
Leon Devine for caring about me as a high school student
Dr. Ian I. Dow for introducing me to graduate teaching
Jack Hurley for accepting my unskilled ways
Brenda Jago for confronting me with words of wisdom
Errol Lyell Kepper for guiding me during my adolescence
Madeleine lalande for steering me through the Ph.D. bureaucracy
S.J. (Joe) Maconachie for teaching me about "full circle thinking"
Claire Noble for telling me about the world and beyond
Ronald Allan Noble for sowing the seed of knowledge
Dr. Robert R. O'Reilly for being a truly supportive doctoral advisor
Marianne Erika Raab for editing all my graduate writing
Dr. Richard Rancourt for awakening me to epistemology
Dr. William J. Shannon for helping me enter university in Canada
James M. Watt for having faith in my abilities sight unseen
Dr. Jon White for encouraging me to begin publishing
Digby N.C. Wilson for advising me how to enter university in Australia
Dr. Ruth Wright for revealing the relevance of theory to me
DEDICATION
This thesis is dedicated to all those "all but" former candidates; those
who completed all the requirements for the doctorate but not the thesis.
ABSTRACT
an
of
exploratory
This degree
documents
study the
thesis
It was prompted by the international
Philosophiae Doctor [Ph.D.].
existence of several contentious aspects of the degree [appropriateness,
research
program
discrimination,
attrition, emphasis,
employment,
to
competency unconventional
programs].
evaluation, complete,
time
absence of
any
relevant
of model
Because
a
the
theory,
[Ph.D.
acquisition model] was utilized as the conceptual framework for the
investigation.
This model incorporates the three fundamental components
of the degree [lengthy study, original research, thesis preparation],
which were determined from the historical and regulatory literature.
The research question was,
either positive or
"[w]hat effect,
negative, do experts think altering the fundamental components of the
degree Philosophiae Doctor, will most likely have on the resultant
degree?" Data to answer this question was derived using the prognostic
Delphi technique involving a panel of
males]
females,
67
52
[15
English-speaking
These
professionals
individuals.
have
extensive
experience with the Ph.D. degree and they come from Australia, Canada,
Great Britain, and the United States.
In the Round 1 questionnaire the
panelists identified Ph.D. degree related problems that were validated
against the prescriptive literature [1960-1988].
Round 2
generated
predictive responses about the outcome of 18 hypothetical actions which
address the most frequently raised problems in Round 1.
A reiterative
Round 3 resulted in acceptably stable prognoses for the majority of the
responses.
The implications of these prognoses, as they relate to the
traditional and four non-traditional Ph.D. degrees and to university
administrators are discussed.
kir
TABLE OF CONTENTS
Page
Chapter
LIST OF TABLES
ii
LIST OF FIGURES
iii
LIST OF APPENDICES
1
INTRODUCTION
I:
12
DOCTOR OF PHILOSOPHY DEGREE
II:
12
History of the University
18
History of the Doctorate
41
Regulatory and Prescriptive Literature
45
Summary
47
III: CONCEPTUAL FRAMEWORK
47
Research Question
49
Ph.D. Degree Acquisition Model and Limitations
59
Prognostics
64
Summary
66
RESEARCH METHODOLOGY
IV:
66
Delphi Technique
73
Panel of Participants and Questionnaires Used
78
Reliability and Validity
82
Summary
84
FINDINGS AND ANALYSES
V:
84
Problematic Issues [Round 1]
90
Iterative Process [Rounds 2 and 3]
Final Prognoses of Panel of Participants
95
109
Summary
111
CONCLUSION
VI:
111
Summary of Research
113
Implications for Ph.D. Degree
Implications for University Administrators
129
135
Recommendations
139
APPENDICES
203
REFERENCES
TABLES
Page
1. Years to complete a doctoral degree in United States
7
29
2. Doctoral degrees offered in United States [1989]
44
3. Recommendations prescribed for Ph.D. degree [1960-1988]
4. Problematic issues tabled by frequency and country of origin
85
as defined in Round 1 by panel of participants
92
5. Stability data and summary statistics for Round 3
95
6. Country and combined response frequencies [7.] for Round 3
7. Final prognoses for lengthy study component action
106
8. Final prognoses for original research component action
107
9. Final prognoses for thesis preparation component action
108
10. Actions the panel believes will most likely have a negative
130
effect on Ph.D. degree
11. Actions
he panel believes will most likely have a positive
132
effect on Ph.D. degree
12. Actions the panel believes will most likely have ambiguous
133
effects on Ph.D. degree
ii
FIGURES
Page
49
Ph.D. degree acquisition model
1.
Ph.D. degree acquisition model [mathematical variations]
52
2.
lii
APPENDICES
Page
139
Letter requesting data on contemporary Ph.D. degree
A.
140
Fundamental components of Ph.D. degree in Australia, Canada,
B.
Great Britain, anc United States [1989]
145
Prescriptive literature extracts and key point summaries
C.
152
Terms associated with doctoral research in United States
D.
Characteristics of doctoral theses in United States
155
E.
157
Examples of stability measurement computation
F.
158
Fields where Delphi technique has been applied
G.
Delphi technique bibliography related to higher education
159
H.
Panel of participants [with titles effective in 1989]
160
I.
Letter requesting participation on panel
165
J.
Round 1 questionnaire
166
K.
170
Round 2 questionnaire
L.
Round 3 questionnaire
173
M.
Round 1 problematic issues
177
N.
Round 1 single problematic issues
193
0.
Response summary for Rounds 2 and 3
195
P.
Final prognoses of panel for all questions
197
Q.
A.A.U. doctoral education recommendations
199
R.
I
INTRODUCTION
thesis was
in this
an
The purpose of the research recorded
exploratory investigation of the degree Philosophiae Doctor [Ph.D.,
More specifically, to study the acquisition
doctor of philosophy].
process of the degree and to assess what effects hypothetical changes in
The stimulus for this
the process may have on the resultant doctorate.
investigation was the fact that the degree and its current acquisition
process are being challenged and criticized on the university campus, in
the business community, and within the political realm.
As evidence of this unsettled situation, brief details concerning a
degree are subsequently
number of contentious aspects of the Ph.D.
appropriateness,
attrition,
include
aspects
These
highlighted.
competency
research
program
emphasis,
discrimination,
employment,
They are
evaluation, time to complete, and unconventional programs.
highlighted because related contentions appear frequently in the higher
Whether all the criticism leveled at
education literature and press.
justified is overridden by its
the doctor of philosophy degree is
persistent existence, and the criticism is documented without discussion
and
discontent
disharmony
as evidence of
simply international
References are made to Australia, Canada,
surrounding this doctorate.
Great Britain, and the United States. [Although Great Britain is not an
official name, it has been used to avoid possible confusion between the
They were selected because their
United States and the United Kingdom.]
similar academic
universities
their degree
have
structures,
Ph.D.
programs have a common ancestry, and the majority of their doctoral
programs are given in the English language.
1